Shirley was supposed to be on Zoom. I don't know if she's on yet. >> I'm in I'm in the Zoom. I'm in the Zoom. Sorry, guys. Can you guys hear me? >> Yep. You're good. >> Okay, got it. >> It's okay. It's okay. >> Hi. Out here.
>> Good morning. >> Yes. Oh, >> here. >> I think you're >> over there. >> Stephen, >> I'm here on Zoom. >> Yes. >> Natasha >> here.
>> And Benjamin >> Okay. So, 2. I need one more, don't I? >> Okay. So, we're going to hold off on
>> Oh, never mind. I can now >> perfect. >> We're going to go to the resolution first. >> So, Angela, >> your resolution. We're going to have you read it and then we're going to see if it has any questions and then we will vote right now.
>> Yeah. Oh, you're up first. More glasses. Okay. Resolution to ensure fair and reliable transit access for all university students. Sponsored by myself and sponsored by Steven
Kendall and Stephanie Colada. Approved and adopted at the April 15, 2026 calendar meeting, business meeting. Whereas certain students, including those living within a half mile of their
school, students receiving yellow bus service, and students with disabilities utilizing alternative DOE transportation are currently not eligible for a student omni card. And whereas many students participate in
after school activities, extracurricular curricular um programs, sorry, family responsibilities and employment that may require the use of public transportation even when they live close to their school or receive other bus service. And
whereas not all families are able to equally afford public transportation and some students manage multiple commitments and complex commutes that require frequent or maximum use of available rides and whereas access to
public transportation subjects I'm sorry supports students in developing navigational independence and expand access to educational cultural and personal growth opportunity. communities throughout New York City. And whereas
chancellor's regulation A1 was last updated in 2000 and may no longer fully reflect the transportation needs of students today. And whereas student omni cards can be sw I'm sorry may be flagged for potential misuse by
the MTA based on guidelines that are not publicly available after NYCPS is notified and schools are directed to deactivate the cards. And whereas students with complex living
circumstances may be disproportionately impacted by car deactivations resulting in disruptions to their access to public transportation. And whereas there appears to be limited publicly
available information outlining NY CPS procedures for addressing flags student omniards and for ensuring students are appropriately informed. And whereas student omniards may be susceptible to damage and limited availability at
schools can contribute to delays in replacement. And whereas students without access to a functioning student omni card may face increased transportation barriers which can elevate their vulnerability to
enforcement actions and other risks. And whereas the community educational sorry education council CEC for district 25 seeks to promote equitable reliable and developmentally appropriate
transportation access for all public students public school students. Therefore, it be resolved that NYCPS in collaboration with the MTA be encouraged to provide student omni arts to all public student
to all public school students regardless of the distance they live from their schools or their eligibility for alternative transportation. and be it further resolved that CEC 25 urges consideration of amendments to
chancellor's regulation A-1 to ensure all students have equal access to public transportation reflecting the transportation needs of students today and be further resolved that CEC25 recommends the expansion of student only
cards to provide unlimited rides year round to act excuse me to active public school students and be further resolved that CEC25 recommends the establishment of clear procedures regarding deactivation of student omniard flagged
for misuse to ensure affected students are properly informed and provided with a replacement when appropriate and we further resolve that CC25 encourages future students on the cards to be produced.
using the same durable plastic as standard omniards to to to promote greater reliability and reduce the the need for replacement. And be it further resolved that CEC25 urges consideration of improvements to
the fulfillment system for student omniards to help ensure student schools do not experience delays in receiving new cards. and be it further resolved that a copy of this resolution be transmitted to the chancellor for consideration.
>> Okay. Does anybody have any questions, comments, concerns from the council? Anybody else have any questions? >> I didn't sign up, but >> you're you could if you have a question, you could ask. >> No, I I just want to say I support this.
I'm dealing with um parents having or parents and students having omniard issues at school. Uh some schools are better at getting uh replacements done. There are some schools that are pretty good, but then my school we've had weeks
of not receiving replacements. You know, parents, we don't want kids to start evading theirs. So, they're paying out of pocket um until they receive the replacement card and um you know, it's not acceptable. I mean, you know, uh I'm
dealing with high school parents. These are whether you're in elementary, middle school, or high school. Certainly for our high school, kids are commuting all around the city. So, we need to get a lot better about this. >> Thank you. >> Thank you. >> Anybody else? Anybody on Zoom?
Okay, we will go to a roll call vote. >> Yes. >> Yes. >> Angela, >> yes. >> Amy, >> yes. >> Yes. >> Stephanie,
>> yes. Ray, >> yes. >> Shauna, >> yes. >> Yes. >> Yes. >> Motion passes for this resolution. So, we will get that submitted. So, thank
you Angela and team. No. So, next we are going to call on Arlene Leberte from the Queens Public Library. >> I'm thankful for a presentation. >> No worries.
>> We appreciate you coming. >> I appreciate the invite. >> I know that Stephen set you up with coming for us. I know. Sorry about that. >> He's not allowed to have strep. >> Don't tell my mom. >> A I'm I'm his mom's friend.
>> A >> Okay. Curious as to get around. >> I'm not. >> No matter where you are, it's going to >> it's going to follow you. >> Okay. >> How will I be able to change the slides? >> Okay. Dr. Mike, can I send you her presentation and you can share screen?
>> Of course. >> Okay. I'm so sorry. So, no apologies. >> So, I'll start while you pull up everything. >> Yeah, sure. >> Um, I have my notes. >> Uh, thank you so much for allowing me to come and speak with you. Um,
I'm here to talk about something that impacts all of your students and all of the students not only in district 25, but in New York City, and that is the access to certified school librarians in every school. Um, I'm Arlene Lebertie. I
um I want to say I don't have like a dog in the fight. Um I am a very sort of very recently retired New York City retired educator. I spent 35 years in the New York City public
schools. Half of my career was in an elementary school as a teacher and the other half of my career was as a high school librarian. And two district 25 schools was the majority of my career. I spent um five years in John Bound High School and the remaining 10 years of my
career was at Townsen Harris High School as their librarian. Um in district 25 there are only seven school librarians in your schools which is a travesty. Um,
across New York City, there are over 1,600 public schools. And in those, 1600 public schools, only 273 have school librarian. So, it's not just a district 25 problem. It's a citywide problem.
That's 15% of our schools have a librarian. Uh, New York State law requires that every secondary school have a certified school librarian on staff. Um, New York City has applied for
waiverss from the state, which they've received. So, they've been able to get around that law. Elementary schools are not required to have a librarian. They're required to have a library space, but no certified school librarian. and I will be 100%
transparent with you. Um, that's just having a book room, right? Without a certified school librarian in your schools, you are just have a room with books and maybe you have somebody circulating books. Um, district 25, the issue, as I
said, is urgent and it's you serve approximately 35,000 students, seven librarians for 35 students. That's seven. It's not even seven schools because one of the high schools has two librarians um staff. John Brown has two librarians on staff. So, it's really six
schools with librarians. It is a huge loss of of teaching. One of the most important things I want for you to understand is that New York City school librarians, New York State school librarians are certified teachers. We
are teachers like your math teacher, like your science teacher, like your French teacher. School librarians enter schools under a professional certification with a master's degree. Don't worry about it. I'm just going to talk with a master's
degree already under their belt. Right? So people unfortunately have the stigma the stigma stereotype of librarians are the I and I didn't put my hair in a bun even though it's really hot because that's
our stereotype or hair and bun glasses wearing shushing. Now I was a librarian for 20 years. I shushed plenty of kids plenty of adults too. But that is not our job. Our job is to teach our children, our patrons, our parents, our
teachers about information, about information literacy, about media literacy, about digital safety. Um, and it really should start in kindergarten, right? Librarians, we're all about people think we're all about
story time and books. And don't get me wrong, reading is fundamental. It is priority number one. But our children as young as three, four, and five can learn basic research, answering questions with facts, finding information and looking
at information and determining whether or not that information is safe, is um factual. If somebody's trying to sell them something, our kids are smart enough to learn those skills, right? We are not as librarians, we are not
support staff. We're educators there to help everyone in our buildings to support the curriculum to make our children independent readers, right? We support the whole child. Um the school library when you go into school
libraries and I if you can ever visit Town Harris library um it is a safe place welcoming to all students where students have access to diverse books where people in the community with kids and characters that look like them with
the same problems that they face. We learn empathy first from reading and we learn about other people from reading and librarians can help build those relationships with children and books. Right. Um
I I did my nose dry. Sorry. Um now a lot of times you'll get push back from principles and superintendent that students can visit their public library and I am not saying no. Students can absolutely visit their public
library, but we're talking about an equity and access issue, right? Public libraries in some communities far from where students live and they now require an adult to take them, especially in elementary school, right? They have hours that parents are working and
cannot necessarily take them to the library. Having a library that's staffed with a school librarian allows instant access to books, information, technology, and instruction. Right. Public librarians serve the entire
community while school librarians serve the school and are able to build relationships with their children and understand what their needs are. I can tell you dozens of stories of working with students and helping them find the
right book, find the information that they need for a project, talk to them about things that are going on and giving them resources that help them get through the things that they need. Right? As school librarians of teachers of inquiry, information, media, and
digital literacies. Um, now as a school librarian, it's like I feel like people think, well, you're a librarian, so this is your passion project. You don't quite understand that schools have budget issues and things of
that nature. And I am 100% hurrah libraries. I'm all about the libraries. But it's not just my philosophy. There is decades of research behind the fact that schools that have strong library programs that are backed by a certified
school librarian have better test scores, have students that are better um students in reading and math that are build independent reading. As a high school librarian, I spent a lot of my career teaching students things they
should have learned in middle and elementary school. um things like plagiarism. And as an elementary school teacher in the beginning of my career, I say this humbly. Elementary school teachers, we teach our children how to plagiarize starting in first and second
grade. And not intentionally. We ask them to find the answer. They find the answer from a book. They copy the answer from the book. And we say, "Wonderful, 100% you got the answer correct." But copying straight from the book is
plagiarism. If we can teach a child to say, "I got the answer from page 22." That's the beginning of a citation. And they can learn that in second and third grade, just like they can learn to find the answer in a book. School librarians
can help students with that. Um, I supplied you with a couple of research articles that support school libraries and the importance of school libraries for your children. And it's so important um that we understand
how much school libraries and certified school librarians offer because without a certified school librarian, you only have a room with books. New York City Department of Education has an entire office um around school libraries called
school library services. Um Melissa Jacobs is the director of that office and she is able to help schools find certified school librarians that fit their community um and help support the schools in running and finding great
school library programs. School libraries offer social and emotional health, mental health activities. Um, school libraries are safe places for students when the stress of school and stress of home life just gets to be a
little bit too much. It's a place for them where they can breathe and just enjoy, right? We can talk about classroom libraries. Classroom ride, if you're lucky and you have a teacher who has the funds, can be up to 100 to 200
books that are curated for their classroom and usually is very leveled. A school library is not leveled. That means if your eighth grader wants to read a book like Diary of a Wimpy Kid,
they can. I am a graduate student twice over and every once in a while I want to reread Little House on the Prairie. That doesn't mean that I can't read something more sophisticated. Little House on the Prairie just brings me back to my youth.
Having a school library lets students build independent reading with the things that they want to read and that they're interested in. I hope that you will fight for school libraries and certified
school librarians in your children's schools because they deserve it. Because school libraries will help prepare them for research and digital safety and digital literacy from today until they are adults. Thank you
so much for your time. Thank you. If you have any questions, I am more than willing to answer. I was a little nervous. >> Yes. >> Um, thank you for your talk. Um, a couple of questions. I'm just curious what the reason is that New York City gets this waiver from the law.
>> I I I will be frank. I don't know how or why they get this waiver. I do know I've spoken to many admin in my crusade for getting school librarians. A lot of times the problems around school librarians is that people don't
know what we do, right? They think school librarians circulate books and we do but that on a role on a on a list of 10 items that's number 10 that what I do. I can get a parent volunteer to
circulate books. I can get student volunteers to circulate books. That checking in and checking out in the public library it's not even the librarian doing it. It's a clerk, right? We are about curating collections for our children. We are about teaching.
That is our primary role. Teachers. So, a lot of times because admin doesn't really know what we do, they're in I can get someone from the PTA to do this and we it'll be fine and it's it's not. Um, Stephen may have mentioned to you
when you actually passed a resolution last month that you had unanimously for a library. Um, but I guess my question is how else would you suggest that parents do fight for this? >> And so after parents need to be very vocal about it,
right? They need to go to leadership team meetings in their school. They need to have meetings meetings with about work in the office. didn't really do anything real difficult. >> The telephone meeting definitely
>> can you mute yourself please? Thanks. >> I thought I was going >> all crazy here. um to be very vocal about what what they want and what they need and to have people come in and speak about
the what librarians do um about what they can offer the school and the students. A lot of times like I I was a classroom teacher and reading and I was a classroom teacher a
million years ago. it feels like and your classroom time is so structured and so regimented about math, reading, science, social studies. So to promote other literacies, media literacy which is going to be mandated by New York
State, digital literacy, information literacy in the classroom can be overwhelming overwhelming for a classroom teacher. So to talk to the admin about how school librarians can take on these teaching roles because we
are teachers and this is what we do. Aside from making sure children get to read for pleasure, right? One of the things as an educator and as a school librarian I have personally witnessed is school and classes and classwork and
homework and reading assignments kill the love of reading in our kids. Right? They don't want to read anymore because we got to take a test and we have to answer 57 questions. And the canon literature hasn't quite changed since I
was a student. Right? There is so much robust children's literature, young adult literature for our students that we can connect them with that when they read it. And I can tell you when I worked in the in school, I had a
student, African-American girl, and she borrowed a book and she loved it. I wish I could remember the name of the book, but I'm I'm like blanking right now. And on the book was a cover of an African-American girl that looked just like her. And she came over to me and she goes, "Mrs.
If we had more books like this, I would read all the time." And I was like, "Guess what? We're in the library. We have more books. And here's one, and here's one, and here's one, and here's one." Whereas the library can support all of our students, all of our
diversity, all of their needs. >> Other questions? Not sure if this is really something that you can answer, but I could try. So, fundamentally on a student's like day-to-day life basis,
is there a discrepancy or a large difference between students who have access to a library and students who don't? Like, are they scheduled for library visits so that they can interact with a librarian or is it just kind of like a resource that's available to them? So um in elementary and middle
school, so in elementary in elementary school usually the library is treated as a cluster position. So like a special teacher where classes are scheduled to go to the library, receive instruction,
borrow books. Usually it's on a weekly or bi-weekly basis. Um, my personal opinion, if that's what you can do for your school and that's how you get a school librarian into the into the building,
wonderful. Because I do understand you're paying a teacher line for a librarian. Ideally, the library is a place of collaborative learning. So, this librarian is not scheduled for classes, but you teach math, you teach
science, you teach English. you and I work together on a research problem for your math students, whether it's figuring out how the Pythagorean theorem, which I know nothing about, but figuring out how we utilize that in everyday life and we can work together as a team to teach our students how to
research this math concept. Right? Same thing goes for English, same thing goes for foreign language. I have collaborated with teachers across the board and then the library can be open when we're when I'm not collaborating with teachers for students to come in
during lunch periods um sometimes after school to borrow books for for for fun programming which is fun programming but educational fun team building kinds of activities as well. But if you can only
say we can only do this as a cluster position. So teachers can have prep grades, librarians can do lots of research, lots of digital literacy, lots of media literacy. In that regard also I think practically speaking I'm trying to figure out like how can we sell this
idea to more schools and what we as a c CC can do other than passing this resolution and then you know there isn't any activism there other than passing resolution. Um, is this something that we would discuss separately to
prioritize or >> we can I know we did submit the resolution that we voted on last month. Um, we can discuss that further. >> So much of this lives with and conversations from your standpoint certainly from the CEC during uh district leadership team meetings and
then conversation at school leadership team meetings because that's where a lot of this is going to live. So part of the conversation I'm going to have with you guys tonight around budget in terms of district 25 uh is where this conversation lives and whether or not a budget can sustain um a school librarian
within it and the deciding bodies that that engage in that conversation are our parents from within our school leadership teams, our building leaders and what they can do in terms of organizing a program that supports the addition of a librarian to a school. Now
remember, schools already have a a staff that is organized based on the funds that they have. Often times adding an additional one that's not already programmed, meaning program that every class has been supported with a cluster
position. Um, where programs are filled, including a librarian. A librarian can't just have open periods inside of their program. Much like any other teacher in a school, they have to have a full program like anyone else. Um so whether that's through the lens of sign up where
people where teachers will organize in terms of research which is when I was a principal I had a librarian at the middle school level and they would organize themselves in terms of where we have x project that needs to be done let's bring our kids in here let's bring them through the lessons around how to research and so on. So, but a lot of
that's predicated on school budgets and whether or not they can afford adding additional coverage to their school. If there happens to be a scenario where we have staff that have now moved on, either they retired, left the building, and now you have open positions, it can
become a conversation around, well, what's that new cluster that we're going to create? Are we going to have the science cluster? Are we going to have the tech cluster? Are we going to have a librarian as part of a cluster? Those are all conversations that we have at the school level. Unfortunately, there's not always a space, and I have a bunch
of schools that pop into my head right now that if you said to them, "We'd love for you to add on a school librarian," they will say to you, "Great. Buy me another $100,000 inside of my budget, and I'll be happy to do that." Right? And those are the types of things that it kind of how do we make sure that you
can organize for it inside of a school? And budget often is the big reason. I don't think it's because folks don't have an interest or that they don't value the importance of having a librarian and you know I I had one in my school and there's a reason uh because I valued it as a principal uh and
certainly would value it in this but it's it's just whether or not schools can support that in their own buildings uh with the budget that they have. Now if there is an advocacy within the context of the resolution that they offer additional funds for schools to do that that's a different story. That's
often what winds up creating the space of can we or can't we um inside of our focus. >> Do you work with the with the New York City public libraries? Yeah, I actually when I uh after I retired, I got a job
as a Queens library outreach librarian to work with the school libraries um with the program um called my library NYC, which is a partnership between school librarians and the public library to get more resources into the schools
who are a part of the my library NYC program. So being a part of the NY um my library NYC program brings um uh class collections of books into the school for research purposes for book clubs uh brings author visits into the
schools um workshops where we as um outreach librarians give workshops to parents to teachers to um families and we also as queens library schools we get library cards for all the students that are a part of the Yeah. Can you like um
can I find more information on that online or >> Yes, it would that would be my library NYC. >> Yeah. >> Um in my child's school unfortunately to like space they have to get rid of the library. >> I know it hurt. So I was thinking maybe
like working with alongside public library to get the mobile absolutely something. >> Thank you so much. >> You're welcome. My pleasure. >> Did anybody else have anything? I think we had one hand raised originally in the chat. >> I have a question.
>> So for the uh do you think you know AI >> AI is that's a great question. Um because a >> as one of my jokes about AI is like we we don't learn from from media and the
Terminator. It's like I don't understand. But AI, like Wikipedia 20 years ago and educators and educators were very much against Wikipedia when it first came out. It's here and it's going to stay. >> AI as a librarian, one of our roles is
to teach people how to use AI responsibly, right? Because there is a responsible way to use AI. Um, kids are going to use AI >> going down the AI path. We've already seen it in the high school that submitting papers that have been AI
generated. Um it's important and respons responsibility as educators to explain to students the dangers of using AI boldly about how a AI makes up facts and makes up research to help support your
projects. Um, like any kind of technology, teaching children that the technology is only as good as the user sitting behind the screen. Um, I can have a $10,000 computer if I don't know how to use it as a $10,000 point. Um,
but part of the instruction right now for future school librarians, cuz I I teach at Queens College, the school library program, is to teach librarians about AI, its impact, its environmental impact on using it responsibly and how
to how to mitigate it. >> Okay, we do have one hand raised. Uh C5, you had >> CS >> or CS, you had a question. You can come off mute. >> Hi Eden. >> Hi guys. Um I came on the right night. I
love librarians. I had no idea she was going to be speaking tonight. I love paper books. I love um I and I just wanted to just offer a little word of support because I I did I did actually come tonight to
speak on um a digital issue, but that's not what I want to I want to say right now. I want to respond um just to this um to to the library issue that we have a beautiful library at our elementary
school. Eden, I would love to see a librarian back in our library. Um, I just I think that we are leaning too hard on um digital schooling tools
and getting some more paper and pencils back into the classroom. I think that gives a much richer experience to the kids um and a and a and and a deeper connection overall. And when you have
someone like a librarian that can provide a wider range of resources to the kids, um I just I think that's a great resource to have in a school, somebody that could really connect them
um to all of those books. So, if there's an opportunity to speak later on my other issue, I'd love to do that. But, but I just wanted to say I I'm I'm I'm in full support of reopening our libraries. >> Thanks, Catherine. Catherine's one of our prior council members. So,
>> always want a library supporter. Um, libraries are about learning and they're about learning globally, right? I want to leave you with just this. I want you to think about your social media accounts and the adults that you follow
and follow you on your social media accounts and how many times a friend, someone you respect, someone you think is educated and well informed has shared something that you know is incorrect, right? Not malice, not under harm, just
because it was a clickbait kind of headline and they're like, I need to share this. and how many times you sat there and said, "Did you read the article? Do you know what's going on?" Like, one of our roles is to teach our students how to
be responsible commu uh community members to make sure that when they're sharing information, they're sharing factual information, right? they're sharing information that has been vetted, that they're reading information that has been vetted to make
sure that they have quality as opposed to confirmation. So, thank you again for letting me speak if no one has any other questions. >> Thank you. >> And I left my email on the slides and if you have any other questions, if you want any other suggestions, I'm more
than happy to um to help out in any way because this is, you know, my children have graduated. I am retired, but this is still so very important to me. Thank you. >> Thank you. >> Okay, so now we're going to turn it over
to Dr. Mike for his fair student funding presentation and then his superintendent report. >> Care which order I do? >> Whichever order you want. Go for Um, and let me just say what what I mentioned to Eden is that this is something that we can bring up um during our district leadership team meeting uh next month
just as an opportunity to kind of raise it across uh across schools and you know share the perspective of the CEC but uh also the the resolution that has been passed and you know when opportunities present themselves certainly at schools
and budget is available um perhaps it becomes more of a conversation than what already exists. to create more of this opportunity and space inside of our building so we can bring that up during our next uh district leadership team meeting. Uh Eden can share that from the perspective
of the CDC uh and we can engage in a conversation about it um in that space. Does that make sense? >> Yeah. >> It sounds like it's really more at a school level. So the only the only thing is from the district leadership team perspective, we can then share that out more widely to all of our schools to
think about um you know as part of um you know from us to them as a district leadership team. Here are some of the things that we've been discussing uh important added to it added as an agenda item to your work moving forward. um and if possible and some schools it won't be possible uh just based on financially
they won't be able to do it but other schools that might not have one currently given the current budget might be able to do so um moving forward maybe it's just not part of their uh their entry point and school community has to decide that you know uh in terms of whether or not that's what they want
right now right um all right guys well good to see you as always let me close out of that presentation and you do not need to my email. Um,
but we'll go through my presentation today. We'll get to the to the budget in just a moment. Uh, but we're going to go through, as always, celebrations, updates, reminders. I'm going to engage in an AI conversation with all of you as you I'm hoping that you've seen. uh the
central team has shared uh a framework of sorts to begin the conversation around AI and what that means inside of our schools and I'm going to go through just a couple of parts that are in the guidance that was shared in the event that you haven't had an opportunity to do it. We're going to spend a little bit
of time going over the bigger points um tonight and then I'm going to share the link with you that I'm hoping everyone takes advantage of and share some of those kind of questions that might still be burning for you. things that you don't particularly feel like the guidance currently says so that you can
add some of that feedback in so that when when they start coming together on a final piece um it includes the things that you have to say. What I what I always say about feedback in time in terms of surveys oftent times we hear survey like oh do I really have to fill that out but then when you see the final
product is you say to yourself well why didn't that include that and it's often because the folks that probably should have added some of their feedback didn't take an opportunity to do it. So I encourage you to utilize that form add some of your perspective inside of that feedback so that the central team can
also take into account when they're making those final decisions. Um, and then I will uh talk about a little space of reflecting on some city-wide priorities. Um, and then I'll do the budget presentation. Uh, we did have soapbox speeches that were going to come tonight, but I did ask them to postpone
that until May just because I knew how to do the budget uh the budget piece, the AI piece, and my part as well. So, um, they will be coming and I'm going to share a little bit about that in my updates in just a moment. So, off we go. So, connection before
content. you know that I'm always going to add this one into this space. So, uh, a little bit of a this or that home-cooked meal or fancy restaurant. If you had an opportunity to choose for yourself, are you a home-cooked meal person or you're like, you know what way, get me out. I want to go for a
steak dinner tonight. Which one is it uh that you linger over for yourself? Home-cooked meal, fancy restaurant. Which one would that be? Find a little elbow partner, quick little chat around which one you would choose for yourself. Uh and our audience please quick choice
for yourselves too. >> I like both. >> When do I have time for that? That is so funny. >> It's called Door Dash. >> So if it was the person that you were hoping was doing the cooking, what would >> That's why I said my mom's
cooking. >> So we can come back together. This was just intended to be a little bit of fun as as always and do a little bit of that connection. Anyone want to quickly share? I heard a couple of very interesting things that I've heard a number of times already, but anyone that would like to share out? Kent, we look like you got something. Yeah, I I won't
I would prefer a fancy restaurant when I have would like to have a conversation with my kids. >> Oh, I love that. >> So can sit down, man. They will enjoy. They listen to you. >> I love that. Love that. >> I like that idea. >> I love that. Anyone else?
>> Bribery. >> Ben, >> I fancy restaurant because I don't like I don't like washing the dishes, you know. >> That is a that is a good reason. Not having to do dishes I think is a perk of not of being able to go out. Anyone else?
>> Yeah. If my host if my husband is cooking always homecooked meal. Yeah. >> Is there a specific home-cooked meal that we wait for? >> I try like typical Colombian food. >> Mhm.
>> Yeah. >> Love it. Anyone in the audience? Homecooked meal. Fancy restaurant. >> Fancy restaurant. 50. >> See, for for me, if it's if it's mom making uh the the macaroni and meatballs, I'm always in for the
macaroni and meatball that mom mom will put on the table. Otherwise, I I I said this during the DLT, one of my one of my favorite restaurants. If I don't know if if any of you have experienced it before, but it's Black Blackstone Steakhouse out on Long Island. >> Um really, really really good good
steak. I do enjoy that. Shirley's saying homecooked meal as well. >> Okay, thank you guys for indulging in that. So, couple of celebrations. I'm not sure if you've had an opportunity to meet her yet, but we do welcome Jessica Viegas to our district 25 family. Uh she
is going to be serving as our family support coordinator. Welcome, Jessica. We're so excited that you are here and joining our team. Um it took uh quite a while for uh for us to add another uh to add a family support coordinator to our team. Uh, so we do welcome Jessica.
We're really excited that she is with us. And, uh, I've said this a couple times before, but I'll say it again. Huge shout out to Jenny for all the work she did on her own for the past year plus. So, a big shout out to Jenny. >> Um, civics week uh was in March, but
it's something that is uh related to it. We we were fortunate that we had two students uh that were invited at to um Oh my goodness. Melinda, if you're on there, just tell me what museum. I can't now. It's now escaped my memory. But two students were invited. There were only
of 50 children across all of New York City to this portion of um of the MIT Mid Mita challenge uh which is around uh sharing their soap box speeches um across the city. And we had one young
lady as me from PS 209 that has now made it to mainstage which is the top seven students in all of New York City. uh that come from district 25. Her topic was on um insufficient lunch recess time. She came with with props and
prepared on stage and did a fantastic job. We inviting her to the May um c the May CC meeting. And we also had um um Ethan from um CPC 379 who did his week
on immigration uh and also did a fantastic job. So big shout out to them. We included just a little link here. I'm not going to play it for you, but Melinda from our team Metropolitan Museum of Art. Thank you Melinda. I don't know how that I missed that. Um Melinda did a fantastic job of recapping
every day during civics week and what our schools were doing. So, if you have an opportunity, I encourage you to to go into the playlist and see a little bit of Melinda's message around uh civics for all because it was really really great work and you know, we're getting better and better at this every year and
I'm looking forward to our civic share fair that we have in May and certainly invite all of you guys to be part of it. We have soapbox speeches from our schools that are presented as well as some of the take action projects that uh are taking place across our schools.
Liam, this young man is our citywide spelling be champion from PS32. Uh he is going to be competing in the national championship in um Washington DC in May. Something that you should
note about this which is unbelievable. If you take notice, he is wearing a red and white shirt that is from the Sunderland English Premier Soccer Club. They happen to notice that Liam was wearing said jersey
during said championship. He is now Insta famous. They have reached out to Liam. They've congratulated Liam. They made it a They made a new jersey for Liam with his name on it. They invited him to come onto the soccer pitch when they come and visit
New York City later on this summer. He's also been contacted by NYCFC, will be joining them for their soccer club. He's been interviewed by NBC. He this young man has become a uh a a truly uh world
well world known figure and we're really going to be cheering him on when it comes to the championship in May and hopefully he does so well that he'll be on ESPN because that's who does wind up broadcasting the uh the national spelling be in Washington DC. So, we're
wishing Liam uh really well and perhaps we can come up with something really really creative to uh to cheer him on uh in May. So, big shout out to him and all of the his success thus far. Uh we also had uh our district math
family night at JHS 189. Big shout out to our team, Liz and Beth from uh from our our district team as well as Dr. Bradley. We had well over a hundred families and kids that were present uh at 189 engaging in a variety of different math activities and games uh
associated with promoting math thinking. Um really amazing work. We're really looking to push this across all of our schools so that we connect with our families in uh as many ways as we possibly can. And what's so great about these events is when I go to our schools
and I am there to participate, I'm seeing families that I recognize on a regular basis. It's like, "Oh my goodness, how are you?" Um, and what's even cooler is that the kids get excited about it. They love to see the fact that, you know, Dr. Danton is present
and guess what? I saw you at the last last event. It's just really cool and cool for me, but also amazing for our community that we're taking advantage of these opportunities that we're providing. District 25 cheer expo. Um, this was
fantastic. Big shout out to Diana from our team. We had about 30 schools that were um that were present during this event at Towns in Harris. Um, I'm going to show you just a very very brief clip. Let me stop share and reshare just so
that I have some of the audio. and D E. Stop my What made me so excited about about this event was that every team that came up to cheer were cheered on by every other school in the district. When you talk about promoting community and
connecting with one another, this type of event did that. They some of these children have never seen any of these kids ever before, but they cheered for them as though they were their best friends. >> And that to me is what this entire thing is about. It's about promoting the space
of community. And the other thing that struck me about this, at the end of uh the the um the event, one of the young ladies from one of the teams came up to me and she said, "Dr. Danton, I want to let you know I'm coming to this school.
I'm coming to this school." Not because she's applied already because she's not of age to be able to make that that application, but she just by the experience of being in a high school, seeing how how enormous this is comparatively speaking to her elementary school, she wanted me to know that based
on today's event, I'm coming to this school, you know, and I think that's also a big part of what this the these athletics do for our kids. It promotes team. It promotes camaraderie. It promotes connectedness, but it also allows them to see things outside of their own school and what the
possibilities could be. So, I wanted to make sure that I share that with you. >> Dr. Mike, before you leave YouTube, can you just hit that subscribe button for me? >> And wait, wait, and can you hit the thumbs up like button, please? >> Like and subscribe.
>> What you'll also see here is that there were over 5,000 views of this >> Wow. of this event from our families. So, one of our one of our um one of our schools has someone who's really amazing with with uh with with
tech and he had live streaming >> all over the build all over the auditorium uh gymnasium so that you saw different views. You notice that it came from the floor to the to the top of the gym to the side so they can give perspectives for all of our parents um that were watching from home but also
those that were were watching there. I'm sorry, Stephanie. You had a question. >> Oh, I was going to ask you where the location was, but they >> This is at Towns and Harris. >> Oh, that's amazing. >> Towns and Harris. And the kids had a lot of fun. >> Well, the kids had an amazing amazing time. It was so interesting because so
the children from Towns and Harris were making their way into the gym so they can participate in it as well uh during whatever periods that they had, whether it was their lunch or what have you. Uh and they were just as excited as our students. So, it was really, really a great event. Big shout out to Diana for
all of the work that she's doing there. We are also uh fortunate we had two different events that have that have taken place. And you'll notice on the in the left hand side is the first in math tournament. District 25 had the regional
winner in every grade level. >> And this is across all of New York City. Uh what's that? >> I said that's right. >> That's that is right. across every grade level. We had a regional w uh winner. Uh each of our schools will now have an
opportunity to go to Albany to compete in the the next layer of this competition, which we are really really excited about and wishing all of our schools uh schools well as they move on. We also had our first ever middle school
game 24 um competition. We have winners from 219 185 um uh 294 um at the most recent competition that was held at um 499. So big big thanks to
Principal Mahajan for for offering up um that opportunity for us in her gymnasium. What I will say about the game 24 uh event, I think I'm going to bring you guys the card so you can see what it is like yourselves. It is a something that can go right onto an app. And I know there was this idea of, you
know, tech and the things that it can do that that might not be so impactful, but the game 24 on on devices, it allows our kids to really think through mathematics in different ways, the addition, subtraction, multiplication, division, and how do they think flexibly around
numbers to come up to the number 24. And if you watch kids look at the card that gets placed in front of them, they look at it and they just are able to start calculating uh you know using those order of operations to make 24 in
what is a blink of an eye in some cases. Uh so really really cool stuff. Big shout out to Beth and Liz from our team for organizing. We also had an Eza Jack Keats uh book award winner uh from JHS 194. So, big
shout out to Lzetti Grace uh from uh from 194 and her supervising teacher Julie uh Centinello uh for this amazing accomplishment. So, the a winning book called Stray was uh was the award winner for for this school. So, big shout out
to her for that. >> Yep. Um so also district district 25 welcomed our chancellor. Um earlier on uh this month um big thanks to Chancellor Samuels for for coming. We
had several of our of our parent leaders there. Uh Eden was present. We had our uh co-presidents of president's council were present. Uh we were treated by a couple of performances by our kids from cheerleaders greeting us at the doorway uh to a small little portion of Finding
Nemo uh where they presented for our chancellor and then the chorus which was made up of I want to say about 40 to 50 kids uh also greeted him in the gymnasium where students asked a series of questions uh to our chancellor which
I thought were very very thoughtful as well as from our parents. So, a big shout out to our chancellor for taking the time to visit our school, listen to our kids as well as our parents, uh, to support next steps across New York City. This is something that I'm really proud
of. Uh, I'm not going to go into it in great great depth, but we were part of a research study by the Center for Public Research in Columbia University. um they did outreach to district 25 to really get an idea of how we went about uh the
roll out of um of our new reading curriculum, the things that we put in place to make it as successful as we possibly could. So, inside of this publication, you're going to see quotes from myself, you're going to see quotes from uh our building leaders, uh
particularly uh PS79. you'll see uh teachers from PS79, teachers from PS32 uh quoted inside of this document as well as members of our district team. Uh and basically what you see there, one voice uh one vision, many voices. The
the intention of that is how we promote collaboration uh amongst each of our constituents to really build a shared understanding of where we want to go collectively. Uh and if you have an opportunity, you'll see our publication there and the things that we've accomplished as a district. Really proud of this publication and that we were
able to be part of it as a district community. Uh summarizing, just a reminder that uh those that have applied um offers will be uh made available by the end of April. Um those that have applied and do receive that offer letter, we do uh
there is an expectation that you accept or decline. Uh, and I just will say continuously that if you receive an offer and you accept, please make sure that you use that uh that seat and don't say that you're coming and then don't show up cuz then you take an opportunity
away from someone else in the district. So, um I do ask that if you're if you're planning to come that you do take advantage of it, but really take advantage of it and attend. Um upcoming events, um we have the next in our Oh, I said recent in there.
should just be upcoming events. Uh our next uh in our workshop series for parents around SEAL is around developing friendships um with my child mind institute. So if you are interested and this is something that is on your mind.
I know as a parent of of two high schoolers uh as they've gone through their academic career it's always something that is on the mind making sure that our kids feel good and comfortable and they have someone that they can connect with. Um, you know, so I know it weighs on the mind of parents
cuz it did for myself. Uh, so if you this is an area that you feel will be helpful for you, uh, I do encourage you. The the the sessions that we've had thus far have been fantastic. Um, so I encourage you to to join. Uh, and our last of our math workshop series for our
families uh, will be on fractions, proportions, and ratios uh, across K to8. And what that means that will be supported by Beth and Liz from our team. And what I will tell you is the areas that our kids tend to stumble in most um at the late
elementary and early middle school grade levels is in fact in this space. Parts of whole is a difficult concept. It's very very abstract. It is not something that I can just see and understand for every kid. So having an understanding of
what this means over the course of time is really valuable. So, uh, I encourage you guys to be part of it, um, so that you can get a little bit more information around what that math looks like over the course of time. Our second annual wellness day, we're going to be sending out flyers either
tomorrow or on Friday. The flyer is all set. Uh, the date is on Saturday, May 2nd from 10 to 12:30. It will be at Common Point Bay Terrace as well as uh, 169 and Bell Academy. They will be opening up their doors as well. so that
we have opportunities across both the school and common point uh to host a series of um of events. There'll be local programming. We'll have services there from school food and nutrition. I know Diana is on and Diana, if you want to just, you know, flood the the chat
with some of the the fun things that will be taking place, feel free to do so. But this I I really am looking forward to um to this event and I'm hoping to see all of you guys there um to support it. That would be fantastic. Uh for those that celebrated Easter
Passover just recently, wishing all of you um hoping that you all were had time well spent with your families were able to celebrate um with each other and enjoy some of that time. I know I was able to do so. My daughter had a tournament uh volleyball tournament in
Boston um and because unfortunately they did not do well on day three, we were able to race home and at least be part celebrate a little bit of Easter with our family. Um, so while I hated to see her lose, it was a blessing in disguise cuz we got to at least enjoy some of the
the day with our family because of it. Um, this is also uh April is ArabAmerican Heritage Month. Uh, so a big shout out to um our ArabAmerican families and for all those that have contributed to our country's past and
present AI framework. Okay. So, this is a >> Is there any word on the uh middle school acceptance at some parent asked me about the application process >> when middle school application >> today?
>> Oh, are the offers? >> Yes. >> Yeah, they're they're out. They went out around uh around 4 or 5:00 today. >> Um thanks, Joe. um AI framework. This is a big uh big conversation certainly uh certainly
recently uh I know we've had it here at the CEC uh but you also should be aware if you're not already uh that um citywide there has been a framework that's been established uh to start talking about AI and its space inside of
our schools and I do think it presents an opportunity. I do know that when when things like this come around, it creates a little bit of anxiety and a little bit of fear. Um, but at I do believe it's an opportunity for us once uh and over time that we start getting really really good
at its use and application uh that it's going to be something that can be used positively to support instruction inside of our classroom uh inside of our classrooms as well as you know making our our um the work that we do more efficient. So uh but having said that
there are things that are organized inside of this framework that is in this red, yellow and green light type of system in terms of a traffic light uh mindset of sorts where things that we should not be using it for things that we need to exercise caution on and
things that you know what it makes just sense to start using using it well according to that uh to that space. So, we're going to spend a little bit of time talking about it tonight, but mostly what I'm asking you to do is reflect on and utilize that survey to add feedback within the 45day window
that uh the team has established to gather some of that feedback. So, we have until May 8th. So, you still have plenty of time, but I encourage you to really, really think. And that doesn't mean that you have to have an answer or a question today, per se, but if after today, go into that document a little bit more. Think more about it. It's not
about everyone having every answer just yet, but the things that you might have in your mind's eye might help a really important adjustment to this framework. Um, so goal of this work, protecting kids, supporting learning, empowering families
to really navigate this world of AI that is, you know, front and center. It is here. Um, I I don't foresee that changing anytime soon in terms of the technology. it's only advancing at, you know, an accelerated rate every day. Um,
so it's it's certainly about us making the the appropriate decisions to support it as a collective community. So, there was a family facing document that was released. Um, all of our schools should have sent that out to our families and the the family facing guidance is what we're going to be paying attention to
today. Uh, and there is also a survey that was shared that I'm hoping that everyone contributes to as I mentioned already. So the space of what AI is versus what it is not. Um and I think one of the the clear through lines um that that I see
in this framework is that um it should not be replacing a person should not be replacing a human being and the thinking that we have to do as adults. And um you know earlier with the with the library presentation it was about making sure
that we are being critical consumers of all of the things that we have in front of us. That is students teachers principles assistant principles parents alike is that we can't take things just
at face value because AI was able to spit it out. Right? And that to me is the the biggest part of this of this framework is that the we have to be mindful that we as the consumers of it need to be mindful of what's coming out of it. We can't just say that yes that
is what it is and then share it for the world to see. Right? That's the big part of of this and you'll see what it is not is it's not a a conscious being. It it's not there to understand meaning or exercise judgment the way that we do as human beings. It's not intended to
replace the adults that are that are here for uh for the work. It's not a teacher. It's not a counselor. Uh it's not a school leader. Um it's not intended to replace the space between families and educators and communities. That's not what it's intended to do. Um
and this is the part that is also important. It's not always accurate, right? And I think that's an important part for us uh to be able to to linger over. It is something that is very fastm moving. We know that, you know, my my
daughter um just recently shared with me, you know, one of her teams that she's on uh was a little bit down. They've been struggling a little bit and I said, "M, you should really give them some kind of a pep talk." She's a very peppery kind of kid. Um and so she did. And one of the first questions that her
peers asked her because they like the way that it sounded was, "Did you use chat GPT for that?" Right? So there is this really raised awareness even by the kids that this is what is there you know and how do we make sure that we're
making purposeful use of it. Um so it is a tool that can help with research it can help with translation. It can help with planning. Those are the things that it can do in order for any of this to work. the city has organized and there's still more to do here and you'll see that in s
in terms of what this process is but there is a process called Irma and the Irma process is intended to kind of make sure of privacy and security um reviews of programs that are accessible to our
schools. So any software program that is added to to our New York City from from New York City vendors has to go through this Irma process in order to be approved uh an approved tool for our schools to utilize. Um so in December
2024 uh New York City public schools added AI specific standards to that process. Uh and that's to disclose exactly what a AI capabilities the tool includes. uh prohibits the use of student data to train AI models uh and then meet transparency requirements so
tools can be explained to families and students. What it doesn't cover yet inside of in this space is the algorithmic bias that can come from uh from um from an AI generated tool the equity impact or the instructional you
know effectiveness of said tool. So these are things that that uh is still work being worked on through the Irma process. Um but it is important that you guys know that there is a process that is there to help promote and protect um
the privacy and security of data for our kids. Uh what families need to know um is that the Irma approval uh confirms compliance with data and security. Uh but is not the only requirement for tool use. And I
think this part is is why I say there's a through line here. You see this whole idea of human judgment is required is that we have to be those critical consumers of the resources that we we have and we're putting in front of children. um are the tools that we're using uh connected with human oversight
and that we're not just taking it for face value. Um ensuring that educators know and apply specific age appropriate uh restrictions and teach students and families where to find that info, that no personal information is used in
unapproved tools, uh and that we have critical review of the AI outputs. Those are some of the some of the key things that I've already mentioned from the previous slide, but I think that is a huge part of the work that we're going to be doing certainly moving forward inside of our buildings.
Now this traffic light system um that was established in large part anything to do with decision-m about kids. We should not be asking about Mike and and asking AI to make a decision about Mike and what we
know about Mike. That's not what it is intended to do. It's about educators making decisions for kids. Um so decisions particularly about students placement discipline and so on. We should not be asking AI to make a judgment about that. That's for adults. Um IEP development, that's not what we
should not be connecting with AI to develop a student's IEP. Educators are intended to do that. Um assessing or grading kids and using AI to make a judgment about student learning. That's for again our adults that are in our classrooms that are trained to do so.
for them to do. Um surveillance of beha and behavior behavior monitoring and student surveillance are not are prohibited. It's not again anything that is specific to a child should not be what we're talking about here in the use of AI.
Care and counseling. We should not be using it as a counseling space where we're relying on AI to counsel a child. That's not what the intent of this is to do. Um and you know this idea of protecting data really important that we're we're not using it filtering in
student data for AI to generate um you know to train AI to make decisions around kids. That's not what the intent of that is. So this is a red traffic light signal for all of our schools when it comes to that in terms of this space of making sure
that we're using judgment. Now surfacing patterns and trends is something that AI can do for us a lot faster than uh than we can. But it's important that we are exercising judgment and reviewing said information and not just using it as face at face
value. Um so this is in that space of that yellow section. Um AI generated translations of of critical communications are really really important again that we're not sending something out without having it reviewed
um by someone that speaks the language well. Um otherwise we may be sending things out that are not appropriate and we do not want that to uh to be the case including the translation of bilingual instructional materials. um if we're utilizing, you know, and in many cases
in district 25 for things in our bilingual programs, we're fortunate that we have bilingual educators where that text might not be available. They are doing some of that translation for us inside of our classrooms. Uh because it's coming from someone who's certified. Similarly, here we're not just putting something in and then
accepting what comes out is what the intent of this. And again, using with caution is how our kids are using it. Yes, it's a it's something that we can help support in terms of research and creating projects and so on, but it's not without um support and guidance as
again was shared earlier by our uh within our library presentation. The same type of scenario holds true here. And then lastly, this green kind of yes, let's proceed with confidence, but also with mindfulness is brainstorming and
organizing ideas, drafting and refining communications, uh simplifying and streamlining, um synthesizing information that we have access to. um translation supports with the idea that we include a disclaimer to
say and make sure that families know that this particular translated memo that's coming out to you was generated by uh or supported by AI so that there's this awareness that um that it was utilized and we're providing some of that disclaimer in within it um and AI
supporting the um creation of accessible materials for families and communities as well as PL for for families, communities and staff. Um, these are things that we we can certainly, you know, think through as schools and
approved ways of using AI um, in general. So, just take a moment in that in that space of of reflection. I know that was a a quick entry into this and if you haven't reviewed it, I really encourage you to do so. I just wanted to
get out some of the general kind of things that were out there within the framework so that you guys can really add some of your feedback in. And I can't stress this enough. I really would love for you to do so uh when you have an opportunity um to but is there anything that's striking you? Anything that's coming up because again this is
not because Mike has created it and you you know don't want to offend Mike about the way that what's in there. Uh it's a great chance to kind of include some of that feedback now too >> just to give you a little. So yesterday there was actually a meeting with the chancellor and some of the base staff
and a bunch of us were actually on that meeting. So I don't know if anyone that was on there wanted to chime in with that. >> Um can I could I jump in? >> Yeah. >> Cool. Um yeah. So I was at that meeting yesterday and a question I had for you Dr. Mike because I'll be honest. Uh what came out of that meeting was a lot of we
hear you and not a lot of answers especially about very specific concerns that parents had. I I don't want to waste everybody's time going through my page long single spaced list, but will the district be having conversations about specifics such as, you know,
there's a green light on professional development for teachers? We know that there's bias in all of these models and algorithms. We know that even human run professional development has flaws. Like how are we seeing if this is put together, you know, and how are we making sure the teacher what the
teachers are using this for professional development? And secondly, uh it says, excuse me, you know, it said that it the AI generated data on grading is for like advisory purposes. Like in what way is that being advised and how are we making
sure that educators are making choices on their own and just reviewing data versus taking what's pumped out at face value which could very well be inaccurate. >> Yeah. So, um you know, a couple things. I think one of one of the the the
reasons that there is this space of gathering information is so that a finalized tool becomes accessible. Um I wasn't part of that meeting so I'm not exactly sure what what was shared but I do think there is an opportunity to gather the input which is what they're doing now so that there is a more
formalized uh space of feedback that comes to you guys later on. Uh the goal is by June for them to establish whatever this finalized product will look like. But I do think Stephen that uh you know you know as professionals you know inside of the field and as
educators um we're I have a an expectation around data use all the time. That is my expectation for all of our schools. And it's not just one data source. It's multiple data sources so that we make good choices for kids. Not
because a computer said so but because this is something that we know of our children. Um so my feedback to all of our schools will be such um that is my guidance in general. It's never to just make a choice and and then make a a a
you know a misinformed decision just because. So there's constant training that we're doing on that across the over over time. Uh because it's one of the things that I value in the work that I do uh is that we make good choices for children. Um and not just because
something that spits something out to you said this. Um so we do have to always exercise our judgment which was a common through line in that and it's always going to be about the guidance that we can provide. Now can I tell you with uh with with certitude that some
people uh that everyone is going to do that really really really really well? Yeah, listen, I think that's why we have to have training, you know, and ongoing support that's with AI without >> Yeah, I I hear what you're saying and I totally believe that most of most folks
are use this, you know, as best they can, but you know, um I I mean I'm just CC member, you know, but just given my two cents, I I feel like there should be some sort of like direct guide rails because these this guidance
from the uh New York City public schools is really vague on a ton of stuff to the point where I was I walked away from my that meeting last night and I know you weren't there more concerned than when I went in that there's no real clear guideline and and secondly sorry uh if you're talking I can't it won't play
your audio over mine but uh the second thing I wanted to say was they haven't made a point as to why it's necessary to implement this technology in the schools they made the case why literacy and learning about is important and I totally agree with that but the the argument I keep hearing even from the
chancellor and I know you don't have control over that is well it's here we should use it and I actually don't think that's a very good argument you know just because it's there we should be implementing it in our schools >> yeah so um in terms of guardrails and I
and I always think and and I think coming from the standpoint of you know the vision of the work and I think because there's a lot of newness here Stephen I think the vision hopefully is something that's going to be able to evolve over time and we will certainly
get it you know get it right in, you know, as time goes on. So there are kind of starting plates and I think that's what what this was was starting place for it. Um and then being able to add to certainly over time. Uh but from my perspective uh you know in terms of my
thinking on why one whether we agree with the idea that it is here as a reason there is a reality to the fact that all of our kids from our youngest to our oldest have access to this. If we
do not inform them around how to best use, how to most appropriately connect with, then we are absolutely positively missing an opportunity to make sure that kids do the right thing. >> I agree with you on that. is a a 1,000%
our responsibility as educators and frankly a a huge responsibility for parents, including myself, as a dad, because it's making sure that we know what they're using because it is accessible. It's everywhere. Every kid that we have that that I see is walking
around with some kind of a device. They get to put it away in school, get as soon as they can leave it. As soon as they leave that school, that that bad boy is out and they're using it for something. We need to make sure that we're training them how to use it well and how to use it in the right way so that they're not producing things that
are in fact riddled with some bias or are factually incorrect. If we don't do that, then we run the risk of creating a significant number of children that are misinformed. Now, yes, that can come to a teacher and
then we can correct it or we can make sure that we're educating through the process. Um so that that to me is what what I see as um as the importance behind it. Um and it does connect to the fact that it is here. That is true. No matter which way we turn it, that is
true. But that doesn't change the feedback that you gave, which I think is fantastic around maybe perhaps we need to get it to be more specific uh than what currently is uh is available. But that's my that's my two cents. >> Okay. I appreciate you hearing me out.
>> Yeah. just y wanted to jump in. Um I wasn't able to attend that meeting yesterday either, but just seeing this right now, I think one of the first things that jumps out to me is the the green light on professional learning >> with AI, I think a lot of it is like garbage in, garbage out.
>> So the output that you get is only going to be as good as the data that you're feeding. >> True. So is there any specific um resources or innovation or data or anything that is being used for the professional learning that the educators are going to be using or is it just
whatever the large language learning model is um picking up from the instrument? >> Yeah. Um you know and I think that kind of calls to to Stephven's question around kind of the the the guidance that we need to provide with folks that may
be using it for that purpose. um you know what are the the questions what are the question prompts that we want to use in order to make sure that we're getting um the best type of feedback back to design what we want um but again I think it it it always comes to the being
critical consumers of the work and not just taking things for face value um so I do think that more training does need to happen um in the context of this and I think that's that's appropriate feedback to to share inside of this tool you know can we be more specific Can we
give more guidelines around how we use it for professional learning? And those are the things I encourage you to include in that in that form. I mean, I can do it and I can say it, but it's always much more powerful when our families are also getting involved in including some of that feedback inside of the tool um cuz they can hear it from
Mike, but it's much better if it's heard from others around. And if we as a as a CC weren't able to join and we haven't been able to view this yet, then we have to think about the rest of our community that may have received said document but haven't looked at it. >> A lot of people don't,
>> right, and haven't really viewed it. So, we have to do a little bit more of that of that outreach. I'm going to extend that um again through my own approaches that I can do from the from the district level. But I think it's an important space. We have about 3 weeks left three and a half weeks left between now and
the deadline uh that was set. So yeah, >> um I mean just to echo what Stephen said, I think there is a difference between teaching kids about AI and what it can and can't do and then actually incorporating into the classroom and thinking that it is going to be a useful
to tool for learning. I mean personally I would love to see actual studies and like concrete ways in which people are planning to use this and what is the outcome before we are implementing it citywide. >> Um and for me one thing that stood out
to me was that in yellow was student use of AI for their own projects. I think that when we're saying, "Oh, well, we had we need to know that not everything from that's output from this is accurate, you know, great, but how am I going to use a tool that's regularly
spitting out madeup facts for research? Like, how is that useful to me?" >> And I think that it's not really realistic. We see adults who should know better taking out things that they get from AI at face value. Is it realistic to just
tell kids, oh, check the things that you get from AI? Don't just use it for research and then, you know, take it at face value. If we're not taking it at face value, I don't know what like usefulness is, then I think that it can be more harm than good because people do
see this very authoritative voice spitting out exactly the answer they wanted and they have a tendency to take it that way. Um I think like just a couple of weeks ago there was a study that came out that I think was on in adults and um I think something like 80%
of them when they were solving a task would uh just regurgitate the wrong information they got from AI rather than uh solving the problem on their own. So I think um I'm concerned about this even for teachers. It's one thing to say okay teachers go ahead and use this tool.
Keep in mind you need to use your own judgment. it might not might or might not be accurate. I think there is a human tendency to just um to really kind of lean on that information. But I think especially for students um that's an issue and I don't think that you know
just telling them to double check, use their own judgment is necessarily adequate there. >> Yeah, I think that's fair and honestly I I think that should be layered in to to that tool. I really do. Um, I I think both what you and Stephen shared is it's
I think it's very fair to include that as as feedback inside of it. Um, and like most new things, we have to be able to to get ourselves really good and educated on uh the benefits and how we utilize it really really well. Um, because I do think that in terms of
efficiencies, there are lots of spaces where it can be very valuable um, inside of what we do. It's just making sure that we're clear on how to do that. Yeah. I I I I I don't disagree with the idea that that either of you just had. Um I just ask that you include it in the
form. >> Uh Dr. Mike, can I ask one last quick question that you may not be able to answer? >> I I love ask being asked questions that I might not be able to answer. So go ahead. >> Because um the no one's been able to answer the question that I asked. Is
there the opportunity for parents to opt out of the AI being used in their children's grading and also in creativity? Because I'll be honest, um I have people in my life where various LLMs have stolen art designed off their work and I don't want my child being
encouraged to create with something that harms the livelihoods of people I love. >> Yeah. So I I don't know anything about uh you know that's again something that you can add into into the comment section. I don't know that there's any kind of opt out kind of feature in terms
of the tech, but I do think that there are things that we can talk about at certainly, you know, district level, school leadership team levels around the ways that we really want to see um, you know, any of this to to kind of unfold inside of our schools. And I think it's a great opportunity to have that
discussion um around promoting that space of creativity for our kids and that we don't lose sight of it because we have a digital tool that can generate something for me without me thinking without me actually being creative. Um so I I think there there's opportunity for that. That's not something that I've
heard at least not in certain in terms of this framework uh Stephen but I do think that it could be added to the you know to that to that form for sure. >> Cool. And and I did add it to that because I'll I'll you know, I'll be honest. I think parents should have a chance to opt out of a technology that
they ethically and morally disagree with, you know, being put in our schools. >> I have two things. Um first is uh we do have a pilot program going on at 185. I was working on getting Mary to come. She
was not available tonight. So we are still looking to have her come speak about that next month. Um but also just an example of something not in our district but in another district that um I sit on another SLT in my son's school and they actually came up with the
conversation about AI because there's a lot of concern of like kids plagiarizing work and like using the exact words not changing things and like learning from it how to do it and they actually added to their like rules for the school what
constitutes as okay you can use this or okay you can't use this and like where it falls into play and like what the repercussions are if they're going against what that is. >> So, it's in the school handbook. So, I don't know, maybe schools need to adopt that in there, but it it definitely came
up at our SLT meeting for my son's school and everybody seemed to like that idea. >> Yeah. No, I think the place for SLT and how we're we're engaging the conversations at SLT really important. For sure. Yeah. >> Excuse me. So I have observation right
we were talking about how to use AI but a lot of parents have they been more concerned about uh how the education system will adapt to the changing um AI because they could maybe be more worried
about um whether their kids will find a job in the in the world of AI in the future. Um why don't we have oh I I didn't see I mean maybe I why don't we have a like framework you know framework that uh um you know talk about how to
develop a curriculums to uh to to the kids so we we it seems to me we're very emphasizing the privacy the safety what about the training say you know >> I don't see that in the uh framework maybe could add that in
>> I think that's a great suggestion too right Yeah. >> Yeah. >> 100%. And I think that's one of the reasons why they're doing this right now is to to be able to hear from as many people as possible that um have really amazing thoughts that they just need to be mindful of. >> Yeah.
>> Um you know and it it is fast moving. There is no question about it. You know it's a fastmoving space and you know just within you know the past couple of months I feel like it's even accelerated even more just in terms of everyone's consciousness.
um you know that you know it it's something that that will continue to grow and improve over time for sure and I think it's based on the feedback that we're able to hear from our community members. So I would include that too. I think that's great. >> Yeah. >> Great. >> Anybody else?
>> Any other thoughts? >> But yeah, listen I I know this is this is certainly a medium one. Huh. There's >> somebody with their hand raised that a question on that. Right. >> No. Okay. Not that I saw any. Okay. Um, just so that everyone knows, we're going to be doing a district
hiring fair um on April 22nd. Not anything that you guys have to do, but I just want you to be aware of it. Uh, we actually have 450 prospective candidates that'll be joining us um on April 22nd. Um the goal is always, you know, while
we do have a really great retention here at District 25 for our staff, um there's always folks that tend to retire or um you know, move on to other positions. Um so we are holding this fair just to make sure that we we have um you know, our
schools ready to go for September. I have a question about that cuz I have a friend that's actually attending it um who was looking for a new job his was ending in Long Island >> and he got a email that said like only certain schools are participating. >> Yeah. So if a school doesn't have any
vacancies >> then they weren't >> then you know they're not going to waste someone's time to come over to them and meet if they know that they're >> Yeah. He showed me the email and I was like oh okay >> yeah location. >> Say again. So this is going to be at 169 academy. >> Oh okay. Yeah.
>> Yeah. >> Are any librarians being >> so our schools if they had a need um they indicated it on um on the form so we know who it is that really should be directed where um to make sure that they have the right match when they go into
the building. Um we did it last year was fantastic. We had a huge turnout last year as well and a number of those candidates that came wound up getting positions uh because of it. So, um, you know, it's a kind of a speed dating type of thing, but you in the moment you get
to know someone pretty quickly. You invite them for other interviews, demo lessons, and then, you know, uh, they they have an opportunity to join instead. >> But anyway, just so that you're aware that we're doing that again. >> Say again. >> Can we if you like to? Sure. >> Yeah. You're welcome. >> Are you signing up on one of the one of
the lines, Ken? What are we doing? >> He's looking for a job. He doesn't tell you yet. >> So, save for college. Um, you guys know this is one of our goals. Um, we are being challenged and I there's not a challenge that I ever say no to and don't want to meet or or get
beyond. I am uh aside from the fact that I I I am someone who lives by these types of things and don't and always strives to meet them. I when I get challenged at something, I have to be able to address it and meet it. So, we've been challenged to meet 80% of our fourth grade learners to receive and
activate their account. So there is going to be a big push for us as a district community to get upwards of 80% of our fourth grade learners that would be the first group that participated in the safer college program. I was going to say why >> to get access. Um what the research
shows and you heard Safe for College that came here during our last CEC meeting that children that have an account as early as kindergarten that is directed towards a college type of mindset are four times more likely to go to school than kids that don't.
To me that is an incredible statistic that we need to really push as a district community. So there is going to be a push from us. There's going to be outreach in terms of personal phone calls to families um to make sure that we're educating them on what the program is, what it's not, what concerns that
they may have. I know some of our families get concerned about what personal information do I have to provide? Is this just a gimmick? All of those things we're going to go over with them so that they know what it's like. You might also get a message from me if you're a fourth grade parent of me doing a video call with everyone just to let
them know that this is happening. I really do want our folks to take advantage of this in the district. You got it's about $190,000 right now that overall from K to K to 4 that we're leaving on the table. >> Do you know what percentage we're at right now? >> We are overall as a district we're at
40%. >> What about the fourth graders though? >> The the fourth graders is a bit higher um than that. We have some schools that really need only eight children and they're at 80%. We have other schools that need 80 children and they'll be at
80%. So, it there is a big range. Uh we know all of the schools, we know all of the kids, we know all of the percentages. Uh but I'm just letting you guys know in the event that you hear about someone saying, "Well, why are they calling me about this?" It's because we really want to promote the opportunity, it's always going to be a
parent's choice as to whether or not they do or do not choose to do it. But we're really encouraging it because of its relationship to future growth. Okay? And over time, what families do need to realize is that the more we get this out
there, the more businesses actually are willing to commit to giving donations to schools. We had one school received a $9,500 donation and an additional $120 was added to every single student's account. It's a great opportunity.
Really great opportunity. We just need to be able to continue to um to share it and grow it across the district. Any questions about that? Nope. >> No. Okay. Reflection opportunity. And this um guys, can I ask you to take
notes for me? Yeah. Um so we have three buckets that that um I've asked for us to really think about and these are aligned with the chancellor's some of the chancellor's priorities. Um and my question to all of you is around some of
them is around making sure that our kids are physically and emotionally safe. Um that our students are are engaging in academically rigorous coursework and that we are creating truly integrated opportunities for them where our instruction is culturally responsive
where we're using resources that are supportive of our kids' needs um and so on. There are other things there, but what my questions are for you, we'll start with the first one, is what does it mean to be safe? And our and our high school representatives, I really want you guys to to chime into this space.
What does it mean to be safe in district 25? What does it mean to be academically rigorous in district 25? And what does it mean to be truly integrated in district 25 from your standpoint? And what we've started is this small little
Padlet um which if you have the ability to I'm going to add it to the chat um right now for you guys to add in your thoughts. Whoops. Where is the Zoom? What did I do? >> Broke it.
>> I think it did break it. Oops. Where is it? Okay, here's the chat. I'm going to add it to the chat and I'm talking to you at the same time. >> Um, I added it to the chat. So, if you want to add your notes to that as well, you're welcome to. But this is something that is really important to me that I
get some of your perspectives on because we do need to establish even though we have our our vision for strong roots, strong schools, you know, we're talking about empowering learners, we're talking about promoting equity and access across our district. I really want us to have a very solid foundation around from our
chancellor's vision to our district. What does that mean for us? What what do we want that to be? And this is going to be something that we ask all parents. We're going to ask all teachers, all all principles, APs, and our kids to give us a little bit of their perspective. So, we have a cl we have clarity across
everyone what we want inside of our schools. Um, so if you wouldn't mind just take couple of minutes of reflection on those questions and then we will uh open up just for a couple of opportunities for comments and we will move on. >> I don't know what I just did here. >> I don't know. I was going to ask you to
make it full screen again. >> I put it in the chat in the >> chat. Okay. >> So you guys can do it there. >> Thank you. So again, just take a minute for
reflection and then in any of those um in any of those areas, I'd love for you guys to share some of that feedback. >> Oh, thank you for that, Catherine. Catherine just put in there that last weekend there was a Queen's distance runners fundraiser for New York City
Kids Rise account. 100% of the contributions went to third graders. Was that you? That was you, Esther. >> Were you? >> I didn't get it at all. >> Anybody else? I put it in the group. >> I got it. Oh,
>> I got it. Uh, my phone's having issues. >> I asked you to update it. So, maybe that's why it'll come over later. >> So, when you're ready again, you can add it to the Padlet or you can just shout it out and um, >> Jenny will will take some notes and we
can add it to the Padlet. Um, they're adding for you. >> Are they adding already? Great. I don't know what's going on with my stuff right now, but My daughter's having a picture day. Yeah.
She can't decide on a dress. And if you don't have access to this and you want to shout out something that you feel is important for, you know, promoting this idea of what it means to be safe in District 25, what it means to be academically rigorous or what it means to be truly integrated, would love to get your perspectives.
>> Any comments, >> Daniel? to I think I would say that what it means to be so uh socially and emotionally safe in district 25 to know where your resources are. Know where your social worker is in your school. Know where your counselor is. Making
sure that they know you. Making sure that everyone know every student in that school knows exactly where to find them, what room they're in. I think to be academically um safe in district 25 means to know when your teacher of that particular
subject you need help in is going to do tutoring on the school or stage in there early morning so you can get that extra help when you need it. >> Love that Ben. Thank you. >> Natasha, anything from you? I read your plan. I think for like
academic wise, maybe you also need to know what resources are available to you cuz it can get stressful and overwhelming um with your amount of work. >> Speak up. >> I can't hear you. >> So, it can get stressful with the amount
of workload you have. So, like Ben said, like the teacher's hours for extra help. That's just important to have available. Love that. >> Anyone else that doesn't have a device that want to wants to kind of say more?
>> Are we just choosing from the available information below or are we giving our >> So giving your own thoughts. Yeah. So if you hit the little plus sign at the top, the little plus sign, you can add your own thought. Yeah. So if you had to say what an academically rigorous environment for
your kids, what would you want that to be? >> What would you want to see? >> That they could always approach their teachers for help. um whatever the hell it was um that they could that they could feel they could
approach any staff member for that matter cuz even the principal like for example I as a parent I'm comfortable going to whether emailing calling them call but emailing the principal for whatever reason
>> using the adults as resources for help for support that's very important >> what I develop um enough skills to be prepared for college
or getting good jobs, >> skill development, career focused. >> Yeah. But also provide you know the one-on-one um attention and uh um tailor tailor
made solution or treatment to students with special um talents um in classroom or or special skills or special abilities.
Anyone else? You >> doing a rigorous one? >> Anyone? Any of them. >> I like to add um when I hear rigorous, I hear like you have expectations on you.
Like there's a uh you know like there's a bar we want to meet at the school as a whole, not just people that are doing well. You know, we all are trying to aim for the the same goals. So that that's that's something I thought that
>> it's funny stuff like these are not overly um um complex questions but sometimes they're hard to answer right around what we want in terms of safety academic rigorous um
you know integrated and I think you know for for us I would love again this is just a quick entry in terms of an exercise I'd love for you guys to really think about that for your kids. What experiences do you want them to really have? Because we're going to always adjust inside of the work that that um I
put forward with our schools. We have to adjust. We have to get better based on the things that we're we're seeing or experiencing or what our kids are experiencing. And sometimes um you know, we don't say the things that we want just because we're not sure if it makes sense. when we throw them into the pot,
we start we can start really devising uh what the experiences should be for our children in school. Um and I know we have a few things that I'll reveal next month around what I'm thinking about going into next year. Uh some of which are already aligned with some of the things that that were already mentioned from just a handful of folks. But I
challenge you to keep entering into this Padlet so that we have more more feedback from you, more feedback from our community around really what do we want our kids to do in in our schools? How do we want them to show up? How do we want our teachers to show up? How do we want to make sure that our kids feel
really comfortable in coming to school every day? What should that be like? Sometimes it's because I'm I'm nervous about, you know, an assessment. Sometimes it's because, you know, I'm I'm uncomfortable with the fact that I'm still struggling as a reader and I know if I go in today, they're going to I'm
going to have to read and I'm really uncomfortable. We How do we organize around that? There's so many variables, but I think it's important that you guys are able to share some of your perspectives so that we're thinking about it consistently. Does that make sense? >> Grace, do you have something else you want?
>> Yeah. About safety. I think students feels they belong to no matter their culture, ethnia, race, uh, socioeconomic status and also they can share their
thought and emotions without fear. like be themselves. >> Can I jump in with one quickly? >> Of course. >> I think something that actually spreads across all three of these is moving from an acceptance model to a celebratory model because I think we often frame
things through the terms of like gender acceptance, disability acceptance, you know, various things as like acceptance or you know, seeing. And I think moving more towards celebrating various identities and that includes neurodiversity uh that includes you know
disability status and coming from a place of celebrating the various intersectional identities of our students and I think that falls under all three of these things because it needs to also be included in our academics. >> Thank you for that Stephen.
>> So listen this is a starting point. Did you have one something Christine? Yeah, I was just say I threw this in there like obviously I didn't really thought >> very deeply into it but but >> um for an academically rigorous challenging curriculum not necessarily fast pace but encourages students to try
in order to learn and understand high expectations we want our kids to try to be motivated to strive to learn more um encourage plasticity in thinking and not just regurgitating um truly understanding from multiple perspectives teaching how to think outside the box rather than road memorization
or teaching to test um critical thinking rather than just surface level acceptance like for reading. What is the unspoken agenda? What makes this factual and worth trusting? What biases might it be? >> Love that. >> I think you know I have more to throw in there.
>> Yeah. No, I I encourage you to please add because these are really important components to the to the work that and it's about sharing how the how we're doing some of these things already in our schools and where can we get better um about it and you know as we start framing our goals and we're starting
that now um your feedback will help in in shaping that um particularly in these areas and you see how I have priorities listed next to them. So this idea of safety is around priority two from from the city around making sure that our kids are physically emotionally safe. Priority one and three is typically
around reading and mathematics. And priority four is around this space of building college and career readiness for our kids and ensuring that they have the space of doing so. So I'm not going to spend any more time on this. I just wanted to kind of get an entry point into the conversation uh with you about
um you know about the importance of making sure that we have a common understanding of where we're going next as a district community. So I encourage you as you think have more time to think to add some of your feedback into that into that document and encourage folks around you to do as well. This will also
be something I share widely. But I my my concern is like most most things um you know I feel like we we're talking about technology but sometimes technology also gets ignored um when it comes to messages that come through and it might come through from district 25 and it
looks that it's like oh look at that message but not really. uh where some of these things are important to give feedback. So even if we get a a a small percentage of folks to contribute, it gives us more information. So I encourage you guys to to continue to
push on that and I'll revisit this at the future meetings. Okay. My last thing for you guys tonight, I promise is our budget presentation. >> Numbers. >> Yes, numbers.
So, uh, every year, this is part of what we do when we're talking about, uh, citywide and, uh, district specific funding and what that looks like for us, uh, what it means in terms of weights and how our schools receive the budget allocations that they get. um really
really important especially for you guys as CEC members but also as uh members of your own school communities to know where these dollars are coming from um and where you access it as a parent because it is accessible to every one of you um all budgets are transparent to
everyone. Okay. So we're going to review the New York City public schools and district budget, review fair student funding, and review some district web pages. I don't know why this keeps doing that to me. Um, so where does our funding come from? So there are multiple funding sources where
New York City gets their dollars um to then be shared with our schools. So $27.8 billion comes from New York City. Um 16.1 billion comes from the state. We get $2 billion from the federal
government and then 2 billion come from other sources. A total accounting of $46.1 billion is dedicated to uh the education budget in New York City. 34 amounting to $34,717
per student. Now, how is this al how is this budget allocated and where do the dollars go to? So, um, of the $46.1 billion budgets distributed across the city within a financial plan, um, $19.8 billion, uh,
go to things like employee benefits, debt services, charter schools, non-public and contract schools. And then $26.3 billion is um is added to K to2 schools, early childhood programs,
school operations, field and admin offices, and central administration. And you can see the largest part of said dollars within the 26.3 billion is going directly to schools. Uh 38% for K to 12,
6% to early childhood, 12% for school operations. Uh so the large part of that 26.3 billion is going to um to our schools in district 25.
$695 million is um is dedicated to our to our district alone. Uh $475 million comes in the form of fair student funding. Um, another $32 million for contracts for excellence,
$161 million for other state and local uh local funds. Um, $18 million in federal funding for title one and then 9 million in terms of other federal dollars typically in ter in the form of title 3 dollars is where that usually
comes from. Now, who decides how the money gets spent? Uh so principles together with their SLTs and this is an important part of the school leadership team process um goals are developed and organized to to
establish what that comprehensive education plan will look like in concert with money that schools get. Um all of this is aligned and most of our work inside of our schools is aligned with central and and district expectations you know so schools are not necessarily
creating random goals. We typically try to align all of our work together so that we're coming through the lens of a common uh common purpose. Um field teams are also supportive of this in terms of budget directors and our human resources um director so that schools are aligning
the allocations that they have with the uh human resources needs of our schools. Now, in terms of what is fair student funding, um so it's the largest funding stream that we have um in New York City
public schools. Um the formula is based on enrollment and the specific needs of students. It's a weighted system. So, as children have more needs, so too more dollars come to our kids. So based on the cost of meeting students education
needs, whether they're academic or special education needs, more money will be provided to each child. Um, schools get money uh for students who need more support. As you can see by the graphic, children on top of books, some children are on top of more books than others to
make sure that the the needs that they have are being met with the dollars that are accessible uh to our schools. So fair student funding also gives principles flexibility in terms of hiring teachers, counselors, support staff, after school programs and more.
So what fair student funding does not support are charter schools, 3K prek um mandated IEP um related services and IEP par professionals, D75 programming. It all comes from a different funding
source, not fair student funding. So each school receives a foundation set of dollars, which is $225,000 before anything else happens. Uh plus collective bargaining to to meet the demands of um of contracts. Uh then
every school receives a per capita amount per kid and that is all multiplied by the number of students at a school to give the school their overall uh budgetary amount. Um the per capita is updated every year to reflect any changes in citywide average teacher
salary. Uh the number of students enrolled at schools always is shifting. It's never necessarily exactly the same. Patterns and trends have are certainly available and our schools are able to to decide on what's going to happen in their building based on projections that
come out every single school year. Uh but student needs are weighted based on the cost of meeting educational needs which you'll see on the next slide. So every student at the top of the screen you'll see that the grade base
weight for every child in K to 5 starts with the basis of of one. We're all starting with one all getting the same amount of dollars for every student in K to 5. 6 to 8 is a little bit of an added additional weight and 9 to 12 a little
bit less of a weight than our middle schools. What you'll see here are the academic intervention needs for children that are um within the poverty level. There'll be an additional weight that's added to children that are within that space and then more dollars are added as
a result using these weights and the needs that our kids have. So, for example, students that h are uh in a standalone English as a new language program, um they get additional services. So, they will wind up having an additional weight added to their uh
to their per capita um amount for themselves, which would mean more dollars come in for them as a student. So each of these weights are added to each of the kids within our existing school register to eventually come up with the overall dollar amount that a
school will receive. And you'll see what that looks like on this slide. And they're using this as though um per capita were a dollar to give you a little bit of an easier context to see what that means. So the orange is the
overall weight that you'll see for Ava and Miles. So Ava starting off with the the base layer and then you will have oops let me see if it cuts off. Okay, there it is. Sorry you can't see the whole um you'll
see the the grade weight that is provided for the child. And then you'll see here in blue is the special education field which says that Ava is a special education learner um who has an additional weight added to uh what her
needs are as a student. that Ava is also not only a child who needs special education services but also needs services for English language because she's an English language learner will also receive another weight also needs academic intervention support adds
another weight and so on and so forth and will come to a total amount of $323 if we were talking about it through the lens of a dollar similar uh but different at the same time miles has different weights that are added to Miles based on his
individual needs. His needs a little bit different than AA's, which will show you that for for Miles, his per capita would be at $2.66 versus Ava who needs a little bit more support will get $323. Does that make sense, everyone? Yes. I
know sometimes the weights are a little bit confusing. Um but ultimately the more needs that you have the more dollars a school will receive in terms of making um making sure that they have the dollars to support the resources. So
you can't have a child that has uh the need of multi of of a multilingual learner without the weighted dollar amount to come with it. Otherwise you wouldn't be able to have the other the multilingual learner teacher there to be able to pay for that person. So this data is provided by the school,
each school or provided by >> So every school receives their allocation based on the needs of each child that they have. >> Okay. >> I don't know if I'm just looking at this wrong. It kind of sounds like if the school has a student body that is performing well, they're getting less
funding for it. >> So it it's it's a needsbased type of scenario. So >> those are all there even if they are above. I feel like it's because there's other needs like this like >> So if if uh there's a school that has um they can still be performing well but
have multilingual learner needs. >> They could be performing well but they have a special class uh in terms of a 12:1 type of setting or 12 to1 to1 setting. Those children will come with additional dollar allocation. Um so
those dollars are intended to support some of the the needs that our kids have. So, can it be that you have a school that is performing well where you don't have as many special education learners? You could there could be a scenario where you don't have as many special education learners.
>> Performance back up one for a second cuz I had a question on the last slide. >> So, in the special education, where does like horizon and desk fall in that? That would be more inclusive I'm assuming. So
their their allocation Paul, are you still on like another world? >> Not sure if Paul is on. >> I'm here tonight. >> Thanks Paula. Just it was a question around uh around our guest and horizon programs. I'm not sure what what weight
they they receive, but that that programming is a little bit different because of the ratio of student to teacher. Um is that on here? I'm not sure which one of that one. >> No, actually the horizon is like a 6:1 or an 8:1 class and it's it's a separate
allocation. It's not generated from faster student funding. >> Yeah. >> Okay. >> Yeah. Um >> that's why I just wanted to see that screen. >> Yeah. The the ratio here is not is not what that is talking about. >> Yeah. >> Yeah. Um, and you know, similarly now when you're
looking at it in terms of per capita, this is what it looks like if you were to take that and use it through the lens of the 2526 per capita amount per child, which is 42 $4,262. Um, and then when you add these additional weights, that's what how much
money would be coming per per student for their um for the school. So, it's intended to make sure that children, if you're in temporary housing, there's an allocation that comes for that to make sure that any supports that are needed for families and kids that are within a
scenario of being a temporary being in temporary housing. So, that there are additional resources to support that. That's what the these additional weights are for. So, it may be that there are some schools that receive more allocations than others just based on need. Now, certain schools in Flushing,
we have a tremendously large amount of multilingual learners comparatively speaking to other schools in the district that have much fewer. You know, we have schools that have 50% multilingual learners versus school that have 10%. So, they receive a much
different allocation for multilingual learners than the other school. Does that make sense? >> Yeah. I think I just got hung up on the meet standards or below standards part. >> Yeah. Yeah. Yeah. Mhm. >> Totally get it. Uh but that that's the
relationship with it. Um so now there's also just so that you guys know there are budget web pages that you guys should be aware of. So on the New York City site there is a space where you can click find a school. Um if you guys haven't experienced that before, it is
it is something that you would be able to access. Um you click on the school and then in here you have reports. When you click on reports, it brings you to a series of op options for you to choose
from. If you were to select budget and finances, it brings you to a whole series of things that you can look at as a parent. It's all public domain to get an idea of how did this school receive those dollars. Now, this is going to be a
little bit small, so I apologize for that. Let me kind of blow it up a little bit. When you look at these areas, you have little drop downs and it'll show you what is happening with the school and how much money al they're being
allocated to support their program in their building. It's just a nice way for you to have a little bit more information around the the fiscal resources that our buildings have um in a really transparent way. And I think it's a it's a nice thing for our families uh to be able to to be able to
view and get more information on um including other things here. Let me just quickly pop into another one. Uh you look at the budget summary. It'll give you all of the things that are going on in the school in terms of the number of K programs, the number of first grade
programs, second grade programs. It tells you the number of teachers within those grades. So it just gives you a lot of information around how budgets are being used inside of a building so that you can you know be more supportive including conversations that we were having earlier around so we have arts
teachers we have community computer teachers we have dance teachers what else would we be able to include right it creates that opportunity to have that back and forth conversation at the school level >> what does the secretariat define the different ways could you say that from K
to five uh That's one middle school one. 08 and for old days one3. Yes. What the sequence? >> It's just the the the it's the the grade weight that has been established in in
order for schools to do what they need to do. So the middle school weight is just a little bit higher to account for all of the programming needs that a that a middle school has. It is just a little bit different uh programming wise for a middle school than it is an elementary. So the weight is a little bit higher for that.
>> Yeah. >> When do school usually submit the budget application? >> So they don't receive a budget application. >> Uh schools will receive their budget. So they get their budgets in June based on projected registers. So for example
um 242 might have a projected register of 380 kids. >> Who determined the projection? >> So the projection is based from from um at the city level. There is a review of
current trends in um in students that are coming in terms of applications for kindergarten. You know children that are living in the community maybe have left the community. So there's a whole analysis that goes into the projection that a school then gets. >> Yeah. >> And then from that
the school receive allocation based on said projection. If we get to September and school has doesn't get 380 kids, they have 450 children, they'll make a budget adjustment so that you can support the
additional 70 children that you have. And likewise, although the city has held harm held schools harmless up until this point, if you had a projection of 380 children and you have a dollar amount for 380 children and your school year starts and you only have 300,
>> then you basically have a shortfall of dollars, you have more money than you should be having as a school >> by 80 kids. >> Sure. >> So those dollars cannot be expected to just remain in the school just because it was given to you. Um, so up until
this point it's been held harmless, but we'll see what happens in future future budgets whether or not that is the case. >> So you can't just use it before it gets called back. >> No. >> No. No. Avoid and and there are there are logical reasons why that really
can't happen. You know, in general, >> fiscally, it's not it's not, you know, it wouldn't make sense to give you money for 100 more children than what you have. >> Um, >> what's that? >> I'm sure they could use it. Oh, oh, 100%. It took one thing that you never wanted to give me as a principal was
money because I was spending that as soon as soon as I could. I love to spend especially when it was not my own. I was like, let's go, you know. So, but we had there is a that's why they have the the kind of checks and balances. Here's the projection, but here's what you have. Uh, and they adjust it based on October
31st registers um in our schools and they'll make a they'll make a change one way or the other based on that. So if schools have more kids than what they were expecting, they'll get an adjustment to their budget. >> As a district, we've been trending lower. >> Yes.
>> So since since CO, we've changed from a district at least K through 8 of having um at its peak, I want to say it was about 26,500 children. We are a little over 23,000 right now.
So yes, we have since then we have not necessarily recovered um the number of kids that we had at that time. >> Yeah. Um okay, let me quickly go back to this. I know that I've spoken a lot to you guys already. So >> question. So they take the money from
one school. >> So remember every school gets it based on their al their the number of children. It's not just an additional allocation that becomes, you know, well, I you you might need more, but here's the
number of kids that you have. Let's just give you additional dollars. It doesn't work that way. It's based on the the number of children that you have in terms of creating that space of um ensuring that there is fairness in the budget. It it can't be just well, you know, you look like you can use more,
we're going to give you more. Uh it's always based on the number of kids and the needs that kids have. So then what happens to that that funding that they take back? >> So everything always all there's always checks and balances within the system to make sure that the the dollars are allocated based on what we have.
>> Um you know kids schools get funded based on the number of children they have. >> If the children aren't there they can't it doesn't come with the dollars to support it. >> Right. It's just if it's overall it's trending lower then presumably the money has been taken back. So yeah, but
remember up up to this point the schools have been held harmless for that. >> So it hasn't been a scenario where where we're paying back hundreds of thousand of dollars, right? But you know, financial circumstances change over time and whether or not they can still do that, you know,
>> that changes on a year-to-year basis whether or not affordability wise they can happen. Um, but at any rate, the the tools that I shared with you are is how you go and find the budget. I encourage you to to look for your own schools. um it's present here. It's pretty um
it's pretty available to anyone that wants to go there. All you need to do is go on the on the Department of Ed website. It'll show you projections of this school was projected to have 145 students. They fell short of enrollment by seven students and the projections for student needs. So things get
adjusted based on um said amount. So you see where you see projected the register change and then the final register. Everyone sees that. >> That's very tiny. Yeah. where it goes from $1 amount and then in the red that's how much money that you would be in the red and then you get your final
red final register adjustment amount of money right yeah >> so uh the city council members sometimes give out money let's say PS24 those fund is part of the
>> budget or is >> those are different different allocations >> yeah so res resowway allocations are are typically for things like the auditorium upgrades. They'll do um they'll do a library. They'll do um you know technology upgrades. They might do a
schoolyard. >> Um those are the types of things that those allocations typically go to. >> This isn't beyond the control of the DOE. >> What's that? >> This is those fund are beyond the control of DOE. >> Well, I mean it they're remember they're getting an allocation that's coming from
from revenue that the that the the city generates. A lot of that money comes from larger portion of the school dollars comes from the city. >> Yeah. >> Another portion as I as I mentioned at the very very beginning of this. Let me quickly go to that >> from from the um state.
>> Yeah. We get money from the state. We get money from the federal government. But the lion's share of the dollars when you look at it and for us it's 68% of those dollars come from fair student funding that's coming from a city city generated allocation.
Yeah. But you you'll also see the contracts for excellence. A lot of these dollars are coming from in multiple funding sources. So schools and some of them you can use. So fair fair student funding you have the is the most flexible. You can use that for supplies, materials,
all this, that, and the other thing. Teacher salaries. Um, when you're talking about title one funds, it comes with with absent fringe benefits. So, when you use it to hire a teacher, that teacher costs more using the state dollars than it would from the fair
student funding dollars, right? So, it it doesn't include those fringe benefits. So, there there are lots of things that schools need to do with our budget directors to make sure that we're using it as wisely as we can. Say again. >> Sounds like a game. >> Yeah. Well, I mean, I I always did my my
budget as a principal and, you know, um you know, try to maximize the the amount of of dollars and cents that you get to support kids. And that's what that's what we do. That's why we have folks like Paula that that help us do that in our buildings. >> Yeah.
>> All right. Are we good? Yeah, I think so. I know I talked a lot. I know I spoke a lot. Sorry, guys. I thought that's why I said no soap box today otherwise we would be finished but thank you guys as always. >> Okay, so thank you Dr. Mike. I'm going to just quickly go over a few things. It's not going to take me 10 minutes. Um
I don't know if you guys saw but equity council elections the emails went out for that. So get your votes in. Panel for educational policy they are accepting opposition till 11:59 tonight. And we I had a meeting with district planning. They will be coming next month
to speak with us about um the W's Edge School and also about a possible school um in College Point. So, we should be hearing from them next month. >> With that being said, I'm going to open the floor for public speaking. I know Catherine, you were waiting very patiently. So, I'm going to >> Can I just say one quick thing about
that? So, the the school in College Point that we're talking about is um a new high school >> high school level >> um that is in College Point. It's the old St. Agnes um school which is being um adjusted to uh become a high school
over in College Point. So that's that is what is in process with I just wanted to give a little bit more context. >> So Catherine, I'm going to call on you first and I know Arlene has her hand as well. So after that Arlene, you'll be up next. >> Okay. Hopefully I'm not too long. Um but
hi everyone. I just um came across some information that um I is being I is being sued um for allegedly data farming
our students, our kids. And um it's it's a class action lawsuit that um they're saying they're collecting the student names, locations, IP addresses, creating different psychological profiles on them
based on response times. And I was just curious um because I know I didn't set up my kids um I Ready accounts. So, I'm curious, what information do we gets frontloaded in order to create their
accounts? Um, what kind of consent does the DOE provide because parents aren't asked for consent in order to opt their kids in or out of Ready? Um, and was the
DOE provided with any type of um, privacy promises? And I don't, and we were talking about budgets tonight. I don't know if the I Ready budget is listed anywhere, but I am curious um, how much it is
um, how much it's costing us. I know it's like probably individual by school, but if we could maybe just have a ballpark, I'm curious what that um might be. So, that is that's what I came on to ask about tonight. >> So, before Dr. Mike chimes in,
Catherine, just so you know, I know that there was actually other parents at our school um specifically that did bring up Becca this week and so it has started to circulate. I hadn't heard about it until somebody else brought it up and then I was like, "Oh, where did this come from?" So, I know it is. Yeah, that is
yeah, it's definitely in the news and you know they are you know at the the city level monitoring it but you know like any other type of program like this I Ready >> does also go through the Irma process they have to make sure that they are cleared in terms of data privacy and
security um that is for sure in terms of the dollars from the diagnostic the diagnostic is covered uh for schools they don't have to pay for the diagnostic itself um but schools themselves have the option to utilize the instructional part, which I think is probably what you're talking about,
Catherine. Um, the instructional support. Um, I can't say with certainty how much it costs each individual child. Um, but there is most definitely a fee for each child to use the instructional component of of the platform. Um, I can
definitely find that out what it is per kid, but there is definitely a cost that that is accompanied with um with schools purchasing the instructional side of the I Ready software. But there are intended um you know
processes that that programs like that are to go through in terms of ensuring security and data you know privacy and data and all all of that stuff. Uh it's one of those that goes through that that's gone through the Irma process. Um but this is it is something that is
being monitored for sure. And could you do you know what type of information that we frontload into the app for the that I mean obviously our kids are tracked from the very minute that their accounts are created. So for years now they've been collecting data on each of
my three kids. What data did they start with? What did we like freely give to them? Um I'm just curious how how each of those accounts gets set up. >> Yeah. I the there's really honestly it's just the the a marker of who of who the
child is. I I mean the specifics of exactly what what comes to them is not is not extensive. It's just to say that um Oh my goodness. Remind me of your kids' names. >> Uh Joe, Lauren, and Stephanie. >> Joe and Stephanie. >> Stephanie. So this is a marker that this
is Stephanie and how Stephanie might have done on a diagnostic which will then guide Stephanie into the instructional part of the program. Um and that then classroom teachers are able to see how Stephanie wound up performing on set assessment. Um so
there is not um you know there there is not necessarily this um you know data sharing part of it at least that that I'm aware of that that I can kind of speak with certainty about um other than kid takes an assessment
schools now have access to it and then they move on in terms of their kind of pathway to support their their learning needs. Um, but it's not it's it it it's something I can certainly try to gather more information on terms of what actually goes into it, but it's a basically a
marker to know that Stephanie is Stephanie. >> Okay. So, yeah. Okay. Okay. So, how much longer are we doing this? It's just my least favorite software. Okay. Just curious. >> I mean, and there aren't there there
haven't been a lot of strong indicators. Also there's there was a recent study also at Johns Hopkins that the results that they the conclusions they came to in this study were that all these hours that our kids are putting into I Ready
outside of the classroom are not necessarily providing like closing any learning gaps or really like bridging any divides that um you that that that they should be at this especially this this is years later
now that we've been using the software. Um, and we should be able to point to how to to to yes, I ready is um it's a valuable tool and this we can see that
the gains have happened exactly in this area or and and you know, John's Hopkins has said that that is not happening. I I'm >> I don't and I don't feel that my my kids have particularly benefited from it.
um either. So >> yeah, I think I I I think um some of the things that we we have have seen you know even in context of of the sprint that we had done from last year. I'm sure that uh you may be you know you
might recall that just being part of the CC where we did the sprint uh where kids were were utilizing it with regularity. We did see evidence of improvement as a result. Now, that's a onetime thing. I can't tell you with certainty from my
standpoint that um you know that routine use of it will have that same exact result this year. Um but I do think it is a tool that um does give us information on kids and where they're at. Um you know, and ways that we can
support it. Now, there can be different conversations around the frequency of application, you know, and if it's being used too much. I always say too much to do little in return. Um when it comes to to most things we do too much of anything you wind up getting, >> you know, less of the result that you're
hoping for because kids are, you know, are not as interested if they if they have to do it with a huge amount of frequency. So that can be a bigger conversation. Uh one of which at 193 the kids actually called me on to come into their school to talk to them about. >> Oh, I'm sure they did. >> Oh, they did? We had a whole convers.
>> Yeah, we had a whole conversation about it. >> I'm not surprised. So, you know, those are those are things that, you know, I think do exist at the school leadership team level and what it means across classrooms and whether or not we're utilizing it too with too much frequency. Um, you know, I do think
entry points around specific areas can benefit, you know, our learners. I do um but I think if it's overkill, then it becomes like most things like I'm doing it but not doing it. It's almost like reading a book that you have to you're not really interested in and you're really staring at a blank page because
why? Mom told me I have to go and read that book. So, I'm going to open the book. I'm going to pretend like I'm reading and then when you ask me what it was about, I'm going to talk talk to you about the first three sentences that I paid attention to and then hope that mom or dad doesn't ask me the next question uh which is about sentences four through
whatever on the page. Um, so I do think think frequency matters in most things. Um, but I hear what you're saying, Catherine. >> Thanks, Catherine. >> Your hand raised as well? >> Yes. Um, I I just wanted to let you know
that the community board has been uh contacted uh by the DOT. They have plans on making the speed limit around all schools 15 miles an hour and they're asking us for our input. I mean I have
uh my thought which I have always stated I think that in front of every school the should be a one-way street. Now not every school can accommodate that. Uh some can they can even make angled parking on the other side but this was
for safety reasons that they're they're proposing this and I'm asking you for input. We have uh 50 days to respond and if you all I don't want to waste any more of your time tonight, but if you can respond, you have my email address.
Uh the office has it. I would appreciate any input you have or any suggestions you have on the 15 miles uh uh you know uh limit or other things that you might know that are happening around your
schools that we can improve on with the DOT to protect both the parents and the children, the buses and the cars. And we know there's a problem. It's always been a problem. We'll never resolve it, but at least we can give some input. So, if you have anything, any suggestions,
please, please contact me. I'm always available. Thank you. >> And I will make sure everybody has her email. >> Yeah, I love that, Arlene. And just so you know, Arlene, some of our students have actually connected with with some of our local elected officials because
of the the speed that has happened across right in front of our buildings, which actually resulted in one of our our school crossing guards getting hit by a car last year. Uh so the students have taken it upon themselves to advocate for a stop sign or a speed bump uh in front
of their schools so that it was more safe. So I understand uh why this might be coming up because it is a little bit dangerous around some of our buildings. Uh some >> if if I might say they sent us the list of the names and they were read off at the meeting and every one of our schools
in district 25 were cited. So that that's why I'm concerned that we hear from because you're the people who have more information about your school community. That's why I would really like some input because we need to protect whether the 15 miles will do any
better than the 20. I don't know. There are bumps that have been placed in front uh or main thoroughares because some schools the front of the building is on a narrow street. other schools they're on the main thorough affair and I don't know how they could make that one way but uh please please if you think of
things if you know of things please let me know thank you >> okay with that being said I will make a motion >> second anybody >> second >> okay it is 9:32 take two minutes >> on this one
>> because we got to be out by 10 >> I had a lot to talk about >> literally Only 2 minutes and I'm starting. >> Thank you everyone online. >> Bye Catherine. >> Bye Catherine. I'll see you at school.
>> Bye guys. >> Here I need you to mine. I'm going to take yours that I'm done and I'm just going to put it in a pile. >> Give me a second. >> No, you didn't have anything to say tonight. >> No, I'm quiet. >> Nothing.
>> Can you give Mary the next date and I'll message her? >> May 6th, right? >> Yeah. Yeah. >> Because I would like you to come. I know she couldn't do today, but >> And you know what? I went through this whole thing and I didn't even talk about testing. >> It's coming up. >> It's happening right now. You didn't say
anything about I understand the number one in terms of time in terms of >> the largest amount >> largest of the reports. Yeah. >> No, >> I'm doing a data thing. >> What do you mean? >> This is the longest one we've had this
entire year. I'm usually good. >> I usually have a timer on him. >> This one I had a lot. I had to talk about artificial intelligence. I had to do the budget meeting. I love >> I have all of them in a pile for you.
>> That one's done. No, >> it's fantastic. >> Cheers. That's great. >> So, it's going to accelerate. >> It really will. There was one demo yesterday that was a real actual kid in second grade. $644 for the meeting
minutes. Do we care about getting like over meeting minutes? care about what >> was talking about getting posted on >> point. This is everybody else's >> date and
it so much this time. I know. I did so much talking. >> He's like, "Oh my god, they're all coming up to you." >> I had to do the AI. >> I don't know in all honesty.
>> Oh my god. >> All right, that's it. Ken, I got 20 minutes this time. That's it. >> Everybody ready? >> That's it. I'm not drawstring. You get me somewhere to go back to
>> everybody ready? These are all the other gave you mine. >> That's everyone else. Um, okay. I'm calling water. You can grab your food and listen as we go. 9:36. >> Ethan, roll call. >> I can't believe you made this go so
long. >> Eden. Yes. >> Is still here? >> Still on? >> No, she Oh, >> I'm still here. >> Angela >> here. >> Yes.
>> Here. >> Steven >> here. >> Natasha and Ben. >> Awesome. Can everyone quickly just look at the minutes to see if there's any changes we need to make and let me know if we're good to adopt minutes.
>> Like let's go. >> I'm speeding us up now. Okay. >> You said you saw something typo wise. >> I hand it over. >> You gave it to her already. >> She gave it to me. >> Okay. So, does anybody else see anything? >> Anybody see anything in minutes?
I'm trying to make this quick. >> I know. They're telling us to get out. >> They're telling me to hurry up. >> I said it was getting warm at one point. >> Does anybody have any questions, comments, concerns? Can we adopt the minutes as is >> from last month? Okay, perfect. Moving
on. Sean, yes. >> Your report? >> Yes. Um, >> let's just keep going. So, for reimbursements, we have $3,884 left. For meeting expenses, we have about $2,500 left. PE card still has
$500 on it. Supplies, we have $72 left. Equipment, repairs, and equipment are both at zero. >> Awesome. Thank you. Um, anybody have any school visits in the month of March? >> Just add 154.
>> 154. >> Okay. Anybody else? >> A lot of the budget conversations. >> Okay. >> Anybody else have any other schools? >> I didn't tell you. >> Anybody else? >> I'm skipping the award ceremony for a minute. So
>> that's it. >> Awesome. >> Thank you. >> Okay. So before we go into the award ceremony, I'm just going to quickly go over planning for May because I know that it'll make it quick. We do have the Z4E presentation. We might have to pick a date in June as a backup date set
other than our award ceremony date just in case. I am working on Mary Picaro coming about the AI pilot at 185. Like I said, district planning will be coming. We'll be finalizing everything for the award ceremony. By then, we will have everything to show you. That's a separate thing in itself. We'll have soap box speeches again, Dr. Mike, and
we will be starting to work on the superintendent evaluation for the year, which I will get everybody a copy of so you can look at it. So, hopefully we can get that done next month. Does anybody have anything else they want to add to the agenda for next month or is that good? I I meant remember I was talking
about the L um resolution for um I don't have it with me now but for L learners um for that particular um CEC
um when I went to their uh breakfast a few months ago >> when you were with Whitney >> Whitney was there that one. >> I don't think >> you sent me a message about one then. >> C E L L, right?
>> Yeah. I'm I'm sorry. I should have probably told you back then, but I I they wanted to for they were hoping all CC's could do a resolution. Um the purpose of it is to
make it easier for else to to um for the parents to have a um position in the group. I'm going blank. Sorry, I'm so tired. But um I I think we we should um
do it. That's just why >> if you can send us more about that and then we can look at it and see if somebody wants to take that on. >> I did that like find it and just like reward it us in the group. >> Okay. >> Okay. Perfect. Um that way I don't have
to vote on that. Okay. >> Okay. Um so the last thing is the awards ceremony just to kind of loop everyone in. Packages got delivered but to a school in the Bronx. >> Oh my gosh. Even laughing. I genuinely don't find it.
>> She's like done. She's over it already. >> I'm not sure how they got an address from the wrong. >> No, they've done that to me, too. So, >> she's been very frustrated this week because all of you know things the things that we've been ordering been coming to the correct address, >> but she keeps getting different
responses and the principal was like giving us spring break. So, nobody's in school. So, whatever the case may be. I've been working on this since last week. I let it go. But because of nobody being in the school, >> now we're trying to like push forward. >> I've been working on this since Monday. Now I'm trying to get these things and
I'm trying to get it at least today for you guys to view because all of the awards are there. >> The umbrellas, the crystals, the metals, everything is there at the school. I'm just trying to multiple boxes. >> Yes. >> To pick them up from that location.
>> It sounds like Do we know what school? >> Uh 006 West Farm. Can Can you just send it to me in an email and I'll connect with the superintendent from that district court? >> You know what? I'm gonna smile.
>> I will say the last email we got said something between 12 and 10 and two employees are going to try secretary of the school. She said cuz I sent her all the recreated labels for new labels. >> Um she put them on the the boxes. So hopefully we can get them tomorrow.
>> Okay. The goal is >> I still will send you that email. if if if you don't if you don't receive it, then just send it to me and we'll we'll we'll work to get it. >> So, that was the first piece, which is why I said we'd come back to that discussion. >> Um it's been interesting watching the
email thread. I kind of lost track of all the threads cuz it's so much. >> Um the second is Dr. Mike and I were talking earlier. We're finalizing what school we're going to use. >> I'll get you that by tomorrow. Um, so once he has a school, we will get in touch with them, make sure everything's
all set up. >> Lewis, are you going to send out your handy dandy email? >> Yeah, we'll take care of all that. >> Oh, okay. June. >> Yep. I will work on that tomorrow so we can get the names from families from from schools. >> From schools. Yeah.
>> And just as a reminder, it is June 10th. So we're that month's meeting is our awards ceremony. That is the June meeting. However, we may need a date that same week, right? You're saying >> Oh, yeah. >> In that week
>> for C4E if it's not ready for May. So, we might need to add an extra meeting on in June for an emergency meeting, but it would be a very quick meeting at that point. >> I'll show you what I'm waiting for you. >> How do I expl how do how to explain what it is?
>> What's that? >> Contract for excellence money. So before >> so I want to say it's about 20 years ago there was a lawsuit regarding um the uh the city receiving the allocation that
it required to make sure that schools received the money that they um required to to run the uh run our schools. So, if you saw in the budget presentation, there was a C4E section, contract for excellence money that comes to the city
to support ongoing programming. Uh, so that's what the C4E thing is. >> It'll share a little bit about what what those dollars are, why it happened, and all that stuff. >> So, next month, if we can't do it, I will have us pick a date that we can come in for an emergency meeting. We'll get on the calendar. It'll be less than
an hour. >> Yep. >> Um, quick one, two, three. Anything else? Awards ceremony. Once we start getting the names, Egypt will start working on the awards. Um, so we have all that ready and then as we get closer, once I have all the names and everything, I'm gonna just kind of
scroll through the list and count how many we have and split based on all the members. So, we each take a turn calling names. Some of us have done that before. I know you saw last year how we do it. So, you'll each kind of call a group of students up or staff as they come up. We'll all be up there shaking their
hands with Dr. Mike and on the stage for the evening. going down the line. >> Is there like a phonetic spelling as well? >> We give it to you at enough time that you can practice the names. I promise. >> We went through that. We had We've had some names that are hard to proud for sure. >> But other than that, I think we're in a
good place for the awards ceremony because we actually did get everything in even though it's not physically here. We know that it's >> nearby. >> It's closer than >> it's ever been. >> Has anyone ever gone to the awards ceremony, the awards night at the end of
the year? Yeah, >> I tried to go online where I couldn't >> but yeah, you're able to watch online. You could be there. It's really nice event. Some of the little ones are the cutest um two years ago was my favorite. >> He had a kid like giving him a hug
everything and like >> just to kind of take a picture and he just gave me the biggest was the cutest thing. >> So, it's a really nice site though. Um, but other than that, once we know the school, we'll talk about getting like some like snacks for the kids to have and water, things like that.
>> Yeah, we did have one that agreed, but the air conditioning is a concern there. So, we're not going to go to a place that does not have water. >> We need AC in that hour. >> Too hot >> in in June. We're going to need AC. >> Maybe we should. >> So, with that being said, I don't have anything else unless anybody else has anything. >> It's not ready yet.
>> Um, so what's the We were going to do try a new room setup, right? That was the purpose of the owl. >> So, we would try to make it so that it'll So, if you notice, it's split between us. So, it's actually capturing
all of us now. >> But I thought our main purpose was to not have our backs to the anybody comes in physically. >> It's reconfigure. Put in the back. >> What happened? >> This reconfiguration of the room. >> Oh, that's up to you guys.
>> I'm not part of the house. So, I wouldn't be able to. >> We We're talking about like where we're facing that way, but then I feel like we're also not facing that way. Oh, that's true. >> So, didn't we talk about going to that side? I don't know. I wasn't really clear on it, but
>> if you were this side, the camera would have to still sit up here because the computer is >> so far at that point. That's why that cord would have to get longer and longer. I'm not sure how you guys would want to rearrange >> stretching over there, bro,
>> but there are stat chairs here on the side. Sometimes you guys don't have a large audience as >> you know as expected. >> But I know like these they have been using some of them in the past couple of meetings. >> These two we just like extend one on each side and then the middle can just
be audience. >> I mean I guess you guys want to be >> it's hard. You're supposed to be sitting at the table together basically. >> I don't know. >> I mean, we we could still think about it. We I mean, even over the summer, we still have our meetings. So, if we don't figure it out between now and June,
>> yeah, we get to play and just kind of >> I could jump on with you and play around with Zoom, things like that. Um, but we can still kind of look into that still a little bit more. We're not even 2k.
>> I'm timing you because we're going to get kicked out in 12 minutes. >> 2K. No >> no not we're not >> not for us. >> Okay. >> Anybody else? >> But there will be um additional 3K uh opportunities >> um in in the district.
>> Awesome. >> Not not 2K, but we'll have additional 3K >> for the September. >> For September 89. He started thinking on >> Yeah. California today.
>> Is it time to do motion? >> Yes, please. >> Motion. >> 9:49. Second. >> Second. >> And seconding. Done. >> Second. Second. >> Bye, guys. Get them safe. Bye, Charlie. >> Good night. Good night.
>> It's all my fault. That's it. >> I don't understand what you're doing. You're talking >> Dr.