Ready? I lost a few people, but we will call the meeting to order. It is 7:01. Good evening everyone. Happy New Year. I'm going to have Egypt quickly do a roll call. She is virtual with us tonight. So, just bear with us
frequently. Egypt, you're good. Egypt, you want me to do it? >> Okay, I'm going to go through it. >> Can you guys hear me? I'm sorry. >> Yeah, now we can. >> Okay. >> Ready for roll call when you are. Come here. Can you get Am I going in and out?
Like what's going on? Shirley. >> Shirley. I'll be right back. She stepped out. >> Steen. >> Stephen. >> Hi. >> Present. >> Fabiola. >> Angela. >> Not here.
>> Who? >> Kent. >> Stepped out, but he's here. >> Okay. Stephen. I mean, not Stephen. Sorry. Stephanie. here. Present >> Christine >> present. >> Amy >> here.
>> Vincent >> here. >> And Jim >> Natasha >> believe that's all. Am I missing anybody? >> You didn't call Shauna, but she's here. >> Okay. Shauna, I'm so sorry.
>> I knew she was there. I seen her before I left. >> Yeah. >> Okay. Thank you. So, the first thing on our agenda for this evening is the resolution that was brought up last month. So,
sorry, I'm echoing. This is resolution number four. Um, I'm going to read it out really quick for everybody before we take a roll call vote on this. This resolution is opposing any weakening of minimum distance rules of cannabis dispensaries. I am the one sponsoring
this and my co-sponsors are Angela Harris and Stephen Kendall. Whereas the Marijuana Regulation and Taxation Act, MRTA, was signed into law on March 31st, 2021, legalizing adult use cannabis in New York State and establishing the authority to operate
cannabis dispensaries. Whereas the MRTA authorized the creation of the Office of Cannabis Management, OCM, under the Division of Alcoholic Beverage Control to license the cultivation, processing, distribution, and sale of cannabis. Whereas MRTA states no cannabis retail
licency shall locate a storefront within 500 ft of a school grounds as such term is defined in the education law. Whereas education law define school grounds as any building structure and surrounding outdoor grounds including entrances or exits contained within a public or private preschool, nursery school,
elementary school, elementary or secondary schools legally defined property boundaries. Whereas OCM's regulation at 9ycr 119.4 4 defines the measurement of minimum distance from schools as beginning at the center of the nearest entrance of the nearest building
occupied exclusively as a school. Whereas this regulatory interpretation effectively narrowed the intended protective scope of MRTA by measuring from the school building entrance rather than from the school property line. Whereas in a memorandum dated July 28th,
2025, OCM acknowledged this interpretation was inconsistent with education law 409 and stated that minimum distance must be measured from the legally defined school property line. Whereas, as of July 2025, the regulatory reversal affected approximately 108 licensed dispensaries
and 44 pending applicants. Whereas the state established a $15 million applicant relief program providing up to 250,000 per applicant awaiting approval for relocation related costs while offering no comparable compensation to existing license holders who may incur greater relocation costs and revenue
loss. Whereas a coalition of licensed dispensaries filed suit on September 15, 2025 seeking to block enforcement of the revised measurement standard. Whereas on September 25th, 2025, the Albany County Supreme Court issued a preliminary injunction in conbut at AL for it New
York State cannabis control board at AL ordering OCM to continue applying the previous measurement standard until February 15th, 2026. Whereas Governor Kathy Hokll stated publicly regarded affected dispensaries, we need to get the law changed to have a fix, indicating potential intent to
legislatively adjust or weaken the current distance requirement. Whereas OCF school proximity correction web page notes that the governor OCF and the legislature plan to advance a legislative solution providing destroy protections for affected businesses. Whereas medical research finds that
cannabis use poses significant health and develop developmental risks to adolescence including impacts on brain development, academic achievement and mental health often equal to or greater than risks associated with tobacco. Whereas studies consistently show that youth substance use rates increase when
retailer proximity to school decreases. Whereas research also demonstrates that low-income communities and communities of color disproportionately experience higher concentrations of tobacco and cannabis retailers near schools. Whereas the New York State Adolescent Tobacco Use Prevention Act seeks to reduce youth
access to harmful substances. Whereas public health law 1389- DD-1 prohibits storefront advertising of tobacco and vaping products within 1,500 ft of schools 500 ft in New York City specifically. Therefore, be it resolved that the Community Education Council for District
25 urges Governor Kathy Hokll and the New York State Legislature not to pursue any legislative fix that weakens or circumvents the MRTA's 500 foot minimum distance requirement. Be it further resolved that CEC 25 calls on the Office of Cannabis Management, two, one, preserve the statutory 500 foot buffer
from school grounds as defined in MRTA and education law 409. Two, reject any regulatory interpretation, including door to door or same street exceptions that weaken school proximity pro protections. Three, establish an equitable relief fund for the 108 licensed dispensaries affected by the
regulatory reversal, covering all relocation costs, related expenses, and loss revenue. Four, consider strengthening distance requirements such as those proposed in Senate Bill S1244 to align cannabis retail regulations with existing youth public health protections relating to tobacco. Be it
finally resolved that this re resolution was reviewed and hopefully approved in a moment by the council today. So, does anybody have any questions, comments, concerns on this resolution? Okay. If not, we can go to a vote.
>> I'm ready. >> Do you want us to just do a raise of hands and this way you can kind of just say who's yes no what I'm saying? Make it easier for you. >> Either way, it's fine. I still have the roll call ready. >> Okay. So, you can go through it then. >> Okay. Eden.
>> Yes. >> Sorry. Yes. Is >> that a yes >> viola? >> Yes. Yes. Yes. >> Benjamin, >> I get a vote. >> No. >> The students get a vote. >> No. >> Okay. So, Kent,
>> yes. >> Stephen, >> yes. Jilla, she's not there. Amy, excuse me. >> Yes. >> Vincent, >> yes. >> And Shirley, >> yes.
>> Okay, >> that was she picked up the two. Okay, >> got it. Okay, thank you. So, the resolution is passed and we will get this submitted. So, thank you everybody for that. Um, our next topic, I'm going to table this next topic briefly so that we can
have our student speak next and then we'll go back to our school construction authority just in essence of the fact that he does have school tomorrow. So, do you want to introduce? >> Yeah, absolutely. Absolutely. So, good evening everyone. Um, it's a a pre-
entry into into my pre into my uh my superintendent report, but I am proud to welcome uh Sasha from IS-250 uh who is joining us tonight to share his soap box speech uh and to raise awareness around interestingly enough I
know you guys were talking and presenting a resolution around uh the cannabis dispensaries and it just so happens that Sasha Sasha's here tonight to talk to us about uh the impact of gateway uh gateway drugs and raising awareness on that. Uh so Sasha, we're going to invite you on up and you're
going to have an opportunity to share your speech with our uh with our CEC as well as some of our members that are joining us at home. >> Bring you on up. >> I'm going to bring it over there. >> So thank you Sasha for for being here
and your willingness to uh to share your speech. Everyone has heard of horrific stories about people having bad experiences with drugs. Those experiences are usually cocaine, crack, heroin, or other opioids. But what if I told you those
horrific stories begin with one innocent drug? Hi, my name is Sasha Shap and and today I'm going to talk about the issues of gateway drugs and its potential to lead into the use of and dependence of more
dangerous drugs. While the use of gateway drugs such as nicotine and alcohol and marijuana has decreased, more than 20% of the world's population still consume nicotine whether by vaping or cigarettes
per the World Health Organization's 2025 tobacco tobacco report trend and 15% of Americans smoke marijuana according to the National Survey of Drug Use and Health Public published in the
journal of addiction. The national survey of drug use also compare cons consumption of alcohol versus marijuana and found that more Americans currently smoke
marijuana on a daily basis than consume alcohol. I've noticed a particular spike a particular uptick in my in noticed a particular uptick in marijuana usage in my neighborhood and around my
school. The distinct smell of marijuana is prevalent wherever I go. Marijuana is a gateway drug leading people to use a harder drugs like no cocaine and and hallucinogenic. Using too much can cause
negative health outcomes such as cannabis use disorder. According to the CC CDC, marijuana directly affects the parts of the brain responsible for memory, learning, decision making, coordination, motion, and reaction time.
Long-term use can cause psychosis or schizophrenia. Nicotine use can cause long-term drunken lung damage and cancer. Marijuana can also affect the crucial learning for crucial learning errors for
learning, memory, and decision making that can cause a permanent disability. So while nicotine, marijuana, and alcohol all have their own negatives, the real danger is their tendency to people for people to use harder and more
dangerous drugs because the adolescent brain is still developing, particularly the parts of the the the areas responsible for decision-m and impulse control. Exposure to substances like alcohol, nicotine, and THC during this
crucial period can destruct normal brain development development and rewards pathways, which may increase vulnerability to addiction to other substances later on, leaving you more
willing to try dangerous drugs. Based on these facts, it is important we educate teens and young adults on how the drug how drugs affect the users and their family and friends. People use drugs for various reasons including
depression or per personal problems. We can help drug users by educating them on the long-term effects of their drugs and providing them the therapy they need so they can the therapy they need.
On a personal note, my uncle was a heavy drug heavy drug user. He started with gateway drugs and was escalated to harder substances. I witnessed firsthand how on how his addiction affected his
mental and physical health and how that affected my family and his friends in a negative way. My family tried to help him but he eventually lost his battle with addiction. Even though they tried everything, nothing helped him. And
that's the sad reality of addiction. That's why that's why I'm here today talk about Gateway with drugs. According to the according to the center of this center this
>> control one in four people who get addicted to drugs do not recover receive assistance or attend any recovery drug intervention program. My uncle was one of them. If
someone had gone to him before he tried other innocent drugs, you might have prevented him from being becoming an addict and dying. So, this is what you, a middle schooler, can do. If you see a friend or person you know see and you see them using
drugs, tell someone you're not stitching. If you're trying to help a friend or acquaintance, >> they will be thankful for your help in the long run. that you can also go online to find helpful resources such as National Institute Intent on drug abuse
or drug prevention information. Your doctor and school can provide useful information on drug use and its impact on your health. No one's first drug experience is cocaine or heroin, but for many Americans and thousands of New
Yorkers of overdoses each year is often their last. So let's work together. Save to save their lives and prevent them from having the first. Thank you, >> Sasha. Well, well done. >> Well done. Super super proud of you for
for multiple reasons. One, standing up in front of an audience is not very very easy and you made it look very very easy. Um, you changed the inflection of your voice. I'm not sure if you were even realizing you were doing that when you wanted to make a point. You slowed down and changed your voice so that we
could really pay attention. So, I really appreciate you doing that. But I also appreciate uh your vulnerability to talk about something that's personal. >> Uh, that is not an easy thing. Uh, so I I thank you for doing that. And more importantly, what we were just talking
about as a collective committee is how do we work together as a community to help solve problems like you just mentioned. Uh and maybe perhaps in the very near future, you're going to get an email from me asking asking you how we can work together as a community to make
a louder message than what you just what you've been able to share today. So, I thank you so much on behalf of District 25 uh for being here tonight and for your parents for bringing you. Thank you. Okay. Well, thank you again. Um, we are
going to go over our SCA discussion next. I'm just trying. Give me one. pass those down. So last month we started talking with SEA and um
facilities and we started looking at the submissions of the schools that did submit for upgrades or fixes that they need per se at their schools. I actually had asked to share it up. I don't have any more
unfortunately. Um, I had asked the council members to please take the time to go through everything that we had been looking at and send over their top five preferences for us to send over to SEA for this year. So, we do have
one, two, three, four, five people I have submitted right now. I think you said you sent yours in. She had already printed it. >> Yeah. Yeah, I sent I sent mine. >> Okay. So, some of them had been sent in after. So, I want to go over these and see if there's like a common trend of
schools. Um, if anyone needs to share for now, please do. Um, because those that are common trends, maybe we can make those more of our priority and then we can discuss the other ones after that. Um, going through and looking, I will say that 185 has come up on everybody
that I've seen here. I don't know, was that on your list also, Shirley, or >> K? Did you have it also up? So one has a two conditions, right? Multi-purpose room upgrades and also the upgrade of the main electrical panel. So I picked the electrical panel, >> right? That's okay. So Angela had put
the multi-purpose room upgrades. The rest of us, it looks like and Sha did the multi-purpose room. Everyone else was looking at the electrical side of it. >> I did both. >> You did both. Okay. >> Yeah, I see that Christine has both. K, did you have that school on your list?
>> Uh, which one? >> 185. I know that was on my list. >> Okay. Which ones did you have? Just like write them down. >> I have uh um PS1 >> 21 >> uh the uh gymnastic four 154 >> 154 >> 214
>> 204 you said >> 214 >> 214 214. Okay. >> Uh PS 20 >> 20 >> and uh uh PS 193. >> How much did you have? It's a PS21
120 and also 185. >> Okay. >> 219. >> Okay. >> 409. >> Okay. >> 193. >> And you had 185 also, right? >> Yes. Okay. So, looking at that, I know that 185 is everybody that did submit
them. I know Vincent, Amy, Fabola, do you guys have any that you want to comment on? you want to add anything to this group of lists? So, I think 185 we should automatically put at one of our
top ones. If anyone is in disagreement, let me know. But I feel like it's come up multiple times and maybe we just combine the two line items into one. That would be my recommendation. Does anybody not want to do it that way?
Okay. So, that's fine. That's going to be number one. Then when you look down through here again, the next one that I see multiple times is I'm looking at um 409 Z100 first. Um
that padding replacement in the playground. I see that here one, two, three, three times. So that one is one we can just talk about a little bit more. He has 22. I know I I saw just once.
Okay, 21 has come up multiple times. >> Um, and I think we actually sent it last year as well if I remember correctly. So, does anybody have any thoughts on 21 being another option before we go to a full vote? >> I mean, I guess it raises the question
if it was submitted last year. >> They claimed their response in the email that we got was that they didn't have enough funding to assist him at the time environmentally. Correct. So no funding answered your your follow. >> I did finally get an answer. >> What happened is there may say that the
funding problem but the elected official Vicky Palino was willing to also give that >> but from SCA nobody showed up to start anything so they can move forward at
all. That was not what Chris told us. So it's not really the funding is the issue now. It's more of a there's no workers even the funding is there. >> So based on what we've talked about in the past, I think if it's just that the funding is there and it's the worker, I
don't know that SC is going to do anything if we put them on the list. I'm going to be honest. >> Well, >> that's just from like the feedback we see with other schools. Correct. >> I mean, if they have the funding already, it's more so the what company's going to work on the project.
>> Yeah. them being able to organize with. >> So that's not necessarily something we can >> it's not going to change if we recommend the visit. >> Um I I mean >> it to me really honestly what what it comes down to is selecting the the
projects that you feel are most um most important right now given the ones that you have and then prioritize the ones that that need it the most and then select those. I wouldn't necessarily think about it through the lens of may it get selected or may it not get selected if it's the one of the most
urgent need. Those are the ones that I would put forward anyway. Um you know >> whether we choose it or not we can continue to follow up with >> so I mean we could use that as I'm going to put that in our list as like that we
want to talk about it to go to a vote. >> I just have a quick question. >> Yeah. If if you know uh the office has already said that they be willing to pick it as one of our projects does that bump something else off the list like you know we can only that was my list is
basically what is more urgent what has to be done we submit it to them but at the same time it doesn't mean that it's going to get we could just get their attention is what we could do >> my my concern is that if that one could
be advocated for outside say this list was saying, we can continue to follow up about it. Um, if we then put that on our list of this, that takes something else that doesn't have funding out of consideration. >> So, so the funding is not the problem.
We're not talking about just because we put the list on it doesn't mean they're going to get funded. >> I I get what he meant too. So if we do take away 21, if we put another school, would they have a chance of getting a
funding from ICA to start the project? >> But see, the thing is for us, if we give the list, but that doesn't guarantee >> we're basically getting their attention that these are the projects that we need
to get it done in our district, but that does not guarantee that they will work on the things. But doesn't it take them? >> Yeah, I think there are there are different uh things. There are the SCA projects that you're putting in through these the selection of five. Um and then
I know a council member has been great about, you know, giving resol funding for schools to do things that are separate and apart from these five. Um you know, so schools can always make those those requests um you know, of of each of our council members. But I know
that um you know that to me is the the best option in terms of these other res opportunities. You know our folks have been great. You know they're they're always always so generous with our school system. >> That's the only thing I was worried about. >> So for example, what happened is PS2 when you submitted at the time they did
not get the fun >> but the fun is still there. >> Now it is. >> Now it is. They're willing to >> So we do we have to step you mean do we still need to give them funding? like a firm commitment or is this just
>> so she's willing to give us that funding for that particular school project. However, even though funding is there, Essie has to start the project. >> I was just asking Dr. Mike because this is a similar situation to what's going on actually with um school that I'm at.
We have funding for something for vendors um and it's now more of like a vendor and getting the person in the door. So, I know 183 came up, I heard somewhere along the way. Um, and the if we were to put like if I was to
then say, "Okay, they came in. I'm going to push them again." Like, >> it's not going to change the funding that they've got. It's it might say, "Oh, hey, here's awareness like that. We're still saying this is the problem. It's not done, but it's not necessarily going to get funded if it's already being funded another way."
>> That's really, I think, what the answer is to the question that's being asked, and that's where I was like, concerned. I was like, do we want to put this forward knowing that there is funding just to kind of give that awareness or do we want to find somebody that doesn't have funding to put that forward instead? >> So that's my question to everybody
there. >> I would say the latter and then we can advocate for with SCA being like, hey, this is fun. Can you get somebody in there? I wouldn't take up a spot of something that doesn't have a light on it >> for something that already has a light. >> So what is the do they ever
responding. >> He's going to follow up on that. Um because I just asked that question. I know there were situation at the other school. They are just waiting on a start date. Now we finally got progress made. But it took time. It took a lot of
pushing and time. So it it's really they they tend to drag, but it's once they get a vendor, they can get them in, but like getting the vendor assigned and everything set up, there's like some different back stuff to it. So that's where the biggest hurdle is I think at this point.
>> Yeah. Dr. Mike definitely check with the principal and see where they're at. Um so I think let's table 21 for right now. And then the next one that I do see multiple times.
I see 25. Okay. Yeah. So, I see 25 and 219 are the next two that I see more frequently on this list. Does anybody have any thoughts on those priority wise, things like that? >> So, 25 was one of the schools that I
visited. Um, I personally am a little bit skeptical that it's very likely that child would fall through the net that they have there. Um, I mean, could there a situation where a fall hits the ceiling and a tile similar to these tiles falls
down and it gets through the holes in the net. Possibly um I don't think it's safety hazard. Um, I think like one possible solution that was mentioned when I was there was that they they do have this netting that's kind of looping
down below the gym ceiling and if somebody wants to throw a you know three-pointer or something, it's definitely going to hit the net and it's the wrong net, not the basketball net. So, I think um the gym teacher was saying if you just put the netting up
higher like then that would probably fix that problem. So, uh, long story short, I don't, you know, I think the the presentation said there was something like a $25,000 minimum for considering these projects. It didn't seem like necessarily
a $25,000 project to fix that. So, I don't know where that leaves them if we don't put this on the list. I also checked their BCAST report and as far as I could tell, they identified the gym ceiling as having no problems. And so if it's not listed as an issue on their
building report and they haven't put any priority for it on fixing it, I'm not sure if it has any chance. So just some context there. >> No, I appreciate that. >> Willing to bump that off my list. knowing that it was on my list with the
information I'd be willing to just like >> I don't know how that gets >> No, I I think knowing that definitely does probably change some things. But I think let's go to 219 then, which is the other one that I mentioned that's here multiple times. There's his boiler,
HVAC, replacement of fire curtain, and wall structure. I feel like that seems very important, but I I want to hear from you guys like I need input from everybody. So, Yeah.
>> Okay. So, we'll put that put 185 now for when we go to vote. Um the next one we already talked about 21 >> 409. >> That's 409 Z100 that I see
is what it's called. Correct. Stephen, is that how >> Yeah. >> Okay. Just because I know he knows the school. Um, >> number one hit preschool. >> Okay, so yeah, that's the >> next one, which is Patty replacement in a playground.
How does everyone feel about that one? I mean, that was put on one, two, three. Three of us did submit it as something important to us, but does anybody else have any feedback on that? I think the reason I put I didn't put it was that I
thought it sounded like potentially a facilities thing. I'm just guessing here. I don't know if it is a priority though. Does sound important. Okay. Um and then I think Angel had mentioned 79
playground redevelopment. I I feel like there's a lot of those that come over. Um, does anybody have any thoughts on that one? >> I need feedback because otherwise we might be here all night. >> Which one? >> 409.
>> You think 40900? Okay. >> I don't know what makes it significantly different from other playgrounds that >> but 79 you're talking about. Yeah. I feel like that comes up across the board a lot. I feel like other schools did submit that. That's why I did not choose it for
>> I don't know what that means, but I feel like they have redevelopment. >> They want it to be completely redone basically from my understanding. >> I feel like there's so many, you know, requests out there and um some of the
requests are related to security. You know there's a door I believe there's there's one gay a door which is um you know which is uh security of the uh
kids right >> can can I ask you something that's not on other people's list but is on mine. >> Yeah. when I visited the prek center in sorry I didn't mean to steamroll you again you're making a point I'm sorry no no I'm talking about you know there's so
many lists requests out there >> and we did get more after we started reading our lists that we had there was additional that came through >> we could have f maybe we could have focused on something more related to security of the school you know
fundamental fundamental >> I think security wise most schools are getting like the cameras and everything like that at this point. I think that's being installed in almost every school at this point personally. Um to answer that piece. Is that better?
Awesome. Thank you. >> Um another you were talking about the prek center though. Yes. The other pre-k center. >> The bathroom in college. That was the one I went to visit. Um that was my site visit. I like you know this is kids first
introduction to public schools. that bathroom as I I've sent photos of this in my report. It's stuff's held together with duct tape. There's stuff falling off the walls. Like I wouldn't want if my kid went to that school, I'd ask them not to let them use it. They're doing their best, but that bathroom isn't and
it's not necessarily like it's fixing a capp fixing the tiles in the wall. Like >> obviously if no one else thinks it's of a priority, I totally get that. But there's something about like a three year, you know, and a three-year-old and a four-year-old, they're going to school
for the first time and their bathroom's held together with duct tape. That's something that I think we could convince SCA to fix because it's not plumbing. It's not none of that. It's stuff that's doable and would have a major impact on a lot of really young students.
So, just the reason I left that off was just because that's a facilities issue and not just based on that presentation that they had last time where they were kind of bouncing back and forth between who's responsible for what. I don't know if SCA would pick this up or they were
just saying which >> was my thinking too. >> Um the one >> the prek center >> the prek center. Does anybody have any thoughts on that? >> Yeah, I call my concern to this P PS2
core. You know, they have requirement for upgrade food and bathroom. It feels like this is more it's very fundamental, you know, something related to hygiene and the health of the of the students. I think we should give that more.
So, so can can I add I I just see that um we're not all on the same page. So um let me just maybe agree like what what TSA
uh focuses on if it's structural capital instead of just like you know um bathrooms and it sounds structural safety. >> Yeah. So based on the presentation last month, it sounds like more of these like electrical big big type projects are what they're going to do more with.
>> They'll do typically they'll do boiler upgrades, they'll do uh roof uh the the the roof. They'll do um electrification. They'll do flood elimination. Um you know the the the bigger projects that are you know really of concern for the
building as a as a whole. It doesn't mean that they won't consider these other projects, but the ones that get prioritized are ones that are really significant issues. A a ceiling that's falling is one that's going to get prioritized over um over other things.
But um you base your choices on the the things that have been have been submitted and in my opinion are the most um have the biggest concern for you as a CEC. Typically smaller projects like a um like a bathroom that may be able to be
repaired by uh facilities wouldn't be one that the SCA picks up. I wouldn't recommend putting things there that look smaller in nature comparatively speaking to others that are, you know, bigger projects in the hundreds of thousands of dollars. >> So, um, what I hear is like, would you
rather focus on structural um, or I I even love what Ken said earlier, he was focusing on the safety aspect of the building itself, which I think is important. So I think we need to come together and say we want to
focus on short you know you know it's all I think it's like we we see oh this could be done this could be done but maybe we can come together again and look at it as a whole like you know the building's coming down on this
one over here and come back to it maybe because I couldn't open >> I have to send this in >> I couldn't open the file I still can't open the file So, I can't even help right now. >> All right. Maybe you could look on if somebody else is able to open it. Yeah. But we have to definitely vote on this tonight because I have to get this list
in. >> Um, >> the deadline is coming up. >> Top three schools. Top five >> I put on here. >> Well, based on what Dr. Mike said, does that bump 219 up? Because >> it's a boiler, HVAC, fire like
>> Right. I that's why I think 185 and 219 are definitely >> cuz 185 is also an electrical service panel. It's >> in addition to the multi-er that was on my list too. Like based on what you're saying about the type of products to take on those two at least seem like
kind of slam dunk your answers. >> Okay. So I think 185 219 we we know for a fact that everybody's on board with it sounds like. So, I don't think we need to even take a vote on that. Am I correct? Anybody have an objection to that? >> It seems that 409 and Z100 is also
>> and then 409 Z100 was a padding replacement in the playground. >> There's a four vote on that cuz I voted on that too. >> Yeah. >> So, that's three. So, we >> How do we feel about leaving that one on there based on the discussion we just
had? Anybody have any feelings there? I mean, the other one that I was going to point out next is 24. It says rooftop siding. It's related to roof. I I thought that was kind of important. >> Has anybody yet?
>> Uh I have not. Has anyone been to 24 yet? I don't know whose school that is off hand. >> 24. >> Yeah. >> No. Uh regarding five, I just want to give another uh comments. You know, I was there with Shana and the ceiling was I remember the ceiling had a tiles right
above the net actually the ceilings pointing down some of them have tiles pointing down I feels like you know they definitely did some work on it I still recommend the CA to to fix the PS25
besides there's so many schools out there there's three schools in the PS5 you know very heavily used facility so that's my recommendation So 24 was the one I just brought up because of the it's a rooftop related thing. Does anybody have any thoughts on
24? >> I think this one had some pictures that were submitted if I was looking at the right thing. >> Which one? So 24. >> I don't know who visited there. >> Nobody seems >> okay >> to have done anything with that.
Okay. So, >> next one that came up often was 252, right? It was a three-fold 25 >> 25. I don't >> Angela Kent, >> we took that. That was the gym ceiling repair. That was the one we just discussed that we were like,
>> she said she saw it. It's not something she think felt was >> But Kent was also there. So, >> it's just as much as somebody as I am. So, and then I'm just trying to read what these other ones are.
>> So, I pulled up the pictures. Look at it. >> You have the pictures available for everyone? >> 24. Not sure what we're looking at. That's 24. >> Doesn't look good. Whatever it is, padding.
>> Is that the rooftop, Jim? at all. >> I think so. There's like some nails are sticking out over here. >> I'm going to put 21 because the >> again I don't know >> and our facility replacement or whatever
>> is only for duck. >> Got it. >> Oh, that was a zoomed in view of the nails behind the padding. Okay, >> so that I think we're okay with that. And then Shirley actually brought up a good point with 21. They got funding for certain things, but
the auditorium seating is not funed and that's with the broken chair. >> They got funded for the playground. They got funded for the fixing the HBA seat, but not for auditorium seat that's broken. So that
>> So we have five schools. We just got to decide what order. I think we all seem to be on the same page with these. So, we have 185, 219, 409/Z100, 24, and 21. We now need to just determine the top. What's going to be
our order for that? I think 219, the boiler HVAC stuff. I feel like that should be the first if anyone does anyone disagree. >> Nope. >> No. >> Okay. So, that's going to be number one. Number two,
>> I still vote for 21 CD. I have a picture, too. Does anybody I know what Shirley is saying her thoughts. Anybody else what they think number two should be. >> I think 185 honestly. >> Yeah, I think that's an electrical panel. I feel like that should be the
second for sure then. Okay. And then our third one I kind of am leaning towards the auditorium seating with the broken chairs. Does anybody else have a different thought? >> So it's like this. Yeah, I've seen it
>> in another school and they have the certain same situation. >> Yeah, it's like collision tape covering it. So, I kind of feel like that's >> But the worst part was there's a metal that's sticking out and kids are going across it. So, I just felt like it was they they tried their best. But
>> I cool with that. >> Yeah, is a widely used space in the school. >> Okay. So I think then 21 and then based on the what it is I would say 24
then 409 Z 100. Does anybody feel differently than that? Okay. So can I just see a show of hands? Is everybody in agreement with that? If you're not in agreement, leave your hand down for a minute. Is everyone in agreement with these top five in that order?
>> Could you read it again? So 219, 185, 214, and 409 Z 100. If you're in favor of it, just raise your hands for me. 1 2 3 4 5 6 7 8 9 Okay. And Kent, do you have a different thought?
>> I um >> just so we could hear from you. I don't want to ignore your thought. >> Sure. Sure. I um I don't I don't >> Okay. >> Okay. So, that's we'll go forward with that. I will get this written out and
sent in so Egypt can submit it for us so we make sure that they do get it and not claim that they didn't. Um with that said, I'm going to turn it over to Dr. Mike for his presentation. Sure. Get myself queued up.
All right, good evening everyone. Hope you're all doing well and happy new year to all of you. Um I hope you had um time to rest, relax, and enjoy your families. Um I know that um I tried to do that as much as I possibly could. Um you know,
although I do sound a little bit froggy, so excuse the froggginess in my voice. Um, couple things. I would love to just quickly get started. And you know that I do this at each one of our uh of our sessions. And being that we just finished um New Year's uh celebrations
in a little bit of a this or that type of connection before content, uh are you an early bedtime on New Year's Eve or are you a stay up past midnight? Which one are you? Which one says you more? either I am ready to go to bed at 9:00
cuz it's 9:00 regardless of of New Year's or are you a stay up past midnight type of person. So just take a moment to reflect on that and when you have a second just with your neighbor which one are you give a little bit of a reason why. >> Okay. >> All right. >> Usually >> 10 seconds and give it a go.
>> Usually I'm out before midnight. This year I stayed up on purpose to cuz Emily wanted to stay up despite being sick. So I stayed up just to nudge her till midnight and then a minute after midnight we were out cold. I have to tell you, usually um I'm good with staying up, but
>> um I was tired. I was really tired. >> I was drained this year, >> but I still stayed up though because the kids wanted to watch Stranger Things. I don't know if your kids have watched that show or not. >> My kids like that, you have to stay up and watch it with me. So, >> um I did wind up watching that with uh
with my son with my daughter. >> So, >> all right, just another 10 seconds. Any quick shareouts? Any quick shareouts? Anything? Are you Are you more of one or the other? And give a little reason why. >> What did Tiffany put in the chat?
Somebody else. >> Oh, hold on. Miss Neily added to the chat. Let's see. >> I was saying that I was so done with 2025 that I needed to stay up so I can see it go. >> I was done with 2025 also. So, >> I love it. Anyone else want to share?
We fell asleep watching K-pop Demon Hunters right on the >> Well, I I was at church, so I had to stay up. I be looking real rude. >> Good for you. >> Anybody else? >> Good for you. Anyone else? >> You want to share it? Go for it, Vas. >> I was saying that I'm 46 now and I can't
even keep my eyes open, but I live in South Queens and the fireworks. >> That wakes you up no matter what. >> Yeah. I mean, for for me, I don't I don't mind it, but this year I was a little bit on the tired side. Um, but my kids, as I was just mentioning, are very
into the Stranger Things show. I don't know if any of your kids are into the Stranger Things. Um, so Emily had me kind of glued to that TV for 2 hours, uh, watching that finale with her. But, um, but in in general, oh my goodness, stayed up until 5:00 a.m. Good for you,
Veronica. I don't know how you did that. >> Nice try, Veronica. >> Good for you. Oh my goodness. I I don't know that I could do that anymore. But anyway, I guys, you know, I share these things because um it's it's just an important part of in that small little way, you got to to laugh a little bit. You got to connect with one a little bit
uh one another a little bit. Uh and that's what we want to see with our adults as well as um our students so that we we're building relationships as frequently as we can. Something as small as that can provoke a whole set of conversations that otherwise you wouldn't have had an opportunity to do.
So that's just something that I want you want to keep connected with you guys each and every one of these sessions. Okay. Uh our monthly newsletter as you guys know this is available to you. I do encourage you um to hop on here as frequently as you can uh and subscribe
encourage others to subscribe. We we are going to continue to augment this and and adjust based on the feedback that you provide. So um you know please please feel free to to hop on to our monthly newsletter. Um just some celebratory photos of prior to the break, our kids engaging in a variety of
things from toy drives to food drives to clothing drives and such. Um you know to support our community as a whole. So thank you to our kids and our community members for engaging our learners in that. Uh we did have our district 25
elementary uh basketball all-star games uh just prior to the break. So big shout out to Diana from our team uh district team for organizing this. It was really amazing to watch. This has expanded quite a bit. I know we have Joe Kesler here who was uh one of the the
developers of said pro said basketball league years and years ago. Uh and I'm I'm proud to say that we have every single one of our schools is connected to this now um here in district 25. So so much so that we have to do this in two separate events, two separate days. Uh and you'll notice me there in the
middle. I do want to say I did lose 18 to 17. They had a halftime show, but I did do my very best. I hit five three-pointers in case anyone wants to know. I had my my shooting skills. And how many, Joe? >> Four. >> Four. >> Why are you short changing me, Joe? I
had I had five three-pointers um in that in that match. But um it was all in good fun. parents really came out to enjoy their kids um and experiencing something that um you know goes well beyond the classroom and what kids will reme remember for quite a while. Um so big
shout out to our coaches um as well as um my district team and most importantly our students for participating project soapbox um as you as you just saw a big thanks to Sasha from IS-250
uh for sharing his speech. how appropriate that there was a resolution today to talk about cannabis. Um, and he's here talking about the impacts that it's had on his own family. Um, and I do think that there is so much value in
hearing from our kids. Um, and going beyond that and creating authentic experiences for for children so that it goes beyond just the research paper and making something valuable happen with it from their voices to action. and that's what the hope is um you know from this
speech but others that we've heard already. So big thank you to him and IS-250 for sharing uh arts funding. I did want to make sure that I mentioned to you as a district uh we've been given um $80,000 to support
arts. I mentioned this to you guys in previous meetings. Uh we have started organizing residencies uh inside of our buildings uh through flushing town hall studio and a school and arts connection. Uh the focus for for this has been for
schools that have limited budgets where sustaining programs on their own has been a little bit difficult. So I have targeted them to begin with. Um and I know one of the the pieces of feedback that I received from you guys as a CEC was around making sure that we had some family arts types of events. Uh so I am
in talks with uh Arts Connection to organize those uh and doing multiple uh arts events across the district. So um I'm looking forward to that. And we have a a little bit of money for Broadway shows, but not a lot. So we'll try to open that and make that available for
some of our uh kids and families as well. Just reminder, kindergarten application is uh is open. So for any of our families that have children that are of age for kindergarten, please make sure that those applications are in by
January 23rd. Um big shout out to our uh new chancellor uh Kamar Samuels on his appointment as chancellor. Um really looking forward to uh to working with Chancellor Samuels. We've had uh the
pleasure of getting to know him as a uh colleague and superintendent. uh and I'm really looking forward to the work that he's going to be bringing uh to New York City. Um and having said that, I do also want to acknowledge our former chancellor uh for all the work that um Chancellor Vas Ramos has done as well.
Um so big shout out to Kamar um and looking forward to the work that's coming forward. Uh and these are three things that he's really uh going to be leaning in on. uh this idea of safe, academically rigorous, and integrated are three things that um uh our chancellor is going to be really pushing
forward inside of our schools. What I'm really excited about this this notion of of safe, it's connected to the work that we're trying to promote terms of wellness, kindness, and community here as a district. Um so I'm looking forward to folding in that mindset with the work
that we're trying to get accomplished uh not only in schools, but here as a district community. Um part of the academically rigorous is saying sustaining the work of New York City reads uh New York City solves um in conjunction with how are we doing this
through the lens of MTSS uh and making sure that tier one tier 2 and three and three supports are available for our kids. And then lastly just around that that responsiveness to student needs whether it's uh through the space of uh being culturally responsive or through the space of meeting the individual
learning needs of our kids. Now I just Yes. >> Is there any talk of a town hall? I know he's scheduled a couple already. >> So uh the uh the chancellor does intend on um aside from aside from a town hall, Joe, I know that CC will be connecting
with uh with uh >> we're due to schedule one this year for >> when the time comes. That I don't have any guidance on. Uh but the chancellor does intend to visit every single district uh in the first 60 days of his work. So, um I don't have any of the
details on that uh just yet. Uh but that is the the the goal. >> Our CC1 though definitely is going to be in the 2026 year. I believe we're due to pick done it 2024. So this year we're due again. >> Yeah. The 2425 year, right? So it's kind of like on the Yeah, >> it it was like a weird time frame. So
>> November. >> Um so I asked everyone just to take a moment. What what is it that you already know about NTSS? What is it that you already know? Any of you can kind of just popcorn out? >> Honestly, not much.
>> Tier one, tier two, and two support. What does that really mean? >> That's more than I know. >> Yeah. And you know, it's really really super important that we have a handle on this as parents. Um the notion of tier
one is basically the core curriculum that is in front of every single one of our children. That is the most important layer of instruction that we have is in core tier one core instruction. Why? Because that's where most of the learning is happening. We want to make
sure that our decisions for our kids inside of our core instruction uh is supporting their individual needs. So when you hear us talk about MTSS, the most important layer is core instruction. The the day-to-day lessons that our kids receive to ensure that
they are meeting the needs, their needs. The second layer for children that what I refer to as falling outside that sphere of success, children that are not necessarily meeting uh the standards just yet, um there is what we refer to
as tier 2. Children that are identified in tier 2 are typically children that for our baseline assessments are performing in the bottom 20th percentile in along the lines of this baseline assessment.
Our children that fall into this space receive resources like Spire, Sound Sensible, and Phonics for Reading in Elementary School. Those are the three programs that we emphasize in district 25. Um, sound sensible is a
program around phonetics, making sure that our kids understand those letter sounds. Some of our children do have a difficult time making sure that they can make sense of those sounds um when they hear them. Um, to spire, which is more of a phonics based program. So for
children they're having a really hard time decoding, this is a program that's really supportive of of their needs in a more of an intervention-based scenario, which means they're in smaller groups for designated amounts of time throughout the week. Uh our schools have
identified periods in their day where children that need this intervention are receiving that intervention uh to to best support some of those basic foundational skills. and phonics for reading is a little bit more for our kids in grades three and up. Um not
necessarily for our early elementary, it's really more for our upper elementary school children even into middle school. Our middle school we utilize three programs. We have just words which is not only important for our children that need intervention but
it's also a program that sp support supports multilingual learners. Um, we also have rewards which is a program for our middle schoolers to help not only build some of those foundational skills but also leaning towards that space of comprehension. So I share this with you
because these are things that are happening. I shared that shared it earlier in the year but I wanted to revisit this with you just so that we are consistently talking about awareness for you as uh parent leaders asking those questions. If I know where my child is and how my
child's performing and I'm worried about if they are meeting standards, what can I ask for? What is happening? Am I making that making sure there's that raised awareness? So, I share this with you so that there is that understanding. What I do want to do over the remaining part of the year is bring some folks to
you so you can see what does the rewards program look like, what does the spire program look like, what does sound sensible look like, so you have a clear understanding of what our children that are in the most need are receiving. Okay. Um, here are the programs. A little bit of a breakdown. So, it tells you a
little bit about I'm not going to read all of this to you that's in the in the slide deck. This is just to give you a little bit of an understanding of what these programs do and more importantly, what are they connected to? So, it's like an if then. If students are struggling with phological awareness,
then they receive this program for x amount of time. Okay. So this is just intended to give you a little bit of uh of background knowledge around the things that we are providing for our kids here in the district uh based on some individualized needs that they may
have. >> Okay. Does anyone have any any questions particularly against towards that? Yeah, >> I did. Um, so if a student is not quite at the 20th percentile, but they're heading there, this is something that parents will request for their children or
>> so kids that are receiving intervention um are children that really need the intervention. Some of our children that may be on the on the cusp, it's not that they that they need the intervention, they just might need a little bit of additional guidance in small group inside of their classrooms, not
necessarily for an intervention period. Um the intervention per period uh program is intended to support children that are in the greatest need. Um and it doesn't always mean that if your child is struggling a little bit that that will be the best answer. Most times it's
inside of the instructional core where where those things get elevated. >> Yeah. Okay. Any other questions? >> I just wanted to know is this for general ed only or general IEP school? >> All students. >> All students. >> Yeah. All students.
um you know and now children that who I would say are not necessarily targeted here are our entering multilingual learners. Our answering multilingual learners are just just got here in the country. Um so they're getting supported through what we call standalone
instruction. Um and for me pulling them for another support and service is not going to serve them well. Um so there are decisions that we have to make in our schools around you know who's going to receive that intervention versus who
um at this point not ready yet. >> Yeah. >> I do have a question when Venus asks you questions. >> Question preface with Dr. Mike is my favorite superintendent ever. It's because he's going to answer my question and it's not
really a question it's a request. Um, I'm very passionate about MTSS because it's almost un it's ununderstandable. I understand what it means, which is tier one, tier two, tier three. How can we improve how it's communicated to parents what type of MTSS to everyone, what type
of MTFS support their child needs and is receiving because a lot of times they're receiving it, but the parent has explicitly told that your child is receiving tier one, tier two, tier three. Like in my school, we use phonics for reading, but your average parent is
not going to know your child is using a specified curriculum to improve because they performed at this level. Like, are they sending home the initial assessment results at every school by every grade? I'm not asking, I'm requesting that all
superintendents ensure that every parent in New York City is empowered about what specific MTS supports their specific child is receiving. Parents don't know. >> Yeah. you know, uh, Venus, it's an important, uh, an important point and, you know, from from my standpoint, my
ask for all of our schools is that reports, and you're going to see in just a moment, there's a slide around I read Cadence. Um, that all of our parents have an awareness of where their child lands inside of those baseline assessments. Uh, but more importantly, letters that go home, that are sent home
to our families of children that are receiving intervention. Um, so there is uh an acknowledgement for those families that here is the service that your child's going to be receiving based on set supports. Um, so that's an expectation that I do have. >> Yeah. >> Yeah.
>> Okay. Um, just some upcoming events and guys, we're going to do more and more on on structures around MTSS just to make sure that there's this constantly raised awareness of what it means um for us as parents. You know, I had I had two children. one my my I have two children.
My daughter um did struggle and we did have to go through the process with her you know and it's important as parents to be aware of what that process means and how do you get the support uh that uh will help them get to the next to the next step. So really really important uh
for us to keep keep connected with. Um recent and upcoming events as you know we did a special education session in um October. Uh we did a mathematics session in November as long as well as a multilingual learner session that was primarily for our Spanish speaking
families. Um we do have additional sessions that are coming up. One around uh classification IEP classification. Sometimes our families are not aware of all the classifications that exist within the IEP. Um, so Nathan from our team does a great job of making sure
that there's that raised awareness. Uh, it's always a very well attended session, but I encourage you if you have families that are not sure uh about the classification process that they connect. Uh, we have an L session this Thursday uh tomorrow. Oh my goodness.
tomorrow around um for our multilingual learner families, specifically for those that speak uh Chinese. So really important for any of our multilingual learner families that are Chinese-speaking. Our team member Michelle is um is Chinese speaking. She
was a dual language teacher and she's going to be able to share really great information with any of our families that need it uh in that language. So really, really important. We also have our next session in our math series that's coming up at the end of March. I do encourage our families to to
participate in that as well. Um so all of these are accessible online and we make them available to you uh in an archive over time if you need it. Upcoming family night event, this is on um the 22nd at uh PS129.
These are great events. I do encourage any of our families to participate. We have loads of of math-based games that are accessible to our kids and their parents. And I have to tell you, there's nothing more refreshing than watching uh you know, a child sit with their their mom and dad and figure out things that
are math related that they're not even really realizing how much math is involved until they're actually sitting in it. Um I myself sit down. I am very competitive. So if you're sitting with me, know that I'm going to win. Uh it's just something that I have to try to do. I might not always win, but I'm going to try to win. Um,
but this is a really great event. Um, in all seriousness, I encourage any of our families to participate. Um, there are a bunch of different events like as soon as the kids walk in, including an estimation jar. Kids always get a kick out of that. I'll be jar of jelly beans or a jar of be of of buttons and kids
have to estimate what's in the jar uh to earn prizes. So, it's really really cool event. I encourage you to participate. These YouTube links, these are from our first um first uh assessment window. I will adjust for our February meeting with the
second set of links to show talk to parents around what does do the Aadian assessments mean and what should they be should they be looking out for in regards to performance uh on these assessments. We do it for I Ready. We also did it for Aadians. Encourage our
families to please pay attention to this especially if you have a K1 parent. um and a grade two parent making sure that they know what those foundational skills are that our kids are being assessed on as they change throughout the year. What we start with at the beginning of the year is not what we end with. So, it's
really really important that we have an understanding of what those things are. And in these video YouTube uh YouTube videos, you will get an idea of what that means. Okay. Enrollment reminders. This I do every every month. You guys know this. I'm going to go through this quickly. We are already beyond the place of of high
school applications releases. The offers will be released in March. Middle school admissions again past that uh past that part and April 15th release will releases will occur. Kindergarten has started as I mentioned January 23rd the application windows close. March
31st is when they will be released. 3 pre 3K prek opens next week close in February and releases will happen in May. G&T April 21st uh applications open for grade one through grades one through four and uh closes on uh May 8th,
releases in June. And just uh one one other quick thing that I wanted to to report to you uh as per the survey that we sent out to our community, I mentioned to you that we were going to try to work with some organizations uh to support some of the needs that our parents have identified.
Um, so this one, interestingly enough, I know Ben, you mentioned the idea of stressing over a over an assessment. So this is particularly focused on supporting our families with stress management um for academic focused
parenting. Um, so it will be presented to us by uh Child Center of New York. Really good organization. Um so they they've agreed to to provide us with this presentation from 6:00 to 7:00 um on February 10th. Uh we are also working
with Marvel Health who will be doing a session on March 10th. The topic is yet to be determined. Uh but there will be another one that's associated with the things that our parents have asked for and we will build one out for each month for the remainder of of this school year
is what we will uh what our goal is to do. Uh but just for your own awareness and then lastly um this we went over the wellness kindness community as a CEC. This is the latest iteration of just some statements around what we believe in in terms of
wellness, kindness and community. We're going to be working together as a collective team to really define what we want to have what we want to do actionably as a CEC to make these particular statements come to life. So that that'll be our next uh iteration
next month. And lastly, save for college. >> We we need to do better with this folks. >> Um and not because um it's a goal of mine and it's in my DC. It's part of it, but I think it's really important for
some of our families that do not have the awareness that we bring them the awareness. I'm so grateful to Stephanie and to um to Jenny. They've been going out to schools, visiting with our families, doing parent workshops to raise awareness of how the Safe for
College program can help them as an individual parent. So, thank you so much, Stephanie, for doing that and for for Jenny to visiting all of our schools, but our percentage is at 33%. of our parents in kindergarten through fourth grade taking advantage of $100
being added to an account for our kids. That's just through component A from the work. Just by signing up, $100 is added. When you complete the other components of the work, an additional $25 is added for each of the
next set of layers. So kids in an account will get started with $150 in an account. Um and when we think about community too, this is a place where um organizations can contribute to the scholarship where other children can
have those accounts elevated over time. But the only way that happens if people activate their accounts. Um and now don't get me wrong, everyone's got their own reason to not. I just want to make sure people are aware so they can make that choice. Um, so we are expressing this at each of our meetings. I'm going
to start sending out messages to all of our parents in kindergarten through 4th grade. Um, from myself encouraging, not expressing that anyone has to, but I do think it's worth everyone's time to get involved in that. Um, at at the very least being aware to then make an
informed decision. Um, I think some folks are just not making a decision because they are not clear. Um, so that's the last thing I wanted to say um >> tonight and I probably went way over my 20. >> No, you're actually not that bad. We gave you 25. >> Okay, good. >> Okay, >> but thank you guys.
>> Dr. Mike, good job. >> There you go. See, Egypt even >> Thank you, Egypt. >> So, um, I don't have much for my report other than I do want to give Fapiola a moment to speak. She has
reached out to Egypt and I over the last few weeks. So, I'm going to let you kind of take the floor for a second. >> Okay. Um, unfortunately, I have to resign due to me going to
school. Um, it was a lot this semester trying to manage work, being a mother, and although this is once a month, I still need to be present, you understand, and take accountability for
my part. And it was really difficult for me to do that while going back to school for my masters, you know. Um, but I do my biggest takeaway is initially before coming here, I thought it was just a
department of education and PTA. So when I joined here and to see this going on in the backhand of all with the council support in the school, the
community, I learned a lot. And even though I may not be on the board, I will definitely when I have that moment be sitting next to Venus. >> Yes. So, I'll still show up and still,
you know, do what I can to participate. But yes, I'm I'm resigning. And I just want to say it was a pleasure meeting everyone, learning, and thank you for accepting me as a council member.
>> I know I put you on the spot there. Well, >> yeah. >> We we appreciate everything you've done. I know even the first day going to get your paper notorized, you were gone and back in like no time at all. >> Um I'll never forget how quick she was able to pull that off.
>> So I I really do greatly appreciate that. Um so we will miss you, but we do hope to see you there with Venus >> as often as you can. Um just based on that information, we will be posting that there is a vacancy
um and accepting applicants so we can hopefully fill the seat. In addition to that, during our business meeting, I will discuss it, but we will have to reassign Fabola's schools to whoever we haven't assigned enough yet, per se. So,
can you just remind me which schools you have? >> Um I got them. >> You have them? Could you read them out to me? Egypt. >> Yep. PS 154. >> Okay. >> PS 164. >> Okay. >> 165.
>> Okay. >> And 250. >> 250. >> Is 250. >> And I know that PS 165 is ready. >> Yes. >> I was just talking with the president from there. So, um, okay. >> Principal Neil is on right now. >> Yeah. Perfect. So, that is all that I
have right now. So, I'm going to switch over to public speaking. Joe, you are up first. >> Okay, I'll do it from back here. >> Awesome. >> Hi, everyone. Happy New Year. >> Happy New Year. >> Usually I speak impromptu,
>> but we're excited. The UFP, they are launching in conjunction with the American Federation of Teachers and AI Academy. So, I'm just going to read a one minute um blur in terms of what it's about.
And um we're in a whole new world. Even I who has very little technology, you know, background. Um I'm pretty much getting into this and there's some real good benefits in the teaching part of it. So
um I'm going to read and then you have any questions. Uh, the National Academy for AI Instruction helps educators meet the challenges artificial intelligence brings to schools and to society.
We put educators voices first and believe AI in education should be safe, fair, effective, and ethical. Through both in-person and virtual training, we work alongside educators to explore how
AI can support learning, reduce unnecessary workload, and strengthen, never replace the human connection at the heart of teaching. We also emphasize critical thinking, supporting educators
in navigating misinformation, and using AI with confidence and care. Our goal is to prepare classrooms for the future while keeping teaching personal, thoughtful, and deeply human.
So, at least 40,000 teacher titles have a an introduction to along with the along with the American Federation of Teachers um and the UFT
down at 52 Broadway. They're currently in the process of building like one floor a huge thing where their training will you know go on and it evolves every day and I'm learning you know parts of it. So just I wanted to give you a
little insight to it. Um and and the key is you know it's not replacing teaching but for a teacher it's going to help them in many you know different ways in
the classroom and and support. So, um it's it's grown very quickly and and you know there's so many different companies out there and if anyone has any questions um I do have a contact person whether it be parents or or you know
staff um where you can reach out to uh that is going to run the entire UFT piece. But the AFT, the American Federation of Teachers, is launching this nationwide, you know, in our in uh that they support in in uh various
states. So, thank you. >> Thanks, Joe. >> Okay, so I'm going to turn it for a second. I have somebody on Zoom that did want to speak. Um Dan Arinoff. Dan, if you want to come off mute. We don't hear you. Can you hear me now?
>> Yes, we can. >> Sorry. Can you hear me now? >> Yep. >> All right. Sorry about that. Thanks, Eden. Um, I'll be quick. This is actually that's that's a very uh appropriate segue because I also as a parent wanted to talk about AI and I really just wanted to I guess understand
if the district was going to put together any kind of policy or direction for schools on the use of generative AI in classrooms. What I'm seeing is that um my kids teachers to various levels are incorporating AI tooling in the instruction and uh some of it is like in
my opinion inappropriate but I don't want to just like project my feelings for the entire school. I I do wonder if this is being discussed um you know guidelines for teachers on when it's appropriate to use AI in the classroom. you know, to what extent you should be telling kids who are learning how to
write, hey, run your writing prompt through a large language model to um have it be evaluated. I don't know. I just don't think that's appropriate for elementary school. I also know that some teachers are using image generation tooling and I'd rather my kids like
learn how to like do art rather than type into a large language model, show me pictures of X. Right? So, these are things that I'm pretty concerned about. I plan on bringing it up to an upcoming SLT meeting, but I wanted to know if there was anything going on at the district level to give guidance to
schools about this specifically. >> Yeah, that's a that's a a a great um a great question slashstatements set of statements, but I I think right now uh if you're asking is there a current policy that uh is available, no. The
answer to that is that there is not a district-wide policy for use of AI just yet. Um the central team is certainly working towards that end. Um but I I do encourage um you know the the
exploration of this work to support uh to support our decision-m and I think you know as we learn um you know through the the the best use um our decisions are going to change. Uh there's there's no doubt about it and I think part of
that is that awareness between you as families and us as uh as district but schools you know what is the best way for us to make sure that we're utilizing these tools in a productive way. Um like most times in history there is a new
innovation that comes out that either um that's going to change the way that we do things. Um, and I think this is the next iteration of it. And uh, it's how do we become really wise? Um, I would I while I do know certain AI tools, I can't tell you that I am proficient in
all of them yet myself. Uh, so I do think that we are in the beginning stages of this and uh, we'll certainly get better at its use um, and making decisions around, you know, when, why, how, and so on. Uh, but it's a really important point you make. >> Uh, Dr. M. Can I ask a question?
>> Yeah. So, are parents being let know if generative AI is being used in classrooms? Because as and thank you for bringing up the point. I I really appreciate it. Given what we're seeing lately with the groi being used to make child sexual assault material with a
prompt like chat GBT something in my work as a therapist I see like encouraging like severe mental health crisis are in teachers not like is there no so since there are no districtwide policies there schoolwide policies
because as a a parent and as a CDC member it's incredibly concerning to me that these types of generative tools give these risks to children that are well documented are there's no policy for that. >> So I mean I don't you know we are most
definitely at the earliest of stages with this do I and we also have to be critical consumers of our work. Um what I don't see are teachers utilizing things without without review uh and saying here you go just start reading or
writing based on this prompt that hasn't been screened. um the resources that that are being put in front of kids and the types of AI tools that we're utilizing are typically curriculum based. Um so uh HMH into reading and into literature have their own AI
components that we are able to use that are associated with the curriculum. In large part those are the tools that our schools are starting to explore. So when I talk about exploration, uh those are the ones in particular that I am referring to inside of our district schools and ones that I have certainly
encouraged the use of uh because it takes this huge resource that we have accessible um and allows us to make some of the uh the work um you know more manageable in terms of making good smart
decisions. Um so for example the HMH uh AI tool I can put in thinking about this particular text what is a great question that's associated with this standard. Um and then questions will be created that will allow us to start negotiating what
are some really good ones that we can ask kids about the text that they just read. >> Can I can I just ask our speaker if you're still here what do you know which tools were being recommended to be used that brought you to talk to us? >> Yeah. Um, so I know that for for one
child who's in his technology teacher was trying to teach them um I guess components of a computer and then had them go type into uh what I believe was chat gpt um to get images like >> that's not accessible in New York City.
>> I know. >> Uh well, I don't know. There was some it was some image generation tool. I I'll have to get the exact website. I know uh it might have been Adobe. I I don't know the >> and that's not >> there was there was some image
generation tool >> thing or whatever >> it was some image generation tool that was being used to you know I I guess they were generating images of parts of the computer and that was how they were supposed to be learning about computers and so people were confused because for
example someone had to go type the word pixel into the image generator and um get I guess image back and they ended up getting Minecraft pictures because Minecraft pictures are pixelated. But I don't see how that teaches you about a pixel in the context of computer
science. So it's just like I don't know. It seems like it's a bit of a wild west out there right now. >> Dan, just to um clarify, I was looking in Google Classroom. It appears it's through Adobe Express Creative Cloud because I remember my daughter doing the assignment as well. >> Yeah.
>> Um but they that's something that we gave access to through >> Adobe. These are all through um you know approved programs whe you know how how good we get at uh at utilizing them is a different is a different thing entirely and um I think we are at the beginning stages of organizing around uh around
its use. Um but right now there is not necessarily the the policy is in the works in terms of what that should look like there. I know they're they developed a committee at the the central level to begin organizing around this. >> Sure question also. >> Okay. Is this part of the same topic?
Yeah, Venus. >> Yes. My question again is the same thing. I'm old now. I just turned 46. So, it sounds like what he's asking is about teaching practices and I want to make sure that parents are in the fact that the DOE doesn't mandate what
teachers can do. That's a conversation. So, I would love for you and all parents to understand that who can say what a teacher does and does not use as a tool in their classroom is governed by the United Federation of Teachers. The DOE can't say a teacher can or cannot teach
a certain way. That's part of the contract and a conversation between the UF and the DOE. The uft rep just shared their angle, I guess, around AI. But that's like a conversation where you could go to the Queen UFT office and speak to Deli Rodriguez or the parent
leagar and start um empowering parents around the facilitating conversation because it's not something the DOE cannot put a mandate that a teacher can't use it. That would be a conversation between the the DOE and the UF. So I want parents to understand that what drives teachers ability to do or
not do something but the DOE doesn't say they cannot. It's it's a combination of the uft that could and the DOE having a conversation that teachers cannot use that tool because I as a former parent my son is 18. Yeah, I wouldn't want my son accessing that but they really can't
access it on the school devices. You're talking I think he's talking about teachers using it as a teaching tool and that's a new conversation. I've never heard this before today. >> Well, yeah. Listen, I I think uh well, there's a couple of things there. one, you know, there are expectations that we
set uh and there are expectations that inside of our schools and inside of our classrooms that uh we believe that our teachers um and administrators should follow. Uh and we do things aligned with those. Um it's it's not about uh necessarily can't as much as it is about
layer layers of expectation around how do we use things productively. um because I do not think um that it's something that um shouldn't be taken advantage of. We just have to make sure that we're doing it well. Uh and I think ultimately um
that's really what you're getting at is that not so much the use, but are we being as productive as we can with it and making good decisions with it. >> Um in the end, that's what that's what it does come down to. um you know, every tool that we've had out there that's
grown technologically over the years. At one point it was new. Um and we were unsure about how it could be used. Um and I think a similar type of thing is happening here. And you know, certainly to your point, it's how do we grow through it and make sure that we're making really smart choices that all can
follow. >> Perfect. Thank you. Um, I have some people here that wanted to speak, but I also was told there's somebody from Positive Women United that's online that wanted to speak. If you're still on and you want to unmute. >> You want to?
>> Oh, hi. Good evening. How are you? Uh, my name is Dr. Sylvia Podia. I reside in D29 district. Um, Positive Women United is an award-winning nonprofit organization for young girls and women of all ages, races, cultures, and
ethnicities. Uh, we've launched, we established since 2013, but we've launched uh officially uh in 2017. Uh yes, we've been we are quite a storm, but we have been operating citywide. Uh
but more so here in Queens, but we want to expand our mission and purpose of financial literacy um after schooling programming, female youth development, uh and female youth development in health and STEM
and in including uh housing. So uh we expanding our mission and purpose. Uh we have had you know a lot of uh heavy volume uh intake of single moms and migrant women shelters. Uh you can visit our
website. I'm going to put in the chat. It's uh www.positaryunited.org. Uh my uh state assembly uh is uh Alicia Hyman. Um, my council woman is Sina Brook Powers and my state
uh senator is Leeward Comry and I'm also on community board 13. >> Thank you. >> And my name is Sylvia Cotia. I'm sorry. Um, I think I didn't have a chance to rename >> um my name, but I'll I'll be happy to
put my full contact information in the chat if that helps or >> Perfect. Thank you. >> Okay. Thank you. So, I look forward to attending and uh supporting in any way I can moving forward. >> No problem. Is there anyone else on
>> Happy New Year and happy new year. >> Happy New Year. >> Is there anyone else on Zoom before I go back to the people in person? I just don't want to miss anyone. >> Okay, perfect. >> Al, you so Dr. Antona, I'm going to have to
get superintendent to watch you at work. >> Every month we are stuck listening to for an hour long. >> There's one of my favorite prepared for tomorrow night when I join right online. >> One of my favorite people. >> Right. So anyway, um >> he's a nice guy. >> A couple of CC26 members online. uh I'm
here also in person because we want to thank CC25 for passing the resolution on the cannabis uh dispensary. Uh this is an example of how uh CC should work together right because we can amplify our voice and try to get
something to be actually accomplished right by getting our voices together. We just met together and get the legislators etc to do something. Um along the same lines, I want to mention uh one thing. Um Senator Leo came to our CC meeting two months ago.
Uh four years ago, as a way to combat uh anti-Asian hate during the COVID crisis, uh Mr. Noo uh sponsored bill to mandate the inclusion of the API community's
contributions in the US uh in the US. uh and he wanted this to be um put into the curriculums for every public school in New York State. It has not passed still languishing. Um meanwhile, New Jersey was the first
state to do it, mandated in 2021. Since that time, uh 12 other states have changed laws demanding the inclusion of API history in state curriculum. and then 10 additional states have not passed laws but they have proactively
changed the curriculum state law. So uh a couple of weeks ago governor signed a bill that John uh sponsored different moment uh and this has to do with the way that the state education uh changes curriculum. Uh he said that the
legislature cannot tell state department education department to you know do this or that in the state curriculum. That's actually their decision on the state uh education part. So he sponsored a bill asking the commission of education New York State
to study whether it's feasible and advisable to implement this mandate. So we passed a resolution or we we want to pass a resolution we haven't done so yet to urge the visual education to study this right this problem and to
expedite the approval of actually going ahead to um include the API history uh contributions into the state curriculum for all schools in New York state. So, uh, hopefully we'll pass it and and we'll share with your audition and hope
that you can vote it, too. Um, all right. Before I get off, um, just want to mention um, SEA, right? So, I heard your discussion. We had our discussion last month. I think you may be interested in hearing what I say, what we heard from our the SEA discussion.
>> So, they did not approve any of our projects for the last year >> and we asked them, >> we had the same situation. So because we asked them and they told us they said all right what they do is uh as you said they they only look at very big projects right the other thing
they do is they look at the priorities issues in the district and for each school there's a report of BCAST right so they said look at the BCS for each school look for the high priority projects rated five those are very likely to be what they're
going to start working on >> yeah So that's what you should do. Um the better thing for them to do is actually give us a roller report to say, "All right, these are a list of all the projects in district 25 rated five." And then we just look at it and choose it.
Of course, it'll make it easy. Okay. >> So, all right. >> Thank you. >> Thanks. >> Yeah. >> So, I just um wrote to Mary Vicaro, the vice president for the UF.
So there should not be any AI going on teaching wise that is not. So these PE teachers these teachers at all levels all titles probably have not been part of any phase one training that the UFT
and AFT has done because basically it's for planning um dealing with IEPs very basic. So they have they do not the UFP does not endorse at this point any type of AI teaching or using it into the
curriculum. And she also said that she talked to you um about setting up she would do a parent workshop meaning the people from the uh academy. >> Yeah, I'll I'll do that. So, she just wanted that to be clear that it's definitely should not be going on at
this point. You know, it's early to help a teacher get the workload down. That's all. >> Maybe when I was sitting next to her in the restaurant recently, I should have had a conversation with her >> and and the only only programs that our schools use are those that have been approved and vetted by the city.
>> Perfect. You want >> I got you cuz I knew. >> Go for it. I was supposed to be new year. I'm sorry. We were going to be practicing stating less, but I lied. So, hi. Just want to introduce myself. I'm
Venus, uh, education activist for 14 years now. I started attending CEC's when my son was in prek in October of 2011. He is now a New York City public school high school graduate graduate. graduated from Big Side High School last year at 17 years old and went up to City
Marsville at 17 and had a wildly crazy enjoyable time as a 17-year-old upstate in college. Um, I'm a parent uh a true parent. I'm not a parent advocate. I'm a parent activist and my uh primary focus is on prior PPV, what I call PPV,
prioritizing parent voice. That's the only reason why I stand up, not to become known, not to fight the system, not to is for parents to understand their power. The importance of showing up consistently. Um, again, I'm going to make the same request that I think I made the last time I was here in
October. We need to reconfigure so that the guest can feel like they're included in the conversations because when I come in and I'm hearing conversations about SBA and other things, hearing it from the back, parents don't understand what the conversation is about. I've been attending meetings for 14 years, so I
know how SDA works, but there people back here. So, I don't know if we can make the youth face this way so that we can sit over there so that we can feel like a family. >> Our struggle is the Zoom, unfortunately. That's what we've been trying to figure out. >> We also have an issue with with um Al. >> Yeah, that's our biggest problem right
now. >> But at the end of the day, this meeting is for families and communities that we want to make sure that they are acknowledged at every step of the meeting. In district 30, I made the same complaint and they put parent comment section every 15 to 30 minutes so that
parents don't have to wait with their kids in the back to speak. As you can see, the family spoken and they had to leave. So, we want to make sure that we could get as much community and parent involvement as we can and then we're giving them opportunities to speak. Yes, I always speak, but I speak so that
somebody on the Zoom will feel empowered to type their name in the chat and bring up the concerns that they have at the school as well as the great things that are happening at their school. But again, I always emphasize that the focus be on not only talking about stuff for parents, but that they're sitting at the
table or the Zoom table. They feel like they're a part of the conversation because it's a long meeting. I set a meeting that are three hours long, four hours long and they have to wait and wait if they have a concern about their kid. So I want to make sure that parents concerns are addressed as early on as
possible and and also that the information is being spoken about in a way that they can understand and that they could take something home from these meetings or that they can bring stuff back to their schools because at the end of the day what's going to move the entire system forward is
prioritizing parents and making sure that they know what MTSS is. Make sure that we're doing our research before we show up. That's another thing I'm very big on is that CEC's are empowered before the meeting so that the parents really get the crux of what's being discussed and not that we're discussing
it and learning about it here because there's things that we can look up online different styles of instruction um different things with the DOE and the US so that you can come and give the information to those that are less fortunate or those that don't know instead of learning on the spot. I'm
very very big about that seat and no offense to anybody in here, but you are the parent leader representative. CEC should know, right? And MTSS is crazy. I'm still trying to wrap my mind around what it actually is. But that's a conversation to have via email before you get here. So, you can be telling
parents online what MTSS is as an empowered parent. And no offense to anybody. Again, I'm just very passionate because there's um multilingual learners, low-income families that do not know. And there's a gap because all of her schools are the schools that I'm
passionate about, which are the lowest performing schools in the district. 250, which was my old middle school, 154, which is not a low performing school, but my old elementary school, 2011, those are the schools in the district that we need to be uplifting because
academically they're behind. We have schools that are phenomenal and then we have schools that are struggling. So again, no offense to anybody. My name is Venus. I'm an education activist as well as a 20-year educator. I just celebrated my 20 years of service. I don't know how you say it properly, but I've been a par
professional for 20 years. I've been a mom for 19 years. My son will be 19 in April. And I've been doing this from 2011. And I'm never going to stop >> and he's my favorite superintendent >> because he's the most or Did you want to speak at all?
>> Okay. >> Okay. So, it looks like we don't have anyone else unless there's anybody else on Zoom. Last chance. >> Wait, sorry, Esther's going to introduce herself. She could be very >> Oh, no. I was I I teach at 244. So, I >> Oh,
I just want to echo so powerful what you just said. I think it's a really easy fix what you guys can do. Um, you can get a rotating camera and stronger mics. I'm sure Lewis can totally do something. Um, I didn't mind so much, but I think
definitely to feel included. Language access, I think, is something important. A lot of the community speaks Spanish. >> We actually usually have interpretation at all our meetings. This is the first time we did it in a few months. >> So powerful what you just said. >> Yeah, we didn't get a response in time from them, unfortunately.
>> What was saying? >> Thank you. That's nice to meet you. >> Really easy fix, I think. >> Yeah, we've been trying to kind of play around with some ideas. Louis probably. >> Louis, we're going to talk more. >> Listen, I I I can do anything. I just need the money. >> Oh, he's
>> he's like, I just need the money. >> He's there. He's listening. >> Hi. Good evening. I just want to just chime in. I'm a mother of two myself and my daughter is a past fifth graduate of PS 156 in Laurel. So,
still New York City parent. Oh, >> as well from Well, he's she's in middle school now, but she graduated from PS56 in Laurton. So, >> perfect. Thank you. >> Yeah, you're welcome. >> That being said, any less should I
speak? You guys want to say anything? >> Blowing everybody up. I always have things to say, but >> boring nothing yach. I'm a parent advocate and this is my home district. So, when I have an evening free, I always >> She comes to visit us. >> Comes to visit
Okay, with that being said, is there a motion >> to >> I heard Shirley and then I heard Shauna. 8:44 Egypt. >> Okay, we're going to take five minutes and then we're going into our business meeting.
If anyone needs me to sign their papers, please bring them to me now so I can give them to Egypt. Go ahead. >> Eden, >> present. >> Shirley, >> present. Christine >> present. >> Angela >> not here.
>> Amy, >> Vincent, >> present. >> Stephanie, >> present. >> Fabiola, >> present. >> Ja, >> present. >> Evan, >> present. >> Kent, >> present.
>> Natasha, >> present. >> And Benjamin. >> Sorry guys, my voice is going in and out. >> It's okay. He He's here. You're good. Okay. Um, if we could just look at our minutes from last month, review them, and let me know if anyone
sees anything we need to update. So, under district 25 highlights, the second point, the new elementary school is at Wat's Edge, not Will Edge. >> Good catch there. >> Although we may have another,
>> you got that right. >> Oh, really? >> Oh, really? >> Yes. I'm following along as everybody points out. >> You mean Willis Point Boulevard? >> I think when they finished with all of their fun over there, I think there's probably going to be one. >> There you go. District.
>> Huh? Not sure. >> With all the work that they're doing there with all of the different uh buildings, >> we'll see. Anybody have anything else that they see? >> Uh, under point4, would it be 35
standardized men who use citywide or is it 35 >> uh standardized? >> Standardized. Yes, a D at the end of there. Got it. Thank you. Anything else? Are we good to adopt the minutes with those changes?
>> Yes. >> Okay, perfect. Thank you. Next on our list is treasure report from Shauna. Uh yes. So for reimbursements, uh we have a balance of $10,334.
For meeting expenses, we have $1,94 left. Maybe some could be allocated to new Zoom equipment. >> I'm going to touch on that in a second. >> Uh card, we have $500 left. Supplies, $5,400 left. We haven't spent any of
that. And equipment repairs, we have $12 left. So, just to comment on that, Lewis is looking into a specific device for us that actually goes so that we could possibly change things around. So, when I get that price during the next meeting, maybe we can discuss moving
some money around once we know that pricing to see if it's doable. So, thank you for that. Next is, did anybody have any school visits in December?
I just need to know the dates if you went to a school in the month of December. Anybody school visits? Okay, perfect. Does anybody have any visits coming up that they haven't done yet? Anything
like that? >> Yeah, I'm still trying to nail down 214. Right now it's tentatively for January 20th, but you know wait for >> I'm reaching out to PS120 I think this
month and um if if you don't mind I I would like to take a school from Fabiola's >> and I could do PS 165 is really close to my neighbor. That would be great because I do know their PTA president has been on tonight and she does know that the
parent coordinator does want somebody to come and I know the principal was on as well. >> So there you go. Stephanie is going to take over 165. We don't even need to discuss that one and we'll get to the other schools momentarily. >> Thank you Stephanie. >> Veronica, I know you're still on. You
have a newly assigned rep for your school. It's Stephanie Colado. So she'll be in touch once Egypt connects them. I know she's still on. So that's why I wanted to let her know. Um and then we're also, just so we know, we
will be scheduling a time for cuz we're supposed to do quarterly meetings with President's Council. Veronica and I are going to work on getting that scheduled whether they come on a little bit before one of our meetings or we jump on before one of their meetings, something like that. We're going to schedule that. I know I can meet with them, but I'm on their prison council meetings every
month. So I'd rather you guys get to talk with them also. we could kind of collaborate. Um, talking about next month, we have to have the state of the district. >> Yep. >> That we did not end up doing this month. So, state of the district, >> vast majority of data should be in by
that point. >> Will be next month. Um, there's going to be a possible resolution vote next month, which we'll talk about that in a moment. And then I believe the other person
this Omni the expand student Omni Hoy August wanted to speak. They were not on during public speaking today but they did want to come speak next month. I know we had all talked about that briefly. Are we okay with adding them to the agenda next month?
>> Okay. Omni. Okay. Is there anything else that we would like to add to the agenda? Oh, I actually do have two things. Sorry. First is we will have to have an expedited election to fill Fabulous
position and we could always talk about the vacancy further, but we could also talk about that a little bit tonight. Um, so I will continue to announce that on here. Um, and we will get it posted so we get that.
>> One more thing. Uh we have to start looking prepared for the awards night for June >> cuz any order that we make we have to get it done around March which is so that's something that we need >> Egypt was going to start looking online for us at some stuff her and I had
talked about that but I think next month definitely we should start talking about our award ceremony cuz we need to figure out location >> um and start planning what we want to give and this way when it comes time for us to send out the requests for the recipients we're kind of ahead of the game this year cuz I know we kind of
scrambled. Um there is also additional awards other than the students and teachers that we need to decide on. Um one is the Joe Kesler award. There is an award named after Joe. Um and then there's one that we started last year uh that we gave to Esther and we need to decide if we want to
>> continue using that award or is it just something special that we want to use for her or do we want to use that in honor of what we did for her? Continue that award as well. >> I'm sorry. What is it again? >> It's award night. We do an award ceremony at our June meeting. >> That is our June meeting. We do an award ceremony at one of the schools.
>> So three was three stu three students per school. >> Yeah. Two students >> are identified >> uh to receive an award based on children that exemplify you know positive service behaviors, academics and so on. So it's kind of like a whole rounded uh award
for children that schools identify >> and then usually one teacher as well. >> Yes. And then the Joe Kesler award we kind of asked for some recommendations. We last year we asked >> leadership service leadership and service was >> Yeah. And it's sportsmanship things like that we've covered in there. So we did
ask schools to kind of give some names. Who was it we asked actually Diana? We asked for names last for names for those and then we voted on the names. Um but sometimes there's names that just come up in our conversations. And then Esther Maluto had been our family leaison person prior to Jenny taking on that
role and we decided to honor her last year at the end of the year as well because of all her appreciation and dedication to the council that she had helped out while we didn't have an AA. >> So those are the awards that we do. Um it's a whole ceremony very nice night
>> parents come out get to see their kids get really excited coming up stage the little ones Dr. Mike has a blast with. Oh, we had to one of the one of nothing like a four-year-old who's basically up to my kneecaps, you know, giving him this big hug >> comes on stage and I went to give him his medal and as I'm putting the metal
over his his head, he just gives me this hug and it was like the the the cutest thing in the world. It was really really very cute. >> So, okay. So, I have those items. I will piece that together in an email and send that out to everyone so we can put it in order of what's going to be calendar verse business and cover all that.
>> I have a quick question. Yes, this year is our chance. >> 2026 is our year. So, sometime between 2026, >> we'll have to pick a date. >> October, November, right? Around. >> We would rather pick it for like the fall towards the winter of next year just because we just did it last year.
>> Okay. >> Around December time frame, November, December. So, if we could do a similar time frame, that's what we're looking for. >> Okay. >> Yeah. So, that's we will have to talk about that for next year, >> next school year, probably. I don't know where this would go, but I just had something I want to bring up. You know, um, when Captain B president President's
office came, she had mentioned that they have a budget of aotments for improvements. I was wondering, is this a business meeting conversation to maybe have one of the things that was submitted to us that didn't necessarily make the cut on the vote tonight that you would want the bur myself or Ken or both of us to bring to the burough
president's office to be like, "Hey, >> this almost made our cut. We want to present this as a thing that's a priority for us." >> So, we can put that on our business meeting. Yeah, that's >> and like talk about maybe one or two schools that we want to like send them ideas about um >> and offer that. >> I'm happy to advocate for whatever we
decide is best to advocate for whe whether something comes of it or not. I just would like to >> No, I like that. That's perfect. Um okay. And then the last thing on our business meeting agenda so we can actually make good time today. I'm in shock is a resolution that Christine put
together for us based on our conversations. So, you want to talk about it a little bit? Explain it a little more. >> Sure. Uh, do you want to talk about it or just read it? >> You don't have to read through the whole thing right now. You can talk about it. We have to read it when we present it for a vote. So, don't read it now. >> Yeah. All right. So, it's basically it's
like kind of a common sense um resolution. I would say it's it's the MTA basically determines quorum based on how many people are actually elected or in the seats. So if the if there's a vacancy, it's not going to impact your
your ability to vote. So we're just proposing that we adopt a similar resolution. Um if the seats aren't filled, then we shouldn't have to base our voting rights on there. Uh so there were some charts in
here just going over how many seats are vacant throughout the various districts. Um you will see that the English language learner seats those are those are pretty low 66 >> the D75 too. >> Yeah D7575 >> generally there are a lot of there are a
lot of vacancies across the district. So I think it makes it easier for us to reach on a monthly basis if we make our our rules based on how many people are actually in the seats. whatever. Okay. So, based on that, um
I'm looking to see if we would like to put this up for a vote at next month's meeting. I have it listed as possible for the agenda. Is everyone okay with going to a vote on that next month? >> Yes. >> Awesome. So, thank you Christie for putting that together. Um, with that being said, does anybody
have anything else before I ask for a motion? >> Very briefly, I'm going to be annoying. I emailed it out a little late today. Um, I modified the, uh, AI resolution that came across our desk. Um, I we have >> Oh, I do have something else. Sorry. >> Didn't have enough time to print it out,
but basically, uh, it was a resolution, uh, encouraging the DOE to not to, uh, have some listening panels about AI before it is implemented. did a lot of stuff we were talking about tonight like that there isn't really a lot of policies in place and it's encouraging you uh I wish I had a copy
of it in front of me but encouraging the Oh, you're a hero man. Thank you. So basically uh as of October 2025 uh the panel for education policy had rejected due to backlash from the community and from financial offices any
AI contracts that they had. Um, New York City Assembly has been passing some AI safety rules. So, basically, uh, there's a bunch of citations on here. The reason I didn't get it out as quickly as I wanted to is that the citations in the original resolution were not great. So,
I had to fix them. Um, but basically because there are significant mental health impacts that AI usage has. It's a big stickler. I'm a big sickler for this. As a therapist, I've experimented with these tools and they can get really scary really quickly. I was telling Dr. mic on the side. I've uh gotten chatbt,
uh the Instagram one, Brock, I've gotten them all to convince me to kill myself or somebody else within like five prompts and that's really scary. So like that that that's one of the reasons that I'm so passionate about this. Basically, uh cyber bullying and sexual harassment
with students is through the roof when they have access to. We've seen recently with Croc people are putting in pictures of underage uh classmates typing generate this with their clothes off and all of a sudden you have generated child sexual assaulture. Great stuff.
So basically the resolution I'd be putting forward >> it would be resolution number six just so you know. >> Cool. Six. Um a two-year moratorum on student facing AI uh in classrooms for K through 8 uh except for circumstances when it's needed by an IEP. uh district would hold listening listening sessions
with teachers, parents, and students to hear their concerns and take this into consideration before adopting any contracts. Um during that conversation period, DOE adopt a posture of AI minimalism, caution, and skepticism, not necessarily jumping in to embrace it. Uh
parents should be informed of any data that's collected uh and put into these just because of data security concerns. There's a whole lot of them. Uh parents should be able to opt out of use of AI for collecting their children's data in classrooms. Uh all students should be
schools should be required to maintain a nonAI option for parents who don't want their children using these tools. As a parent and uh married to a designer, if a teacher said, "Hey, we're going to use AI image generation." I would say no. If possible, I don't want my child to use that. I've watched decimate my wife's
industry and steal work from horrible. Uh basically um no AI contracts uh until we have a better conversation left with input from teachers, students, and parents with a ton of citations and documentation uh documents be a mix of
studies and journalistic articles and recommendations from experts uh at the bottom of the resolution. I would like to bring it up for a vote, but I just wanted to bring it forward. I'm sorry I couldn't get you all printed. I did like 3 hours. >> I know it came over late. Is everyone okay with adding that for a vote next month as well? >> Yes. >> So resolution five and resolution six
will be voted on. Bless you. >> Bless you. Next month, I do have two things that we have to cover really quick. Sorry. Um, also in regards to Fabulous Schools, I will take on 250 Egypt. I need somebody that's willing to take
on 154 and 164. You could one person here, one person there. It doesn't matter. But if anyone's willing to take any of those on, please let me know. >> I would take 154. >> Okay, perfect. >> Christina, I got 154. And can somebody
take on 164? >> I can take that on. >> Okay. Thank you, Shauna. >> Thank you, Shauna. >> Okay, Egypt, you got those names? I'm >> sorry. Which one did you just say? >> I got Eden for 250, Christine for 154,
and Shauna for 164. >> And you got me for 250, right? >> Yes. >> Okay, perfect. With that said, we have >> for 165. So, >> and nobody took their own school, correct? No, but Stephanie could attend with me, right? >> She could attend with you. Yeah, like I
attended 193 with Shauna, for instance, so that's fine. Um, in addition, even though Fabola did resign officially today, we do have to vote on her absence from last month just for technicalities. >> I'm okay with it. >> Um, I'm sorry. It's kind of weird, but
if we can go to a vote on whether to approve her absence or not, Egypt just go through the roll call. That was one that we did not know about in advance >> until I reached out to her. So, just to be transparent with everyone, we just have to do it for technicality. >> It was midterms.
>> Yeah. >> I hope you did well. >> I did. >> Okay, good. >> I got that so awkward. Eden, >> I'm going to have to say no based on what happened. But >> yeah, >> Shirley. >> Yeah.
>> Christine, >> no means not. >> Not approved. >> Yeah. No, not that means. >> Like, no offense. >> Angela, she's not there. Amy, >> yes. >> Was that a yes? >> Yes. She said yes. So, you have two yeses, two nos.
>> Yep. Uh Vincent, >> yes. >> Stephanie, >> no. >> Uh Fabiola, you get to vote on your own absence. >> You could abstain, too. >> Okay. Um Shauna,
>> no. >> Um Stephen, >> sorry, but no. H >> no. Was that a yes? >> He said no. >> Okay. >> Is that everyone? >> Yeah. Oh, besides the students, do the
students get votes? >> No, not on this. Okay. So, therefore, it was a nonapproved optics, but it really >> and three A's. >> Okay. Yeah. So, in the end, it really is more for technicality that we needed to do this. Sorry. Um, and then do you have anybody for soapbox speech for next
month? >> Uh, okay. Do something. >> Okay. If you could just get me a name. That's the other. Okay. With that being said, it is 9:12. Does somebody want to make a motion? >> Please. >> I saw Stephanie's head and I saw Stephen.
>> It is 9:12. That's it. We are done. >> Everything will be in your office for you. >> And just so you know, Christine, the there is a and I didn't mention this to you before. >> There's a rubric. >> Proud of myself. >> The salt boxes >> despite the fact that there's a lot
>> my folder is not with me that I usually put everything in. So, I feel very >> Yes. I have to order more folders. >> Does he have one? There you go. That's perfect. >> Yes. >> Now, like I said, I'm going to
>> She's going to come sit down and visit us. All right, guys. This was fun. We made it. See you next month.