But you saw where it said what it is right on the box. >> Yes. >> Okay. >> Are we unmuted now? >> And can you guys hear me? >> Yes, we can. >> All right. Loud and clear. Let's go. >> Lewis. Okay. Okay, we called the meeting to order as of 7:02 and Egypt's going to
call roll call right now. >> Present. >> Not here yet. >> Here. Present. No. Amy yet. >> Present. He's on Zoom.
>> He's not Steven is not here. >> And then >> Okay. So, we do not currently have quarum for any voting yet. So, we're going to start off uh with a
presentation regarding the capital plan. And we have Julie Kim that's joining us. >> Hi. Can you all hear me? Hello. >> Speak up for a second, Julia, because we can hear you. >> Hi. Can you guys hear me?
>> Yes. >> Okay. Loud and clear. I just want to make sure you guys are able to clear hear me clearly. >> Yep, you're good. >> Okay, great. Um, hi everybody. My name is Julie and I am the external affairs
manager for Queens North at the school construction authority. Before I begin, I want to also introduce the director of external affairs who is also on the call here, Ivette Knight. Um, and I also see I think the deputy director of
facilities, um, William Leroy is also on this call, I believe. Um, okay, great. So, just wanted to make sure that I introduced um, both of those folks. And earlier today, we sent over some brochures um, just for you to look at.
Um, a couple of them are the minority owned, womenowned, local business enterprises brochure, the IEH brochure, which is about how we remediate environmental issues, our public art and public schools brochure, as well as the SCA operations deck that we presented to
CEC's last month. Um, okay. So, I'll get started on sharing the capital plan November amendment. Let me know if you can see my screen. Is this working?
>> Yes, now you're good. >> Okay, perfect. Okay. Uh, so first I want to introduce the SCA. We are the city agency that is dedicated to building and modernizing public schools that are safe, attractive, and environmentally sound for children throughout the many
communities of New York City. Today I am going to be going over the November 2025 amendment specifically tailored to CC25. Um this is the 5-year capital plan overview. So on the agenda today we have the
overview of the November amendment to the 5-year capital plan. We'll start off with some plan highlights. We'll talk about the capacity program, capital improvement, reso A, the MWLBE program, CC priority project requests, and we
will then open up the floor for any questions and comments afterwards. So, the November 2025 amendment to the 5-year capital plan, which was adopted to a total amount of 20.9 billion, the programs are categorized under four
buckets. So we have the capacity uh bucket which is 6.98 billion. These are projects that create new seats that are necessary to allow for expansion of our school system. So this includes things like new school construction, annexes,
and room conversions. Then we have the healthy schools at 2.3 billion. This new category focuses on the well-being of students by improving athletic fields, cafeteria enhancements, and efforts to create a more sustainable city by
reducing greenhouse gas emissions. Uh then we have the capital improvement portion of at 7.92 billion and this will improve and update our infrastructure and existing school buildings. Then we
have mandated at 3.72 billion and these are projects that are required by local law or city agency mandates and other required elements like insurance and building code compliance. Some citywide highlights um include new capacity which I touched on briefly um
at 6.13 billion. This program is intended again to allocate new seats and create new seats where they are needed. We have electrification at 1.4 billion and this initiative began in October 2020 2022.
Under mayor's Adam, he announced the start of transitioning all public schools to operate on electric power and the goal is to electrify existing school buildings. Technology is at 1.25 billion and these projects include increasing
the bandwidth for Wi-Fi and updating old communication systems. Accessibility at 800 million. These projects included include adding ramps, elevators, um, and ensuring that students with disabilities all have access to school amenities.
Physical education space upgrades at 40 million. Um, this category improves on existing gyms or multi-purpose rooms and creates new spaces for physical education. Cafeteria enhancement experience at 150
million. And this category focuses on um improving dining experience through upgrades and modernizations. So the capacity program which we talked a little bit about but that's at 6.98 billion. What encompasses under capacity
program? Again we talked about new capacity. So that's building new seats, right? The replacement program is also under the capacity program at 400 million. And this program provides funding for replacement sites for schools that must vacate their current locations largely due to lease
terminations. We also have capacity to support TCU removal at 200 million. This program's goal is to remove temporary structures that have been used as learning spaces and to also create seats. Playground
redevelopment at 51 million. After removing a temporary structure, we renovate the area into a playground. and early education at 200 million. This funds our continued effort to incorporate the ACS early learning sites
transferred into the DOE portfolio. So that was a bit of an overview of the capital plan for the city. And so I'm going to transition into some of the district 25 capacity highlights. Um if you as you can see here, we have three
capacity projects in this district. The first one is JHS 25 and that is a room conversion project which will add 119 seats and that's anticipated occupancy of September 2026. And then we have two elementary schools
um currently being built. The first one is at W's Edge um near Bay Terrace and that will create a total of 547 seats anticipated opening in 2027. And then we also have an elementary
school that is projected to create 696 streets. This is in um kind of near Queens Botanical Garden area um with anticipated opening September 2028. And we also have um created a total of
192 district 75 seats. So 96 at the W's edge and 96 at um 45th Avenue site. Capital improvement projects. So these are projects that improve and upgrade existing buildings and these are large
infrastructure projects that have a long-term investment to the school and are above $50,000. This is a really important category because we have about 1,600 school facilities and half of which are older than 85 years. So I'm going to talk a
little bit about how does a project become a capital improvement project. Um the first method is through BCAST report um which is a building condition assessment survey. Every year a a building condition assessment survey is
completed for each school building. Um and that includes ratings of one through five for architectural, electrical, and mechanical components of the building. So anything that's rated one or two is in good condition. And then our plan
projects focus on items rated four and five. You can actually find this report on the DOE website by searching for your school and then opening the school's profile page. If you look at the reports tab under facilities, you will see the BCAST report for the year. I highly
recommend you actually look at this report um for any schools that you're interested in looking at because it's very comprehensive and it actually has photos and you know it's kind of shows you all the different components that are part of the school and um what it's
rated. Next we have the DSF reported issue issues. Um and as a reminder, DSF, which is the division of school facilities, um we also have um the deputy division of facilities, deputy director of division
of school facilities here today and they are a separate agency that we work hand inand in. Um but DSF are the folks like the custodial engineers um and the DDF and they're on the ground usually at the schools making the daily repairs and
maintenance necessary to keep the school running. However, there will be projects that you know might be above their threshold to repair and that is something that um we work with them on. So, it gets turned over to the SCA. So, that's another way that capital
improvement um projects can get created. Then we have mandated repairs and these repairs include things like asbestous remediation, lead paint abatement and other projects that are required by local law or city agency mandates. and it also funds the building condition
assessment survey that I was just talking about. Um that's completed each year. Um then we have the reso a funded projects. These are specific projects that are funded by members of the city council and burough president office for individual grants. And this is an
opportunity for you to you know ask your elected officials to fund specific projects you'd like to see as well. And of course we have um the yearly CC request which is also taken into consideration um as well in terms of
creating a capital improvement project. Some of these projects include things like exterior masonry, windows, parapets, flood elimination, um roof replacements, accessibility, playgrounds, auditoriums, and gymnasium
upgrades. I'm going to talk a little bit about district 25 capital improvement project highlights. Again, these are just the highlights. There's an ongoing list if you look at the capital plan um which is located on the school construction
authority website under capital plan. You can look at the amendment for um the most recent capital plan and there's going to be a full ongoing list of the projects that are happening. Um and capital improvement projects, you know,
focus on the safety and um well-being of the school and the students. And a lot of it does focus on making sure that these buildings that are a lot of which are over 85 years old um are watertight and making sure that um water does not
get into the school and doesn't deteriorate the interiority of the school as well. And so that's a lot of the projects that you see here in terms of like the parapets, the roofs, the windows and exterior masonry. um that's a lot of um what's you know behind the
thinking of um the capital improvement projects but there are also things like the surveillance camera installation in terms of safety um and yeah so these are just some of the highlights of the projects that are happening in your district
so resoa projects um resoa projects are capitalally eligible school specific capital improvements um or enhancement projects that are funed funded by New York City elected officials such as your city council member or your bur president. They're a complement to our
capital plan and um the resoa projects usually fund projects that we don't have the budget for and we recommend that you speak to your elected officials about it and we are super grateful to them for um their funding. How does resoa budget what is the
timeline for it? So, in January through March, elected officials, contact schools to identify potential projects. This is also a good time for you to reach out to your elected officials. If you have a project in mind or want to talk to them about a specific project, uh May through June is when city budget
negotiations and approvals happen. Then in July, the city fiscal year starts. The summer is when schools are notified of um any resoa funding by um their sponsor. Late fall, early spring is when the SEA receives the final budget
authorization from the Office of Management and Budget. And then one month following OM approval is when SEA begins project scope and design process and schools are contacted by their project team. These are some of the district 25 ROA
highlights. Um you can see they fund projects like auditorium upgrades, electrical library, playgrounds and science labs. So these are some of the categories that you can think of in terms of potentially reaching out to your council member about reso funding.
MWLBE uh SCA is dedicated to increasing participation of minorityowned, womenowned, and locally based business enterprises on SCA projects, including through MWLB targets on our projects. We also run a mentor program which provides
support and access to capital and business opportunities for qualified emerging MWLB for district 25. Um, in fiscal year 2025, SCA has awarded 42 million in prime contracts for capital improvement
project work to four MWLBE firms at Fort Projects. And this represents 42% of all contracts for the capital improvement um projects work in school district 25. The CC priority project request um you
all should have received this form. Um, but it's basically an annual submission. Each November, CEC's are asked to complete a form that identifies their top five priority projects in their district. These forms are due in mid January and emailed to cinput at
nycsca.org. In terms of consultation and review, um we recommend that you one review the capital eligibility guidelines ensuring that project meets thresholds determined by NYC controller and enforced by OM. A
good resource for this would also be the SCA operations deck that um we sent out to you all earlier today. um that will have some of the eligibility guidelines such as, you know, has to be a long-term um investment into the school as well as
over the $50,000 threshold. We also recommend that you review the capital plan, identifying what plan projects are already funded in the district. Um then also we recommend identifying a program in the capital plan that the project
might be classified under. So whether it's capacity funding, creation of new seats or a capital improvement project. Um we also recommend that you review the projects with c with the custodial engineer or DSF um to make sure that you
know if it's a maintenance item or repair item then that would not fall under our guidelines. Um we also recommend that you consult principles about the projects to ensure agreement on priorities.
So, submission guidelines, we ask that you prioritize five projects on the request form. Again, a reminder that SCA does major capital renovations only. Um, and so for any building maintenance or projects that are ineligible, principles
can request repairs from custodians or the division of school facilities. The capital plan presentation, such as the one I'm giving today, um, is annual. So, we do this every year to pro provide an overview of any changes to the plan
and highlight specific projects and funding in each district. Again, you can find the full capital plan on the SCA website. Um, and you can see a list of running projects that are happening in your district. Again, today's presentation is not for reviewing or
discussing individual CC requests or submissions um but is provided as an overview of the um amendment to the capital plan. Uh so this is our contact information. Again, I'm the external affairs manager. Please feel free to reach out to me or
email me um if you have any questions. Um, and we have the external affairs director, Ivet Knight, who's also on this call. Um, if you have any resa related questions, a good person to reach out to would be Brian McInn, whose
contact information is also here. Um, and then in terms of the uh, CEC project request forms, um, this is the email address where you send them and you should have also received the form from cinputnyca.org.
work. So that concludes the presentation and I will open it up for questions. >> Okay. Um I'm going to start with a question real quick and then I'm going to see if anyone else has any questions. We have this conversation year after
year and I know your comment at the end was like there's no specific questions like CDC request but we tend to go back and forth between what actually is facilities and what is SEA because every time we do submit something to SEA then we've heard back
like oh it wasn't approved because it should go through facilities or facility says no it has to go through SEA and we get that piggy back every single year. So we end up submitting projects and every time we've submitted projects none of them have been chosen to actually be done.
>> So is the question um how to differentiate? Sorry I bet did you want to hop in? >> No I wanted to know is there a question >> that is like really we try to figure out like where do we draw that line of differentiation? So, um, as was mentioned in the
presentation, the line is at $50,000, but there are also items that are definitely maintenance. And again, I recommend you review your list with the Division of School Facilities or the DDF to
determine if it could be a maintenance item. The deck that we had presented to you recently details um that there has to be a threshold of 50,000
and also that it has to be something that has a a life of about 5 years for a building and we also gave you um examples of maintenance things. So painting a room
is not is more of a condition to be handled by DSF. Fixing a bathroom is a DSF issue. And so again, the recommendation is for you to review that list with your DDF.
I believe a specific condition that you'd like to ask me about or ask us about and we can kind of give you a sense of um what it would look >> I think Bill Leroy was also chiming in to respond with >> Hi, good evening. I was going to ask you
if you had specifics maybe I can shed some light. >> So yeah, thanks Bill. I know we've talked about this in past years but the bathroom upgrades that keep coming up over and over again year after year after year. So, so bathroom upgrades generally if the if the entire bathroom is going to be
renovated, it it is either an SCA project or a resoa. Um, DSF is responsible for maintenance. So, if you have a broken faucet, a broken toilet, um, things of that nature, that's what
we address. But when it's a total renovation, it's usually something that either the local politician can help you with or the SCA. >> Perfect. >> I hope that answers your question. >> Yes, that was very helpful. Thank you. >> Sure. >> Anybody else?
>> And I I just wanted to tell you that I don't know, Julie, if you had sent out the updates to those requests from last year. Were you able to do that yet? >> We actually did not receive any requests from D25 last year. Yes, we definitely
sent them in >> requests from the last time >> last year. We submitted five for sure. I'd have to go back and look at which ones, but we definitely submitted it. >> Okay. >> Before that deadline. >> So, I'll jump in. So, one of the school
that I monitor last year is the same school. So, the I I visited one more time and the principal stated that um SCA never contact. Mhm. >> So they need a whole auditorium seat upgrade
and that was one of the school that we uh choose that we chose last year and SCA did not respond. So now my question is is there any way that we could u follow up on these schools that we submitted? >> Can you is so forgive forgive me and
Julie we were under the impression there was not a submission. So, if you would be so kind as to resubmit to that email, Julie, can you put it in the um chat, the C input? >> Yes. >> Email.
>> And in the meantime, we will go back to our contact to find out what happened to that form because that's was the information we received. >> I'll go back to my records. I have a question. So, my main question is, >> how can we follow up with SCA?
the projects that we submitted. How can we follow up if any plan is going forward? >> Saying we don't have them. >> No, not this year. I want to know. >> We are going to take this back to our contact. And if you do have a form that
you did submit, um, we're going to leave an email in the chat. Can you resubmit that form? and we're going to have to go back to find out what happened to your requests, ma'am, because our information is that
we did not receive anything from your district. >> I don't think that answers the more general question of how we're going to get updates on the >> request. That was the previous year like Sha said from ongoing from here on how
can we follow up with the these projects that we submitted for example we submitted for this year three schools how can we follow up with the SCA >> in terms of an approval? I I I think that the the the leading question is if they are identifying
these five projects, how will they know whether or not those five projects are in fact going to be picked up for the following year? I'm assuming that's what you're getting as early as >> we we do send out >> will they be notified that I'm sorry these projects will not be picked up for >> we absolutely send out two we send out
to twice a preliminary response and then we do send out a final response right at around um the October time frame. So we do when when we have requests we do send
out responses to the requests >> three years at least. >> At least two three years. >> Yeah. >> Okay. Does anybody else on the council have questions? >> Okay. Thank you. We appreciate it. >> Thank you. >> Thank you.
>> Have a wonderful evening. >> You as well. >> You too. Thank you. >> Okay, so we are going to turn it over to Christina Sarrento from Food and Nutrition Services next. >> Every single one of these. >> Yeah, I'm trying to find
Hi, good evening everybody. >> My name is Christina Sarrento along with uh Mr. John Drizzle and we are Bolton supervisors for the office of food nutrition services for district 25. So which means we oversee all school kitchens and cafeterias throughout all
the schools in district 25 as well as not only the public schools but charter schools, nonpublic schools as well. So today I'm going to just picture. >> So today we're gonna we're here. Thank
you for having us. Uh we just wanted to um expose ourselves and give you a little bit of an overview of our program. um and also answer any questions at the end of our slide if there's anything that we haven't covered about our program. So, our overview today is going to be our school program
as well as the USDA National School Lunch Program and our food and nutrition education as well as our quality standards and our options and then our food service careers. Um our mission is effectively serving the New York City
students a healthy delicious meal and nutritions to um educate experience reflected voices and nourish them and adopt. So throughout our um organization, we have 35 menus citywide from breakfast to
lunch to vegetarian to the um vegetarian menu, the snack programs, the supper programs. So a total of 35 members citywide. Um we have 470 recipes that are created and thought
throughout the city. So these recipes weren't created. It's so that what it students are eating in Queens are tasting the same item in the Bronx and in Manhattan. Just like when you go to McDonald's, you have a Big Special sauce. Wherever you travel from New York
to New Jersey, that special sauce tastes the same. And if that's what our um goal is in our food and nutrition services for the recipes, we have collaborated with students this year for the first time. Um, we have two student two
recipes that were created from Francis Lewis High School. And I may see a district 26 um, uh, PTA president here. I know we were we presented last month two um, recipes that were created for Francis Lewis High School. They have a
culinary program in M school and we have collaborated together with our organization and they have created their own recipe and that was taste tested throughout the city and incorporated into our menu. So one of them were the
um cucumber cucumber Greek cucumber salad as well as the garicky chicken and broccoli. We have 1,800 schools that we cater to. Okay. And that again is charter schools, private schools, non-public schools, Catholic schools, and New York City
public schools. We have citywide 950,000 students. Out of the 950,000 plus students, we feed on a daily basis, 900,000 meals a day between breakfast and lunch citywide. So we are the
largest um organization that provide a big volume of meals nationwide. We are one of the largest nationwide. So we have what's called a student taste test. Any item that is on our menus
daily has been approved by the students. On Tuesdays, Wednesdays, and Thursdays, we have what's called student taste testing trip. A principal can request for their school to um come up and take a school trip. We set up the busing.
It's about 35 students as well as maybe five or six administrators. They get on the bus 9:30 in the morning and return back to the school by 1:30. And vendors provide us with certain um certain meals that they would like to try items that
the children will know select and then try the item. If they like it, it moves on to other divisions meaning from elementary to high school, middle school. So that makes sure that at all school levels, everybody likes that particular item. And then from there, it
takes about a good year before that item gets on a menu because it goes through a lot of processing to make sure that we're following the standards, the food costing, the packaging. So students get to taste um the items and approve it to
go onto the menu. We just had yesterday uh PS79 was there yesterday. We had 185 that were in the beginning of October October 22nd and we have PS130 going January 27th. So any principal that is
interested or any student that is interesting just contact your principal principal or your school food service manager in your school. In each school there is a cooking charge and from a cooking charge what we see is a manager. Manager has multiple schools.
So either the cook or the manager or principal may be able to assist you with being nominated to the student taste test. All of our breakfast menu item features seasonal fresh fruits and of course again you know depending on what's the season summer is always the best. We
have our strawberries watermelon and cantaloup right now we have pears oranges bananas apples. We have our local dairy items um as well as local dairy items. We also have um
apples that come from upstate and our Jamaican beef patties that are also local vendors as well. >> Um all of our all of our items are whole grains, low fat, high fiber, limited sugar items, so
we don't use anything white, meaning white flour into our products. No sugary fruit juice offered. Um we have eliminated sugar um juices about four years ago now. It's been about four years that we haven't had juice into our
menu. It was high sugar. So we kind of eliminated that and incorporated more of the fresh fruits, right? Um various types of breakfast service that we have. So we have breakfast in the classroom. Um we have cafeteria service. So breakfast in the classroom is for
schools that don't have enough capacity in the cafeteria for all the students to eat breakfast. So we have what's called grab and go and they take the meal at the door of entry and they go to their classrooms and they eat in the classrooms. We have obviously cafeteria service which starts before the school
day and then we have breakfast after the so once school starts whether it's 8:00 or whatever the time is we serve breakfast all the way to the f first lunch period and the bell rings breakfast and then no breakfast but no
child would ever be refused of a breakfast until the first lunch period. Okay. Our lunch menu features meatless Mondays. We have plant powered options. We have no processed deli meats at all. We have locally source products. As I
mentioned, one of them being the Jamaica beef patty. Um, seasonal fresh fruits and vegetables daily. The multiple menu options are available. So, if the student does not like what's on the menu for the day, there's always daily options. And we have which is either
peanut butter and jelly sandwich or a sun butter if they're allergic. Sun butter and jelly. We have cheese sandwiches. And on every other day, we may have tuna and we have other options as our daily option. Oh, hummus and and crackers as well. Um, on our menus,
which are posted on our website, they will be identified ve for vegan, I'm sorry, vegetarian and ve for vegan. So, just if your child um would like to know, that's where they would find it. Um, the halal and kosher options are also available. And then we had a shared
table and food donation program. And I'll incorporate that into the next few slides. So our salad bars, fresh food and produce, we have over a thousand schools citywide that have a salad bar. Our salad bar, it's always with fresh items.
And again, they're all created recipes with um the salads where it gives the children an opportunity to self serve themselves. They can take as much as they want. All right. There's no um limit to how much they can take on these power bars.
We have a plant powered um on the move. Last year we had it was called plantpowered Fridays. So what happened was that we had a lot of parents concerned that on Fridays maybe their child was not eating right into the plantpowered item. So, we kind of like
move that around throughout the week so that it varies from day to day and it's offered throughout the week rather than just on Fridays. We also started last year um a new nutrition collaborative program. It's in
some of certain schools this year. So, what happens is is that they partner up um a receive a $10,000 grant for the next five years for a school that's selected and gets into the nutrition
collaborative. What they do is with that money, principal allows us to allocate that money for cooking classes, for after school cooking classes, or anywhere that they may seem fit to food nutrition
education. Okay. Um it does go from uh prek to 12. This year we have PS 24, 200, 214, 499, and nonbound who are uh who were nominated this year. Last year
was 21, 79, 193, 242, and 244. So our menu nutrition standards, I just wanted to educate a little bit about why we do what we do. So we are a f a fally funded program which all of our meals each child's meal is reimbursed through
the federal government. So there is guidelines that we need to comply and meet in order to be reimbursed. So all of our menus they vary um with age groups and and their grades. We have all
of the five meal components that are the meat and meat alternate grains, the vegetables and diet and then of course the nutrient factors that go into the guidelines which is the calories, the sodium and the total fat and saturated fat that have to be through the US. So
recently, I don't know if you've heard, but the New York City food standards have elevated um and been updated. We as an organization food nutrition services already have been complying with this prior to New York state implementing
this. All right. And this is um that stands accordance with food beverages changes to restriction of low and no calorie sweeteners. Um no bans on artificial colors, sweeteners, no preservatives. We have never put any of
that. We have never put any of those products into our I know the glory the days in the flyers I giving you also making me an ingredient prohibited ingredient list so that you can see what's on there. I know it's kind of pretty small but if any of
the parents would like to go see that you can go online and I'll show you exactly where to go find that as well. So our meal components at breakfast is fruits, grains, meats, meat and alternate and milk. Out of these components, a student is required and
for us to get reimbursed with three minimum of these items. Even though it looks like three, our grains is 2 ounces. So in order to get reimbursed, they have to must supply 2 ounces of grain and a fruit. And for lunch they
have five components which is the fruits the vegetable nether meat alternate and the milk which again what must be on that plate is a fruit or vegetable. That's why sometimes when students come up on the line they're like oh I don't want that. I don't want that but they must take it
because that's for us to get um our reimbursement. We get audit every year from the government every year. is a selective school. So, we have to make sure that we comply with either fruit or vegetable on each tray. And it has to be
a minimum of three out of the five. That's the only way that we get reimbursed. And through inventory and all the paperwork, they will know if each child took a fruit or a vegetable. So when a child says well you know I
don't want the food or I don't want the vegetable we encourage them to maybe give it to a friend or we just you know we say just try it just to try we encourage them to try something that maybe they're not so any of the leftovers because I know that's a concern um leftovers
we really train our staff our cooks to minimize the leftovers okay so there not really much leftover or at the end of the day. How do we do that? So, besides training our cooks that what's called batch cooking, they know how many students we feed approximately each
period and how many students are going to eat within that period. Basically, at the end of the day becomes, you know, an overall average on a daily basis. If it's a favorite item, of course, we go a little bit more because that one student who takes lunch from home may want to
eat that day. And by the way, as I mentioned in the beginning, all of our breakfast and lunch is free at no cost. So at any point, a child will never be refused a meal. They can come up if they usually bring their lunch from home and one day they just want to eat our food,
by all means, they're more than welcome. We have more than enough. So that's one way of minimizing the leftovers. As well as um what's called offer versus serve. So, we're offering all the students all of the components, but we're only going to serve a minimum of three of the
components that the students would like to eat. One being a fruit or a vegetable that must be on that tray. Okay, back to the share table. The shared table, the only thing every school, this is also has to be confined to the USDA. Every
school has to have a share table where it's somewhere located in the cafeteria. The only thing that's on the shared table, it has to be something that cannot be contaminated. So, meaning the fruit can be a banana, but it can't be an apple. It could be an orange with a
peel. Okay? Um, cereal has to be sealed. Milk containers have to be sealed. It cannot be anything that has been opened or anything that has already been cut because again, food safety is our number one priority to students and it's contamination and food temperatures. So
that's something that we carefully watch. So anything that's on the sheet table by all means the students can if they're is still hungry in addition to the salar menu accommodation, any food allergies. If the child has severe uh food
allergies, we request that we have a medical accommodation which is a 504 form. Um doctor fills it out, see what the medical condition is. It's a it's really severe. What we do is we have a meeting with one of our dieticians at our headquarters with the principal, the
parent, and we try to come up with a menu for that particular child. Okay, those are the special accommodations, but they must have a 504 on file. If it's something that is made a request um at the point of service, so they have pasta, they don't want pasta with the
sauce, but they just want it plain, no problem. we can accommodate something like that on the way. But if it's something a little bit more um and then if you need to know about menu nutrition information, I also included that in handouts that you have there online.
You go to our website on schools.nyc.gov and you uh click in school life and you drop down and you hit food. You'll see all of our information. Everything is online. or the menu, nutri nutrients and um any of
the dietary needs and process that needs to uh move forward with that individual child. We also have milk options. So in order for the milk uh for the child to have soy milk or lactosefree again we can have that available. We don't have
it on a daily basis but if we are aware we can purchase that item for that student. And then chocolate's favorite um milk. We just want to um school as a principal makes a decision if they want chocolate milk or not. The chocolate milk is fat free. It's a fat-ree milk
and it's also eliminated as much as it can the high fructose cereal. Okay. This is the menu nutrition information that is online. Uh if any of the parents need to know what is the need um the uh
the calories, the proportion, the saturated fat, the sodium and sugar, all this information is online. So if a parent is interested, they can go on our website and find this information for this. So we talked about the cafeteria
enhancement experience. I know um SCA mentioned it briefly. So, this is to transform the middle schools and the high school cafeteras um for more of a pleasant welcome space and it's kind of like self-service like a food court. Okay. Um we have schools so far in this
district. We have junior high school 189, we have John Brown and we have high school. We have a few more schools that is on the list. They don't tell us when. They tell us the day for tomorrow. But
we have eyes 25 194 237 Harris said >> 79 >> 185 >> So those are the schools that are potentially the next round of schools.
they have been approved for the budget just don't know when they tell me yeah maybe by the end of this year they can call me tomorrow and say going to the spot working on that cafeteria next week is how they tell us and then we have to be scrambling and trying to trying to
get staff but we'll talk about that so anyway it's a student choice it's fast service they're not waiting online they don't want to help themselves really a nice pleasant um enhancement that I think I've done for the older So we also are, you know, going into the
schools the plastic free lunch day. Um, our next plastic lunch day is December 16th. Um, we finger type food where there's no need to we can eliminate the plastic as well as like our cheese sandwiches and peanut butter and jelly.
They're made bulk where we're just serving it rather than wrapping it. eliminate plastic and also with plastic spoons of course. Um so we try to make it a kid friendly more of um finger pool rather than utilizing utensils on that
day. So we also have what's called we're hiring we have hiring calls once a month at our Long Island City um headquarters. Please spread the word uh when we it is once a month. We are always looking for
help in our kitchens. We have school lunchers, we have senior school lunch on shelters, we have managers as well as we're always looking for cooks in charge as well with cook experience. Um again got all great benefits that comes along with it and um I guess we we are always
looking for help. So we're going to be always details of that. And then I left a few survey cards, but you can find this at any of your schools. So, we want to know what the students like to eat. You as a parent, you can voice your opinion here of what your child would
like to see. Okay. In the future, this really helps. There's a a scan. Um, scan it. I'm not sure if it's online, but I know it's at all the local schools. So you can find one of these red cards and this will help can identify where um
assistance is needed or recommendations or any value opinions that we um you may have we would appreciate. Okay. And this is our contact information. Um this again is John Rizzo, it's Christina Sento and then we have our main regional director
Solless and then Suzanne Molina who's director of operations. Um I'm open for questions. No, it just helps understand how our program works. >> I do have one. Yes. >> So, I know you talked about like fruits and stuff like that and the fruit like
options at the very beginning. My my little one back there goes my school doesn't have it options like that. >> Fresh fruit. >> Very limited. She said >> fresh fruit. So, it depending on what's available to us. So it has to be fruit.
If it's not fresh fruit, there's hand fruit or we try to do both because a lot of students do tend to go more for the sweeter canned fruit. So more the fresh fruit, but it's whatever's available to us. >> So right now you call it like the boring
fruit because the kids don't really go for the apples and the pears, you know, we getting great tangerines. They've been loving that and that. We coming back. They come back on the service line and ask, "Can I have more, you know? We have we do but the fresh food is every day. It must be every day.
>> And then the other question was those trips that you were talking about like for taste testing. How does a school go about requesting? >> The food service manager at every site find out from the school service manager or even the cook in charge of the school. They're usually wearing a white
lab coat or a white coat and um >> one of the two correct you can just make that recommendation that you would like to uh know more information or like to be nominated or you can even email us but we're the ones who actually the principal contacts one of us and we add
them to the list of of the trips to headquart throughout the year. If they didn't get it the previous year, I make sure they download the list for the following year. Yeah. And it's fine. It's Tuesdays, Wednesdays, and Thursdays. And again, if the students don't like it, it does not
come on the menu. Everything that's on that menu has been selected by students. >> Yes, you open the kitchen in the back. >> So, that's a good question. So we used to do that in Newcast, but anytime that
you have like open house in the school or like a parent um a health fair or something going on in the schools, we like to tend to have a table and guest it's more than welcome as long as it's nor
>> they do not they do not but that's something we can recommend. We do have a kitchen lab I think is that shows you know where they do their little experiments. >> So they usually do testing that's usually when they do that.
>> So Christina and John were gracious enough last year during our wellness day uh they opened up we had it at uh at 169 in Bell and they had a whole >> spread for for families to get an understanding of what uh means in terms of this idea of wellness. Part of that
was nutrition. Um, so they opened up opportunities in little, you know, snack size versions of everything for for families and kids alike to be able to experience what it is that they would have at their disposal on, you know, when they're eating at school. >> Okay. So, yeah,
>> we actually have one at Blush and High School on December 19th is health fair and we're going to be giving out the samples as well and students. >> There'll be another wellness day in district 25. Just so you Yes, there will be in the spring. >> We have to pick the date when it gets a little warmer. >> Okay. So the food is not a not a made at
headquarters. >> No, no, the food is not made at headquarters. The food is just taste tested at headquarters. So the food is tender and then we enhance it with sauces and then there's fresh salads and we that's all prepared fresh. We make that from scratch. All salads,
vegetables. And again, we're we're not using canned. We try to eliminate canned items. That's for emergency purposes. All of our um produce comes in fresh or frozen peas and vegetables. >> Takes a lot of logistics works. >> Yeah.
>> To get it all >> It's a lot of work and cafeteria staff take really much pride into their work and they really try really hard to get the kids because that's what we're here for. You know, we want to make sure that the kids eat. We're here for the kids. And you know it takes us greater pride
and appreciation when the students come up and they've eaten our food. You know it's very rewarding to us. >> You mentioned the plastic free days. Have you heard by any chance any talk of maybe trying to move toward using reusable items and so every day plastic
free? >> So there we're going that route. We started with our trays that used to be styrofoam on their compostables and now we're going get um their we have the compostable um >> utensils. >> Yeah. Yeah. So we are moving in that
direction. It just takes time and also it's the funding. It's the money because that those items cost extra money. So would it be allowance that the government you know allows us budgetary reason they told me to actually use
>> it it I it's something >> yeah I was going to say reasons um I worked I've been with nutrition services for 32 years so when I started back in 1992 we did have schools that had actual
dishwashers but the old kind of little by little kind of got that and reusable plates >> um that was something in the past and it's just I guess maybe with labor reasons too and equipment we don't have those dishwashers anymore the space in
the kitchen the space in the kitchen even the new schools are getting smaller and smaller >> so we're trying to do the best with what we have but something I'm sure that is is development environmental that works together with us on the fourth and fifth floor headquarters so That's something
that's talked about. >> I have another question. You didn't mention it, but I know like Fridays have become like the vegan Fridays. >> What other option is there for children that like really absolutely hate the vegan option, >> right? So, we don't have vegan Fridays anymore. >> It's gone completely.
>> It's gone away. So, the vegan item is with it's partnered with another item. So, let's say Wednesday there's veggie nuggets. There's chicken nuggets as well. >> Okay. >> And so, that there's another option. So, anybody that wants the vegetarian item, they get it. Okay. >> So, we kind of split it. We didn't make
it just one day. >> Yeah. >> Cuz we got >> Yeah, makes sense. >> Yeah. So, we kind of spread it throughout the week now. So, it's not just Fridays. >> Okay. >> So, percentage wise, you know, what percentage of food are made hot?
>> Most hot. I mean, we we really >> we do have food every day. old alternatives sandwich. >> Yeah, there's two hot items every day on the menu. >> They don't like it. Then we have that
items jelly and cheese. >> Anybody else have any questions? >> I would just say one quick thing and just for folks that maybe you know in your community that are looking to become part of a kitchen staff. I know that it was put up there, but um you know there are so many different um
people in our schools that make up an incredible school experience for kids and our kitchen staff is a hugely important part of that. Uh my aunt, you know, this is years ago was also part of a kitchen staff in Brooklyn. And one of the things about uh about my aunt, she
was uh very very active and involved and the kids loved her as though she was uh you know a teacher in her classroom and that's the kind of impact that our folks have. So I encourage anyone that might be interested in that kind of a path you know to make sure that they're reaching out as well. Uh it's hugely important
for our schools >> and yes in the coming future um we are trying to get approval for a district 25 hiring call. So just for local official 25 um prior to COVID we used to do that
but then once CO hit it became like a higher call um and it's all done at headquarters but the problem is I guess public transportation or whatever the reasoning is on a Saturday it's hard to get someone from here to get down all the way to Bing Boulevard. So we're really trying to advocate to kind of
have a hiring ball here in business district in our office. Our office is located at PS 209 and um Oh, so we'll do it on a Saturday. If if and when I do get an approval, we will let you know so that we can share the information and
have a local um you know, locals come and apply for a position to get you. I hope you know minimum for maybe a mom who wants to go back to work, the students, you know, their children has gone to school, minimum required is four hours of work per day. So, you know, I
think that more time that's a key thing. This way they can still be free and change. >> Yeah. >> I'm here 32 years, John. >> Wow. 27. >> 27 years. And if you talk to anybody, it's both been here for a long time.
We've been here. We love what we still >> Thank you. >> Thank you. Do you know or Juliana supposed to come today? >> Hi. Hi. >> I think you might have been asking about district. >> Yeah. >> Yes. Hi. Thank you. Okay. So, we have our district district data summary.
Next, we have Ria and Julianne. >> Yes. I'm actually here with um my colleagues Emily and Christina. So, Emily is going to kick it off. Um but I just shared my screen. Can folks just confirm that you're able to see? >> We got you. >> Okay, great. >> Thank you.
>> Hi everyone. It's nice to be here. My name's Emily Globin. I am the associate director of district planning for Queens. Um I'm here with Julian, who you just saw, and Christina, who's our colleague who works with uh analytics. So, what we're going to do tonight is just briefly talk about who we are at
ODP, and then go over some of the highlights from the data summary, which is essentially highle trends that we see um across the district. We're going to take any questions that you have, give us your contact information. If you have any questions that come up afterwards, and that'll be it.
So briefly to talk about what the office of district planning is, the office of district planning or ODP is part of the first deputy chancellor's division within New York City public schools. And essentially what ODP does is that we partner with school communities, CEC's
like yourselves, superintendents, school administrations, all of the stakeholders in the different districts to figure out what their needs and priorities are through what we call our annual district planning process. So this might be something like we see that enrollment is increasing in a certain area of the
district. So how are we going to plan for the upcoming year to make sure that we are uh organizing schools so that they are best suiting the students in across the entire district. So we have a bur sorry about that. We have a burough based planning team for every burrow. So
Julian and I are on the Queen's planning team and then we have an analytics team that helps us run some of those uh data analysis questions that we might get. As I have sort of already mentioned, community engagement is a key part of the district planning process and the
engagement that we are doing tonight with you is of course a key part of that. Um, so we really do look to engage in dialogue with all of the stakeholders that we work with because we want to make sure that our proposals are addressing the actual needs and the priorities of the district. So this
might be us going to superintendent with information that we're seeing and asking them to weigh in with their opinions. It might be superintendent or CEC's coming to our office about information that they're noticing or anecdotes that they're seeing um and asking us to investigate the data more closely. So
through that process, we're committed to ensuring that all voices are heard as early and as consistently as possible, providing transparent and accessible information so that everybody can participate in the process fully, and engaging communities through discussion about district needs and ways to address
those needs throughout the whole process. A lot of what our office does is manage the process for the chancellor's regulation A190. And so this regulation governs the public review process for any proposal about a significant change
in school utilization. So what that means is if there is a change to a building um or a change to a school. So for example a collocation of one school in another in an exist in an existing building or a grade expansion or a grade
truncation a merger or closure. Our office manages that whole process. And for any of these processes, we are required to publish what's called an EIS or an educational impact statement, which is a long document explaining the impact of any change that's going to
happen on students, teachers, the community, etc. Um, and then sometimes if it's applicable, we'll publish publish what's called a building utilization plan or a BUP. And the key point for this is that these cannot be published before they have to be
published I should say prior to six months before the start of the school year. So any proposal that we are looking to implement that we want to take effect in September 2026. We need to publish those documents by March 2026. And then after we publish those
documents, we will convene what's called a joint public hearing where CEC's, community members, superintendent, all of the affected stakeholders gathered together and we hear about community input on the proposal. And then following the joint public hearing, our
office publishes what's called a public comment analysis or a PCA to address all of the concerns and the questions and the support that was brought up during that joint public hearing. that is the final step before the PEP votes on the proposal. And so nothing that our office
does goes into effect unless the PEP votes um for the A190 process at least unless the PEP votes on the proposal and approves it. And then just a brief overview of what our year looks like. Um in the spring we
start with a needs assessment. And so that's where our office is really working with those stakeholders and looking at data to figure out what might be the needs of this district in this upcoming year. What might be the priorities that different stakeholders are asking us to focus on as well. And
then continuing into the spring going into the summer, we're continuing that process, sharing what's called a district data summary, which with every community education council. So some of you may have seen the district data summary for um this past year. And we're starting these conversations that we're
having right now to discuss the data together and get their input on any of the trends that we're seeing. And then we'll continue, of course, to have those meetings with stakeholders to figure out what initial plans we might think about for addressing some of the priorities that came up. Then moving into spring
and fall, we're preparing to post these proposals that might result in school utilization changes for the upcoming year. Obviously, that is going to continue uh that is going to require continued discussions with stakeholders like superintendents and CEC's um and
we're going to start really fleshing out the ideas that we're hoping to propose later on in the year. And then finally, what we are currently in is the fall and winter part of this cycle where we are looking at um all of the conversations that we've had over the past year and
starting to actually draft and finalize the proposals and continuing some of those more formal A190 uh pieces that we went over on the last slide. And now I'm going to pass it over to Christina to talk about the data.
>> Thank you, Emily. Um so in the next few slides we'll talk through some of the data points in the data summary. We won't go through everything in the data summary but just some of the highlights. Um so first we'll look at some enrollment and retention trends. Um starting at the elementary school level.
So in the past 5 years uh K5 enrollment within district 25 has decreased by about 10%. So and between 2019 and 2023 it's decreased after the co years but between 2023 and 2024 it looks like
enrollment has stayed about the same um changing just about 1%. Um a big driver for this decline in K to 5 enrollment is the decline in K to 5 residents um which we've seen decrease by about 8%.
Then next we'll look at district retention. So uh district retention rates uh means the percentage of K to5 residents who stay within the district for elementary school. So in D25 80% of K to5 residents stayed within the
district for elementary school and this is significantly higher than what we're seeing across a lot of other districts in the city. Um we're seeing a citywide average of 54% and D25 has the second highest elementary school district
retention rate. Um when we look at where else students go, so if they're not enrolling uh in a district school within the district, um 13% are enrolling in non-public schools, 3% are enrolling in other district schools outside of the district, and just 1% are enrolling in
charter schools. Next, we'll look at the same thing, but on the middle school side. So similarly in the past five years, middle school enrollment has decreased by about 5%. Um and we're seeing a similar um thing happening at the middle school level
where the primary driver of this decrease in middle school enrollment is a decline uh decline in middle school residents. Thank you. Um so next we'll look at middle school uh district retention. Um so again this is the percentage of
middle school residents who stay within the district for middle school. So in D25 80% of middle school residents are staying in the district for middle school and it's the highest middle school district retention rate compared to all of the districts.
>> Um >> um where else are students going? 13% are enrolling in non-public schools. 4% enroll in other districts outside of D25 and again just 1% are enrolling in charters. >> Thanks Christina. Um so last up here um
last little bit of data before we'll take questions. Um just looking at enrollment and capacity across the district. Um you'll see at the elementary school level currently we're seeing a deficit of seats. Um thankfully there's been some new capacity that's come online in recent years with
additions opening at Q032 and Q69. Um there is also a new building anticipated to open in September 2027 with 451 elementary school seats. That's Waters Edge which I think a lot of you are already very well familiar with. Um,
Superintendent Dantona can also share more, but we have started to engage on planning related to that building. Um, which could be subject to that A190 process that Emily outlined earlier. Um, the proposal that we have been starting to explore there would to be to resite
PS169 from their current building over to W's Edge. So, happy to share more about that. Um, but given that the building's opening in September 2027, anticipated, we have a little bit of time um to continue engaging with you all and gathering feedback from the community about how to best use W's Edge
to meet needs and priorities in the district. Um, there's also a second new building slated to open in the district. Q512 is the building code with 600 elementary school seats. That's slated to open in September 2028. So, we have a little bit of time. Um, we haven't
started engaging on that just yet. Um, but those two buildings will help to eliminate this seat deficit in district 25. On the middle school level, there's a slight excess of seats currently, but we'll continue to keep a close eye on that for sure. Um, for district 75, wanted to highlight
that we've seen an increase in the number of district 75 residents in district 25 over the past 5 years. Um, we are seeing a deficit of district 75 seats at the elementary and high school levels. So, we will continue to explore opportunities to open new district 75
programs where we see sufficient excess space. Typically, it's been hard to find um buildings in district 25 that have enough space to accommodate these programs. Um but the two new buildings I mentioned previously, Wat's Edge and Q512, both include um design district 75
space to accommodate district 75 programs. So, that I think will also help to chip away at those seat deficits. And then last up, there's a variety of special programs across the district. Just wanted to briefly highlight that here. Um, we have Horizon, Nest, G&T,
and a variety of bilingual programs. And we're happy to take questions. >> Anybody have any questions? >> Okay, thank you guys. >> Thank you. Um, here's our contact info. If folks have questions, please feel free to reach out. Um, and thank you so
much for having us at your meeting. We really appreciate it. >> Thanks. >> Thank you guys. >> Just so you guys know, I do meet with them on a regular basis to talk about where we are as a district in terms of u current projects and where that might lead us moving forward. So, um,
particularly W's edge is yeah, particularly the W's edge um space. We did do have we did have an engagement earlier in the year. We'll continue to have engagements with with the community to continue to talk about how we're going to um you know build on that particular project. The intent was that
building would have opened in 2026. Uh but that got pushed back in 2027. So gave which is was a good thing in in a sense that it allowed us more time to plan and think through what the best options were for. So >> yes, many more waters edge planning conversations to come. For sure.
>> Perfect. Thank you. Have a good night. >> Thank you guys. >> Byebye. you. Okay. So, we're gonna turn it over to Dr. Mike for his report. >> Right. I'm going to shift around my um my presentation a little bit. Uh it's shorter than usual. So, you're welcome
everyone. Um but I'm going to bring in um you know some of our students first if that's okay. They're they're here and ready to share with you a little bit about the work >> that way when they go to present so that they can >> um but Melinda Melinda you still here? um Melinda from from our team who
supports so many different things from the space of of literacy in our middle schools uh to social studies across our district uh but also heads up work around civics for all something that we're really proud of here in district 25 and um you know continuing to grow
and get better at as one as year goes year by year passes um our kids are getting more and more interested and excited about um projects that are they're passionate about themselves, things that they are having a call to action for. Uh so we're fortunate we
have two of our students that are here with us tonight from uh from IS-25 and we thank them for being here. Uh but I'm going to ask Melinda to quickly just give an overview of the civics for all work first and then we will invite our two students up. >> Dr. Thank you for having our students
here tonight. Civics for all started in district 25 years ago as a pilot. Um uh Dr. Dan Toner was the deputy superintendent then and then superintendent Demango decided to uh invite all of the schools to be part of
the civics role initiative. We were the first full district to take on civics as pilot. We have also become a bit of a model for other districts that are now um uh are now full partnership districts and it's about twothirds of the city
now. Uh right now in our schools our students are participating in civics for all lessons. They are writing their soapbox speeches in preparation for Queens um the Queens event in January and in January they will begin will be
beginning their take action projects where they will be looking at issues in their communities to take action on. Um, we've had some very uh good successes with Take Action, including a traffic light at PS22 and several other schools
who have followed along like PS120 trying to get a stop sign on their corner. So, as part of project, we are partnered with um an organization called the Mythic Challenge. They're out of Chicago. They've been partnering with the new the New York City public schools
for several years and they posed a question to the students this year. What is the most important issue facing young people in your communities? And then our students were challenged to find an issue that they were passionate about that they are going to come up here and
share two amazing speeches tonight. And I will tell you that over the last five years, our topics have gotten much more sophisticated and we're giving their our their students their voices and they are using them. So I am going to invite uh
Jake, would you like to go first? >> Come on, Jake. Bring us closer there. >> They could be heard better. >> And Jake is going to be talking about data security. right here. Go ahead. Oh, can I just
hold it? Sure. Okay. Okay. My name is Jake. I'm from IS-25. I'm going to talk about data security. Okay. Now, have you ever been hacked? Well, I have. But before I get to that, let me tell you a little bit about what
data security is, how it all leads to me getting hacked. According to ibm.com, data security is a practice of protecting on-remise devices, including unauthorized access, mobile devices, cloud platforms, and third party
applications. This is something you've heard about many times in the past. But for your information, you probably don't take this seriously enough, which is why I'll have to talk about it. So what is So we know that data security is really important because it helps protect the
information you put online. Now some examples of what data security protects are fishing, malware, Trojan horse, and exploits. For the sake of today's speech, I'll just be narrowing down to one of those things I just listed. Fishing. As proofcoin.com says,
someone's email address could be spoofed and it could instruct the recipient to send money, click a malicious link, or reply with sensitive data. So for so essentially, fishing means that they gaslight you into giving them money and
private information. For example, if someone pretends to be your mom, sell them $1,000 immediately or she'll have to go to jail. Would you action immediately if you fall into the trap and send the money? Will all the data security measures for will all the
security measures detect the scam before anything bad happens? Or in another situation, if you're a CEO and your IT department came along and said that your company's network is under attack by a virus and you need to download this
software to protect your computer files against it, would you action immediately? Would you question whether this email is real or not? If you click on the link to download are your company's data security will it even be strong enough to to protect you or will it just
let the suspicious softwares go through? Now these types of attacks are quite common. So in an ideal world the data security protects it will make it less likely that anything bad will even happen at all. So now now that we know
what data security is, how common is data security and how many people file for it? Well, according to fbi.gov, that's right, FBI, 860,000 people have complained about suspected internet crime and details reported losses
exceeding $16 billion. That's more than $18,000 per complaint. We could buy a lot of pizzas with one successful scam. Now, back to my hacking story. I was watching a YouTube video where it was
teaching me how to download an add-on for my for my game that I was playing on. The video was real. The YouTuber was legit. But as I was trying to download something, I might have accidentally clicked on link that looked exactly like
the real website. My computer was trying to warn me that the installation might not be so safe. It gave me at least three pop-up warnings. I just clicked yes, yes, yes to all of them. I didn't even read properly. Just turned off all the security measures in order to
download the software. Uh-oh. After the installation, my computer was ripped. Rick, I knew something was wrong. Okay, let's not get into how my parents reacted. Okay, but I know now not to ignore those data security warnings. So, and to
further prove that, let's talk about another popular fishing scam. Everyone here I would think knows Roblox. My cousin was watching a YouTube video again on how to get free items. She clicked on the link into under the video
sent to a Roblox website where it asked for a user and password. That was it. The scammers now had her login information. Went into a Roblox account, stole everything that was precious to her. A 13year-old girl who got her whole
Roblox inventory stolen. That's equivalent to stealing a million dollars from a working adult. She was devastated for the whole summer. She also quit the game. Okay, but of course, we should not be comfortable knowing that hackers are
taking over, making so much money from doing these illegal activities. How do you stay alert and also online to prevent the hackers from stealing information and devices? The first thing I would do is educate. Educate kids on
how to protect their private information. Don't go around flashing your mom's credit card information. And also don't give out usernames and passwords. And don't click on unverified links. Don't be like my cousin. Don't download software from fake websites.
And don't turn off your security settings. Don't be like me. And also based on proof.com, it's a good idea to use adb block the real ones. Okay. Avoid clicking ads, especially on Popus. Most of them are probably malware that
instruct users to download content. It is such a shame that such a common issue like suspicious pop-up fake websites continue to cause millions of damage to be scammed and billions of do dollars that are being stolen away. We don't
even know where it goes. Probably to some random department or something. Data security is really important because it protects your data, including your credit card information that's linked to your Amazon account, your Tik Tok account, and search history. All these data can be used to imitate and
pose as you to scam the people around you. But thankfully, data security works as it should. I hope there's a good chance your information might not be leaked or compromised. Even if you accidentally clicked on a bad link, being protected with multiple layers of
security will likely prevent you from being scammed at all. I hope that we can keep spreading the awareness so that these big reported losses could diminish into thousands, which could be a big win for us all and probably put these
scammers out of business. So, let's educate youngsters on this issue and keep your own data safe. Be cautious. Use your sharp eagle eyes when on the internet. Make sure you have proper data security all around you.
Thank you. >> Thank you so much, Jake, for uh for sharing your perspective and perhaps we you and I and I is 25 can link up and have conversations around how this can become a public service announcement for all students in district 25 because it's not just about having a conversation
here. by a call to action for others. And I can tell you that sometimes those links look really like the ones you should be clicking. And unfortunately, we make really bad choices that impact us in ways that maybe not to the 18 billion space uh but in ways that we
don't really want to have see happening and maybe others that that are um connected to us. So, thank you for sharing. >> Thank you, Jake. And now I'm going to introduce Amna, also from IS-25, who's going to tell us about the importance of home economics.
>> Roses are red, violets are blue. I bet none of you know how to clean a toilet. Raise your hand if all you know how to cook is toast. It's not okay that many children do not know how to cook or do necessary life skills because schools don't teach any, yet they know Skippy
toilet and odd memes like the back of their hand. It's a problem that far too many children do not know how to do housework. In fact, according to Prena Micro Schools, an organization that creates small learning groups, states that 95% of children in the US can
expertly navigate a cell phone, while 47% of those people lack the basic ability to tie their shoelaces. This is an embarrassment that so many children in in school don't understand how to do necessary skills. Sure, these skills may
not be taught at home, but if the schools teach them, they'll be required to learn these things. My kitchen curtain almost caught on fire while cooking instant noodles. Schools don't have the best solution to this problem. But long ago, once upon a
time in most schools, there was a class called home economics. This class taught household skills such as cooking, cleaning, and laundry. These days, it's rare to find home economics still in action in schools in the city. In fact, this very school taught home economics
on two rooms on the first floor around the 1960s and 70s. According to the positive action program, a school program for social emotional learning says that if schools do end up teaching children life skills, these kids will end up making great
decisions in the future involving creative thinking, problem solving, and skills similar that have to do with their mental health. In an article called Why Should We Being Life Skills in 2025, they state learning life skills helps
young people who they are and what they want out of life. schools focus on social emotional learning which is learning about mental health and mainly yourself. It's up to this school to make sure that this generation of children know how to cook simple things and clean
up for themselves. And the schools can't do that unless they bring back home economics. Take a look at the children nowadays. Fascinating, right? 27% of people in the US from ages 18 to 28 can't make soup
according to the New York Post. Guess what? These are the same people who have not had home economics. What if this generation's children end up being 18 to 28 years old, not knowing how to make soup? It's unacceptable that even ordinary kids in the future could
experience issues while doing the simplest of tasks because of their lack of knowledge on it. It's very frustrating that schools don't teach children how important it is to know these skills, especially when there's such a large percentage of children who struggle with knowing how to do them.
So, you're probably sitting there thinking that you can't really do anything about this. Therefore, you really couldn't care less. But there is something you can do. Shove it in anyone's faces. There are always so many posters all around the schools. So, just do the same. Plaster the need to bring
back home economics all over the walls. Create posters or handout papers and as many as you'd like. These posters can have slogans or jokes about how children lack abilities to do household chores or how it just should simply be brought
back. Mind you, posters won't be enough. Use your voice. Talk about this problem with fellow classmates and watch your words spread. Talk about how the two rooms on the first floor should be restored to home economics. Talk to everyone about the difference it would make in the fun
factor. Imagine being able to bake cookies in school and imagine you got a stain on your favorite shirt. Home economics would give you the tricks to take it out. Tell teachers about your opinion and see if they agree. I told some of my teachers about home economics
and they said that it used to be one of their classes. It turns out it was one of their favorite classes and I would really appreciate it if schools could bring it back. The more you spread it, the bigger the chance that the school will hear you and make a change once and for all. If you have any questions,
ideas, or recommendations, feel free to email home economicsforall@gmail.com. So, after all I've said, I wish that now you agree with my opinion and start to bring more attention to this topic. Hopefully my words have made this issue stick around in your mind. Who knows,
maybe you'll be the one to convince the school to bring back home economics. >> Thank you so much, Anna. That was terrific. And I I have to tell you my my son who's in in ninth grade. He's not a he's not a middle schooler. Uh but he is part of his coursework right now is in
fact uh having uh being part of a home economics class. And one of the spaces of his work that he gets most excited about is the fact that he gets to learn how to cook. And uh because of that recently, meaning a couple of days ago, he baked um pumpkin muffins, pumpkin
pumpkin cupcakes with with uh chocolate chips in them that he had to do on his own because he found that with value in it. So I appreciate you doing what you did tonight and it gives me something to think about in terms of how do we connect with your building principle about perhaps organizing some ways for that to happen for you. So thank you so
much for that. You guys were great. So, I'm just wondering just from the perspective of uh the CEC and thinking about the idea of this work around civics for all and these soapbox speeches and these calls call to action spaces for our kids. What is it making
you think about? I'm just wondering if you have any any quick comments about um the space of this, the direction of it, the the asks, the wonderings that you may have in relationship to this type of work so that the voices of our youngsters go beyond the space of just
talking about it here. And that's what ultimately one of my goals is, is to get it beyond the space of just talking about it and allowing our kids to be able to do something that's meaningful and longlasting. So I'm wondering any any thoughts or comments? Yeah. So I mean I feel like I remember back in the
day like having home economics like growing up. So to hear kids actually asking for that. It's really interesting and I know like just on that alone plus data like I know this year data is being pushed a lot in the district. So for me it's like okay the kids are realizing
it's important also so that we need to make sure we're doing more for them. Um, but it also reminded me of one of the speeches last year that we heard about with financial education and the lack of financial education for students. Um, so there's a lot of different like things
that they're realizing are going to affect their future and they're looking for us to like take action on that somehow and they want to make actions happen. So I think that's really where I would go with it. thoughts on I when I was in high school, we had electives and a lot of our
electives were like skilled like stock market like engineering and building bridges and whatever stuff like that. I do like not to be a W, but I do wonder how we could introduce this curriculum when we
already have so many plans on students and would this be something that we implement as like after school thing or is it something that school? Yeah, I mean I the decisions around the
two particular speeches now is not um necessarily something that will be right >> organized right in the moment. It's really more about the the context of the purpose behind civics for all that I'm wondering if anyone has any comments on and you know what it can do for our kids. something. How about we start like
you know we have a wellness month, we have a breast cancer month. So as a within the DOE to create something you know voice from students month so that we do some activities so that all district will be able to kind of focus on how we could collect information like
opinions of each school like they give us set like a couple of topics about public health or like school community. Then children will get involved in maybe writing a little essays about it or school themselves will have something
like a event where like a you know open mic kind of thing too >> you know we could send maybe like a like a wellness month we could set like a student voice month >> so that we could start from there but >> so um I think the the the options that this brings are you know there's so many
that can come from from our kids and I think for what what I love about it and you know I'm hoping that you see it is that kids have to convey information like an expert. And that is one of the important parts of this is that you're hearing them talk about research. Here's
what I've heard from this mag from this article. Here's what I'm pulling from it to to convey myself, convey the information like an expert to make sure that you're hearing their perspective and why it's important for them to become a call to action. And that's those are the types of things down to
our little ones, our kindergarteners, our first graders are engaging in this in their own way. And uh last year we had a first grader who did her speech around birthdays and how she felt it was important for her special day to be celebrated on her special day. The
school celebrated monthly. >> Once you get to third grade, it's like a monthly thing. >> She was not having that because for her her special day was on June 18th. And June 18th is when she wanted her birthday to be celebrated. So needless to say, it resulted in me communicating
with the principal. And what did she wind up having an opportunity to do? >> Celebrate it. >> Celebrate on June 18th, which so happened to be the same birthday as my wife. And I received an email from the mom saying, "Thank you so much." Showing a picture of her daughter celebrating
her birthday. And by the way, happy birthday to your wife also. You know, so it does a great deal of power in promoting student voice around things that they're passionate about and the things that they believe in. And the more we can do that for our kids, the better off they're going to be in terms of making really informed decisions for themselves as they go beyond beyond
middle school into high school and then future careers or college, whichever winds up becoming uh for them. So that preparation I think is really really important inside of that space and I'm hoping you were able to see that with just the two examples that you saw today. Okay, good. >> So in terms I'm sorry. Thank you. In
terms of um the curricular piece of this, this is getting our students ready for high school which will allow our middle school students are eligible to earn one point towards the seal of civic readiness which is a pathway to graduation. There are only two pathways
that New York State offers right now. The seal of bi literacy and the seal of civic readiness. this path. We are we are taking our students on this pathway right now to graduate with that seal on their diplomas. >> Thank you so much, Yanda. Uh so I'm
going to go through this really quickly. Um just recent event, we had a thanks for giving walk uh at John Bound Park uh at uh Bound Park, excuse me. And um really nice event. We had a bunch of family members that were able to join us from the community donating canned goods
for uh for a local food pantry. So, uh big thanks to all of our community members that were able to join and Diana from our team for organizing uh organizing the event. Um recent and upcoming events. So, we recently held our special education uh session for our
families, that virtual session as well as a mathematics session. I just want to make sure that you guys know even if you did miss it, it's accessible to you on our district 25 site. you go to our archive and you'll see the video recording from uh from both of those sessions. Our L uh training sessions, we
have two of them. One is next week um in both uh might be confusing the dates. One is in both English and Spanish and the other one is Mandarin only uh to support some of our um uh multilingual learner families uh to make sure that it's accessible to them in building that
those language supports moving forward. So, those are there. I just want to make sure that you're aware of it. Um, also important that everyone is clear on where their children are in terms of assessment. So, the Acadian assessment window obviously come and gone. The second one's coming, but those links
will bring you to YouTube videos from our district team explaining what the Acadian assessment assesses in K1 and two, as well as an I Ready video uh from from district 25 that is accessible. just pointing it out so that you have a resource if your children are in K to2
for Acadians and then upper grades for uh I Ready. Now, we're not going to do this only because of interest of time. Um but our connection before content activities uh are ones that we could just have a moment just to to learn a little bit about one another. Uh so connection our
connection card uh where is your happy place and what details about this place make it so positive for you? I will do a quick one for you. Mine is Aruba. It is known as the happy island, just so that everyone knows. And the reason it's my happy place, one is where my wife and I
wound up having our honeymoon. And for my both of my children, so many things wound up happening for them that were firsts. Uh my daughter walked for the first time while she was in Aruba, as well as my son, and Matthew learned to swim without those muscles for the first
time in the swimming pool in the same hotel. So, um, so many different memories for me that I am able to pull from that place. Little bit about me inside of that only because I know I wound up getting the hook at some point. Um, you guys can share one of those at during the next story, next meeting. Uh,
just enrollment reminders. I'm not going to spend a lot of time on this, but just please be aware that this is going to be shared during every month until the admissions windows are done, just so that no one misses out on any dates. These are all here and accessible to you. Please make sure that you're
reviewing them on a routine basis. So, we have our high school enrollment admission dates that are here. Uh we have our middle school admission uh admission dates and such. Middle school applications closed next week. By the way, uh offers will be released in April. Uh a little bit more time for uh
for kindergarten. Those applications close in in late uh late January. Uh 3K prek windows open in uh in January and close in February. and uh G&T grades 1 through 4 uh windows open later in the
year in April uh close in May and then releases in June. Uh so we already did our um civics for all space. Thank you again to our students uh Amna and Jake for their great presentations. You guys
did a great job. Um parent survey uh just wanted to give you an update on this on our engagement goals here. Um I shared with you during our last CC meeting that we had, 1100 responses, 700 parents responded that they can use additional SEAL and parenting support.
So as a result of that, we send out a secondary survey from the district. Right now we don't have a huge number of responses from the 700 families that made requests. Um only 31 have responded back. So we'll be doing another round of of requests. So CC members, if you do
know folks that that are out there that are looking for these supports, I do ask that you ask folks to connect with that survey. Um I will send it widely again out through everyone via gamma. Uh so that I can get some more of the perspectives on that. Interestingly enough, I was on a school visit today
and some of the things that came from the parent chat that we engaged in was actually 100% aligned with what parents talked about in our big survey was that they can use some additional SEAL supports for their kids building those peer relationships. Those worries that
we all have as parents are very clear uh when we talk to folks. So, the goal is to try to build on this as a as a district community. Uh and the last part um we are in process of with our district CEC pilot uh and starting to organize around the expectations around
school leadership teams and how they're going to start building out this concept of wellness kindness community from their SLTs. Um and that for me is the conclusion of what I need to share today uh with you. So if you have any questions about any of any of the things
including civics for all, please let me know or the parent engagement part of it. Um, come uh February, we'll have another update on our midyear data uh around where we are in terms of progress. But that concludes my short
presentation tonight. >> Good timing for tonight. Okay, so um I just have two quick things. First off, um I just wanted to give a quick thank you to anyone who has registered to go to the basketball game that the
uft is hosting and had us um partner with them. We have 120 people attending as of right now. So, it's going to be a great event. Also, um I did get an update from the uft. I know we do have our IEP meetings for special education,
but there is also going to be a virtual workshop Monday, December 15th from 5:30 p.m. to 7 p.m. And I do have the registration. I can pass it around if anyone's interested in looking at it. Um, or I I will also send a copy via email. Um, that's it for me. So, I'm
going to move over to public speaking. And I know Al wanted to speak. stop by today because by the way I'm from CC26 stopped by today because I came up last month and told the council about a couple resolutions that we
and um here to give vacation and thanks to the council for considering the resolution of cannabis measures. I think it's very important that we work together to um get our voices heard and let state legislators know that we
cannot allow this things to happen. We can have dispensaries opening up so close to schools. So, I hope that council passes your resolution on the cannabis dispensaries and once you do that, please send it out to your state
just state senators and so thank you for that. And while I'm here, I just want to drop off another resolution that we just worked on hasn't passed yet. on it next week and it's about um dealing with vacancies in communities
and CSC's. So the way that it works right now with state law is that quorum is determined by uh the majority of the authorized seats council. So CC is at 12, right? But I
believe that you're missing a B75 representative, right? So even so, we still need seven out of the 12. That's state law. So um there's precedent for using the quorum based on the seated
numbers, not authorized, right? So you'd have 11 right now. So instead of 70, if you can get the law changed, it will be six African. So there is precedent for this to occur. All we have to do is get the state
legislator state legislature >> to amend education law to uh change the quarum. Right? So this this like I said this president state law for the MTA. The MTA specifically rightes that forums
by number of seated board members that um one last thing I want to mention is SCA presentation. We will have that next month. And we're just like you just up
in arms. Um we found out that they will prioritize roofing projects, right? Uh electrical upgrades and boiler upgrades. So last year we submitted five requests for exactly these types of projects. And guess what?
>> Should I ask what I'm missing? Well, >> guess what? Nothing. None of them were approved. Yeah. Oh, >> so um like you I think we need to get some transparency and the the root cause of this issue with SCA is that there's a lack of accountability.
They just are not accountable to anyone. their sports held accountable by the board of trustees but the board of trustees for the SCA it's just if you look at their minutes on their website they meet for 20 25 minutes and they just go through the motions and
during the meeting they do nothing so we have to work together as DC's and come up with a resolution and ask the state legislators change the law and make sure that the SA is held accountable may be asking for parent members to
serve on the board of trustees, right? Just keep an eye on them and just ask questions and make sure that the executive management CCA is held accountable. So that's something that uh a lot of us should work on. All right. All right. So, one last thing I want to mention before I go is um Superend
Daytona, when you have a chance, please speak with Superintendent Cerello and give us some tips on how to give a very short and effective superintendent. >> That's been training him. >> You're doing the hook. I'm on I'm on a timer. I'm on a timer.
>> Put a timer in front of him. >> And I get the hook. >> Okay. Lamar, I know you had your hand raised. Yes. Can you all hear me? >> Yes. >> Yes. >> Okay. Hi everybody. Good evening. Hoping you're all doing well. Um
>> inter. >> Eden, you just actually took care of two of the points I wanted to share. So, I'm actually like really done. I'm almost I've only got one point to add. So, thank you. Good looking. >> You got it. I just wanted to I just wanted to piggyback and thank you um and
your CEC and the district as a whole for um supporting and helping out with our family night project. Um like I said, I was sectioning out 120 seats and by our last count, 120 seats have been sold out and I feel like there's a couple of more
smattering here and there in the garden. I just want to say if there's anybody, you know, for those who may be there at halftime, we'll be outside of section 220. Hopefully, we could get everyone together and take a nice group shot. Um, that would be very much appreciated. Um,
I also just wanted to bring up our issues with the power professionals and where we stand with that. You know, the last time I spoke to you all, we discussed the respect check that we're hoping city council would pass. Uh, good news. We had a hearing on November 13th
um which was basically uh uh everyone giving testimony in terms of what the conditions of working as a par professional entails. So that went well on us. And then the following Tuesday there was supposed to be a follow-up meeting where the council would narrow
down the um different bills to go to a final vote. And unfortunately ours was not on the list which we are finding very perplexing. So, we're deciding as a city that we're going to start taking our voices to the streets on this. Um, we've already started petitioning
outside of Speaker Adams's office in Southeast Queens. And if you ever checked out her social media pages, you're going to see a lot of members, a lot of our folks across the city, across the districts, all over, you know, discussing or asking publicly asking why she won't give the okay for bill. The
bill is 1261. You might hear that number a lot. department. I mean, why she won't give it be okay for that bill to pass. So, that's where we are with that. Um, I don't know where we are as a in a district space, but uh it's my ask that if we need support and getting the
message out on how valuable par professionals are to our profession, to our work, you know, if we if you're within an earshot of our voice and the spirit moves you to participate, we would love to have your support as well. That's publicly out to everyone. Um, and that's where we stand with that. So,
we're going to keep going. There are two more dates where our bill can go to a final I guess a final vote or a second preliminary vote. I forget the order, but there are two more dates before the calendar year ends. So hopefully fingers crossed that we get one of those two. So
outside of that and outside of the workshop on the 15th and all, if we don't I guess we won't see each other again until January. So happy holidays everyone. Um I'll see you we'll see each other in our travels in the district and um take care everyone. See you soon. >> Thanks, Lamar.
>> Is there anyone else with me? >> If I could just >> Yeah. >> Um, >> stand there. I just >> Wherever you want. >> Okay. So, I I want to just echo the sentiment brought up by uh CC26 President Alsu in terms of supporting a
resolution uh related to the cannabis dispensaries. I was at his meeting last month and it's a really big problem and for that particular school and I'm not aware of any in district 25, but I wouldn't want any of our students or any
of our families to be confronted with a situation where you have a cannabis store located too close to a school and really the um the odor permeates and it's going into schoolyard playgrounds.
So, it's something that I'm hoping CC25 will also get on the bandwagon. I think the resolution in terms of uh quorum on seated uh members makes common sense. Like it's ridiculous if you have trouble
filling, you know, either a D75 and and in other CC's often the ELLL seat is vacant that it makes it very hard for a CC to conduct business and have quorums. So, please get on it. We need to I don't
know what the leg legislature did, but it just seems like something um you know, just fell through. Um the last is related to SCA. I, you know, listened to the district planning. I see that we're short of seats and it sounds like there
is a delay. Is that what I hear? In terms of the edge, um edge order >> push back. >> Got push back. >> Got pushed back. So, some of the um the numbers that they were presented um are do they take into account the class size
law that we're coming up to? >> Does it it it's inclusive of that? So, we are not in need of any additional space besides so all of our schools can be compliant. >> So, uh no, not necessarily right in this moment. wondering because
>> but when you when you talk about the addition certain spaces that right now have the need um i.e. the school that we be be built in flushing will help support a great deal of that need >> and that is in 2028. So that will will certainly be a huge support of of our
seat need in that area. >> When you look at the overarching numbers there um does it come relatively close to what that need is versus the amount of space short? Oh, so we're we're good in district 25. >> I don't I don't know that we can ever say good ever say
>> schools are making an effort. So right now we are um on target with what the 60% mark threshold is, right? >> Um so the the goal is to try to improve upon that for for moving into 80%. Okay. And I'm aware some of you may also be on
your school leadership teams. So you know that there was a principal survey that many of us had to participate in to just you know I guess apply for more resources to >> Yeah. Every school had to >> and it was very beneficial last year. >> Every school had to complete the form. >> Yeah. >> Yeah.
>> Thank you so much. >> We are fully in compliance with the part of making the request whether or not that can happen across 100% of our classrooms right in the moment. Not necessarily but the goal is to do that. >> Okay. Anybody else? No. Okay. Okay. Anybody want to make a motion?
>> Motion. >> Surely. It is 8:54. Anyone want a second? >> Okay. We're going to take a two-minute break and then we'll move into our business meeting. >> What's up? >> Here.
>> Angela, >> she stepped out a minute, but Oh, there she is. He's Stephen. Speak up. >> Oh, yes. I didn't know the county is present. >> Yes. >> Okay. If everyone could just quickly take a look at our minutes from last
month. If there's no changes, we will adopt the minutes. >> Everything looks good. >> I think I had caught one thing and I sent that back to her previously. Does anybody see anything? >> Everything look okay to everybody.
>> Yes. So maybe so everyone good. Okay. So we will adopt the minutes. So I'm not hearing any complaints. And Shauna, go ahead with the treasury report.
I'm moving us quick tonight, guys. >> Thank you. >> So for reimbursements, we have a remaining budget of $10,425. For media expenses, we have $1,94.
PE card still has $500. Um, for supplies, we still have the entire budget of $400. And for equipment repairs, we have $12 for me. >> Perfect. Thank you. So, I just for school visit updates before we even talk
about SEA stuff, did anybody have a school visit in November that they did not tell us about last month because it happened after? >> Yes. You had yours. What school was it? Christine, >> what school and what date? >> Uh 184. >> 184
>> and November 7th. >> November 7th. >> Okay, I got that. >> Okay. Shauna did 193 on what date again? >> November 12th. >> November 12th. >> November 12th. Yeah, that was with me and Angela present as well.
>> I did uh is 25 on November 7th. Um, Angela and Kent also came to that one. >> That was the 27th. >> No, the seventh. >> Okay. >> Anybody else have any November visits?
Is anyone struggling to get in touch with any of the schools at this point? >> What school? >> Which one? >> 214. Okay. >> Perfect. I was going to say we'll talk to Mike otherwise. Okay, perfect.
Um, okay. Anybody have any updates from those visits that stood out that you want to let us know about? Anything like that? I was at one of them, but anybody want to share anything specific? >> So, they had like their playground flooring um done. That's a while ago,
but it's already kind of failing. So, they need it to be redone. And it's taking like it's it's taking a lot of effort for them to try to get anything from that CA. Why not? Are you guys coding? You guys using it or not? We can't use the playground right now because you know it's like trip on it.
It sounds like all these schools just have a lot of trouble actually getting to >> I'm going to kind of touch on that shortly. Um but yeah, no, that's a good point. >> What was the Zoom meeting we were on that you presented at? There was another
council that presented at like about difficulties with the SCA I mean >> when we did our pilot meeting. >> Yes, that one. >> Yeah, that was the presentation for the three different districts that did their pilots. So, was there anything else from the two visits that you did that you
wanted to point out? >> I mean, um >> I mean the bathroom issue at 193 he's aware of >> and very involved in. U had an earlier visit to IS-25 and the SLT. They brought up the ceiling
in the gym, but we talked to the gym teacher and she just thought, "Oh, if you just, you know, made this small change, it would probably be okay." So, >> so she seems like she's fine even though the school's concerned about >> quite fine, but it was like just raise
the netting. Um, so maybe not an SCA project. >> I didn't include all of them twice. Yes, we're gonna go over that in a second. >> Okay. Was there anything else from the visits? >> Um, nothing really stood out from that one.
>> Awesome. Okay. So, thank you. So, we're going to go quickly over January meeting. Just so everyone knows, I do have two items that we definitely have on the calendar. Voting on the SCA projects that we're going to submit, which I will talk about last year's submissions in a moment. And also, Dr.
Mike's state of the district is next month as well. So that's a longer presentation from Dr. Mike because he does a deep dive for us. Is there anything else that we wanted to put on the calendar for next month specifically because I know that this that presentation from him will be a little bit longer of a presentation. >> Do we have to or it's okay good to go
and just >> we could leave it with just those two items. Was there anybody else that was requesting to speak next month? >> I know we'll obviously also have some soap box speeches that'll be here. >> Yeah. So I think we should just leave it as it is instead of instead of trying to
squeeze in you don't >> I know because he definitely gets more time on that one. >> Yeah. Transportation alternative committee. So once you talk about like the prolonging of a limited card
>> so maybe I think for him maybe like just do public speaking >> that might be the best spot for it. >> Okay. So I think yeah then if anyone doesn't have anything else I think leaving it with that because I know that when he does the data district it does tend to be a longer presentation. So
we're not going to be able to say to him 20 minutes. It will definitely be longer than that. Um so I think let's just leave it like that for now. Um, before we talk about the resolution, I know a bunch of us met with our new face leaison on Zoom, but she is here today, so I wanted her to just get a
chance to introduce himself. >> I'm replacing. >> One question came up earlier. Did you have any answers to any of the questions that you could send back us? >> Yes. So we do not exist are purely
as I mentioned it's a framework so you know background at all information and so it's not like a requirement >> okay perfect >> so you guys
>> whatever is best right okay >> it sounds like you guys have nurse goals and that If you feel like that's more productive to solve which one are >> perfect. Okay. Thank you.
>> Anybody have any questions for her? >> It's kind of difficult to catch what you said. >> So, we don't have to submit those school visit forms. >> It's more of a guide for us, >> but it it's for you to use how you want.
I um sorry >> what's up Stephen? >> I sent over via email late um Egypt forwarded it over. I filled out just for ease of uh information uh I filled out school visit forms with photos for my photos for my October visit. >> Yes, I saw that come over just for when
we have the conversation about improvements put forward. >> Perfect. Yeah, I did see that come over. Thank you. Okay, so I'm going to pause on the resolution and move to the SCA section for a second just so everybody is aware. First of all, we did locate the email with last year's submissions
even though they told us that we did not submit. You're good. Um, and we did just forward it back over to them while the meeting was going on. Egypt did send that back over. So, we did submit projects last year and the year before. The year prior, none of the projects were chosen. Last year, we don't have feedback on because they claimed they
never got it, but it has been reset. >> They never acknowledged at the time, right? So, do we do we request that they acknowledge like the this information? >> I So, we sent it to the CC thing and then I also forward it directly to Julie
and Evette to say, "Hey, we just sent this over. Here it is." >> Sound like a black hole. >> It is a black hole. >> Not just for lack of a better word. >> Years when we tried, nothing was really done.
>> I would say because of the context of way of what it the way it was shared. >> Yeah. um that was not necessarily repeat that you follow up and continue to follow up. >> No, I will confide you with that. Now, you know, now that you received it, give us some feedback on whether or not there is a
>> um >> revisiting those things that it doesn't impact this year's five elections. >> So that you're not then saying, "All right, this was last year's, but now here's another." You know what I mean? >> So those submitted some of the same schools year after year for the last few
years. So that's why I want to I was continuously asking how can we follow up because >> and she didn't want to give an answer. So that was our >> answer from them. >> She said she said we give a preliminary preliminary um reply and
>> yet they don't give a second. >> That's why I was asking questions. >> But exactly >> you did all receive a list here of the new requests for this year. Right. >> We had a lot more come in, right?
>> Yeah. >> Yeah. It was also said digitally. >> So, I would take a look at these after what we've heard today. Take a look at these and next month we will vote on R5 for us to submit. So, make your top five
list, bring it to the next meeting, and then we will vote on it. >> Doesn't have to be the school that you're assigned to. if you see something else that stands out to you, whatever it is, but come with your top five from that list and then we will vote on that next meeting. >> So, Al had said that last year they found out the priority was like
electrical roofing boiler >> which they never have told us before. That was news to me when he wrote that. I actually wrote that down. >> Okay. Um, is that in general? Like is that just district specific or does it still apply for this year?
>> That's his information. I don't know in full detail. So I don't know the answer to that. But based on that, we can kind of use that as some information for us knowledge. I know we've in past years, bathrooms have been a huge thing. So bathrooms have
come up over and over again at multiple schools. Um, so those are the things, but just make a list for yourself from this list of your top five and then we'll compare it and then we'll see which schools are coming up over and over again so that we can kind of create a list and then we'll vote on it. So
that will be January specifically. >> So that's what's up. >> Sorry, I had a quick question. Um, for like two of the schools I visited, like they did not fill in the form but had those requests. Should I contact them to tell them to fill it out? Yes, if they
can get that into us ASAP, we will be voting in January. >> Okay, cool. >> Definitely need that. >> So, thank you. Okay, so now going back to the resolutions, I have a spelling error that I need to fix anyway in one of in the title
weakening. >> I have to look at what word I was trying to put here. Um, but I sponsored this one. This was the one from district 26 that was talked about last week and I did feel that it was important enough of a topic out of the three that he did
bring to us that we could look into. I don't know if any of our schools are that close to any offhand, but I know that it is a very important topic. So, I do have Angela and Steven have graciously co-sponsored with me. If anyone else is interested, please let me
know. But I wanted to bring this one up. If there's any questions, anyone wants to talk about it a little bit and then we will vote on it at the next meeting if we agree to add that to the agenda. >> Trying to write there. I'm not sure what I was trying to write there in that title. Any weakening
>> weakening maybe >> weakening I don't know what I was writing there. >> That was like a tired moment. I don't Awakening. Awakening. >> It says opposing. >> That doesn't make sense though. >> Opposing any. >> No, you don't want to weaken the
>> No. >> No. We're opposing them weakening it. So that's that is what it is. Okay. >> Sorry. >> Yeah. It's just the N and the G. Sorry. >> Thank you. I'm like I don't even know what I was trying to write.
sponsor with a O. >> Yep. >> Then marijuana with a J. >> My god, I was having an issue. That week was a very bad week for me. >> I will go through and fix that. >> Oh, actually the bill that they're citing has the J in the title. That's
correct. Actually, >> the J or the H. >> I believe the J is in the bill. I don't have it in front of me, but I remember. I was like, is this a typo? And then I was like, no, that was right. >> Okay. No, because we had an H in here, so I will fix that. Yeah, >> I thought it was
>> So, does anybody have any where they're completely is anyone completely against going forward with adding this to the agenda for a vote for next month? >> Is everybody okay? Is everybody okay with adding it to the agenda for a vote? >> Yeah.
>> Okay. So, we will vote on that next month as well. It's very hot in here. I'm dying. >> Oh, thank God. >> Um, okay. And then the other resolution topic I wanted to bring up. I did we had three copies. So I did pass two copies
around this other resolution that Al just brought up to us about the education councils. I know that our council this year we happen to have a very full council for the most part other than our D75 seat and somebody that's not here today, but
we'll discuss that in a second. Um, but the issue that we run into is previous years we have not had a full council and so we were constantly not meeting quum and it was becoming a problem where we like okay we have to wait to vote we have to wait to vote we have to wait to
vote and we were like going crazy till we would get that. So I don't mind if somebody wants to take this one on so that since I'm already working on the next one if somebody would like to take this on I am totally fine with us going about doing this. Stop Emily. I'll look in a minute. Um, if somebody
would like to take on the task of working on this, I have no problem with us doing one for this because I do think it is an important topic and it affects us and other councils this year. It happens to not affect us as bad, but it has. So, does somebody want to take that
on other than me? I will pass the copy, one of the copies your way. >> No, I'll do um sponsors with Christine. >> Okay. So you and Shirley has a copy. So here Angela, if you want to pass that down, >> another new one,
>> the community education council one we're going to look at working on for bringing up for business meeting next. >> Um, okay. With that being said, we aren't going to vote on the absences today, but I will share the information
that I have. Steven did give notice. He was not feeling well. He didn't want to expose anyone knowing that we're going into the holiday season. So, he is on Zoom. >> Fabiola is I did not have any information to her prior to the meeting starting when I reached out to say, "Hey, are you
coming?" And she has shared that she couldn't be present. She forgot we had a meeting. She's just overwhelmed with work at school. She was in class. Totally forgot about the meeting tonight. um and she's going to be taking some time to think about what the right
step is for her at this point. Um but we will vote on both those absences at the next meeting. Um so just keep those in the back of your mind. It is with an H. Thank you.
>> No, it's >> No, but it's written from the thing as an H. Look >> online. >> I don't know. >> I do my research. Come on. >> Thank you. >> Well, that's >> um so I just wanted to bring those up um as what the two absences are where we
had notice and where we didn't so that you could take that into account when we vote next month. With that being said, does anybody have anything else they want to bring up before we end? >> I just want clarification. So when we put together our five top schools that we want to put forward to get work done
us >> hopefully. Uh so it will be only five in the end. >> Five overall go >> we have to give our top five as a council >> which is why I want everybody to make their like even if you do your top three if you don't want to do top five make your top three and then we'll narrow it
down from there. >> So just so that you guys also know um and I can show this to you just really quickly so that you can see where it is. every school >> the way >> every school and it's it's to make decision decisions as um
>> it was >> as a team get away bar >> after Dr. Mike is done. If anyone wants to make a motion, please go right ahead. >> Second. >> We can go home. >> It is way too hot in here. So
>> dying right now. >> So on the DOE site, when you go to find a school, you would type in the school designation Q020 just as an example. >> Open up your school. >> Don't make the bush. Yeah, because I do
have one thing. You go into reports and then from reports you'll see this whole drop down. You would go into facilities and then you'll see this thing that says building condition assessment survey. The building condition assessment survey
is going to give you a breakdown of what's going on in the school. So, architectural, for example, it's going to give you a rundown of how the school was scored in a range of areas um within this within this report. And you'll get
um numbers that will see you see where it says instance condition, it says three. It's hard to see because my screen is a little bit small, >> but it will give you a number. >> When you get to number five, those are the spaces that you're looking for. Those are the ones that are most likely
to be picked up by SCA to do. If you're doing putting something in there that's a level three according to the BCAST, it's very unlikely that SDA will pick it up. They will look at the ones that are level five. They will look at ones that
are level four, but when you're prioritizing, those are the ones that you want to prioritize in terms of at least the selection. I know that we haven't necessarily been too lucky with it, but just so you know, that's where you find it. >> Okay, >> so just so going back with that also
really quick, just so everyone knows, what we did submit last year, I do have that in front of me was 193, their bathroom issue, which that's a thing that we're kind of dealing with. He has 21, an auditorium upgrade. He has 214 student bathroom upgrade.
24 refurbishment of the old wing bathrooms across the building. And 154 roof, exterior masonry, parapets, heating plant upgrade, and cafeteria floor. Those were our five last year. Some of those will be on this list again
as you see. So, think about that also. >> I could send that out to everyone. So what about I mean the list right it's going to be does it include this uh minimum repair or are we talking about the big >> you want the big ones
>> big ones >> the big ones your level fives and your level fours are the ones that you want to prioritize they're not going to look at your level threes >> what about like install stop sign are those part of the
request in >> like stop signs out a quarter Oh, so yeah, I mean that's a it's a that's not necessarily a facility scenario. >> So that involves DOT. It involves, you know, >> the um Oh my goodness.
>> Okay. Crossing our >> Yeah. Uh yeah, the envir environmental space to make sure that there they do all kinds of of surveys to make sure that they they're looking at traffic patterns and such. Yeah. >> So local elected officials are really big in that. um they've supported, in
fact, the the students at 120 did a whole presentation. >> Students were actually outside every morning tracking traffic patterns so that they could present to the local elected officials what was going on. Um they haven't heard back yet, but they're going to continue to push forward to try to get
>> local city or state. >> So, uh Senator Lou has been really really supportive of of our work and he helped us get a traffic light at uh 22. Uh so, he was really helpful. uh council members really helpful inside of that space. Um so just a continuous outreach
to them to see if DOT can make a change. Sometimes just based on code >> uh they can't and they'll at least be able to tell you that they can't. But that's really >> that going alongside with that. What about the fact of like when schools have
school crossing guards at a corner and then suddenly they disappear on one of the busiest corners and now these kids are crossing the street with no crossing guard. How do we do that? Cuz like I know I called 311. They told me call the precinct. The school's been reporting it. So there's like this is coming up
and like it happens to be the worst corner is the one that has nobody sometime most days now and the corner that's not as bad has somebody. >> Yeah. I mean, listen, advocating for, you know, for additional is really the is the the answer to that. It's not >> how do we go
with that? >> Yeah. Um PD, it's their crossing guards are from the NYPD. Um they do offer I mean, unfortunately, they do have hiring with frequency around that. Unfortunately, you just never know whether or not you're going to be stationed given space.
>> You might try to do it as a parent. Some parents have actually tried to become crossing guards and then you just never know whether or not you're going to be >> Yeah. The serving president office asked me, you know, whether you guys need the help but starting the >> Oh, yeah. If he
I mean, she asked me about it. So, >> if if the burough president can do and offer some support, I'm sure the school would love that. >> She's asking what do we can what do we suggest? All of the things when it comes to to traffic patterns is all DOT. So, it's
whether or not they have to come and survey. They're going to check the traffic patterns and whether or not it's feasible to put it. >> Those go way outside of anything that the school can do themselves other than make the request, >> but support from the burough president wouldn't wouldn't hurt,
>> you know, in that way. you're trying to, you know, >> but he would, he definitely has connections with the Department of Transportation and folks that are there to see whether or not it's the feasibility study actually supports >> having another traffic sign or what have you to be posted there. >> Okay.
>> Um, what is the the other school that >> BS120? >> Yeah. >> Logistics question for how we pick these five schools. They just like they're a racket or like we talk about it.
>> So we'll talk about it once we come back. That's why I said prioritize in your mind what your top ones would be and then when you come back we'll kind of >> do that discussion and then we'll vote as a group. >> Sounds like it's going to be a long >> Well, if I hear the same rule over and
over again, that kind of makes it a little easier because then we know like, okay, this is more of a priority to multiple people and it's kind of becomes like, okay, that's obviously going to be near the top of our list. not that bad because there are going to be some that just stand out in terms of need. Um and typically in the experience the
agreement has really not been difficult. We do like >> some of them are just like yeah that if there's a school that needs something it would be them because it's usually not so bad. It might be I don't know. We'll see. But usually it hasn't been that bad. >> Like be responsive.
>> We didn't have that many originally so like they kind of just suddenly >> they wanted >> Well, we we did receive a little bit of feedback that they hadn't gotten to you yet. So there might have been a little bit of nudging that happened to some of our schools to please fill them out and then they started being flooded in as I have all the emails that come back to
you guys from the principal. So I saw a bunch of them happening after that bracket like 60 60 projects and >> and we could only choose five of those. >> Yeah. So, anybody have any other questions before we look for somebody to make a motion
>> because I was I got Shirley and Sha and it is 9:27. That was my goal before 9:30. >> So, guys, if I don't see you, I wish all of you a very very happy holiday season. Uh, please enjoy your enjoy your families. >> Got a birthday and then Hanukkah the
next night. >> Enjoy. Enjoy. >> Egypt, you got that. It was Charlie and Sona, right? >> Okay. Thank you. >> Yes, I will sign for you right now. >> An army of interpreters.
>> Good. That's good. >> No, it's really good. >> So many languages. >> Yeah, it's awesome. else. You're doing your