right now and I'm gonna share my screen. Let me find my Do you guys see my slide? >> Yes. >> And I'm going to give the floor to Crystal. So, Crystal, go ahead. >> Good evening everyone. Welcome to our
February DPAC uh meeting agenda. Welcome family leader coordinator Jenny Chang. Approval of minutes January meeting minutes superintendence report CEC updates.
Ryan Meley from Turbo. Upcoming meeting questions. Next slide please. Approval of DPAC minutes. I can't see that. I'm sorry. And I'm going to uh hand it over to Jamie Wong. She's going to be reading
our minutes. Jamie. >> Oh. Uh, just second. Here you go. District 25 meet sorry parent advisory council DPAC meeting minutes.
Date Wednesday January 28, 2026. Time 5:00 p.m. Location virtual Zoom attendance district leadership staff DEPAD officer student person. Oh,
presenters. Uh, so box speech presenters. Uh, one call to order and welcome. Presenter Chinish Chen, Duke 25 family leadership coordinator
purpose. Open the January 28, 2026 DAC meeting. Welcome participants and outline the agenda. Key points two DPAD meeting norms presenter Crystal Gonzalez
DPAD chair purpose review norms to support respectful and productive discussion see oh three approval of prior meeting minutes January 6 20 26 presenter Jamie
Wong PS29 DPAC Alternate purpose review and approve the official minutes from the January 6, 2026 DPAC meeting. Key points
decision made. Uh action item nine for student box present uh presentation specific for all student voice.
A to Student Solbox presentation world bridge and community safety presenter Sopia Sophia uh Millenno PS1 129 student lead
adversary um presentation peling the dangers and human impact of the world wage key point share discussion alternate viewpoints action items B. Student Sobbucks
presentation cost of family activities and affordability. Presenter Jacob Aori. Uh PS1 129 studently presentation addressing the high cost of family activities and access to affordable
experience. Key point share. Let's see. Oh discussion alternate few points action item
five superintendence report presenter Dr. Michael uh Dona, superintendent district 25 purpose provide district update celebrate achievement and engage
dependent members in forwardlooking discussion. A student voice and so program B celebration and district highlights. C instruction, events and family
engagement. D arts funding update. E enrollment updates. DAD members to share enrollment reminder with school community. Six DPAD business and title one updates.
A deep pad offices and vacancies presenter Bristol Gonzalez discussion alternate view points. Uh all right. B title score 2025 to 2026
presenter Christo Gonzalez key point shared. See, title one parents engagement DOE uh offenders presenter Crystal Gonzalez. Uh let's see seven meeting schedules.
Presenter Crystal Gonzalez key point share action item members to make the calendar for the upcoming meeting. A budget office title one 1% parents
engagement reference presenter your layout district budget director reference pending purpose address question relate to the title one 1% parent engagement set aside and approval
uh scenarios nine open form and closing key point share that adjustment meeting uh conclude after completion of agenda item. >> That's it. >> Thank you so much, Jamie. Um can we get
a motion for approval of the January 28 DPAC meeting minutes? I approve. Clattis Ruiz. >> Thank you so much, Clattice. Can we get a second motion? >> I approve, Crystal Gonzalez. >> Thank you so much. And then I'm gonna
pull up my slide again. And I did skip the meeting norms earlier, so I apologize, Crystal. >> Yes. So, uh, meeting norms, start and end on time. One voice when speaking. This is a safe space to speak. 1 2 3 and
then me. If you spoke already, allow three people to speak before you speak again. Respect all. Be present. Be engaged and involved. And now we're gonna uh hand it over to our CEC president, Eden Rubenstein.
>> Thank you, Crystal. Hi, everyone. >> Hope you're all doing well. Um, just wanted to kind of give you guys a quick update. We did have a vacancy on our council that got filled at our last meeting. Um, we actually have a member from last year that ended up returning. And we do have our monthly meeting next
Wednesday at 7 p.m. at the district office. You can come in person. You can join virtually. We will have somebody speaking about state testing. Um we have some resolutions that we're discussing. We're preparing for our awards ceremony. So there's a lot going on right now as we get closer towards the end of the
year. Crazy to think, but we are almost there. So if anyone has any questions, let me know. If not, hopefully I will see some of you come on for our meeting. >> Thank you. Thank you, Eden. And now we're going to have the superintendence report by Dr.
Mike. Welcome, Dr. Mike. >> Oh, thanks so much, Crystal. Thanks, Eden. Um, so going to go through our presentation for you guys this morning, uh, this afternoon. Hope everyone's doing well. Going to go
through a few things with you um, today. um particularly talking to you a little bit about the current state of our of our district in terms of performance um on the mid-year assessments and where we are as a district. Um so I'm going to go through each of our goals. A couple
of the goals I will note uh for you ahead of time that we have additional data that still needs to be collected in the form of surveys. One will be sent out to parents to gather more info and one to students. So I'll mention that in a few moments. Something I wanted you guys to get on your calendar
um if you could is uh the second annual wellness day. We do intend uh to hold this day on Saturday, May 2nd from 10 to 2. Uh this will be held at Common Point Queens uh facility right across the street from Bell Academy and 169. Uh
last year was a first uh the first go round um where we invited a a series of organizations to be participants in it. Uh really really great day of of learning for our kids and excitement. So uh we will be doing it again. Um, and
I'm hoping as as we get closer, all of you uh take the time to join us because it it was it is really a great event and um offers a lot of opportunities for our families uh in the areas of getting resources for social emotional learning, mental health supports uh and physical
education opportunities as well. Uh as I know I shared during the the press the the past um session with you uh and the session before that around project soapbox. Uh I did want to highlight a young man that presented during our previous CC meeting. He
really did an amazing job. Uh his name is Marvin from PS22. Uh spoke to us all about mental health and the importance of making sure that we uh get the help that we need when uh when and if we need it. Um, this young man uh first came
came to us in a um in dress pants and a dress shirt with a nice nice bow tie on uh dressed apart and delivered really really well. He spoke to us in both English and Spanish and did just an amazing job uh in front of a group of an
adult of adults both virtually and in person. So, he did a really really great job. Just highlighting game 24. We held it a game 24 tournament at PS 209. Uh this is the first time we did this and it was a really really big success. Uh big shout
out to Beth and Liz from our team uh along with uh Principal Egan for hosting. Um and if you do not know what Game 24 is as a parent, I do encourage you uh to look into it for your kids. And it's good for kids across all age
groups. Uh it's an app that can be on an iPad or an iPhone and basically what it is it gives kids a card with four numbers uh and then students have to use those four numbers and use operations like uh multiplication, division, uh
addition and subtraction uh to come up with the number 24. Um and when I tell you watching the kids be flexible with numbers and figure out the solutions was really amazing. Um, you know, sometimes the card was really before it was even
placed down, some students already had the answer. Um, so really does promote critical thinking. Uh, I do encourage you to add this app to your own uh, repertoire. Uh, kids do really enjoy it. Um, and it promotes critical thinking
um, and problem solving all at the same time. We held our middle school championship game. Uh, this is a really great success. Thank you to Diana uh, for all of her work. We also had our girls basketball all-star game all-star game and championship. Uh big shout out again
to Diana and our middle school girls teams for the work that they put in. Um this is Black History Month. Uh so celebrating Black History Month across the month uh and ongoing, you know, for the the the so many of our leaders of
our black leaders that uh have made such an impact on uh our country. uh really important opportunity for us to to engage our kids in in learning and activities that promote this work throughout the month. Um now this has already come and gone. This is a few
weeks old, but I did want to make sure I shouted out our counselors in each of our groups um as it was school counselor week a few weeks ago. Uh they do have a really play an important role inside of our schools. So big shout out to them. Arts funding I already touched base with you guys on, but just wanted to keep
this here for you um as a as a go-to point on in future uh for any of your our meetings so you have a a way to connect back. Uh our arts connection um family uh events are currently being scheduled. I will share more about that
as soon as they are scheduled, even if it's before our next meeting so you know when they're happening and where they'll be taking place. Really excited about that. Uh we'll consistently message our chancellor's um message to all of our families around promoting a safe, academically rigorous and truly
integrated uh learning experience for our kids. Uh really truly appreciate our chancellor's message on this and we will continue to work uh hard in district 25 to real excuse me to realize those expectations. Um now we did hold um one of our our
first session with um Child Center of New York on February 10th. This was was a really great session. We had over 100 parents join us virtually uh around managing stress uh particularly for academically focused parents that uh are
dealing with that level of stress. Um on March 10th we have a next se next session uh will be around improving family communication. I encourage you uh to join. And in yellow you'll see these are two recently added uh that Wink from our team has been connecting with
organizations to offer for our families based on feedback that we've got from you through the survey. So, the next two in uh that we have in late March is promoting positive behavior at home. And then lastly, helping your child develop friendships, which I know we're always
concerned about as parents that our kids have someone that they can connect with and build those relationships with. So, uh these are all uh really great opportunities for us to learn and grow with one another uh especially in these areas to support parenting.
Now, our district goals, as you guys know, we've talked about these quite a bit throughout the year. Our goal is to improve outcomes for our um targeted subgroups, our Hispanic learners, our black learners, our students with IEPs, and our multilingual learners. Uh
midyear, the data demonstrates that we are consistent with where we were last year at this time. Uh so, mid year to mid year, our data does reflect a um consistency there. Um but while saying that we have made some improvements in
some areas that we have of uh of need that we're going to be focusing on through the remainder of the year. So grade three which is really an important thing for us is from last year. Last year grade three was at 49% of our kids on or above grade level. Now we're at
58%. Uh different group of kids but we are seeing that there is some progression there and we're we're happy to see that progression. Uh but two grade levels that we are going to be paying attention to closely are grade four and grade five. These two grades saw a little bit of a decline from where
we were last year at this time. Uh so we will be paying a lot more attention to that as the year goes on. Uh this has already been spoken to with our principles to make sure that kids that were on grade level last year, early on grade level that might have gone to that one grade level below that we're paying
really close attention to who those children are. and then more importantly organizing our supports to make sure that we're giving all they need to uh build build themselves back up to proficiency. Uh what we also see is that we we do see
slight improvements with our targeted groups uh with the exception to our black learners that did see a 1% dip from year-over-year um from last year to this year. rather consistent overall um for our groups, our students with IPS, 2% higher at this
time LA than last year and 3% higher for our L's. Uh so we are seeing slight improvements but a lot more work to do for our children in grades 3 to 8. Uh we also have seen progress for um
children in grades K to two which is exciting. uh you'll see that our kindergarteners um from one year to the next we're seeing a progression. So in 2023 24 our kindergarteners were at 51% of our kids were currently on or above
grade level. Uh this year we're at 58%. So we are seeing more of our children uh being that space of proficiency at midyear which is really important to see. Um and likewise our first graders are also at a higher rate this year than they were last year. Um again really
important for us at the district level that we're seeing progression not regression uh within the context of the performance of our kids. Now two particular data points that I want to show you. Our multilingual learners um two years ago we're at 18% proficiency
and now we're at 37%. So we're seeing positive improvements there for our multilingual learners as well as our students with IEPs from 19 to 37%. uh as well. Our black learners improved by about 8% year-over-year and our
Hispanic learners 7% year-over-year. So, our youngest learners, we're seeing that growth in terms of uh of readiness with their ability to decode. Uh and our goal is to make sure that from that decoding to the space of being able to read to
learn uh what which is where we are our progression is for our kids. So, priority two, this one I will have more information for you by the next time we meet. Um, we will be get administering the survey. We did not administer it yet, but we
will administer that for all of our kids in grades 3 through 8. More information on that to follow. Our math goal was to improve proficiency in mathematics. What you will see here in math from 22 23 all the way to 25 26
you're seeing more and more of uh our kids on or above grade level than what they had been which is really important to see and this you'll see across grade level. So third graders in this chart here in 23 24 25 and 2526 you are seeing
a progression of improvement uh which is important for us with the exception to grade 8 and grade 8 is a little bit different because our eighth graders took multiple assessments last year which skews this data a little bit. Um during our next session I will share
with you our uh children that that took that are taking just the algebra region so that you can see what that data looks like as well. Similar progression our students with IEPs have improved our L's have improved as well as our black learners and Hispanic learners all seeing
progression. tons more work that we have to do here by the end of the year, but we are seeing progress for each of our groups, which you'll see in both of these tables um at the bottom of the screen and the top of screen. Now, our safer college program, last
month, I reported to you that we had about 40% of our um students and parents participating in this. Uh when we got to January, a whole new group of kids became eligible and our numbers came down. So, we want to make sure that
we're continuing to message this. I know Jenny is really pushing for this. We're going to continue to work with our parent coordinators to make sure that our kids um have accessibility to these to this money. Um right now, we have about $189,000 that has been unclaimed.
So, we want to make sure that as many families as possible participate in this program to have access to savings accounts for their kids because what what research does show is that when there is an account that's developed, there's a greater likelihood that our students will use
this for some type of post-secary um post uh post high school uh use, whether that's in a trade or in um you know, a program that's leading towards some type of degree. Okay. Um the our parent survey, we'll be
sending another a a short survey out to all parents within the coming days. This one we'll have an update on after we received that. But grateful for the parents that filled out the first one as we were able to do more and more presentations for you regarding that feedback. And the last area I want to go
over is chronic absenteeism. Our chronic absenteeism rates unfortunately have increased since November. Um, and it's an area that we're going to continue to work towards improving because there is a relationship between the number of kids
that are absent, chronically absent, and the impact it has on their uh performance. So, there's about a 20% difference for kids that were chronically out compared to those that were not chronically out on the mid-year assessments. And what I do know for sure is that if we get our kids inside of our
classrooms every day, they're going to have a much diff much greater opportunity to be proficient readers uh and mathematicians than if they weren't in school. So, um what you'll see here is that that our targeted groups are above our
district average of 18.5% of kids chronically absent. So, we do really want to continue to support this. And our district um attendance coordinator is going to be targeting um four or five of our most needy of schools that are seeing higher chronic absenteeism rates
to offer additional supports and to review current plans to see what's working and what's not uh to hopefully improve upon that by the end of the school year. So, what you'll see here is also what what the the plan is moving forward. uh continued walks and and coaching for our
for our schools to to really review those trends and data. Um we have a really robust district data dashboard to help support our um our teachers and our building leaders. Uh we're going to really continue to focus on uh our MTSS
and our sprinters. So, some of you may have received a notice home from your child's school uh that if they were falling in that that just below grade level or just above grade level, uh we're inviting all of our kids to make sure that they participate in I Ready
for 30 to 45 minutes per week. What we have seen from last year is that children that did participate um were more uh greater like more likely to perform at proficient levels than those that did not um last year. So, um, we're
going to continue to push that for the 30 to 45 minutes per week. Uh, moving forward, our L and IEP students, we're going to continue to support, um, within our, uh, core programs, but also with our intervention programs, uh, English
3D and our pro programs like phonics for reading and, uh, Spire. And lastly, I mentioned to you already, priority grade levels. Now, all of them are a priority, but we're going to be digging a little asking all schools to dig really deeply into the children that
are performing just below that grade level um when they were maybe performing on grade level last year at this time to give them that extra boost uh to make sure they they are reading proficiently by the end of the school year. And that
concludes my presentation for today. Uh if any of you have any questions for me, please feel free Thank you, Dr. Mike. >> Thank you. Does anyone have any questions? >> Okay. Um, now we're going to have uh
Ryan Mey from Tobogo. Ryan. >> Hey, Ryan. How you doing? >> Good. How are you? >> Good. >> Welcome. >> Hey, Ryan. Good to see you. >> Good seeing you Jenny. Thanks for having me. Uh, am I just ready to just get going right into it? Yeah. All right. >> Yes. Let's
>> do it. So, uh, thank you guys for having me again. I believe I was at this meeting last year, I want to say. So, we'll keep the tradition going. Uh, my name is Ryan. I'm a current thirdyear student at Brown University and founder of TurboCL, which is, if you're familiar with it, I
think a lot of district 25 schools now have Turobos in their classrooms and support offices and um, kind of all in between. So, if you're one of those schools, good to see you again. Um, if not, definitely might be something worth exploring. But I understand that you
guys all as kind of the parent leads for your schools and those title one funds um have already spent those funds for this year. So, this call and thisformational is more going to be about the next cycle when you guys have those um kind of revisited as I know some of you are serving more than one
year terms. um in addition to seeing if it might be helpful for your school to just introduce now if you want to get active with it. So without further ado, this is Turbo in the flesh. Maybe it's what you were thinking, maybe it's not. But what effectively it is is it's a
therapeutic stuffed animal device um with five hidden features in it clinically proven to reduce anxiety by targeting your physiological symptoms. So this is kind of what Turbo is at a glance and these are kind of the five features within it. So you have that 5 lb weighted body. You have these kind of
hidden zippered ear pockets for removal packs like this gel pack here for different type of um kind of temperature change sensation. Heat it, cool it. Otherwise, another fun squishy tactile. Another ear takes in that lavender aroma therapy. Um and then you have a fidget
tail and finally a Velcro patch on the other side of one of its ears for different type of tactile stimulation. So what I did was um I started this company out of a studentled passion project a little over two years ago now. And at the start of the pre uh the start of the topic was let's see how this is
actually going to help schools because this was meant to be a social kind of passion project meant to make a positive impact change the lives of students and parents alike. So, what I did was I gave it out for about 638 of these guys for free as these little pups, if you will,
um, to schools around kind of the tri-state area. I'm originally from that Ry, New York area for those familiar with it. Um, so a couple in Connecticut, couple around there, couple in New York City tried it out for about 3 months and this is what they gave back as results. You have did it make your job as a teacher easier in the classroom? You
have 91% saying yes. To what degree did your robo improve the quality and productivity of your students schoolwork? Options were high, moderate, low, none. You'll see 47% said high and nobody said none. So, if you're thinking, oh, like how does this kind of cute dog going to help my kids with
their English or math ability, there's actually a lot of kind of learning anxiety that we all feel when we learn something new. Whether it's meeting somebody new for the first time or raising your hand in the middle of a class or even having the courage to speak out loud. Um, all that is its own
form of learning anxiety and where Turobos use day-to-day within schools and outside of schools. Um, as their kids are doing their homework, as they're trying to get a better night's sleep, um, just as you use those physiological kind of modes of symptom
relief when you are feeling that stress all kind of compacted into this adorable little stuffed pup meant to reduce that stigma around use while also giving you all the sensory inputs you might possibly need. Um so would you recommend Turbo to other teachers or um parents to
support their students? You have 97% saying yes. How do you rate the overall impact? You have 93% saying positive and nobody said negative. So, if you're thinking, "Oh, this is cool, but if I want to spend my dollars and my limited funding next school year on a project like this, I want to make sure that this
is actually going to be used as it should be as a student support tool for emotional support in addition to enhancing their English and math abilities. And this is what uh not be a distraction, not be this kind of stuffed toy. And I'll contend that nobody in
this sample nor the thousands who use it today have ever found that to be the case. they've always found to be very helpful, very um purposeoriented. As the students and kids love Turbo, they want to use it more and as they're using it, they don't really recognize the kind of hidden features of it that are working
to reduce that feeling of anxiety and allowing them to perform their best with a clear mind. Um, so would you want to keep throwaway permanently? You have 92% say yes, nos. Fun fact, everybody purchased at the end of the pilot. So, not one person found this not to be helpful for their kids. Uh, fast forward
to today. Cherobo's in over 600 New York City schools across the city. Um that number is growing every day. Um I was just at district 20 principal meeting today and they just brought in 35 of their schools to now bring this on board. So it is very exciting to see how
everybody's really taking to Turbo and seeing that how a districtwide kind of cooperation and inclusion of it just maximizes the benefits and you really see schools who use it have parents more satisfied. So, if you're thinking about your colleagues and their kids, um this
is a great way to kind of have them have that tangible support tool that's a one-time purchase that they have throughout their academic careers. So, whether they're in school or out of school, they're going to have that device ready to use whenever they need it. Um, and in case you're just thinking about this for your school, there is
this curriculum alongside it. Um, it's castle aligned for those not familiar. It's like one of the standards of kind of social emotional learning core competencies. Um, and it's really what makes it so unique is that it was created by the former creative director of Sesame Street. Um, brought to life to
bring this kind of programming of great appropriate minibooks, stories, worksheets, mindfulness videos, and group activities all at the fingertips of your school. Um, this is just kind of a quick sample of what a guided lesson would look like where you have an intro
song, a teacher introduction script, an activity we give you for the whole class to go around with movement. Then you transition to a little uh minibook here with some scripting. You read the minibook together at great appropriate level. Ask some questions, have a discussion, and end with a mindfulness video. So it's meant to be a very
comprehensive experience. Um so fast forwarding now is just if this is some of the info on it. Um turbo.co is the site to look at um when you're trying to look at online. It is available for parents to purchase as well at home. So even as you guys are
stewards of your own parent community and for those who have TROBO in your school um there is absolutely a fantastic use case option to use it at home whether it helps your students with or kids with kind of that sleep um getting that sleep regulation working on
classwork and homework just as a factor of having it on your lap as you're doing the work to reduce that kind of anxiety and forcing your brain to focus on that one specific task. Um, and just all around being a support tool that they can have access to whenever and not
necessarily need to come to you when they're feeling big emotions or upset or might be a little scared to acknowledge what they're feeling. They just have this this kind of non-judgmental stuffed pup that's their pal, their friend that schools and hundreds of thousands of kids are using across the city. So,
really made to be an all-encompassing uh student support tool. Um, again, if you are a parent on this call and you say, "I have never heard of this. This is not in my school." Might be worth kind of talking to your principal about setting up a demo. That's super easy. I think the vast majority of the district
schools in district 25 do have it. Um, but in case you're one of those, easy to bring it to your schools now in case you want to do some action on it right now. But otherwise, as we look forward to that um next kind of cycle when you guys have those budgeting dollars, we'll offer something where you guys can have
Turobos for purchase for individual families to bring home outside of the school and we'll also be some programming alongside it. So that'll be like a zoom informational that would be led by myself for all the parents within your circle and going through different kind of use cases, programming, um best
practices of Turbo in the home as well as the classroom. So you guys are maximizing the benefits from it um and making mental health support and um kind of a pathway to excellence kind of equitable across your school communities. Um so that was a lot of
talking at you. So I appreciate for kind of sticking with me here. I'm going to open up now if you have any questions or anything I can help with. If you do have any questions, I might as well just leave this up for while I'm talking. You'll have my email here as well. You can always shoot me an email with
questions, but while I'm on the phone, anything come to mind, feel free to ask. Now, >> thank you, Ryan. Um, I actually do have a question. Um, how would this uh how is this how would we incorporate this with
family parent engagement for the title one? >> Yeah. So, what you do is is that would be something where like you bring it as I'm not really sure how the funding works for title one parents, but let's say you guys have x amount of dollars. You're able to give it out to certain
families or even just host a workshop with all the parents um to go over kind of mental health support practices as well as social emotional learning supports you can do at home. So whether it be you guys using those funds to set up a workshop where everybody comes in,
there are a bunch of Turobos around whatever that funding allows for, those are for you guys to distribute and keep, but you'll have that kind of programming around it as well for not even just Turobos, but other kind of things like it outside of the classroom, maybe even just your ice pack in the freezer.
There's a usage for that on using on your Vegas nerve, for example. So, there's a lot of like these kind of home tricks where you can have those kind of worldass supports um without necessarily needing to spend all those dollars for countless therapy visits or or expensive weighted blankets or things like that.
So, hopefully made to be a cost-effective programming kind of session uh for those parent groups. >> Thank you. Uh does anyone else have questions for Ryan? Well, thank you very much, Ryan, and
very informative and uh we look forward to seeing you again next year. >> Yeah, that sounds like a plan. All right. Thanks, Crystal. Good seeing you, Jenny. >> Thank you for joining, Ryan. >> So, so Ryan, just before you go, um I
know last year you joined us for our uh wellness day. If you have any interest and like to participate again, we're going to be doing it in uh in May this year on May 2nd. So, you are more than welcome if you'd like to join us. >> Oh, well, I appreciate the invite. Definitely have to see the this
calendar. I know they they mess up my exam schedule every every year. >> Um but if it works, happy to happy to be there. >> Sounds good. >> May 2nd, same location, Ryan. >> Okay. All right. Sounds like a plan. All right. Well, thank you guys. >> Thank you. >> Bye. Bye.
>> Bye. >> Bye. Okay, now >> I'm going to put up title one DACA members, Crystal Gonzalez Torres, DACA chairperson, Jamie Wong, uh, DACA alternate, and we have a
vacancy for the DPAC secretary. The DPAC secretary vacancy the duties and responsibilities of a DPAC secretary. The recording secretary shall prepare meeting notices, agendas, signin sheets, record the meet record the minutes at
all meetings. I'm going to stop sharing this the presentation just to see if we do have any parents who were thinking about running for our DPAC secretary. anyone? >> All right, I'm gonna share my screen again.
We'll we'll try again next month. >> So, I'm still listing the uh um the 1% title one um um spending fund on this slide. uh for parents to if they would like to go back and reference to what they can use the money to and not and
not go through all the powerpoints, but I'm going to list them on each of them and what the money cannot be allowed used to. And then these are our title one schools. I know last month Crystal was mentioning them um but these are title one schools
for your review. If you are a title one school and I for some reasons did not list you, please let me know and I will add it to it. And this is the list of our DOE vendors. We're going to continue. Deepac and I is going to continue to explore new vendors and
Turbo is one of them that we had on last year and they are working with many of our schools and we have them on our list as well. So um if you guys have any questions about title one please um let us know.
These are our the next DPAC meeting will fall on Tuesday March 31st same time same link. The next president's council meeting will fall on March 16 um on a Monday via Zoom.
The next two months we will be focusing on PAP elections as they are coming up. PAPA um members have one year terms versus uh DPAC members have two years terms. So we're going to hold a PAP elections every year. So as schools
prepare for committee, you know, um for um nomination committees and elections, we want to make sure everyone get the uh resources they need so we can have some successful elections coming up. CEC meeting me um Eden mentioned that
these meetings um takes place in person at Lynen Place, but there is a hybrid link for the community or everyone else to listen in if you cannot make it in person. The next one will be on Wednesday, March 4th at Lynen Place um fourth floor.
And that's it from us. Does anyone have any questions? I'm going stop sharing. Uh I have a question in regards to spending. I remember uh last month El
Yolena said for Title One events, we're allowed to spend up to $3 per person for refreshments. >> For refreshment? Yes. >> So, who orders that? Is it the school that orders it through their purchase order or is it the PTA that has to order
that? >> No, it's the it's it has to be uh from the title one that 1% uh fund. It will have it will be um something that you bring up to the school principal and they will have this uh procurement secretary place that order. They will
have to find school vendors have to be something that's um is listed as a DOE vendor in the famus system. We can't pay like PATA. They are autonomous. So they can find any vendors and play pay them by checks. But um with title one it has
to be paid through the family system. So it has to be a DOE vendor. >> Okay. So the school so it has to come from the title one fund. The school has to >> yeah work closely with your principal and also your procurement secretary that you that usually perform these purchases.
>> Okay. So I have a second question. So we're inviting the game show experience to come back to our school. We wanted to know, are we allowed to buy like prizes like gift cards to give out during the game show experience with the
title one money? >> That's a good question. That's more like a Yolena questions, but I can bring it up to Yelina and I will get back to you, Glatty. Is that okay? >> Yeah, that's good. Thank you, Jenny. >> Give What school are you from again? Sorry. >> Uh for from 2011.
>> 2011. Glad Rubus. Yep. gift cards to be like for the game for the game night. >> Yeah. Because we're planning to do like parents verse students or like you know pair them off ju just to make it more engaging. >> Yes. >> And so we thought like maybe giving away
prizes would make people want to play the game. >> It sounds fun. But I will I will Yeah, I will check with Elena and I will get back to you. Okay, >> great. Thank you. >> No problem. Anyone else? All righty. Um Crystal, should we um
can can we get the vote motions to uh >> adjourn a meeting? Yes. Do we have motions to adjourn? motion to adjurnn. Clattis Ruiz. >> Thank you, Clattice. >> Does someone want to second a motion? >> Wendy did in the uh chat.
>> Got it. Got it. And then I'll We'll see you all on March 31st, next month, the last day of March. >> Thank you >> everyone. Have a great night. Thanks so much. >> Thank you. >> Good night, everybody. >> Thank you. Good night.
>> Bye. Thank you all for joining us