But am I? >> Yes. >> Okay. Good evening everyone. Good evening. I'm going to call the meeting to order. It is 7:02. Uh prior to beginning, I'm going to call for our interpreters to make some
announcements. >> Thank you. Yeah. Thank you. Can we do a roll call? >> Angela >> present. Amy >> presa
not here. >> Perfect. Thank you. So before we start, I just wanted to re remind people of the norms that we have set for our meetings. Um just first off being present, engaged, limiting distractions, give your full attention. If you're on Zoom,
if you're able to put your camera on, we greatly appreciate it. We're going to try to start and end on time and stick to the agenda and keep comments concise. Give everyone a chance to speak, listen actively and respectively, even if you disagree. Ask questions to understand, not to challenge. And we're going to focus on outcomes on how we can move
forward. What's shared in this room is open to the public. So, we have our safe space here. And we're going to make sure that during public speaking, everyone is given two minutes for public speaking. With that being said, before we start our first presentation of the evening, I
wanted to take a moment to introduce our two new student members to the council as we do have student members officially as of today. So, I'm going to give you guys each a minute to introduce yourselves to everybody and tell a little bit about yourself and then we'll go from there.
>> My name is Ben Academy. I'm going to be a senior this year and I don't know what I'm in this district my entire life so I've grown up going to school. Um so I'm
excited to have Perfect. Thank you. >> I'm gonna ask that everyone speaks up a little bit when they're speaking so the interpreters can hear us. Um, at this point, we're going to turn it over to Nicole to do her middle school and from the middle school enrollment office.
Thank you. >> Enrollment office. >> Enrollment office in general and do our presentation for the night. I what do you want me? >> You want to come up front so everyone can see you? >> No, but
you have slides. I think >> Nicole, you have slides, right? >> I sent them. >> Okay. >> I don't know if it wasn't you, but I know we had it in the CC box. So, give me one second. I just want to pull them up. Egyp, do you have access to it from the
other day? >> I'm sorry. >> No, I was just checking if Egypt has it pulled up. >> It was the >> family. Here we go. >> I got it. >> He's got it.
>> Thank you. You you just have to give me uh access to the share. You tell us when to move on and we'll move it for you. >> You can just start it. So, uh, for student what is this in PDF? Let's see.
So, you just want to go slide by slide. >> Yeah. Which one? Where? >> Okay. >> Okay. >> Oh, hold on. That wasn't supposed to happen. Sorry, guys. >> Give me one second.
>> There we go. account. >> Yeah. >> Okay. So, basically it's just about the high school application process, right? So, right here there's perfect.
>> Okay. So, the high school application uh are for New York City residents and so you actually do have to live in New York City to apply for a school in New York City. Um we do have a a temporary caveat this year. For instance, uh people who
are stationed out of New York, right? they're in our the service or they have a job that takes them out of New York for a while, but their permanent residence is in New York, but they're just temporarily out of New York. They can also apply for
um Okay, so everyone is encouraged to apply. People think that they don't need to apply and they'll just get their own high school. And while in many cases that may be true, um, all schools are
subject to the available seats, right, the chairs that are actually in the building. So, if you don't apply for a program that you want, you really aren't guaranteed to get a school, right? We've
got a million plus children in New York City. We've got thousands of students applying to our schools and and so it's we encourage everyone to put in an application so that their choices are
heard and recognized and not just sit back and think it's okay. I'm just going to get myself. Okay. I want everybody to apply. Everyone okay? There's three pathways to apply.
So, everyone can actually put in three types of applications every year. So, you've got your high school application, that's your regular community schools, you've got your uh specialized high schools, and then you've got Lagoria.
LaGuardia is its own application. Specialized high schools are their own application. And then all the other high schools, right? Three different ways to apply. How people apply is through their My School's account. If people started in
New York City at kindergarten, they have a My Schools account. They might not remember it, but they do. So, um, anyone who had to apply for kindergarten or sixth grade, you have a My School's account. So, if you forgot that you had
it, you do. You have it. All you have to do is sign into my schools. MI and you can reset your password and uh you can apply for high school. >> So if you didn't have a my school account, so you moved in and not in an
application year um and you need a my schools account, you can contact your current school, right? your family, uh, your coordinator, your current coordinator will have the information to help you with the vice account or you
can contact my office and we can help you. So either way, if you're in a private school or charter school, you have to contact our office. >> You need some water, Nicole? >> I do. about that. Okay, the next one. So, my
school is actually great though. Um, and so this these slides are just kind of showing you if you go on to my school, you can you're going to upload your your your information and you need the creation code. So, um that's what you either need from our office or your your
parent coordinator. And but once you get that in and you you upload your your child's, you know, uh ID number and you have that creation code, my school will pull in all the information from your child. So it'll
pull in all the attendance data. Thank you. All of your child's grades, all of that kind of stuff will be pulled into my school. And so it's um it's much easier than you guys trying to then parents trying to round up all the paperwork, right? So if
you just create your child's my school account, the system will automatically it'll pull in everything and then you just review the information, make sure it's okay, and then go on. Um and once you're in my school, you can review all
of the high schools. It tells you uh the groups that are available. So again, students with disabilities or general education. This can be confusing sometimes for parents. To be designated as a student with a disability, that means that over 20% of your academic day
is spent in a specialized or a special education setting. Okay? So just having an IEP does not designate you as a student with a disability. All right? So there are plenty of people who have IEPs, but they're going to be designated
a general education student. And so people sometimes get confused at this and they're like, "Oh, my my child has an IEP. How come I I'm not in the SWD?" Okay. So that's why you have to have more than 20% of your day has to be
spent academic day has to be spent getting special education instruction. So all right then in my school there's a directory. You can see all of the schools in New York City. You just go on your directory go to the school
directory. Um since we're here for high school but there's people that have kids going into middle school next year. So you you look at either one. You can look at uh high school, middle school, or elementary. It's all on my list.
Great. So when you do it, you put your address where it says your child's address and then you can literally just search that way and then it'll bring up all of the schools close to your address. If you have um
in New York City, schools now are basically citywide. A lot of you know, mo most high schools are citywide. And so, you know, say you you work in Manhattan and you want to drop your child off at school every day, apply for Manhattan. All right? So, you can uh you
can apply to where wherever you want, whatever works for you. And so what you want to do though, you want to put your child's address in first and then that'll at least bring up all the schools that are in your area and you can see um what's available near you or
again wherever you want. You want to put your work address in wherever whatever works. Scroll down. Now one thing to remember about high schools is you're not applying to the school. You're applying to the program in the school. Okay? So,
I use the example of when you go to a doctor, right? You might go to an office building that has a bunch of doctors in it, right? You don't just show up at the front door and say, "Okay, I'm going to see the doctor, right? You have to go to
the office that has, you know, are you there for the dentist? Are you there for the the heart doctor, the cardiologist, you know?" And so, that's kind of the same thing with schools. We see a building, right? But that's really not what you're applying for. And you're not
applying to Francis Lewis the building. You're applying to the programs within the building. So your high school application in high school, this is using the example of Abraham Lincoln High School in Brooklyn. You don't actually apply to
Abraham Lincoln High School. you're applying to the computer science program or the digital media program or the digital photography program, the veterinary program, right? And then if the school has a zoned program, you will
see zoned, right? Many high schools are not zoned in New York City. In our area, in our districts 25 and 26, we do happen to have many zoned high schools, but that is actually rare around New York City. Many other districts do not have
zoned high school, and people just have to apply, right? So, um, but remember that when you're applying to schools, you're applying to the programs in the school, right? Um, and then what you want to do, you want to click on the programs and read
through the description, see if you think it would be a good fit for you. Every program will tell you the eligibility description. So, you only want to apply to schools that you know that you're eligible. All right? So, it's important to read
the eligibility description and my schools tell you. Okay? All right. Then we get to your priority groups. My schools will also tell you what the programs priorities are. So,
and the admissions method. So, um you can you will know from entering your student data in my schools. It'll actually tell you what your priority are, what your priority group is for the different programs that you're looking at. It also shows you the admissions
methods. For examp is going to pick a third from the high, third in the middle, a third in the low. Right? So no matter your grades or things like that, everyone can apply for an edop school and the school will pick
from the different categories that we all right. Your choices do matter. On your application, you want to list your choices in order with the school that you want the most being at the top. Okay? People do this every year where
they make the mistake of thinking I don't need to apply for my zone because it's my zone, right? And they don't put it on there. AI, you know, the world is run by AI, right? So, uh this is a really uh robust
AI system and you put in your program choices and the computer makes note of your program choices and the computer is going to say, "All right, this family chose this school first. I'm going to
try to put this child in that school because that's their first choice." Okay? And then the family doesn't put the zone floor. So now um March when the uh the letters go out
and you didn't get your zone school and you didn't get what was number one. You got some other program whatever. Right? And you're like I didn't apply for this program. How come I didn't get my zone? You didn't apply for your zone. So the
computer is not assuming that you don't know what you're doing. Right? the computer is assuming you didn't want your zone. Okay? And so if there's no feats available for you in the programs that you applied for, the computer is
actually going to search to find a comparable program wherever there's seats available. So say you apply for the I don't know what's something that kids like to know a lot. They we we get a lot
of people wanting to do culinary. So So you applied for a culinary program in some school. You didn't get into that one. The computer will look for a culinary program somewhere that has available seats, right? Because you put that you wanted culinary as your number
one choice. Okay? You couldn't get into that one, but now it's going to stick you in a culinary program in Brooklyn, right? And you're like, I didn't apply for that. Right? Did I apply for it? Why did they just give me my zone if it couldn't give me that? So, bottom line
is put all the programs that you want on your application in order and don't forget to include your zone. If you really do think that your zone would be a good choice for you, put it on there. All right. We don't have any limit
anymore. You can apply to 1,600 high schools in one, right? program. Sorry. There's no limit. So, you can apply, look through, apply for everything that you think that you would be a good uh fit. All right. Admissions methods. People
get confused all the time. Audition really means that you have to audition. Okay? There's no other way to get into the school. You got to audition. and off like I said the uh the they'll pick third third third open means that it's
open anyone can apply for the program and it's just random the school will just uh the when they go through they'll just pick one two three four five they'll just pick until their seats are filled. Okay screened means there's a screen and you have to meet the screen.
So this is very important also. People will live next door to schools that have scream programs and be so confused, right? How come my kid it's it's next door to me? How come I my couldn't get into that school? Because that school, remember, it's not the building. You're
applying to the programs in the building. And so those programs might all be screen programs. You have to meet the screen in order to be accepted into that. So some screens are for grades, some screens are for language, right? And remember, all of this stuff is
already loaded in the system. So you can't take it and apply for say a Mandarin program if on your uh child's profile, Mandarin isn't listed as their
home language, right? So, it's very important that you look at your child's profile, make sure all of that stuff is correct because when you apply, it's going to pull from the data it has.
It's not going to put what you know, you're you're going to put down, oh, my my child speaks, you know, erdo, I want my child to go to this program. Well, if you're if erdo is not listed on your child's profile, you're not getting into that program. Okay. So, um the screen is
very important. Know if you meet the screen or not before you apply because you're just setting yourself up for a lot of frustration, right? My kid's great. Why didn't my kid get into that school? He didn't meet the screen. I don't know. Right. Okay. Language
criteria is another one. Again, it pulls from the language that is already loaded into your students profile. the Shazat. That's the specialized high school. Got to take the test. The only way to get in, can't transfer in. You can't
>> There's no other way to get that. You got to take the test and you have to score uh whatever the cut off is for that year. Every year it changes. >> Oh, >> all right. Transfer schools are schools for students who are overage and underredited.
Um that's what we call our transfer school and those are basically you get in through referral and then you have your zone school which is uh you have the priority since most middle schools and high schools now are citywide
we have zone priority meaning you will get the priority. So if there are a hundred seats available in uh a in a in a building right for the zone program if you're zoned to that area you will have
priority right but say there's 150 students and there's only 100 seats the school can only accept the hund right so that means there's 50 people that aren't going to get into that school even though they were zoned
that's why I tell you put put your zone on the application if you want to be considered to zone. Right? So those are our different admissions. All right. So now you've got your audition screen assessment and your
language criteria. So those are programs that rank applicants. So um and the the rankings are according to the schools and the schools are the ones that do do the rankings and the schools are the ones that make the um
acceptance. So you can't appeal to your superintendent. We left him and he but um there's nothing you can do about it, right? So uh nobody
rank it and they make their own exception. All right. If you are going to apply to a program that requires an audition, again, you just go to your uh my school's account and at schools.nyc.gov/h
high school auditions and all the information will be there tells you exactly how to do them. All right. Um, agree with assessments. So, one of our popular high schools that we have in our district 25 for high school would be
Towns and Harris. Um, and also we have Queen School of Inquiry. Those two schools are screened with you to get in. Um, and so, but again, if you want to apply
and it tells you how to do your assessments and and all that, right? Um, high school score their own assessments. A grade a student's grades and their score will be combined using a weighted average and then students are admitting
in ascending order. Understanding that these screened with assessment, they are not looking at your students previous history. So it's not about what they scored on their state test scores in fourth grade, right? Screen with
assessment. They're just looking at the assessment. So, you don't have to stress about that. It's just about the assessment. >> All right. Language criteria. Again, like I said, it's it's basically based on your home language and your ELLL status, how many years you're in New
York City. All of that information is fed into the computer and the computer lets you know if you're eligible for that school. If if on your my school's account if you apply for that language program and it says you're not eligible,
don't apply. You're not going to get it. >> So, um don't apply. Apply for things that you're eligible. >> Okay. Programs that do not rank applicants like the edge up the screen, the open, and the zone, you're not
ranked by that. It's just if you meet the criteria, you get it with their seats available. All right. So, we talked about the ed uh the the programs will pull a third from high, third from the middle, and a third
from below. screen. Um, there's the the list of programs of interest on your application. There's nothing else you need to do. Uh, the computer will let the the school know if you leave the
screen the screen than the the school school you open programs. Um, these are just randomly selected. And then zone programs students who live in the school receive offers.
We also see this every year where people try they will apply to zone programs because they really really really want to get into that school >> and they'll apply as a zone. Like I told you, the computer knows if you're zone
or not and you're not going to get it, right? Don't waste that spot, right? For something else. >> Okay. Random number and chances of offer. So, people always get confused with random number. They think that we
have a lottery system. We don't actually have a lottery system. The way that the random numbers work out is like I was telling you before, if there's a hundred seats at a school and 150 people apply, the program will take the hundreds of
you know to to will you will they'll take the the students but then what they'll do is they'll assign this random number. So the random number is actually assigned at the beginning. So when you create your my schools account, your
child gets a random number. It's a mine to them by the computer. And then if you apply for a program that has fewer seats than the number of people that apply,
it goes in according to the priority level, right? and says if you meet the priority and all that. So if you're in priority group one, you're going to get the seats, right? Then everyone from priority group two gets it. Now say you're in priority group three, there's
only 15 seats left. That's when then everyone who's left in priority group three, the computer will then just take your random numbers and it'll take the 15 that are left from that random number in order of the random number. Okay. All
right. And um there's nothing you can do to get your random number. It it's assigned. It tells you what it is. >> That's it. >> I just talked about how they're used in admissions. Um something to know I guess
if your random number starts with a number that is a higher number than ones that start with a letter. Okay? So, if your random number starts with a number, you are going to beat out another kid
whose random number starts with the letters. >> All right. Um, and so that that's the slide that I was just talking to. You know, based on how many seats are available, there's got more, then the random numbers kick
in >> and it the computer just adds it into a numeric numeric and it'll it'll favor the numbers over the letters. >> Anything else? Keep going or >> Yeah. >> No, meaning is there anything else? Seems like a lot of these are random
numbers >> about random numbers because you know people are always really confused about random numbers. >> They don't come into play that often. People think they they really don't. It's only if there's just a few seats
left and there's more people that apply than the seats available than the random numbers. >> Gotcha. Um, my schools will show your child's chances of receiving an offer to specific programs, right? You will see
indicators of low, medium, or high. And I I just like to explain to parents, those are pretty accurate, right? So, if you because again, this is all done through AI. There is not a person at all
sitting there doing this. And so the mistakes that could be made really aren't being made, right? And so um the my school account will show you you have a low indication of being able to get into this program, medium or high,
right? So when you fill out your application, you probably, you know, I'm not saying not to apply for for schools that are a stretch because there's a chance, right? But, you know, at least really be realistic when you're applying and apply for schools that you do have a
high chance of getting into, right? If you only apply for programs that you have a low chance of getting into, that's probably going to be a really frustrating uh situation, right? So, you you do want to apply for things that you
have a good chance getting into. Um, and so it's it's it's pretty simple. It shows you the bars. We're all used to the bars on our phone. So that's that's the that shows you the icon and um
we can't show you we can't show you your chances of this the the schools that are ranked because we don't know how you're going to rank, right? So, it's not gonna show you does give you your your chances of an
offer again with the bars. Um, okay. So, when you get into your application builder, you star programs that you like. When you start
those programs, you'll see if you have a high chance, low chance, medium chance, my school will tell you, okay, this you have start global learning and you've got a high chance of getting in there,
right? Um, this page is still not your application. This is just telling you information about the the schools that you and the programs that you favored. You have to then based on the
information say, "Okay, you know what? Even though I have a low chance of getting into this honors academy here, I'm still going to apply." So, you're going to go then to you're going to click to the next screen in my schools and then you're going to apply to the
the the different programs that you have looked at. Okay. We do also get every year where people think that they applied because they they starred or they favored programs and they think that they applied, but that's not that's not the application. That's just you
telling the system what programs that you like so that the system can tell you if you have a good chance to get into it or not, right? You have to go that extra step to apply. >> Nicole, yeah. >> Do you know how many more slides there are? >> I think we're almost done, right? >> Okay. >> All right. because I know we have some
questions in the chat about that. >> Uh tips for a balanced application, there's no limit. Apply for as many as you like and like I just said, try to apply for ones that you know you have a good chance of getting into.
Um special high school, you have to apply for them. The tickets are it's actually closed now. So if you haven't Sorry. But um the uh the the fair we have our specialized high schools uh the
people are already getting notified that um so you can you can look on the portal and if you need any information that you can yeah you can just keep going after you take the Shazette you take you know you
take the test and basically the the specialized high schools are the most fair process. There is no way to gain the system. >> It is not done by portfolio. You can't
bake cookies for the superintendent or Okay, >> you can't. But >> like chocolate chip, right? >> I'll remember that. >> Kidding folks. Kidding. Uh the test >> puts the kids in order from the highest
and if there's a 100 seats available, the school picks the top hundreds. That's it's it is actually there's no way to game it. That's it. You take the test, you get in. If you do, you don't. If you don't, that's it. All right. Um,
so but again, you want to put in your preference when you do the application because they Brooklyn Tech, right? that was number two on your application and uh
they're filled up with seeds or or whatever, but your your Brooklyn uh one has seats available. is like if you if you don't get into Brooklyn Latin, right, and you don't put
in Brooklyn Tech, but if you don't put the the schools on here, the computer is not just going to say, "Oh, you didn't get it to Brooklyn Latin. You didn't get to I'm going to put you into the next available to that school, right? It's
going to assume you didn't want to go to any of those schools and it's not going to put you in. So you can't say my my child was accepted into a specialized high school, right? We get that. We get people coming
in. My child was accepted into a specialized high school, but I wanted them to go to Brooklyn. We actually get Latin. We wanted to go to Brooklyn Latin. And I'm like, did you put it on your application? >> You know, because they think that as long as they get into to that the system
will automatically put them in. Not that we're together. All right. Then this is just all about score offers. >> Keep going. >> It's just telling you over and over
again about how it's important to put your schools in preference order. Um, regardless of what you're applying to, community high school, specialized high school, screening school, what your school choices is, preference.
Okay. Then you've got the different resources available. And I think that's it. >> Okay. >> So, first, does anybody on the council have any questions? I did the process already. >> Okay. So, we do have some questions in
the chat real quick. We will get the slides posted. Um, so somebody was talking about their child has a high random number, um, but they feel defeated already beforehand. Everything that they want, they have like more applicants than seats. What can they do to give their child the best
chance to get into a good program? Um, >> it's already dated. >> Yeah. So, I think that the randomness there's not really another option to get a better chance because it's I'm assuming this one's around a random program. Um, they get assigned the
number at random. So, there's nothing else that they can do to get right. Am I right with that, Nicole? Nothing else they can do for that particular program. What I do think is important um is that they navigate the types of programs their kids like and utilize the tools that are available to recognize which
are the schools that are more likely for them to um to get acceptance into than others. Doesn't mean and as Nicole mentioned that you don't shoot for some of the schools that that might be in that one bar range, but no, when you do that, there's not as great a likelihood as some of the other ones that have the three bars.
>> Such a good answer. And then I think you kind of answered this. Do we have to include our zone school in our school choice? It's recommended. >> Yeah, you don't have to do anything, >> but it is recommended. >> But yes, because there is no limit. So why not include it? >> So and the thing is, you know, and
folks, this happens at the at the middle school level too. Um, you know, because there's the space of middle school choice, it's not a guarantee. If all of those seats get filled, then it's like saying that I do not want to go to my zone. Um and then if there are seats
available then certainly you go but it's not always what winds up happening. So it's just making sure that the zone if you want it include it so that it becomes an option for you. If you don't include it it becomes it's not an option any longer and it becomes more difficult to get in cuz once the schools fill
their seats there there's the assumption that you don't want to go there. So, they're not going to naturally just save an extra 100 seats just in case you want to go, right? Because they have to build their programs, build their schedules around the children that are coming to their school. And it's not an
assumption. We can't just make an assumption that it'll just be there. So, we have to make sure it's included so that the programs know uh and the schools know how many kids are going to be coming, >> right? So, I like how Dr. Mike said how we can't assume what you wanted. And so
I I'm just using the round number of 100. There's 100 seats available at your zone pool. Now you have zone priority, right? You put your application that you want your zone, you will have zone priority. The computer will do that. Now
say everyone that put their zone has a seat and there's still 10 seats left, right? You didn't put zone on your application. Now, that's when the school program is going to look outside the zone to see who else applied, and
they're going to fill those remaining 10 seats with people who aren't in the zone. Then you come back after the fact and you're like, "Wait a minute, I'm zoned. How can I go?" The seats are already filled. And if you look around the room, I It's important. Think of
them as actual seats, right? We can't give a a school, a program to a child if there's not a seat for them to sit in, right? We're not going to say, "Oh, your zone, so we're going to let you hang out
in the hallway." You know, uh there's no chairs. So, when we talk about there's no seats available, that's what it is. If you didn't apply for your zone and then they give those seats to someone else,
their seats are gone. You mentioned about you know computer is a AI system right as a AI system there is a algorithm who is making those algorithms and how often do we review those algorithm
>> so the admissions uh team uh uh are the ones that do that and the algorithm is every year and so um they actually do a huge data pull every year and because the data the data is pulled from
your seventh grade record your seventh grade record. So uh that is something for people I do say it every year. Eighth grade it's still it's too late >> and that was a question that was also in the chat around seventh grade admissions
and um you know what what is being pulled for it. So that was an answer to whomever asked that question. So the the algorithm is pulling your seventh grade grades. >> Thank you. >> And I think the last one here, Nicole, was uh do we have to put screen schools on high school application and what
order should it be? The answer to that, I would imagine, is yes. Anything that you want to make sure that your child has access to, we have to put on an application. >> Yes. And so you want to look and see if you meet the screen on your My Schools account. Look at the program. See if you
meet the screen. by meeting the screen meaning right do you have the grades that it says that it wants do you have the language that it says that it wants whatever it says on the screen it tells you and if you're like okay I I can do
that you put that little star there come up and says you've got a high chance of getting in you've got a medium chance you've got a low chance right if you still want to apply apply by all means apply it on your application >> okay And then I have a question really
quick before we ask if anyone else has questions for Nest and Horizon. I know that was on one of your first screens. >> Will it tell us let's say it's my son for instance is in a horizon program. Um will it tell somebody what schools are
only Horizon or only Nest when they're building that application or should they still be putting like zone schools because I know before he got into Horizon it was forcing him into his own school. >> So you can filter for Horizon and you can filter for Nest. So you can apply for you can apply for zone you can apply
for other schools but you can also filter >> and question. >> So I know FHSAT is required for the specialized high school and there are some schools like a beacon you need a essay and other some other schools they
require essay or the video interview like a video. >> Yeah. So my question is the middle school students they still take statewide tests. Is there any high school that look into statewide test results? Not at
all. The only way I I don't want to say none at all because the only way if some schools will include your grade on your statewide >> they'll like roll it into your course
grade. So if you scored 92 percentile, they'll give you a 90 say on a, you know, they'll make it like an actual grade. We only pulled from your course grade. >> Okay. The city only pulls from your course grades.
>> We do have one more in Zoom, but I just want to see do any parents here have any questions? >> Yeah. Yeah, of course. >> Speak and then Phil will interpret >> so that we have the interpreter here. Yeah. So, I want to know because there's a school right next to me. However, when I
was looking it up on the my school site, it doesn't show me there are three bars here. instead for school that is further away from where I left it was showing three bars. So I just want to understand the situation >> right because it's not remember it's not the school building and the location of
the building >> it's the programs in the building. So the program it looks like it's suitable for my child as well. And then since this school is closest to where I live, that's why I really would like my child to go to this school. That would
be the easiest. However, I did not see three bars. >> Right. >> So still something like the first choice I guess. So you >> the program within the school too I think is what Nicole is also saying that there may be programs within the school that are aligned with what um
>> aligned with more with what the what what the parent is requesting I'm assuming. >> Right. So you might have eight programs in a school or three programs in a school. Right. Make sure you look and apply for the different programs. You might get a different bar rating on the
different programs. So there's a lot of different reasons. So for for instance, if that particular program 2,000 kids a year apply for that program, right? They have to give a
realistic expectation to all of the 2,000 children who apply, right? Maybe that other program that's blocks away from your house, maybe less children applied to that program. >> So that would show that your child had a
higher chance of getting into that program because less kids apply. And you know, so there's all different reasons why the system is showing you you have a high chance or a low chance. And it's so it's not saying that your
child is not smart enough or it it has everything to do with how many people apply for it and the priority that they're giving, right? And so it's telling you that for that particular
program, even though it's right next to your house, >> because so many people must apply to that program from different banks, >> there's less of a chance of you getting into that program
>> than the similar program down the street. >> I'm confused which was the one. You put the one that you want. >> You rank this. >> Yes.
>> Your first toy. >> Yes. Show me the yellow line. >> The bar. >> I didn't say that. >> But if you want the one if you put your preference first. So even if it's only
the one bar, put that one first because on the chance on the ch it's a low chance, but on the chance that the seats available, they're going to see, oh, that was her first choice. We're going to give her the seat instead of the person that ranked it
>> 10 or 100. You know what I mean? So put your preference on. >> Yeah. >> I have another question. for specialized >> for the specialized. You said >> for the specialized high school.
>> So you applied during your eighth grade year. Okay. Um >> October next year for your who you'll be your eighth grader. Yeah. >> And I actually have a slide in my own presentation which will kind of share what the cut off date. You'll have a roundabout idea of when when it's due.
Okay. >> Yeah. Yeah, I know. We're getting to that. >> Anybody else question here? >> I actually have a followup to the ranks. >> Yeah. >> So, if you rank like your first five schools are one bar, I guess, >> does that impact your likelihood of getting into your fifth choice or your
sixth choice school if that's like a three bar school? >> It's not that it takes away, it doesn't take away from you getting to that school, the fifth your fifth choice, you know, program. Um it's but it's telling
you that okay you applied for schools with a low chance right getting but it's not taking away it's not like it's taking away five chances from you getting into that fifth one. So maybe
the the reverse is better to see. Say you get into the fifth one, right? You're automatically going to be put on the weight list of the first five or the first four that you didn't get into that you ranked higher.
>> Right? So the weight list process is also another way. So now it's saying, okay, we put you in your fifth choice, right? You got into the fifth choice. Great. But we see that you wanted one, two, three, and four more than that. So the system is going to automatically put
you on the wait list for that. And I see it happen every year that you kids get into their weight listed choices because kids that got in on in the first in the maybe they moved or maybe they decided, you know what, I don't want the pressure of being in that school or whatever, you
know. um and then they drop out of that school and then that spot becomes available. >> And yeah, I guess it's just like if if let's say that fifth choice school has 100 >> and a 100 other kids put that fifth choice as their first choice school,
does you know does you putting it as your fifth choice kind of take away from your chances because a hundred other kids put it at their first choice? Well, you put it that way, yes. at the system. >> The system is going to give it to the kids who said that they want it. >> That's their first choice.
>> They're not going to hold it's not going to hold a seat for a kid who might want it, >> right? >> It's going to give the seat to the kids who do want it. >> I know we had a hand raised on Zoom. Um, >> so there were, yeah, there were a couple of other other questions here, Nicole,
that uh, one of them just kind of repeated twice around transferring a child that is a ninth grader that >> I would imagine wants to be able to move to another place in terms of process. >> What do they do if they >> are in a high school situation, they
want to be able to to transfer? And that's what the question is in terms of process. If if they like to be able to move on from, excuse me, from the current school they're in. >> Okay. If you are currently in ninth grade and you want to transfer now, right, you would come to the family
welcome center and we would give you the options that are available to you for transfer and if you you know validate the reason for the transfer and transfer them. Um, our our districts 25 and 26 schools are fabulous and we actually
have the strong belief that the schools of New York are for the kids of New York. Right? If you're eligible for a school and there's a seat available, I put you in the school. Do you know what I mean? There's not we don't we don't keep kids asking.
Um, but you have to so if you wanted to do a transfer now, you come and we help you and we let you know what's available to you. If the child is talking about transferring for 10th grade, what they would do is they would apply and my
schools will show you which schools, not every high school participates in the 10th grade application process. >> So if you didn't get into a school in ninth grade and you think, "Oh, I'm going to apply for 10th grade." you want to go on my schools and see if they have a 10th grade application process. Okay.
Not every school does. >> And uh there was one more I mean and this one's around know asking a school for a walkthrough even as a as a seventh grader. To me that's outreach to the high school and connection with the parent coordinator uh to see what's available to get uh to get a walk. I
don't know if there's anything else you would want to add to that. Yeah, the enrollment option does not do that. And um and we are we are just we are we are fair fair equitable players, right? And uh so you want to deal with the school,
you you can do but people come and they will say stuff like that to us. Oh, we walked in seventh grade, you know, in seventh grade. The parent coordinator said to come down here and you would, you know, uh get me in. And um it's a and I I
>> And the other the other question is there for would there be a reason why um she would be told that she doesn't have a zoned high school? >> Yeah. When they don't have a zoned high school >> is there are completely no zone. >> Don't have zoning. >> Completely no zone. >> Yeah, there are areas they do not have a zoned.
>> Okay. So the person who's actually asking that does have her hand raised. Ma, if you want to come off mute. >> Oh, I know. Murder. >> Yes. Yes. I'm here. I'm sorry. I'm sorry. I'm trying trying to figure out my phone. My phone's on its last leg and
um I don't want to upgrade. Um, so I was told in my IEP meeting that I do not have a zone high school and I live on 71st in Cina and my zone high school for middle school was 165 and
then I am down the block three blocks away and I'm at 219. So I'm a seventh grader and I'm looking for a school that would fit my son's needs which he needs a small school atmosphere, nothing too big. And again, you know, I'm going to
be very open. He has dyslexia, disgraphia, ADHD. Um, and that's why, you know, I had someone told me that in school and on my IEP meeting, uh, you know, he has an IEP, he can get to any school. It's not about getting to any high school. It's about finding a high
school that can work his needs. Um, it's not about taking a seat. It's about finding what can make him a better uh student and adult and a better person in the community. So I I just want to know what is my zone high school just in case
if you know things hit the fan and I have to go to my zone high school and not choose something like out of state because that is a possibility that I'm looking at like you know I I want to stay here but I also need to think the
needs of my my little one. So, there are areas all over New York City that do not have zoned high school. In districts 25 and 26, most of our areas, most of our neighborhoods are zoned. We do have neighborhoods that are
not zoned. All right. Um, across New York City though, there's many, many, many neighborhoods that are not zoned. Right. So, um, if you were told that that address
happens to fall in to a nonzone area, um, I'm not you can always >> Yeah, ma, that's something we can connect you with uh with Jenny and we can see what we can do to to kind of get you the the information that you need for that. >> I put the link to the school finder in
the in the chat. >> Thanks, Louis. Yeah. >> All you got to do is put in your address and it will show you your zoned elementary, middle, and if you have a zone high school, which your high school is. >> Like, where is he? >> Thank you. >> Yeah. Yeah. I I appreciate that because I just had an IEP meeting and when my um
uh counselor looked it up. She says you don't you don't have a zone. And I found that incredible because um you know is uh Oh god, I can't. It's by McDonald's. Um that's how I know my schools. it it's I think it's my zone. And what is
discouraging is that I'm trying to find a school that fits my child's need, not just put a seat in because he has my IP and the school has it. I'm not down for that. I know some parents are. You know, Thompson Harris, my kid wants to go to Thompson Harris, but I know if he does
because they have a seat available, he won't be able to keep up with the curriculum, and that's not fair to him or the school itself. um people that don't have a zone. I know that might seem a little unnerving.
Um but New York City, we have we we have best schools in the world in New York City. and having an IEP, going on going and looking at the filters in my schools, finding programs that are a
good fit um for your child is is really what I what I would say to do. Um even if you had a zoned program, that's one program. A lot of people have zones and don't like their zones. They want other
schools, you know. So, I I wouldn't I wouldn't get so, you know, upset if you don't have a zone because honestly, you have the opportunity to go >> anywhere um that would be a good fit for your child and we've got wonderful
schools that can support the IEP. >> Yeah, I agree. I'm not caught up on the zone. I'm caught up on when I asked the person what schools can fit my son with these disabilities and they only gave me
one school and I feel like with a school of New York City um that was a unacceptable um answer you know given how many schools we have in high school um you can only name you know Flushing
Veritus I believe um meanwhile there's I'm sure many more that can help my So again, I want to know who I can speak to in the district level that can help my kid um find the right school and the right fit for him um to make him a a
better person for our community. >> Yeah. So, so Mirina, that's something we'll we'll talk about. you can connect with Jenny and we can sit down and talk about your specific case. But in the end, we can certainly guide, but the choice in the end of all of those things is going to be yours as a parent for
your child, you know, but finding certain ones that you can look at a little bit more in depth. That's certainly we something we can support you with. It's going to ultimately be the choice that you you get to make for your kid and going to those sites. I do encourage that. So, we will certainly touch base with with Jenny. We'll look
through it. We'll connect you with Greg from our student services team and we'll get you good and squared away. Okay. >> Okay. Totally appreciate because when I was in high school, I picked the furthest school away from my house and that's how I'm 43 years old and that's how I picked my high school, the
furthest away that my mom can find me. Um, times are different and we picked schools that could make our child our children better human beings into our society. So that's that's what I want to do, you know. So definitely I will speak with Jenny. Um thank you for listening
to me and uh we'll we'll touch base. >> Got it ma. >> So I know there was people asking about the slides. We will upload that onto our website um to make sure that everyone is able to access those slides. And I think we did
get one or two. >> So it says is the assessment for screen schools taken before submitting the high school form or after? So, if you apply because remember there's different kinds of screens, right? A screened school that's just a
screen school. You don't have to do anything. You just apply for it. Okay? The screen's already built in. If it's screened with assessment, you apply for it and then it will tell you what you need to do to do the
assessment. Right? You you arrange that with the school. And then I was jumping a very quick question uh regarding the zone school. How can we find out whether an area has has no >> that link?
>> Yeah. So the link that Lewis just put in will give you the school finder. It'll show you who's uh connected to your address. School's connected to your address. >> Okay. Um we're going to say thank you to Nicole. If anyone has any additional questions, you can reach out. Um we'll
help you. We're gonna say thanks to Dr. Mike because he uh he had great answers there. >> No, definitely. >> Thank you for coming. And then just in case some parents do have any questions. If you have any questions around middle school admissions, you can also reach out to the office of enrollment and
they'll be able to help you with that as well. >> Um so our next item on the agenda, I'm going to actually pause on for a minute. We get a little break for a minute. >> Oh wow. Um, I'm going to jump down to public speaking first just because I know we have some people here that are
waiting to speak and I know that it's already a little bit later. So, we're going to jump to public speaking, give people a chance, and then we'll go back to the rest of the agenda. So, if you were looking to speak and you're on Zoom, just have your hand raised and we'll get to you. But, I know we have some people that did request to speak. Egypt,
>> wherever you want, wherever you're more comfortable. There you go. Okay. >> Hi everyone. Uh I'm Su. I'm the president of CC26, your neighbors to the uh east. >> So I know Dr. Daytona and Eden and
Shirley previously. I was here to meet the other new members uh to see if they can cooperate. >> Yeah. >> And that's the real reason why I'm here. Um, I noticed that the council has two resolutions for voting today. That's
excellent. Um, what you need to understand is if you just pass the resolution and submit it to a probably get to get some traction on it, what you have to do is you have to reach out to other CDC's and get them pass similar
resolution. Then DA will pay attention and that's how you get resolutions. um be addressed. So that said, um I have some resolutions that I like to share with council and uh these are issues
that affect both of our districts. Uh one is, you know, about the uh cannabis dispensaries that are opening everywhere. This is a big problem for us. We have one that's opening that has opened already pretty close to school,
just around a block, and it's just terrible. And we found out that they made a mistake. The state made a mistake in measuring. It's supposed to be at least 500 ft. And it's not. It's under 500 ft. And actually, the state made a mistake in how they measure the distance between
dispensaries and the schools. The governor and the legislature, they want to change the law and make it easier to locate uh dispensaries close to the schools. So, we passed a resolution saying, "Hey, you cannot change the law. you have to make sure
that we spy on your feet. So that's one thing. Second thing is um during the middle school application, high school applications, uh been mentioned about Francis Lewis High School and how to get in zoning and everything. We have another
big problem right across the street from Francis Lewis High School. The principal, Dr. Farmer, came up to me and said, "Hey, um I want to tell you about developers. They bought a property right across the street from Francis Lewis and they want to develop a high-rise there.
But that h what's going to happen is if the high-rise goes up, seats will have to go to that development and seats will be taken away from fortunately the people who live in the community. And these things are going up everywhere,
including here in Flushing. You walk in downtown Flushing, you see condos everywhere and where the schools, right? So, we wrote a res wrote a letter to uh the community board opposing this development. And then finally, we have another uh
resolution on getting a new site for the uh H.B.CU early college prep. Um they're situated colllocated in a middle school which is not I think ideal. So, we asked them to
casually to locate a better site. All right. So, that's it for me. I have a couple resolutions. I I mean I can share it with you guys. >> Can you email a copy? >> Email a copy too, but um I printed two copies so two sets so we can take a look at it, but I will email it to you.
>> Perfect. Yeah, if you could send that to me, that would be >> just close out before I go. Um I just want to answer the question of um mom over here. She asked about the Queens High School for language studies, I think, and why there are no bars.
The answer is because there's an additional assessment test, language assessment. >> That's why the random number does not matter. Okay. >> Okay. So, unfortunately, she didn't give you the right answer, but that is the correct answer. Any schools, high schools that don't have bars on it, that
means there's an additional assessment. >> So, then the random number >> does not take effect. Great. >> All right. So, I'm done. Um, >> thank you. >> Glad to be here. And I brought along a CC member from district 26 who just wants to say a few words.
>> Thanks. >> Hi everybody. >> Hi friend. I was going to sidekick but I'm not that you know capable. But um I am the EO member of CC26. So I'm going to sort of
um you know say hi to everybody and I think I will try to talk speak with the the EO rep for the C620 five to see um if there are ways we can you know collaborate and help each other
I'm sure we all have big group of >> EO students within 26 and I'm imagining with 25 so I'm just here to you know try to make some connections and buckets Sorry. >> Awesome. I didn't even talk about it
yet. You're going to talk about it before me. >> Top 10. Top 10. You're in the top fifth in the country. >> High school. Hi everybody. Good evening. >> Good evening. >> So, if I haven't had the pleasure of meeting you all in person, my name is Lamar Hughes. I am the uft
representative for district 25. Um, hello. I see. How are you? I'll introduce myself later. >> So, um, my home school is also PS 2011. That's the one across the street from Queens College. So, I've been there for about 15 years, something to that effect, plus
another 10 in my first district in district 29. So this is year 25. Um I'm coming with two announcements, two bits of information to share. The first thing I want to discuss are our PAR professionals within our school district.
>> Show of hands if you have worked with or was and are or have a onetoone power with your child or just as familiar with the idea professionals. Anybody? Anybody? >> Okay. So, we understand how important they are to the lifeline in our school
buildings. We understand um the work that they do, which is really a ton of intangibles >> that work, you know, that that that are geared toward the students in our district. Um we and the uft are working towards making sure that our paras
citywide um get the respect that they deserve, get the the support that they need. And to that end, we're having a citywide day of action on Thursday, November 13th. It's ball day. It's
everyone wearing blue. So if you go into a school building on the 13th and you're like, "Wow, we're supporting Paris." Okay. A my ask is that if you feel so inclined to show that support to your par professionals as well and to the parents in our
district, we're inviting you please to spread the word to your colleagues um so that we can make sure that they our message is heard as loud as possible. While that is going on, our president, Michael Mgru, our par profofessional
chair, Priscilla Castro, and some other par professionals are going to be testifying in city hall downtown um lobbying and advocating for our power professionals to get what we call colloquially we call our respect check. You may have heard another uft member,
Joe Kesler, the former rep, maybe have spoken about this in September or so. So that's where we are with that. The idea is that annually we're working on Paris work getting an annual $10,000 check on top of their salary. The purpose of that
being we can't add that onto their salary because we're already under contract, but we're trying to find ways to bridge the gap between teacher salary, administrative salary, and par professional salary. So that's step one in the process. So we're really looking for as much support as we can. If you go
into schools and you see people wearing blue, that's what we're doing. If you feel so inclined to have your children wearing blue, have at it, right? Let's let's make this as blue as possible. The other announcement is that um every year we do a family night within our uft.
We've done New York Islander games over at UBS Arena and we're continuing that tradition with having a game at St. John, excuse me, at Madison Square Garden, watching St. John against Old Miss. So, and it will be Saturday,
December 6th. Eden has graciously offered to well not offered agreed. I offered, she said yes. But like we discussed it and said, why not we make it a UMT CEC conjunction? There is a flyer. I have a couple more if you want to take a look through it. And really,
we want to I'm going to be promoting this throughout the district with our members. Why not have parents there at the game as well? Let's make this a big District 25 event. If you're interested, I'm going to give you one number to remember. Section 220. It's not on the
flyer, but that's the section that we have reserved for our event. So, when you register, you're going to get an email confirmation that's going to take you to buy the tickets. Go to section 220. That's where we'll be. I'm at 220. It'll be really disappointing if Dr.
Michael 204 and we can't say hi to each other. So I wish you all well. Have a great evening. Yes. >> In terms of the I mean the wearing blue uh in terms of any is there a script for
um for advocacy and parents could do to say their student council person? >> Yes. >> Or like like a set script of demands you that people potentially call and ask for. >> So we don't have a set script but thank you for asking. We are in as part of our
day of action going to um be doing a a social media blast to our city council members that represent the district. So that would be council member Paladino, council member an council member Janiro, right? And there's no set script,
>> but there is, you know, whatever words that you feel would be apppropo with the hashtag of respect check. The good news is that 48 out of 51 city council members have signed on to
have this check this bill to have this bill passed and the three I just mentioned have all agreed. So that's a good sign, right? I don't think that I don't anticipate any rushbacks. I don't anticipate any anyone flipping, you know, flipping sides or flipping
opinions. So I think we're good. But we just want to remind everyone that on the 13th, while our folks are in city hall doing their work, we're going to have a whole bunch of people outside of the city watching as well. So, I'll be able to share those hashtags and share the
social media addresses of our council members. If I get information on what like a set line would be, thank you for that question. If I get that, I'll be more than happy to share with everybody. >> Excellent. >> Thank you much. Appreciate that. >> Yes, sir. Regarding the health professionals, you know, health
professionals, they're very motivated because health profession usually is the starting point uh in their education group. >> They will become teachers. They will become um you know princip they are very motivated and they working
very hard also. They bring a lot of uh intelligence because a lot of them um immigrants as we have experienced. >> So definitely I think give them some support. >> I can think of a handful of principles in our district right now who started
off as par professionals >> two or three in the pockets of my head now. So yeah there is always there are many >> there's also a superintendent that might have started >> when I was when I was 20. That's when I that's how I started my >> heard about that. Yeah. Okay, see
there's a student that so you know it's usually not usually but it can be and in many cases it is a bridge to a further career path in education. It opens up so many doors because you're seeing how education works through a different set of eyes. The child you're working with,
>> your teacher in front of you, how they work and the building operates into a home, right? So, it's it's a it's a great career path for so many people, you know, to further their education and then true as well. >> You know, a lot of our power professionals are multilingual. They understand different culture. They understand different dynamics. They
understand, you know, so and they get it and their parents as well. >> Sure. >> So, they get all of that. And we just want to make sure that we recognize them. We can say it, but now it's time to put, you know, be true to what we say on paper. Be, you know, proverbally put your money where your mouth is and let's really start giving them what they
deserve. >> So that's where we are. Thank you to I appreciate you. All right. Thank you everybody. >> Thank you. >> Thank you. >> I have one more person for public speaking ma. >> Thank you. >> Hello. Hello. Okay, this is for Lamar.
Lamar, I appreciate you. Hey, turn around. Come back. Yes, sir. >> You were at my school. PS2 uh 219. Um you know, I know I'm a parent who is very involved with my with my parents. Uh I know what's going on and I want to
thank our power professional. Um how can we entice the community to become power professionals? How can we communicate that? Um, you know, it it's rough. It's rough when you have, you know, students
that needs more than what a school can give and when you have the love and dedication of a power professional. Cuz when I see Lamar, I see you. I see our power professionals. And I had no idea one power professional was a friend of
mine. Um, I had no idea she was a power professional until like a couple years ago. and I knew she had a special love in her heart for kids. Um, how can we recruit parents? How can we uh, you know, I I see the district 25 asking for
power professionals, but I want to rally. How can we tell parents, yes, you can be involved regardless of your degree. It has to be obviously a high school education. Um, I know I love my
kids in my school. I have two kids. I gained I think 1,200 because my high school kid and my school. Um I love every single child. I could be part of this. I don't know how to start and I
feel it's overwhelming as a parent, but I want to take part. I want to relieve the deficit that we have. and how do we start that conversation with parents when we're trying to have them to be involved in PTA and SLT and you know
it's asking a lot of them so Lamar like how can I tell parents hey let's jump in let's be a part of our school district let's let's be the change that we can be because I know we can as parents >> okay that's a great question you know I
I think sometimes there's a lot I I can speak from my experience when we're organizing or when we're getting trying to get as many people as possible in a particular direction or give information. You know, I take on the responsibility of doing
the leg work and just being visible and letting people know that I may have access to what they're looking for. I think a lot of it starts with conversation. I think a lot of it starts with being in a space where you can um openly have that dialogue. If the question is how do we guide them,
I think we have a you know a plethora of people here where we could say how do I you know in terms of applying for those positions and when we have the nomination is the nomination period open now >> I'd have to double check there was a period that it was not I'm not sure if it's open right now
>> I if there I want to say there there was a nomination period and I want to say it's about Octoberish don't quote me on that that's the first space they can apply and they would have to apply to get their license through the DOE. They would have to apply to go through that process and then they can get nominated
by a particular school. That's the first thing. Finding who would want to do that is really being open to having conversations with their parents and you know really getting them involved in the school community as much as possible. That's that's that's the way the two
routes that I would look into. That's the two spaces that that >> Yeah. And someone was actually kind enough to put the link in the chat from the from the DOE site which is the career opportunities which includes the applications for Paris and substitute Paris. It's which is on there and
there's it shows you what the requirements are and such right in the the DOE portal. >> Hopefully that answers your question. >> Yes. Yes. >> Yes. I'm going to spread the word because you know honestly there is a shortage in Paris and Paris play a you
know predominant role in supporting our classroom you know when you have a power supporting a classroom that needs the help you could see the growth in each individual and there is a shortage and I I can contest to that you know um we
have amazing parents so I want to spread the words to our stay-at-home parents that don't be afraid because as stay home parent, I sometimes feel afraid to do something that's out of my norm. So again, I'm going to take myself out of
that norm, you know, what I feel and make sure that if I'm going to speak to parents on becoming a parent and being part of their their school society, I'm going to do the same. So, you know, Lamar, thank you. Dr. Dtona, thank you.
You know, I'm here to support our school system. District 25 has always been amazing, you know, from from the get, you know, I have a 16-year-old, so I I've been in District 25 for more than 16 years. So, I want to thank you so much for everything that you guys have
present to us and um listen and actually made a change. >> I'm going to give you my contact info. I'll go log in and I'll pass my contact info on to you so we can further further the conversation. Is that cool? >> Want to take that? Yeah,
>> you're good for public speaking. Was there anyone in the chat? >> No one else. >> Perfect. So, we're going to go back to our agenda. Um, so Dr. Bike, >> the floor is yours. Got 25 minutes.
>> 25 minutes. Oh my. >> Make it shorter because we're so behind. But >> on the clock doing the wrong thing. You tell me what you're >> Oh my god, I'm really I'm lost. Hold on. You're making me nervous. >> We're at 8:30 already. That's why you're
>> making really nervous. >> Okay, guys. All right. I'll try to I'll try to get through this as as quickly as uh as I can. Um you know, I'm never short on being able to talk about things. So, uh, connection before content, I will skip that for tonight,
but you guys know that is an hugely important part of what, um, I'm asking all of our schools to do to make sure that we're building relationships. Uh, talk about a couple of celebratory things, updates, reminders, and then just give you some district goal updates in terms of where we are uh, with our
goals and a couple of points for you guys to recognize in terms of our current data um, where we want to move forward um, in each of these areas. So October month full of opportunities both inside out of the classroom. Um we've started a number of of our athletic
programs which you know is a a huge component of our work here in district 25. Um for me it's about building the the the whole child and the whole student and offering opportunities for a range of things. So whether it's soccer uh our relationship with New York City
uh soccer club. So we have a a really great relationship with NYCFC. Uh we have our basketball program going on for our middle middle and elementary schools. There's volleyball and so on there and you'll there there are so many sports I'm not going to talk about right now, but that is up and running. Um
breast cancer awareness month. We had a number of our of our schools really participate and engage in that. And you know you unfortunately there are way too many people that are around us that that have been impacted by uh by cancer in some way shape or form. So uh we do like
to make sure that wherever possible that our schools are connected. And you can see just by some of the images that that is something they have taken very seriously. Monthly newsletter. In the event that you are not aware, we do send out a monthly newsletter and make it available for the district. Um, you know, for our
families within the district so that you can see a larger range of what's happening. Uh, we do encourage you guys to subscribe. You'll get a free month, you know, a free, you'll get a monthly update for you guys. Free. Oh my goodness. like you have to pay for a monthly update in terms of a newsletter from us so you can get an idea of what's
happening on a regular basis. Um, happy Native American uh heritage month uh coming up in November. So all those that are uh celebrating uh their Native American history uh just a big shout out to to those that celebrate making sure that our schools are also connecting uh
with our kids and our families in that way as well. Upcoming events uh Thanks for giving walk. This is our third annual Thanksgiving walk. What we do ask is our community to come together at Bound Park um and we engage in a walk around um the the the little park area
there and what we do well not required but we ask that our families that are coming to please uh bring canned goods and it goes to a local pantry to support families for Thanksgiving. We always get a really really nice turnout. Um even if it's brisk we get nice and bundled up.
We enjoy the opportunity to be in company with one another for what is a really good cause for our community members, you know. So when you hear us talk about wellness, kindness, community as a CEC district collaboration, these are one of the types of events that we try to do to bring people together. So
um we encourage as many people to to come as possible. The flyers here for whomever it is that is interested. It's been great every single year that we've done it. uh and I do encourage more and more folks to come and join. I will be there um you know as well as my team. So
whoever can be there, please take advantage. Upcoming events, we have a virtual um parent workshop for our English language learner families. There are two separate ones here. One specifically for our Spanish speaking families and the other one for our
Mandarin speaking families. Uh so for for our parents that do have children that need some of that additional support in building language, these are really really great opportunities uh led by our team members. There is the add-on for our special education work. So our
CC members know that it was added to the bylaws that there was a special education workshop which happened uh in October last month. But because of that, we've done an additional series to build on that as a district. So there are three. The first one of which is um is
November 24th uh in the evening that is done virtually for any of our families that want to know and learn more about the IEP uh and understanding their child's IEP. So I encourage that. And we also have a virtual math uh series that we are doing. Uh the first of which is
on November 25th uh led by uh Beth from our team. She does a fantastic job as well. So I encourage you to uh to take advantage of these sessions. There will be more as the year goes on, but these are the three that are upcoming uh for you to take advantage of. So, we're not going to do this, but we
did it earlier. Um, what meal do you want to be treated to on a special day? For those of you in the audience um and online, if you want to just add it to the chat, I'd love to see what your what you have to say. For me, I I shared that, you know, being someone of of an Italian background. Uh, our go-to on
Sundays was always a really nice great pot of sauce with meatballs, macaroni, and that's what we would always do. I encourage you if you have one for yourself, put it into the chat. Love to see what you have to say. The goal of this is to build relationships with others. Learn that we have things that are really connected to uh that we're
very connected with one another in lots of different ways. Uh, even within the difference. Um, so I encourage you to just pop that in the chat if you're so uh inclined to do so. Uh, but we're asking our kids to do these on a regular basis. uh at minimum one time per week, we want all of our kids in district 25
having having that chance just to communicate with a peer about something that is as simple as what you see on the screen. Uh enrollment reminders. I said during the last session, I will do this at every single one of our CC meetings so everyone knows the dates that are up and
coming and important. Couple of them that have since passed, but the deadlines for um when offers are released are still important. Um, high school application, LaGuardia and Specialized High School that has since come and gone. October 7th was the date. Uh, SHSAT registration closed. October
31st. Um, December 3rd, high school and LaGuardia applications closed. Thursday, March 5th, high school uh, offers are released. Middle school admissions timeline opened on the 15th. Uh, Monday, November 3rd, uh, deadline to register to, uh, test
for Mark Twain and District 21 talent. um is open. Uh Friday, December 12th, middle school application closed. Uh Wednesday, April 15th, middle school offers are released. Kindergarten and kindergarten G&T admissions. Tuesday, December 9th, uh
the the window opens, closes on January 23rd, and Tuesday, March 31st, uh kindergarten offers are released. 3K prek January 14th. Uh, Friday, uh, the 27th, preK and PreK applications closed.
May 12th and May 19th are when those offers will be released. G&T grades 1 through 4, Tuesday, April 21st. G&T uh, grade applications open. Uh, the close on May the 8th and offers released on June the 11th.
Just a quick little note for all of you. On November 3rd, this past Monday, uh we held our uh our SLT training. We had over just under, excuse me, 300 uh parents, teachers, administrators all participating in our training session.
Um we did it two times. One from 4:00 to 6:00 and then another one from 7 to 9:00. Um what's that? It was a long day. >> It was a long day. Yeah. Um and I was not nice to everyone. I made them come in at 11:00 just to make sure we were all good, set, and set to go. At 9:00, excuse me. so that we're all set and to
go for for the evening. But uh we talked about SLT 101 to make sure that everyone was prepared around what SLT should have present along with the chancellor's regulations that correspond with it. And three really important components that need to be part of all SLTs. Uh progress
monitoring, our work around MTSS as well as our school budgets. Where do we find them as parents? Where do we find them as teachers? Where do we make sure that our administrators know where they where they are with that? Um, so one of the other things just so that you're aware, I'm not going to show you this right
now, but just for awareness, we do survey our school leadership teams to make sure the things that we should be expected to do during our monthly meetings are present and accounted for. So within this survey, we get an idea of where our schools are and what we should be doing next as a district leadership
team to support them. So that's just as a as a space of knowledge building for you. Okay, into our goals. So, um, I've shared these already. I'm not going to necessarily go in depth, but our goal is to to really continue to improve our outcomes for our kids, uh, from where we
were last year to where we are. This one of them specific around um, our target subgroups of of all students, our Hispanic learners, our black learners, our students with IEPs, as well as our multilingual learners. Um, as a district, those are really priority
groups for us. Um, when you compare our our data from one year to the next in terms of baseline, this is not where the kids are going to end up. This is where we're starting for us as a district. The starting points are very very similar. They're within 1% of one another from
last year to this year. Uh, when we look over the course of three years, so we're in a very similar starting place for our kids. When you look at our subgroups, what is interesting here for our English language learners, particularly in Acadians, two years ago, we were at 14%
of our kids on or above grade level grade level at baseline. Now, we're at 31%. To start the year for our L's. So, the work that we're doing is continuing to elevate. And for those of you who who um are not who are native English speakers, you don't know necessarily
what what a a someone who is not native English speaking, what it means for them to kind of build that language. It's not as easy as um as folks may may think. So, uh we are steadfast in our efforts to support our multilingual learners here in district. And similarly for our
students with IEPs, you'll see a difference from two years ago to where we are now. um again with the intense intent of continuing to grow. Our kindergarteners did start off in a lower space than where we were last year. So it does mean we have a lot more building
to do for our 5-year-olds to make sure that they are ready to go and become proficient readers by the time they get into third grade. Um I Ready, as I mentioned, our subgroups similar performance from where we were uh two years ago to where we are
now in terms of starting place. uh from one uh from two years ago, last year and this year. Um when you look at the six domains, so for those of you who are unfamiliar, uh there are six domains within the I Ready
assessment, funological awareness, phonics, highfrequency words, vocabulary, and then uh comprehension offormational or literature. Um what you'll see here from two years ago to now we have seen progress with our kids
within phonics which is really important progress with our kids in terms of their knowledge and understanding of high frequency words as well as all the other areas. Now what we also need to make sure that we're doing is it's one thing to decode, it's another to read with automaticity across a page. And I don't
know about any of you, but I'm sure you can all agree that there have been times that you've had to go back and read something again because you were not completely focused on from the first word of the sentence to the last word in the sentence and then you're like, well, what did I start with? So, if we are not
building that automaticity, then it's more difficult for our kids to build comprehension. So, that's why these foundational spaces are really important. supporting our L's areas that are really important to us, building background knowledge, uh, and making sure that we're explicitly teaching vocabulary.
So, there are things that we're really calling for inside of our schools. We've developed and we are part of a pilot across 10 of our elementary schools using a program called English 3D for our entering and emerging English language learners to help build their
muscle as as students across grade levels. We do a really good job of testing children out by the time they get to third grade. But our English language comes language learners come to us in third grade, in fourth grade, in fifth grade, all the way up to the eighth grade. And we have to build some
of that foundation. So the reason why background knowledge is really super important and I want you guys to all look at this. Please take a moment and read this to yourselves. So just take a moment of pause. How many of you were comfortable in reading it?
Comfortable reading it. But how many of you know what it means? Does anyone have an idea of what this is about? Anyone want to take a stab at it? >> Figure out how to operate a cement mixer.
>> Operating a cement mixer. Anyone else have an idea? >> Building something. >> Building something. >> I think the water thing is in the front poster. >> I feel like it's a tongue twister. >> Something never done before. Benjamin looks at Ben. You look like you got something now. You're ready. I think
it's like a trick something >> competition Natasha anything. So now what if I were to give you this? So, if we knew that a back door had something to do with surfing
>> or the lip was the top of the wave or a grinder or grinding waves, would it have changed your ability to comprehend what this particular short piece of text was about? >> Yeah. >> Yes. >> Right. >> So, if we go into it, even as fluent
readers, even as fluent readers, we could read what was on this page before, but we weren't able to make sense of it. So when we're talking about particularly for our multilingual learners, it's about how do we create space and
opportunity to build some of that background knowledge so that there's entry into the the complex pieces of text we're being asked to read. It's just a really important component of our work and what we're really working on as as schools to help elevate the language
for our kids in our classrooms because if we're not thinking about this, then some children that that do not have the language yet will struggle making sense of it, you know. So, a couple years ago, and this is where I wind up going beyond my 25 minutes. I'm sorry. I can't help to do these anecdotes on the side. So, a
few years ago, we do have a member of my team um that is fluent in Mandarin. And what I asked her to do was to teach a lens a lesson to the group of principles and assistant principles that were in the audience only in Mandarin.
>> Why? >> So you understood >> to make sure that we understand that for children that do not speak English in our classrooms, that's the way that it feels. >> Way that it feels for us listening to a us getting a lesson that's in a language
that we don't understand. But I also know that what she did after just entering, she provided important scaffolds. She gave me images that allowed me to know what the context of the text was. I was able to know that it
was about over fishing and how was it impacting the turtle population in the area. And Puyu, I learned was fishing. And tell me if I still got that right. Did I get that right? I don't know if I did, if I remembered it correctly. But that was part of what was taught during
the day. Right? So for our L's and all learners, our academic English learners, this is incredibly important. Okay. Uh specially designed instruction. This is particularly for our students with IEPs, but all children are benefit from really
broken down um clear direction around how I'm learning. Teacher think alouds. So providing directions in multiple ways, visual, visual, written, oral, breaking down multi-step problems into smaller bite-sized chunks to support our
children that need that type of scaffolding, physically and emotionally safe. You guys know what what um I'm talking about here. This is around connection before content. We surveyed our students at the elementary and middle school levels um around key components, self-awareness,
social awareness, self-management, uh responsible decision-m um relationship building, community agreements, connection before content, and supportive environment. What we have seen here so far, and we're still in the process of breaking it down as all of this data has just come in, is looking
for gaps in where our children's perceptions are calling out to us that we need to do more. Um so certain things that still show themselves is around this idea of mutual respect for one another. So children site that they know that they should be respectful but that
not all kids are which I think is really really important that we continue to build on this. So ways that we are we've initiated in all of our middle schools um training for a group of students that are going to serve as peer mediators in each of our
sixth to eight schools and schools that have six to 8th grade. So they received training here. Really excited about that. We have half of the schools trained so far. The other half is coming. We're also going to be training our middle schools around restorative practices to make sure that everyone is equipped to support conflict resolution
inside of our schools. Um, we want to make sure that we're equipping our kids with the skills that are necessary to help build out that positive community that we're looking for for all of our children to experience. Uh, mathematics, as you guys know, um,
focus around sensemaking. Shared this already, not going to spend too much time going back over the goal, but as much as I am the data. So, when you look back over the four years, the bar on the right is the current one. So we see a positive trajectory for starting place
for our kids comparatively speaking to the last year, two years, three years ago. Uh also evident in our domain. So the domains kids are assessed on algebra and algebraic thinking, geometry, measurement and data, number sense and
operations. Now you might look at this and say well geometry it looks like it's the biggest struggle. It doesn't tend to be by the end of the year. The areas that are always emphasized and need to be emphasized are number sense and operations as well as algebra particularly
fractions, proportional relationships, ratios. When we start talking about parts of whole, it becomes a little bit more of a hard time for our kids because it's a lot more abstract uh for some of our kids as well as equations and expressions. So
things that we're working on as a district is in alignment with uh with that and ways we're doing that. There's something that's called the do the math protocol that our schools are working on where we get to really study the standards, study what our kids are struggling with and then make adjustments.
I'm doing this really fast, Eden. I hope I hope you know that and I hope you guys don't mind. I'm trying to keep myself to the 25 minutes. I'm doing good. I'm on time. Okay, good. >> You're okay so far? Five minutes to go. These two really important and I have to give a big shout out to Stephanie from from the CEC for one of these. Stephanie
and Jenny from our team are really putting forth a big effort for the safer college program. I'm not sure sure how many schools have booked you already, but I know a bunch of schools have booked both of them to go to the elementary school sites and encourage our families and build
awareness around these savings accounts that are made available for our children in grades K through four. Just by activating the account, every single one of our children in K through four in the district will have $100 added to a savings account that can be built on
over time. We only have under 39 under 40% of our parents that take advantage of it right now. Now, I'm not telling every parent they have to. That's a parent's choice, but I want to make sure that there's awareness so that they can make that choice. So, Stephanie and uh
and Jenny are really grateful for them to take on that lead, and I'm hopeful by the end of the year, we have at least 10% more families that take advantage of it. uh civics for all uh with the permission of the CEC when project soapbox happens I am I would love to have our kids come
here and share their speeches. >> Yes. >> Last year we had a child all the way in the first grade I think right >> in first grade come and share her soap box speech to the community and she had us all just >> listening with tremendous amount of intent. So Melinda from our team has
already met with all of our civics leads across the district to help support the lessons that go along with civics for all as well as preparation for project soapbox. If you're not aware of project soapbox, it means that our kids engage in action research on an area that is
really important to them. They do the research, they write a speech, and then it's presented to their community. My goal this year is that our schools not only have the kids make a speech, but that we identify one that becomes a community-based action project that
we're doing something with the what with what's happened. Couple of years ago, it resulted in a new traffic light put outside of the school because a child was hit by a car. So, the students took it upon themselves to invite every local elected official
that they could possibly invite. They invited DOT and what wound up happening was that collaboration resulted in the traffic light that was unveiled two years ago. Last year because of that, students at another school also invited DOT, all of their local elected
officials because there wasn't a stop sign out in front of their building. What they did was unbelievable to me. They went out there with their checklist and of criteria for how many families were driving through the intersection without paying attention. and they noted it and what they
presented to the local elected officials and DOT was data that supported their choice. Now, they're still working on it. They haven't gotten the stop sign yet, but it's all part of the civic process that we want to build in our kids. So, more to follow on this. I'm really super You know what? This is a a
huge part of what I believe in. So, I'm looking forward for two amazing projects that come from our kids. And I see Melinda's face on the screen. She can't wait for it either. She's a huge advocate for us here in the district. fostering engagement with our families.
So, this is a plea for all of you. We have data that's come back. It is not enough. I only have 640 parents that have completed the survey. So, what I did today, I made a video message that's going to be sent out. Not that you guys don't want to hear me as much as you
have already had to already tonight. You'll get to hear my voice again in a video message that I'm sending out to all families requesting that they complete the survey. What we learned just from 644 responses that over 300 of
those responses parents indicated the need for parenting classes and social emotional learning support. And I'll be the first to tell you I have a ninth and 11th grader and I don't know everything there is to know about making sure that I'm parenting my kids the
exact way that I should. There will be some times that we make mistakes and times that we're not sure if we made the right choice. Right? So the idea that just almost half of our parents indicated that tells me I need to hear from everyone else around what those needs are so we can offer supports
because of this survey. We've already mobilized wing from my team. She's my social worker has already mobilized to start organizing with organizations that can offer training supports for our families in these areas. The only thing is I only have that from a handful. We
have 23,000 families in the district. Uh kids in the district, right? How do we make sure that we get more? So, you're going to hear my voice. You might hear it more than once. Don't yell at me if you hear it three times, but the goal of it is to get as many pieces of feedback as possible because I do take it
seriously. What you'll see here when I come with you with data, you're going to see here's the thing that we're doing next. You're not just going to hear me give you information. It's here's how we're going to operate after that. Okay. Um, that's this a little bit more about what I just said. >> That's your timer, bud. >> Oh, no. Chronic, this is my last one.
Chronic absenteeism. We have the second highest uh attendance rate in New York City. Uh, we're at 95.5% here in District 25. We're at 13% chronic absenteeism rate, which is 6% lower than where we were uh at the end of year last
year, which is great. the area that we still need to improve upon. Without a sh beyond a shadow of a doubt, our kindergarteners and our first graders are out with more frequency than any other grade group. These are the grades that yes, they're
going to wind up putting those fingers in those mouths and all of those things happen and some of our kids are going to get sick. There's no doubt about it. But we want to continue to promote, you know, making sure that our children are in school every day if they are healthy to be there, right? Because when the
building blocks for our kids happen in K&1 and I don't know who was mentioning it earlier that if we're not present, we've Oh, I think it was you Natasha or you Ben were talking about if we're not in class, how we feel. The same thing happens when our kindergarteners miss a
lesson around the letter sounds and they miss being part of a diagraph and how when we put those two letters together, they make a certain sound. When we're absent, we miss out on those opportunities. And if we miss 18 of the days during the school
year, just think about how that builds up for our kids, right? So, we really need to push that as much as we possibly can. And that will end my story and I'm finished. I know I went past it, but I apologize. >> You got it. >> Does anybody have any questions for Dr.
Mike before we move on? >> Yes, please. >> Questions? Okay, so next on our agenda is our two resolutions that are up for voting tonight. Um, I guess I will have Stephen go first if you want to just
read it out or if you want somebody to read for you. I know you're not feeling 100%. Uh, can one of my sponsors read the mind? I'll have a statement afterwards. >> Okay. Yeah. So, somebody wants to read for him. >> I think Sean, I thought you would.
>> Okay. And then he has something he wants to add at the end. >> Yeah. Just read it out. >> Yeah, we could split it up a bit. Resolution for gender schools from US Department of Education acting assistant secretary for
civil rights >> sorry um they're saying to speak up >> if you area. >> Uh whereas public education in the United States has a constitutional obligation to provide an inclusive and equitable learning environment for all students regardless of race, gender or
background. And whereas the equal protection clause of the 14th amendment to the United States ensures that all children are treated fairly and equitably public education. And whereas title six of the Civil Rights Act of 1964 prohibits discrimination on the
basis of race, color, or national origin program receiving federal financial assistance, including public schools. And whereas Title 9, the educational student prohibits discrimination based on sex protections for LGBT plus
students, educational institutions receiving federal funding. And whereas acting assistant hearing Greg Trainer's September 16th to 2025 letter trainer letter to chairperson Falner alleging an identification of a civil rights
compliance issue of the New York City Department of Education and New York City public schools NYC DOE or NYC which immigration and this certification of the NYC DOE's guidelines to support
transgender and gender expansive students. And whereas the trainer letter inappropriately asserts that the guidelines to support transgender and gender expansive students can move in and move out of intimate facilities for both sexes on a day-to-day basis simply
by asserting a change in their gender identities. And whereas the aforementioned inappropriate assertion dismisses the lived realities of people with transgender and non-binary identities, leading medical and psychological organizations affirm that gender identity is a deeply rooted
aspect of self, not unstable and changed on a whiff. For example, the American Medical Association states, "Empirical evidence has demonstrated that trans and non-binary gender identities are normal variations of human identity and expression." And whereas such
mischaracterizations and misinterpretations of the rejected steps to obtain compliance within the trainer letter seek to ostracize students based on their gender gender identity are in direct violation of students civil rights and their right toal and cohesive
education. And whereas the aforementioned steps to obtain compliance with the new trainer letter restricted the meaning of sex and title n to exclude gender identity which cannot be done unilaterally. As stated in 2025, a joint statement of the office
of internal attorney general and the state education department regarding ch transgender students rights has changed the mean of sex title 9 would require an act of congress or at a minimum notice and conduct
whereas NYSD has also affirmed the rights of transgender non-binary and gender expansive students in New York schools ensuring their ability to access facilities programs in an educational environment that affirms their identities. And whereas New York City
public schools NYC have been implementing culturally responsive and gender affirming education since 2019 as defined by the panel for educational policy approval of the definition or
CRSD in NYC with students reporting that such effects make them feel seen, valued and led to improved educational outcomes. And whereas the NYC DO's guidelines to support transgender and gender experienced students remains in
compliance with and abolished the New York State Human Rights Law as amended by the gender expression discrimination actend which states that transgender and gender expansive students are entitled to use the restroom that aligns with their gender identity and prevents the
violation of these students civil rights as districts must continue to follow state law as directed by the state education department and office of the attorney general hold the state's commitment to educational opportunities for all students. Whereas on September 19th, 2025, NYC
general council sent a response to the train record which requests that the USDO office for civil rights provides a reasonable extension of 30 days. Explain the violation of title 9 and provide due process required by federal regulation.
Explain the nexus of title N and the discontinuation of the MSA means grant funding. Explain why the three districts chosen were selective. S MS MSAP grant funding authorized but not yet spent can be carried over and written procedures
for objections, hearings, and appeals as required by 34 CFR 200 342. And whereas New York City has made significant financial investments in evidence-driven initiatives such as
black studies, including voices curriculum, the LGBTQ plus curriculum, and other culturally responsive, sustaining education, the RSC programs, reinforcing its commitment to an inclusive and equitable teaching through learning and culture instruction. And
whereas studies have demonstrated that culturally responsive and gender learning curricula improve student outcomes, increase engagement, and foster safer and more supportive school environments for all children, particularly students of color and LGBTQ plus youth. And whereas the suppression
of discussions about race, gender identity, and systematic systemic inequities harms all students by failing to prepare them for participation in a diverse and democratic society. And now therefore, be it resolved that the
district 25 CDC strongly opposes acting assistant secretary Craig Trainer's September 16, 2025 letter and any related federal efforts to revoke or resend the grant from the magnet school assistance program and be further
resolved that the district 25 CPC reaffirms its commitment to providing culturally responsive and gender affirming education 14 schools in New York City. education department guidance and the legal rights of students under federal
and state law and be it further resolved that district 25 CDC supports the NYC general council response letter sent on September 19th 2025 requesting a reasonable extension explanations for the trainer letter's allegations of
title 9 violations and the nexus between title 9 and MSAP grant funds being continued and be it further resolved to the district 25 CDC calls on New York City public schools to continue continue to oppose the directives provided within
the acting assistant secretary trainers September 16th, 2025 letter. And be it further resolved that the district 2025 CPC calls on NYCPS to direct all schools under its jurisdiction to continue implementing curriculum and
instructional practices that affirm the identities of all students foster critical dignity and ensure that all children regardless of race, gender identity or background access to an education and facilities that reflect and respect their experiences. And be it
further resolved that the gender 25 sorry that the district 25C calls on the NYCPS to continue to uphold the guidelines to support transgender and gender expansive students as these guidelines uphold the New York State Human Rights Law as amended by the
gender expression non-discrimination act states that transgender gender expansive students are entitled to use the restroom or walk that ident that aligns with their gender identity. We have further resolved that district 25 CDC
calls on all city state and federal elected officials that represent neighborhoods included within the geographic borders of District 25 to work together to ensure that NYCPS remains adequately funded if there is a projected loss of federal funding due to
opposing the direct directives. Not that the last that last legal the last last sentence. >> Okay. So, does it leave end with the trainer letter >> uh due to opposing the directives within the trainer letter? >> Yeah, just finish there. Okay. And then
Stephen, you wanted to add something real quick. >> Yeah, I just um two updates. Um the uh New York City public schools has held the line on continuing to respect our students, which I passed this 30-day deadline, which is great, and I want to
thank them for doing that. I just want to make a quick statement about why I so wanted to put the scholar despite that. Pardon my voice. Uh District 25 regularly states its commitment to kindness, wellness, and inclusion. Resolution is designed to affirm our commitment to those values in the face
of the US Department of Education's demands of New York City public schools to roll back their support of trans, non-binary, and gender expansive students. Resolution states that we support the policies of New York City public schools and support these students in district 25. Similar
resolutions have been passed by CEC 15, CEC 30 and the resolution has the endorsement of the Queensboro President's Office. >> Nice. >> A vote for yes on this resolution shows that District 25 applies our stated values to all students regardless of their identity. It states that we will
support all of our students even when there is pressure placed on our schools from outside forces. It is imperative students of District 25 know that their CC supports them, their success, and values them for who they are. Thanks so much. Thanks, Stephen. >> So, thank you, Shauna, for reading that
for him. >> Um, as he's recovering, does anybody have any questions, comments, concerns before we vote on this resolution? >> Okay, Egypt. >> Yes.
>> Who are the resolution? Let me know. Yes. Perfect. >> Yes. >> Yes. >> Yes. >> Yes.
>> No. >> No. >> No. >> Okay. >> Yes. >> Yes. >> Yes. Yes. >> Yes. >> Okay. So, we have nine and therefore
this is going to be approved and adopted as of today. We will get that over to the appropriate parties and we're going to move on to resolution number three. So, this resolution is supporting collaboration, transparency, and timely compliance with special education
orders. Um, I am the sponsor on this. My co-sponsors are Christine, Shauna, Angela, and Steven. Whereas, New York City public school students with disabilities are legally entitled to receive services and support to ensure free and appropriate public education. And whereas families across
the city have expressed concerns about delays and difficulties in obtaining these legally mandated services, even in cases where impartial hearings, hearing decisions or court orders have been issued. And whereas delays in service implementation or reimbursement place significant stress on families and may negatively impact student learning and
development. And whereas the New York City Department of Education has acknowledged staffing shortages and other systemic challenges that contribute to these delays, while also stating it has made recent progress not fully reflected in older compliance data. And whereas families, advocates, and educators all share the common goal
of ensuring that every student with disability receives the services to which they are legally entitled in a timely and equitable manner. And whereas transparency and collaboration between DOE families and advocates and community stakeholders are essential to rebuilding trust and ensuring effective solutions. Be it resolved that community education
council 25 urges the DOE to continue prioritizing compliance with special education orders and to commit to transparent communication with families and the public on its progress. And be it further resolved that the DOE is encouraged to provide accessible regularly updated data on compliance rates, timelines, staffing levels, and
progress in addressing service backlogs. And be it further resolved that the DOE work in partnership with families, advocates, service providers, community councils to identify creative, sustainable solutions to staffing shortages and service delivery gaps. And be it further resolved that CEC25 supports exploring collaborative
accountability measures whether through enhanced internal oversight, independent monitoring or family engagement forums that ensure both transparency and solutionsoriented progress. And finally, CC25 reaffirms its commitment to working alongside DOE leadership, families, and advocacy organizations to ensure that
all students with disabilities receive equitable access to the timely services that they are entitled to under the law. Anybody have any questions, comments, concerns? Okay, you can go to a vote. Yes.
>> Yes. >> Yes. Yes. >> Yes. >> Yes. >> Yes. >> Okay. So, perfect. Thank you everyone. So, both resolutions have passed. We
will work on getting those sets in and go from there. So, moving on on the agenda. I'm going to make this very quick for my president's report. I just wanted to share um a little bit of an update that we received this week regarding English language learning. Um
so there is a New York City Reads English language development curriculum pilot going on to help students who are learning English by improving both their literacy and overall academic performance. This is consistent with the standalone English as a new language instruction. These lessons are designed to complement the regular English
language arts curriculum and provide focus support to help students strengthen their English speaking, reading, and writing skills more rapidly. So, the goals of the pilot is to use curricula intentionally designed for standalone ENL classes, small group sessions during the school day that provide targeted language support in additional to regular ELA instruction.
The goal is to accelerate English language acquisition and strengthen literacy skills so students feel confident and prepared across all subjects. So, we just wanted uh the message we got was really just they wanted us to share this information with families throughout the district whose children are participating in the pilot and any help that we can give to help
families understand the purpose and benefits of the initiative is essential to its success. So, I just wanted to share that with everyone. >> Just so you know, what Eden's referring to is what I shared during uh during my portion. The English 3D program is what I was talking about in regards to the pilot. So, if you'd like, we can
actually invite Michelle from my team who who's kind of helping support this. if you'd like her to comment. Chief, you're welcome to have her call. >> Um, so yeah, so that's the one update. Um, and then as Lamar said earlier, the district 25 family night in Beth Square
Garden, the flyers will be going out across the district. We are going to be kind of collaborating with them to try to get families to go. It happens to be educator educator appreciation night as well. So it' be nice to see families and children being there to support the educators as well. So, anyone want to
spread the word, get it out there. That's what the goal of this is and Lamar does something like this every year and it's always a great turnout and it builds up pretty quick. >> With that being said, >> not necessarily endoring endorsing the night, but I happen to be I have my undergraduate, my masters, and my
doctorate all from St. John's. So, I'm not partial to this game at all. I'm not rooting for St. John's at all in this game. Uh, but I might be rooting to St. John's. I might this might >> so I don't think he will >> just to make it known um before we do
anything else just to make it known I think that there is somewhere between 100 and 150 tickets available to us he may be able to expand that a little bit more I'm working with him to find out if we see that the numbers are going up there what we could do to expand that but that's the approximate number of
seats that he has reserved currently for us to purchase from >> so that is the update on that does anybody want to make a motion to adjourn our calendar meeting shortly. Second, Stephen, >> it is 9:11. Sorry.
>> Okay, time. >> Thank you everyone for attending >> and we're going to take a minute only a minute and then go right into our business meeting. If you have forms you need >> here here.
>> Yes. Nobody. >> Okay. So, if we could quickly look at our minutes from last month so we can adopt those minutes. If anyone has any things that stand out, let us know. If not, we will look to adopt the minutes. Senator Le's name is Miss
>> I did see that on the after. >> Wait, who? >> Senator Lou. It's Lu. >> Lu. Yes. Um, where is that? second page. >> Egypt, you heard that one? >> I senator Lou.
>> Okay. Anybody have anything else? >> First page. October 8. It's missing. >> First page. Oh, October 8th. Yes. At the top. Is that it? >> Oh, okay. Anybody see anything else on
the calendar meeting or the business? >> Okay. Is this how you spell? Um, what's her name? It's Danielle. >> Yeah, Danielle. No, that's not right. >> Danielle Chef, I'm going to get you the right spelling for her name.
What is it? >> It's F H >> A F A A F. Okay. So, Danielle with a I >> A F >> and an I before the E in her name. >> Danny L. Yeah.
>> Other than that, that's the only thing I see. Does anybody have any? >> Yeah, I just saw my name. Number five. Who else? Oh yes, your school visit. Got it. >> On the second page, it's not the
Department of Education. The US >> Oh, yes. US. >> Under Steven's resolution on number seven, it says UD instead of US. You guys are good at finding these spelling errors.
I know. I've never seen that many. >> Oh, US department. >> Okay. Can we adopt the minutes? Anybody have any issues with adopting the minutes as is with revisions? >> Okay, moving on. Before we go to Florida's report, just really quickly,
we do have to vote on an absence. As you guys know, Fabula is not here today. She had a class to take and did reach out within the timeline timeline appropriately. So, we just need to take a quick vote. um whether to approve her absence or not. So, if we could just go
through the roll call and we'll take a vote. >> The next one we have to let her know that has to be listed on the when she's here. I mean, we could approve it already because she's she let us know.
Yeah, we can go through it because we already knew it. >> We were trying to get somebody off the council on the actual agenda. >> No, we have to always vote on any >> but since we were notified in advance, I know the first meeting we did vote like when Amy had classes. So, we had voted
to like approve her absence. So, I think >> we're okay to go ahead and >> vote on that today. >> Yeah. All the criteria reached. >> Okay. So, if we could just go through Yep. Yes. >> Yes. >> Yes.
>> Yes. >> Yes. >> Yes. >> Shauna. >> Yes. >> Yes. >> Yes. >> Awesome. Okay. Shauna, you want to go
over treasure report? >> Sure. So, uh, currently we have, uh, $11,850, um, for reimbursements. Um, $2,80 left,
$500 left on card, $5,400 left for supplies, and $12 left for Thank you. Anybody do any school visits since the last meeting? Oh, >> okay. I'm gonna You went to one. I'm
going to go down our list, but Shirley, you went where? >> And what date was that? >> Sorry. >> I just have to be able to document it. Sorry. If everyone could make sure they know what date when I first start. >> Okay. So, Stephanie, did you go to one? >> Yes, I have everything here. Amazing.
What school and what date? >> I went to PS20 Johnbound Elementary. Um, I went on October 21st. >> Okay, perfect. Uh, did you have any yet? You have one
coming up next week, right? >> Uh, with Angela and >> we have um they're coming to 193 next week, right? >> Right. >> Okay. I will meet you for that one. I'm also going to
grab which one is 25 already, but I didn't get a chance to meet with >> Oh, no. What time? Friday. >> I have another comment on the subject of school bus. >> Yeah, we'll get that. Angela, did you have any others? Not yet. >> No one has contacted me. Okay, Amy, you
have not >> 185 direct email. >> Yeah. Yeah. Yeah. >> Okay. Anybody else? >> I should hold on. Please. >> Hold on, guys. I can't hear Kent. Sorry.
>> 129 or >> October 29th? >> October 29th. Which school? >> 29th. >> 29th. Yeah. on the 29th. Got it. >> Yep. That's why I was like, wait, what? >> Did I miss anybody? Stephen, Vincent, anybody?
>> October 16th. >> Which one? >> 244. Okay. >> What day? >> Oh, you went today. Okay, awesome. Does anybody have anything from these school visits that they want to share about the specific schools?
>> Yes. Yeah, >> the uh there's a big concern uh about the stop sign just in front of the uh the entrance. Um one corner has a stop sign, but the other doesn't. I was there
observing the traffic. caring um without stop pretty quick about probably 24 hours. So um looking forward if you help them on anything we can do to help them get stop signs both sites.
>> Okay information about how to you know >> and we're going to be sending out the request for those soon. So we'll start hopefully once we get that you can remind them to submit it also. >> Christine did you have anything also? I saw your hand up I think. So they uh 2085 they have um funds in place for for
AC upgrades. However, their electric panel is still the original from decades ago >> and it doesn't have the space to add any electrical improvements. So they actually have a few um projects planned and funded that they just haven't been able to do anything with because they
can't get that winter panel updated. Um they've spoken with the SEA about this. The last time anybody came out was in May and they haven't heard anything since then. They don't know who's charge of their their projects. They don't know who to talk to and they don't know how to expedite the process.
>> Okay. Other than that, they also have a problem with the locks on the doors. Um there are something like 20 different sets of keys that that need to be used for all the various locks on the building and it creates kind of a safety problem in case there are any lockdowns
or anything and they have to scramble to find the right key for the right lock. uh they the the custodian staff there have spoken with some lock companies and uh to standardize the locks in the building but they they just they need
funding for that and uh they proposed selling some of the original door knobs and things from the school because it's interesting. It's actually pretty unique looking. It's like you know ornate. Um they said that they've sold a couple on eBay before and got a pretty good you know price for it. So they're hoping maybe they could do that to offset some
of the costs but They're not sure if that's, you know, legal. >> No, >> they can't do that. >> And uh they didn't apply for any of the class size reduction grants earlier. They were just going to try to absorb those costs out of their own funds, but
they want to explore applying for for grants and funds for that purpose going forward and also find some guidance on that. >> All right. Stephanie, did you have anything updated? Oh, from it. I know you have your form filled out, but >> yeah, uh I went to PS20 um in Flushing.
Um it is a fairly um how do I say this? The school has money and funds and it it did an entrance. Uh the entrance they worked with the Mets stadium and it's in every language. It says hello in every language when you go in the building. I
thought that was so creative. The school had uh put a new gym floor. A lot of the schools did have new uh atrium was enclosed. It's new. They're adding new floor. Um they need to repair the ortorium because it looked like it was
prior World War II. They have the funds to fix it and they are. The only thing that they did ask um at the end of the trip is that they this is the only school I I saw that they have a occupational therapy room. I don't know if other public schools they had one of
those and it was very impressive. They did ask um um they were looking for vendors that help with um you know sensory toys, sensory corners. >> But that we had the one that presented they
>> I did um so I was wondering if we do it directly or can we connect them towards those grants? >> You can kind of guide them to connect with those people. And another thing they had um there was a dean and she works with students one-on-one and she
had a Lego station in her office and I thought it was so creative. Um she t was telling me that the kids really go in there and they get lost and they can it really opened up. So, I was wondering if we can help them possibly get in touch
with Lego or maybe just help them find more options to Lego the games or make Lego pieces because the way they were using it, it was just like every time a student went in there, they would make something and leave it in her office and that was the incentive to come back to the dean and speak to
her. And I thought that was a great simple way to get people, you know, kids to open up. So, um, but overall the school is amazing. I would go there in a heartbeat. >> Yeah, it's really good. No, no, nothing bad with you next time. >> Okay,
>> Charlie's gonna go next. >> Okay, I have a school visit of PS21 and PS21 is one of the schools that we passed on SCA. Uh, so we have to pick top three schools for SEA project and
PS2 was one of the school last term. However, nothing was done. and see never showed up. >> So, I'm going to put more effort to make the project happen because their auditorium is I took a picture seats are
broken as we know uh seats they're connected with the metal pieces and it's sticking up. It's very dangerous for the kids and I graduate from there. >> It's the same seat. I always think it's the same seat when I like oh my lord.
But um aside from that um he also wanted a backyard uh upgrade and also there's no AC. There's no AC in auditorium. There's no AC in the gym. They uh utilize auditorium a lot but during like a spring like spring to summer season
they can't and they h they have a kindergarten graduation. It's just horrible. Now the problem is they did receive a funding from councilwoman uh Viva Palado for the backyard and also for HBC for the air conditioner. So
there's a funding but there's no worker showing up. So SCA is not showing up. So and principal Michael tried to reach out SCA back and forth but no answers. So now uh we have to find a way for them
to get their attention so that make sure that they could come. >> I have a recommendation. I know that with 193 um Donovan Richard's office is looking to assist with that. >> Yes. >> So we can connect you with Katherine and she can do some followup on it as well.
>> I'd love to I'd love to send Stephen some information. >> Yeah. Send me some I can send her over to C. >> I know. I got an update on 18 PS2 project. I am actually teaming up with the uh council woman peladino because she has a funding. It's just that she
also wants to find a way to reach out to sea too. So now more boys I hope they could start their project on this one. >> Yes. >> Okay. Anybody else have anything they want to share from their visits? You had a question. I know that
>> also uh I went to PS22 on October 27th. So >> 1027 you want to add the date 1027 is when she went to that school >> next to her name it's on the IPR I fil >> Thomas Jefferson >> it's just the date that she did the
visit >> sorry any resting stuff just make sure to add donation >> got it sorry my fault you create kind of a email thread it'll be great including myself I O include the funding manager for the
vicipality's office. So that would work very well. >> I know him very well. >> Uh Angela went to PS22. It was an interesting visit. Um the principal said that a big issue for them they didn't
really have big capital needs right now. You did mention that when they need to get you air conditioners or space that they're restricted to an AC vendor that's approved by DOE and is really expensively expensive. >> Yeah.
>> Um she said a big concern for them is declining enrollment that they used to get about 125 kindergarteners each year and this year they got 75 and got brought down in their grades too. Um and she's heard from parents that the public
transportation there is bad >> that the rent >> rents have gone up and that um >> unregulated. >> They also have an after school program that only that only has 100 kids. So they think that all of those are
>> factors. Apparently enrollment is down citywide but it's really really down. Um, so the other thing I just wanted to mention, I got this right after my school visit, so I had looked at a lot of these things in the checklist, but >> yeah,
>> I just wonder if you know the the form that we are filling out really reflects like what our priorities are and when we're going to school visits. Like I myself going around with the clipboard and like >> No, I actually had questions about that as well. Is that something from base
that they sent you recently? The school visit form. >> Yes, >> we never had that in past years. >> You guys do go to the visit for those that did visit without the form. Obviously, you know, whatever wherever you take your it's fine, but moving
forward this is I mean my understanding is that we are not our supervisor. I think that we could make our own priorities and what we care about
is >> some of it we might not fill in. It might not fit. >> Just fill in what you need. >> We ask the school to fill it out or we'll fill it out. Fill it out. But you fill in what you can of it. >> It's a lot for you know perfect
>> on the face training. You know, when we um got on boarded, they were saying that we could pass resolutions for our own policies or certain things. Could be theoretically one of us create a resolution reform that we think better suits our needs
>> and therefore adopt that as an independent body just to have someone strong. >> Yeah, I don't see why not. >> We can I don't see why not. We could put something together and then if we pass it, we send it over and see what happens.
Um, >> but do we have to have it approved? I mean, can we just decide on our own if we want to do that and use our >> I don't think so because it's a template from face unfortunately. >> Yeah, I mean I'll email.
[Music] >> Yeah, I was like I can ask about it a little bit. >> I'm scheduled to talk to her this week anyway. I have a call scheduled with her for something else this week. So I'll bring it up to her when I talk to her this
week and just ask her. >> Okay. >> Just to save some time for everybody. Um really quick jumping in. Anything else from school visits that you wanted to share? >> I wanted to ask so had those uh meetings for >> I was not able to.
>> I didn't go to the one. I went to the one. >> It's okay. Same information. But I wanted to ask like is is the information like contact information and stuff and we get from there is that any use to us at all? >> Did you get Danielle's name? >> I got I took a bunch of screenshots of people were like oh I can help with this
or I you know >> it might not be the right person at the contact but we have a contact person that I could share ours is Danielle Sha. >> Yeah. I also want to add something the visit into PS3. Uh you mentioned about the parents, the number of parents
attending PTAs. It's quite very small. >> That's actually something across the district. We've because I know the school that my daughter's in, we try once a month in the morning, once a month at night. Like we switch off month over month and no matter what the
turnout >> is just not what it should be. So I think that's an an issue across the district even even not just our district probably multiple districts. It's I don't know if it's getting the time of day like the right time of day with people. We have a lot of working parents. So I think just finding the
right time of day is the biggest issue with that. What about channels you know uh when we send out I mean let's send out informations can we use those social medias like suitable for uh specific groups like like let's say Korea
communities using lines right community they're using we chat and they spend a lot of time on those social medias they could be a a >> for that Um PS32
PTA they bought some app it's called Parent Square. >> Oh 79 years. >> Yeah. So that works very well with spreading and you also could translate as well. You know every translation is pretty good these days.
>> So um with that PS32 has a good number of EK parents I think because >> they just notify a lot of times, not just once, a lot of times >> it gets attention basically. >> Just like you're saying with parents
square, we have dojo at my daughter's school PTA for the first time this year. We've been pushing for this for many years. I had to reach out to Dr. Mike to ask him about this. We wanted a way that we could share our flyers without having to wait for admin to post it all the time. >> We finally were given an an access to
Class Dojo and now whenever there is something once admin approves the flyer, we push it out. We send out the reminders ourselves. So, we're pushing it out to the families to make sure that the families are receiving all the information in addition to what the school is sending out. So, that's another avenue to go in case people aren't coming to the meetings.
>> As far as I know, you could do from what I could tell, I've never used parent square, but I know the PCA used it as well. I don't know if they still need approval before they actually post, but they do post their stuff. So listen, one thing that I will say when I was a um when I was a principal and I first
started my first PTA meeting that I got to to support and provide a presentation to, we had 13 parents >> present. 13 >> 13 parents. My school had 1,600 children. >> Whoa. Wow. >> So >> that sounds about right. But the one of
the reasons why at least in my opinion and folks can certainly disagree is families will come when there is a reason to come. >> If I'm coming just because you tell me it's a PTA meeting, >> it's not necessarily going to be the
draw. >> It becomes what's the relational part. So it was around the piggybacking on here's something that's going to involve the kids in the school and then we had an auditorium. >> We did try something like that like we did our student of the month awards and
we tried doing it where it was that and then the saying parents parents got annoyed waiting till >> but it's always it's always around the transparency of it. So >> and we did advertise it but it was like something that like became an issue so like this year now we separated it again. Well, because that the reason why they don't want to necessarily be there
to to they want to see their kid and then leave, right? No matter which way you turn, there's always going to be folks that that wind up having that mentality. Even at some of our big awards ceremonies um that we had, one of the parents, their child was announced and they were pulling them out of the
row. >> Wow. >> You know, in between. So, you're always going to have that, >> but you're going to have a much more crowded space than than not doing that. you know, folks will come when their kids are involved. Um, and it you can't do it all the time, but the ones that
you really need to be at, what is it that you want to do to make it relational, that's that's all I'm saying. I I mean, you'll run into hurdles with that, too. Um, but if it's about making sure people hear your message and they hear what you're what you're talking about, I always find when you link it to something that involves
me and my kid, I'm more likely to participate, you know, which is why some schools will do that. You'll see them link this to a family night in some way, shape, or form. So, >> I'm gonna speed through the next two items really quick because my babysitter is like dying to go home. She has to work in the morning. So, I want to try
to speed through this. >> One quick question. So, when I do PS JHS 194 school visit, is it okay if Shirley comes even though there couldn't go along? She just can't be the main. I just wanted the goal.
>> Okay. >> So, really quickly for the December meeting, I know we have office of food, school, nutrition. They wanted to come. Do we have the capital plan stuff that we have to do next month? Do you know? >> Um, >> I think we >> So, they just put something out about it. I don't know if it was the December meeting, we could take.
>> Okay. So, we'll look at that. Is there anything else that anybody thought about wanted on the calendar for next month? Which one is that? >> Can we bring her in? So, she was somebody who emailed us. >> I'm gonna try again. >> Okay.
She hasn't written back. But we'll kind of hold on that. >> And then we want to still try to get SDA in. >> You want to get SDA and then you also have >> this, right? >> Yeah. RIA >> used to do the data. >> Okay.
>> Okay. So, that's going to be for December. I'm going to work on sending that out to everybody so we can approve it. Does anybody have any other new business other than the one thing I want to talk about is District 26 resolutions? I will tell you after speaking with some of the other presidents from other councils, the only
one that I personally feel we should really take a look at would be the dispensary one. >> Yes, >> I did. >> I definitely have no problem supporting that and putting something together similar to this in our wording, but >> the college prep is not in our district.
It's in another district. I don't feel that >> it's something that really will affect us. I don't know why they want it to be moved. The other districts where it affects they're I've already spoken to them and they're they don't want it moved. >> This other one regarding the school, I
know they are reaching out to the community board. Yes, a new building is going to create less seats in a school because more kids are going to have to go there. But it also like things do move around like they're going to have to move kids a like they're still going to have to have seats for kids like at
schools, right? >> If they're part of the >> I mean we don't turn away students >> if they're part of the area then they have to figure out where they're going to go >> is right. >> Yeah. So that's why I like I I don't see especially most of these schools are not district 25.
I think I think the only argument is is that if they're building up um you know spaces then how are they building >> also like that's happening across the board in every district. I think there's going to be buildings. So I just don't see the need to necessarily go on that. But if anyone does want I will work on
the dispensary one for us. I will put something together. It's not going to be the exact same wording. I will do our own version and I could bring that to our next meeting. We could talk about it during the business meeting and then vote on it at the following meeting. >> A question about the high-rise one. Right. He said that seems to be allocated to the high-rise is
>> he's assuming that accurate or there are kids there. So then those kids may also want to go to the school. >> That's what he's basically saying is like if people like start living there, if that building has residents and everything and there's children there, they're going to probably want to go to the school that's not going to cross the street, >> right? But it's not like they're they're like, "Oh, we're we're building this
building, so now we're going to allocate 50 seats specifically to the building." Right. as far as I understand she is basically being uh there's not enough seats out there and you're building those uh highrises and there's no we are not adding public
>> this going to be a problem it's a larger problem that's big problem in the city in general >> well that's here's a I don't think we should adopt any resolution without that much data because if we're putting forward a
resolution that says we're against affordable housing we can build in a community that's an exclusionary policy >> and right now they're pushing for more affordable housing. >> Yeah. And also like I I think that's us >> I'm going to So what I'm going to do is I'm going to scan this in >> because I know he only brought two copies. I will scan this in. I will
share all three of them with everybody. um >> another >> and then I will work on the dispensary one. If anyone does feel strongly about either of the other ones, you're welcome to bring it up, but I personally don't see the need. I know that dispensary one
I feel like I even affected by. I live in a very residential area. You walk to my corner, turn right, there's a dispensary on my corner. I know they are popping up everywhere. I know it's legal, but it's it's something that is affecting and these kids are like my daughter goes to me, "Oh, what is that?"
And I go, "Uh, an adult beverage type place. You can't go in there." Cuz I'm like, I don't want to explain it to her at 8 years old. >> But she might find and tell you otherwise. >> Exactly. So, like that I could see cuz it is a a huge issue right now with it being legal that it's popping up left and right. There's another place opening
every day. So, I will gladly work on that. Um, there's some spelling errors in this already that I'm looking at. So, I'm going to do our own version. Um, and I will scan all three in and share it with everyone so you guys can take a look at all of them. Okay? >> I'll do that first thing in the morning.
But if anyone has any other topics that they feel strongly about, they want to make resolutions about, please feel free to bring them in. We discuss them, that we agree, we bring it onto the agenda for the next meeting. With that being said, can someone make a motion so I can get home to my babysitter? David. Second. Shirley. Got it.
>> 9:45. >> Thank you guys. >> Thank you. Sorry, my babysitter is doing me a huge favor since my parents couldn't come. Understandable. >> I apologize.