Um, I'm gonna have Egypt do a quick roll call for us. >> Here, >> she's coming. P Angela
Amy >> Stephanie Anna here >> okay so really quickly um I just need to have everyone vote on adding the elections to the agenda. There was a little miscommunication so they fell off but we do need two elections today. So I
need everyone to vote to add it to the agenda so that we can then go through the election process. I guess we can do a show of hands just because we need everybody or we can't go. So if anyone is against doing it, put your hand up. If you're not against it, keep your hand up. Awesome. We are adding the election
to the agenda. With that being said, this will be our regular annual meeting part first and then we'll get into the our calendar meeting. It is now 7:02 and the meeting of community
education council 25 is in order. My name is Eden and I am convening the annual meeting for the purpose of electing office. We've gone through roll call already, so I'm not going to have us do that again. But article 2, section two of the council's bylaws requires that officers
be elected by roll call vote at the annual meeting. To be elected, a candidate must have at least seven votes. Officers remain in position until their successors have been elected. The first order of business is going to be to elect a chair prom to chair the election meeting until the president has
been elected. The chair prom must be someone who is not running for office in the election she or he is chairing. says the first election is for president. The chair prov cannot run for president. >> I'm sorry. Can I make a suggestion? Uh seeing that you do have to have seven
votes to elect somebody. Should we save this for later in the meeting? And we're supposed to we have to do it first thing for the year. Yeah, that's just the way they want things. Uh hopefully people will be walking in. >> Um once the president is elected, he or she
can take over running the election from the chair pro. Are there any nominations for chair prom? We will also accept self-nominations by brief process. >> So Christine has nominated herself. Anybody else want to nominate being
chair promotion >> to just chair the original part of the election? Okay. Nominations for chair prom are now closed and we will proceed to a vote for the chair prom. We are going to just do a show of hands. If everyone is okay
with Christine chair pro town for now, please raise your hand. Awesome. Okay. Congratulations Christine. You have been elected to serve as chair promp and you'll conduct the election of officers till a president is elected and then the
president take over. So, I'm going to give you the fancy gamby little scrunch to get us started. And once the president is elected, we can proceed. >> To elect officers, we will vote upon each position before moving on to the next so that any candidate not elected
to an office can run for others. I will take nominations. Members can nominate themselves. If a member is nominated by another member, I will confirm that he or she accepts the nomination. Nominations do not need to be seconded. If a member is not present but has submitted his own nomination in writing
to the AA or another member, he or she will be treated the same as any member who is present, including having a two-minute statement read aloud to someone else. Each nominee will be allowed to make a speech of up to two minutes. Following the candidates presentations, we will conduct a roll call vote. All positions must be voted
on, even if there is only one candidate. Where there are two or more candidates, each member must make a choice and vote for one or the other. Example, John Doe and Jane Sin are running for president. On the roll call, each member will vote for either John or Jane. Council must not vote first on John, then on Jane.
Members may abstain from voting. If no candidate receives at least seven votes, we will vote by show of hands on whether to do a second round or proceed to the elections for the next office. If a position remains unfilled over two or more rounds of voting, the incumbent would continue in the position. New
elections for all unfilled positions must be put on the agenda of following month's calendar meetings until all the positions are filled. Is the procedure clear to all the members? >> Yes. >> First, we will elect the council president. Are there any nominations for the office of president?
>> I'm nominating. >> I will accept the nomination. want to do it. You're welcome to chime in. >> All right. Nominations for the office of president are now closed. I will now call each candidate in alphabetical
order to make a statement of up to two minutes. The AA will be the timekeeper. After all candidates have spoken, we will proceed with a roll call vote. >> I'm not going to say too much. Um this will I just finished two years of
president. Um still got another year left on our two term and if chosen I will continue to do what I've been doing for everybody and for the district. So let's see. Okay. So I guess we're going to proceed with the roll call vote.
Yes. >> Yes. >> Amy, >> yes. >> Stephanie, >> yes. Sha, >> yes. >> Ethan, >> yes.
>> Yes. >> Congratulations, Ethan. You have you have been elected to serve as council president. Okay. So, I will take over for the next spot. So, we are now opening the floor for
nominations for first vice president. Are there any nominations for the office of first vice president? He's [laughter] like, "Sure." Anybody else?
>> We will now close the nominations for first vice president. Stephen, do you want to say anything? >> Two minutes. >> You have two minutes, but you don't have to use it all. >> I've never gone long in words. Uh, but [laughter] thanks for validation. I really appreciate working with all y'all. I'm
happy to serve. hope to serve you as long as I can and yeah that's it be an honor and I love working here. >> Thank you. So we will proceed with a roll call vote for >> yes
here. >> Yes. Yes. >> Vincent. >> Yes. >> Here. Yes. Shauna. >> Yes. >> Yes.
>> Awesome. >> Congratulations, Stephen. You have been elected to serve as first vice president for 2026 22. We will now open the nominations for the position of second vice president. Are there any nominations for the office of
second vice president? >> We'll nominate Grace nominations. >> Okay. Any other nominations? Okay. Nominations for second vice president are now closed.
>> Yeah. Oh, >> okay. Do you want to accept the nomination as well? >> Sure. [laughter] >> Okay. So, nominations for second vice president are now closed. I will now give each of you in alphabetical order to a chance to make a statement of up to
two minutes. And the Egypt will be our timekeeper and after you both have spoken, we will proceed with a roll call vote. So, Grace, you may go first. We're going by first name. Sorry. So, go for it. Okay. So thank you for the nomination. It has
been an honor around this six months rather than five months of course. Uh I will continue doing my best initially but also providing all the creative. So thanks so much.
>> Awesome. >> Yeah. And thank you [clears throat] for and uh um I am uh you know being this is my first year in as a CC member. Uh I do you know
uh uh have passion to uh serve the community and uh also I have the background uh in the education. I have my uh career professional training. I
was running a professional training organization more than uh 15 years. So I do have the passion. Um I hopefully I have the um more opportunity to sell the community and uh
to uh use my knowledge, experience and also my education uh to uh >> Thank you. >> Okay, we will proceed to a roll call
vote. If we do not have seven votes in favor of what person, we will move on to the next position and come back to it. >> Okay. Um, so when I call your name, >> you have to choose the person you're voting for. >> Uh,
Grace here. Amy >> 10 >> hair grace. Grace, >> Grace, [laughter] >> okay, with that being said, we do not
have quum on that election. So, we will table that and come back to it at in a few minutes. Uh, but we will move on to the position of treasurer for now. Are there any nominations for the position of treasurer?
I nominate China. [laughter] >> She's like, "What?" >> Any other nominations for the position of treasurer? >> Once, twice. Okay. Nominations for the position of treasurer are now closed. Do
you want to say anything? >> Well, um I have a lot of experience as CC treasurer. I'm happy to like >> Thank you. We will go proceed with a roll call vote. Yes.
>> Yes. >> Angela here. >> Yes. >> Vincent. >> Yes. >> Stephanie. >> Yes. >> She's like, "What do I say?" >> We're voting on treasurer. >> You want me to treasure?
>> Say yes or no? >> Yes. Yes. Shauna, >> yes. >> Steven, >> yes. >> Yes. >> Okay. Congratulations, Sha. You have been elected to serve as again for
>> We will move on to the position of secretary. Are there any nominations for the position of secretary? I'm going to nominate Christine. Look at that face. >> Her facial expression just made it priceless.
>> She said her head down like I'm just trying but >> like a secretary does any other nominations the position of secretary? Okay, with that nominations for the
position of secretary are now closed. Would you like to say anything? Uh, so for my job, I do a lot of writing. I do a lot of audit reports. I do a lot of emails of reports and breaking things down for
might not have the same knowledge and and terminology um that you might use. So, uh, hopefully I can do a good job serving our CEC and our districts and thank you for the nomination.
>> Okay, so we will proceed with a roll call vote for position. >> Uh, Eden, >> yes. >> Not here. >> Angela. Amy, >> yes.
>> Yes. >> Yes. Yes. >> Yes. >> Yes. >> Congratulations Christie. You have >> Okay, we are going to circle back to our second vice president spot. Briefly, we
did have two candidates nominated. We have Grace and Kent. We did not have seven votes one way or another. So, we are going to go through another vote. If at this point we cannot come to an agreement, we will save that and we can
revote next month. >> So, we're going to go through and you're going to pick a name again when we do qualify. >> Okay. Um, >> Grace, Angela, >> there she is. [laughter]
You have to just you're choosing between Kent or Grace or second vice president. >> Sorry. >> Kent or Grace. >> Oh, sorry. >> You said yes.
Uh >> Stephanie >> cat. >> Yes. With that being said, Kent, congratulations. You've been elected to serve as vice president. >> Okay, now that we have completed
election of officers, we will move on to our calendar meeting. Um, you just got the main to everybody. So, thank you for that. >> Dr. Mike is sending his congratulations to the officers. >> Thank you, Dr. Mike.
Okay, with that being said, we are going to move on to our resolutions that are up for voting tonight. Uh, Stephen, you want to go first? >> Sure. >> Yeah. >> Yeah. We got to rethrow it. >> He's flipping his daughter right now.
We'll call it later for you. Go for it. >> Resolution number nine, resolution to ensure New York City public school address of schools address systemic failures in preschool special education service delivery. Um, sponsored by me,
co-sponsored by Angela, Kent, Grace, Eden, Christine, Shauna, and In. Uh whereas under the federal Individuals with Disabilities Act, children ages three to five with disabilities are entitled to a free appropriate public education, including access to preschool
special education services. And whereas Lumani administration and New York City public schools have made a significant commitment to early childhood education through the expansion of prek and prek for all, thereby increasing its responsibility to ensure that students with disabilities have equitable access
to and benefit from these programs. And whereas the continued expansion of prek and prek access without proportional investment in committee on preschool special education capacity and related service infrastructure risks creating inequitable access for students with
disabilities who cannot fully participate in these programs without timely evaluation, placement and service delivery. And whereas CPSSE is responsible for evaluating preschool students, determining eligibility, developing individualized education programs, and arranging for mandated
services and placements in accordance with New York state education law and regulations. And whereas community education councils are charged with representing community interests and advocating for the education needs and rights of students and families in their districts, including equitable access to special education services. Whereas
families have mandated services are delayed or not provided and families lack clear information on how to advocate for their children or hold New York City public schools accountable. And whereas to attempt to address when mandated services are not provided to children during the school day, New York
City public schools launched the weekend and after school academy [clears throat] dock a significant here we go failures in delivering mandated special education services as two weekendmies have been
established in Queens located at 28Q40 109-20 Union Hall Street, Queens, New York 11433 located in district 28. 8 and 30q9299-01 34th Avenue New York 11368 located in
district 30. Whereas due to the locations of these weekendmies, families may be forced to take time off work or travel significant distances to access services through this model or with with outside providers placing an undue burden on working families shipping
responsibility from the school system to parents and creating inequitable access to FAD and family. Whereas families report confusion regarding timelines for evaluation, IEP development, and service initiation, including what constitutes a
delay in what steps can be taken when timelines are not met. And whereas New York City public schools reported that among the preschool students with open cases as of June 30th, 2025, 53.3% had services arranged within 60 school days of consent for evaluation,
indicating that a substantial portion of students did not did not have timely service arrangements. And whereas New York City public schools reported that only 62% of preschool students with disabilities received all programs and services in full compliance with their IEPs and acknowledged that service
provisions remain in an area of critical need. And whereas New York City public schools reported that only 60.3% of preschool students with a disability were fully placed students receiving service in full compliance as of June 30th, 2025. Whereas New York City public schools defines receipt of services in
full compliance as a student having documented service start date at any point during the school year misleading and does not account for delays in how long students wait in to begin receiving services or the amount and consistency of those services. And whereas delays in evaluation, placement, and service
delivery undermine access to FAP and have long-term impacts on developmental outcome, school readiness and equitable access to education. You resolve that EC25 calls upon chancellor Samuels and Christina Bod deputy chancellor of the division of
inclusive and accessible learning to ensure that all preschool students with disabilities receive a FAP through timely evaluation placement and delivery of all mandated IEP services. We have further resolved CC25 urge New York City public schools to establish communicate
make publicly available guidance that establishes clear evaluation timelines for special education services. IEP development and service initiation and ensure that families are informed of corrective actions available to them when those timelines are not met. And be
it further resolved that CDC 25 encouraged New York City public schools to provide clear documentation informing parents and guardians of their rights as usual safeguards and clear guidance on advocacy and dispute resolution at the time of referral and reinforce this
information throughout the CPSC process. The further resolved CDC 25 urged New York City public schools to develop implement comprehensive state systemwide strategy to address preschool special education workforce shortages including expanding provider pipelines,
strengthening recruitment and retention efforts and improving coordination of service delivery. Be it further resolved, CC25 calls upon New York City and New York State legislators to ensure the New York City public schools budget shall provide appropriate funding to enable all 3K and preK centers to have
related service providers on staff consistent with district elementary schools, ensuring services are delivered consistently during school day and reducing reliance on delayed or fragmented service delivery models. We have further resolved that CBC 25 called upon New York City public schools to
enhance the clarity and accessibility of publicly reported preschool special education data including clear summaries of compliance by service type, duration of delays before services begin and district level disparities. be a further resolve at CDC25 called upon here at city public schools to provide the full
definition of full compliance to reflect timely continuous service delivery ensuring that reported metrics accurately represent whether students are receiving services without delay. We have further resolved CC25 urges New York City public schools to engage ongoing partnership with families,
providers and community education councils to improve navigation of the CPSC process and ensure accountability for service delivery. give further resolved. CDC felt upon the New York State Legislature and Governor Kathy Hokll to increase and appropriately adjust the reimbursement rates for preschool special education service to
reflect the higher cost of delivering services in New York City. Recognizing that current rates while differentiated remain insufficient to support an adequate provider workforce and timely service delivery and be further resolved in CZ25 will send the approved version of this resolution. Chancellor, the
mayor, members of the New York City count, city council, the governor, members of the New York City legislature, all relevant stakeholders who are urged to take coordinated action to ensure accountability and fulfillment of students right off. Oh, no. Just
>> anybody have any questions, comments, concerns for the council first? >> Any questions, comments, concerns? My name is title. >> Oh, we'll fix that. Christine has a little taco with her name, but we'll fix
that if you have to update the stuff. >> All right, >> no worries. Uh, with that being said, we will go to a vote. >> Um, >> yes. >> Yes.
>> Angela, >> yes. Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes.
>> All right. That resolution has passed. So, thank you for that. We are going to go next. resolution five which is races and then we'll come back to Stephen for his other resolutions. We have three of them that we're voting on tonight. I know they're long to hear guys and we have to read through them but just bear
with us. >> Resolution number 10 resolution to promote systematic health association in New Jersey. >> No, we already we already agreed to put it up for vote, right? >> We agreed yeah for this month to do both me and Grace. Oh yeah, we're good.
>> Okay. So, resolution to promote the healthy habitation in New York City and mental schools to support children's mental, emotional and physical health as sponsored by GRS.
Physical, emotional, mental and social welling are deeply interconnected and directly influenced academic engagement, self-regulation, attendance, behavior, excellence and long-term care. The New York City public school wellness
policy empowering strong and healthy students are well recognized wellness as including health education, physical education, nutritious food, mental health support, family engagement, sustainability,
physical activity and support school environments. The policy also establish important expectation for elementary students including animal health education, physical education, research, movement
of work opportunities and mental health instruction. At the same time, growing public health and education research has identified increasing concerns related to existing risk recreational screen time
lifestyles and sleep deprivation, declining physical activity, emotional defation, stress, anxiety and mental health challenges among children and adolescent.
Research from the 16 WH American Academy of Periatics and recent view demonstrates that health sleep, physical activity, nutrition, outdoor experiences, social development
and reduces screen exposure are interconnected potential factors that support child development. Research also shows that wellness voices are most effective when they include coordinated implementation. Leadership
should support family engagement, accountability and opportunities for students to practice healthy habits throughout the school day. The whole school, whole community, whole child framework developed by the CCNC
supports are integrated approach connecting health, education, physical activity, nutrition, mental health, family engagement, and sporting school environments. The city 25 supports a proactive and
develop mentally appropriate approach to wellness education that helps children build lifelong healthy habits and strengthens success and overall wellness. Whereas
where children's mental, emotional, physical, and social health are interconnected and influence learning, behavior, attendance, residence, and long-term wellbeing. And whereas the New
York City public school wellness policy empowering strong enhance students recognize wellness as including physical education, health education, nutritious food, mental health support, supportive
environments, sustainability and opportunity for students to practic throughout the school day. And whereas the policy established expectation for elementary students including A1 health education, mental health instruction
structure, physical education, resess movement opportunities and family engagement. And whereas New York City public school encourage school wellness houses as collaborative spaces where students, families, educators and
community members can support a school wellness initiative and student wellbe and whereas research from the CDC, WH, the American Academy of Pediatrics and recent peer review studies indicate that
ex time poor Low physical activity and sedentary behavior are associated with increased risk of anxiety, depression, emotional infinities, behavioral concerns and
poorer health outcomes among children and adolescents. And whereas research demonstrates that physical activity also emotional learning, healthy nutrition and restorative sleep support children's
emotional regulation, social skills, self-esteem, cognitive development and academic fitness. And whereas recent studies suggest that the schoolbased wellness initiative can improve health
habits, increase physical activity, reduce excessive screen exposure and it strengthens a student social emotional wellbe. And whereas research on a school wellness policy implementation showed
that policies are most effective when schools have a strong systems for coordination, ESG support monitoring and family engagement. Whereas the whole school for community
whole child model developed by the P and ADD support for an integrated and preventive approach students wellness and whereas a New York City public
school districtwide reports demonstrate both the scale and importance of well implementation across schools including approximately ly 84,47 students serve citywide approximately
3,15 licensed physical educators teachers physical education teachers sorry and 761 schools participating in the move to improve all start program during the
2024 2025 school year. And whereas families and school communities benefit from simple culturally responsive and delinquents that help children practice healthy habits both at the school and at
home resolution. Therefore, we reserve that community education constit five calls up a New York City public schools to develop and support a systematic age appropriate healthy
habits education initiative for elementary schools. focus on healthy sleep, daily movement and physical activity, healthy nutrition, socio emotional wellness, responsible screen
use and connection with nature. agreed for the result that New York City Ping schools should encourage the schools to integrate practical healthy habits, learning opportunities into existing
health education, physical education, morning feeling, science instruction, outdoor learning and social emotional learning activities. Before the result that New York City public schools should support preventive
wellness practices including recess, movement, breaks, outdoor play, mindfulness, reading, creative play and nature based activities that reduce excessive recreational
screen time for the result that New York City public school should encourage schools to strengthen or establish a wellness council that promote student
wellness, family engagement, wedding events, outdoor learning and culturally inclusive health education. Before the result that New York City public schools should provide the schools and families with developmentally
advocate and multilingual wellness materials including family resources, classroom mini lessons, wellness challenges and community wellness activities for the result that New York City public
school should continue distance for monitoring, evaluating and publicly reporting wellness policy implementation in a student wellness initiative across
schools for the result that New York City public school should seek ongoing feedback from students, families, educator, sorry, community
education councils, school wellness policy councils and the citywide wellness advisory council to strengthen wellness implementation efforts. Be it for the resolve that this
resolution be shared with the councelor CH counselor of New York City public schools, the office of the school wellness programs, the panel for educational policy, the 25 leadership,
the school principles, the MPK leaders, the citywide wellness advisory council and relevant elected officials. >> Thank you. You don't have to go through the data part. The other packet is just some data to back the actual resolution.
So, does anybody have any questions or comments? I know I do have one. Some of the co-sponsors are not here. I know people had said they wanted to co-sponsor it. >> I know he's one of the co-sponsors. Was there anybody else that had mentioned co-sponsoring?
>> All right. And Charlie. Okay. Anybody else have any questions, comments, concerns? >> We were going over the co-sponsors missing. So, Angela and Charlie here. >> Okay. >> Anybody have anything questions,
comments, concerns? Anybody? >> Okay, we'll go through a vote. >> Yes. >> Yes. Yes. >> Angela, >> yes. >> Amy, >> yes.
>> Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Awesome. The resolution passes and we're gonna go back to Stephen now for his
second resolution and the last resolution that we're voting on this evening. >> Go for it. All right, here we go. Uh resolution reaffirming our support from all students regardless of immigration status and ensuring further protections from ICE in our schools. Sponsored by
me, co-sponsored by Angela, Shauna, Grace, Amy, and Shirley. Uh whereas since the start of 2025 and President Trump began issuing executive orders targeting immigrants, the threat of mass deportation has caused widespread fear and anxiety among immigrant families and communities and harmed our students
education. Whereas students whose parents were guardians are immigrants targeted by these plans faced the prospect of separation from their families or being forced to leave the country even if they are citizens. And whereas in July 2025, Trump administration promised to flood the
zone with ICE agents all over New York City after attempts to build an ICE facility in New York City were blocked. Whereas ICE act attacks on communities all over the country, most notably in Minnesota, have escalated dramatically over the last few months. Whereas studies have shown that children in ICE
detention have suffered mentally and physically. Researchers have observed these ch uh researchers have observed these children have experienced increased mental health concerns, malnutrition, delays in brain development and death. Whereas under New York under the New York state constitution, all children have a right
to a public education. And whereas already knowing our communities and families intimately, our schools are uniquely positioned to provide support to families. And therefore, it be resolved that district 25 superintendent's office in cooperation with CEC identify what work has been has
been or is currently being done in our schools to protect, inform, and defend our members from ICE, which may include collaborating with schoolbased personnel, unions, community based organizations, students, parents, and community members so that we may identify what can be done and be further
resolved that New York City public schools continue to provide know your rights trainings virtually and in person with consideration to language access as well as information to prepare for and respond to emergencies arising from ICE involvement. And be it further resolved that New York City public schools partner with community organizations to
provide affected families wraparound services. Be it further resolved that school-based mental health support be made available for students impacted by contact device or by what they are seeing in the news. and be it further resolved that any backpack notices with information about procedures and
protocols to protect students and families from ICE be provided with consideration to language access be further resolved. Schoolbased teams made up of staff members and parents be formed in order to ensure that families are prepared for emergencies in various ways including but not limited to ensuring staff street presence at
student arrival and dismissal times as extra support for vulnerable families who are fearful of being in public. collecting updated emergency contact information in the event that a parent is detained or deported. Rapidly respond to emergencies by connecting families with legal support information and other
resources. Have a plan to follow up on the status of detained parents/c caregivers and students. You further resolve district 25 school officials, safety agents and monitor. Sorry. >> And protection. >> I I'm bad at reading. Protects students,
their guardians, and family members right outside the school regardless of their immigration status and within indoor areas, classrooms, restrooms, main office, and auditorium. included in all spaces inside the school building and in the immediate vicinity of the school ground and including all public sidewalks adjacent to and surrounding
the school building to ensure that New York City public school students and their families are safe on indoor school property as well as on the affirmation streets and outdoor areas surrounding the school buildings regardless of their immigration status. They further involved the New York City public schools and district 25 leadership continue to prioritize this issue and do
everything in their power to ensure that our students are safe at school regardless of their immigration status. Okay. Questions, comments, concerns have comments on this. Sorry about the
the agents and school officials monitor and protect students outside of the school. Um, you know, I I support it for all purpose. uh every child in the district has the constitutional right to attend
school and first of all I'm I'm going to vote yes on this resolution just want to mention that uh you know uh no child should be too afraid to walk through our
doors. Uh they ask for know your rights training um language accessible communication mental health support and emergency preparness uh comfort and uh within our district's power
delivery but I do want to uh note a uh reservation for the record you know of the clause directing school officials and the safety agents to monitor and protect families. on public sidewalks and the surrounding
streets um asks our staff to act in areas where their legal authority is unclear. So I I don't want well intentional language to put the school employees or at personal legal risks.
So uh I will definitely vote uh hold this for the resolution's intent and it's actionable uh provisions but I do I do urgent um that as moving forward we
would uh work with new public school um to clarify what staff lawfully can and cannot do so that our guidance to schools protects both our families and
also the our employees. Um, but I am very proud to support this brothers. I just want to Can I can I give a quick response? >> Sure. >> Um, protecting is a broad term, right? Uh, I'll be honest like this is totally this is up to the schools be up to the
staff staff members. Calling out an ice man two blocks away is protective point like blowing a whistle when you see somebody approaching and a kid's coming up to that school that you know is a risk is protective. They don't have to do that. I'm calling on personally when I wrote this encouraging it because
I personally believe that we all owe protection to our students and I think most staff members would not hesitate to stop student from being attacked on the street by a stranger who was attacking that student. that same community um
like advocacy should also like stand here. I totally hear your concerns and I agree what you're saying. Our staff should be protected, but I think the word protect is very broad and I I do and again I you know I this is something that when we call on it, they don't have
to even listen to it or implement anything. But when I when I wrote this, I did put the protect because that's a very broad phrase that can mean a whole lot of things. And that that you know, I've worked in schools for I worked in schools for years. It it's protecting to just say to a kid,
hey, go that way. That's my That's my words. >> Anybody else have any questions, comments, concerns? >> Okay, we will thank you though. Yes, we can go with a book. Yeah. >> Yes.
>> Yes. >> Angela, >> yes. >> Amy, >> yes. >> Stephanie, >> yes. >> Yes. >> Steven, >> yes.
>> Yes. >> Thank you everybody. >> Thank you guys. We have now concluded all the resolution voting for this evening and we're going to move over to our calendar for the year. So in front of you, you all have our 26 27 monthly
meeting schedule Egypt has put together for us. She was looking at school calendar and the holidays when putting that together. I just ask if you take a look. If you see anything that looks like that we need to red flag it, possibly change the date, call it out. If not, we will go to a vote and vote on
this being our calendar for the year. the same one that was emailed out. >> Yeah. >> Strong small thing. Um September 2nd still out. So we might have conflicts uh council members vacations and or just
really low attendance from that time. They're not considered moving it to the like the 16th when school is already in session. >> Anybody have any thoughts on that? Is anybody planning to not be around at that time? Let me ask that question,
too. >> Does anybody have any book? >> Okay. But that's something to be mindful of while we're talking about it. You will be out on the second or you will be out or you'll be out on the second.
>> Well, my address is on third. So, >> yeah, this why I want everyone to take a look. It's a good point that you're bringing up though. Sure. Um, >> so I will be most likely not in February but 9th I'll be here but I don't know
>> 16th. We won't. Yeah. >> Yeah. 16 is perfect but >> we be pushing it back by two weeks. >> Do you know any of like the teacher yet? >> It's on the school calendar. Yeah. All of these things would be like either
around or >> we try to be mindful though of the first day um and then as soon as school starts literally the next day is holiday. So we literally go into holidays back to
back right after that. So that window is doable. I mean, >> if it was the 15th, I would said no. But [laughter] >> I will not be opposed to moving the 15th. If everybody's in favor of that, we can make that note.
>> Anybody have any concerns? Okay. So, we will move it to September 16th for the September meeting. any other dates that anyone has any concerns of that one will have a star added to it also just like March because that's
obviously not our first Wednesday of the month so Egypt will start those >> any other dates taking a quick birthday January 6. So um can we do opening anything?
>> Yes. Yes. Okay. But >> I don't want to necessarily move. So, but I just think >> like if you can't be here like give us the fair notice. I'd be part of that. I don't want to say move it for just one person like this one makes sense. A lot of people are going to be away. I don't
want to ask for them, but you could gladly use one of your absences. Go for it if you need to. I don't know that we should move it completely in January. Any other thoughts on that? Just because I want to try to keep to the structure that we have.
>> That makes sense. It should be okay. >> Okay. >> We can go ahead and do a roll call vote on the calendar with the one change of September 2nd to September 16th. >> Okay, I got that.
>> Vote. Oh, sorry. >> You're good. >> Uh, yes. >> Shirley, >> yes. Uh, >> yes. Angela, >> Vincent,
>> yes. >> Stephanie, >> yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Just remind me before then that you
won't be there that day. >> Okay, we are good to go with our calendar. We are now going to move on to our budget. in front of you. You do have last year's budget. Um, I want to have us all take a look, see if we want to move anything,
fix anything, if there's anything specific that you know of Egypt that you might need us to put things in line or repair. >> That was enough money for you guys and
>> I think we were good with that, right? >> Yeah. full counsel with the student. >> So, we were >> a little bit off but >> pretty close though. >> Okay. >> So, reimbursements we did have at 16,000.
Meeting expenses we had 3,540. The PC card we've been doing 500. Supply line was a weird number because we had to stop at one point, but we did say 4591. Equipment repairs we had 58. And
equipment we had 809. Any ideas of anything you guys want to move around number-wise? >> I had two quick. >> Yes. >> What does the This is the thing that's always confused me. What does the PE card get used for? >> Emergencies. >> What >> emergency expenses that we might have to
like the boulders, the water that she would just use. >> So I feel like has that ever been used before? is like there >> what >> this year
>> uh in May I was >> the there's a certain deadline for submit a PO so when the deadline is like pass and you know you guys the card is the last option to be able
to first so like for the big meeting that's the choose for you guys and then at the award ceremony. You know, the was not able to provide snacks for the food. The cookie trays were bought with the card for
>> but that the card is strictly for emergency. Everything else will be allocated out of the other line that you guys put into like if you need folders and stuff like that, you allocate enough for the supply and stuff like just like
>> I feel like the supply equipment repairs equipment lines that need to be like balanced a little better because the numbers are all weird. >> Yeah, I I have any thoughts on that? the two devices that you have on my laptop like for whatever reason.
>> Yeah. >> So, should we maybe >> I'm saying what what is this supposed to add up to >> because I'm getting 25,900 gate which I'm pretty sure is not what it's supposed to add up to. 26,000 >> 25,000 maybe right
>> 25,000. >> Yeah. >> Okay. So we're >> adding up is >> not adding up correctly then. >> Something's not adding correct. >> Okay, let me just pull this up.
>> Exactly. >> Maybe I should have caught it before. >> Let me just take a look also. Yeah, that's a 25998. So that's over Biden 998. So
I'm thinking we could subtract about 500 each from meeting expenses and supplies. >> Yeah, that's fine. So maybe bring media expenses to 3,000. How much? No. How much was I mean? Oh, yeah. We spent 24.
Okay. So maybe 3,000. nothing or not. >> I want to make sure that the reimbursement line I wouldn't touch just because we know we have a certain amount there. If we try doing 3,000 for the median expenses, 500 for the PC card,
4,000 for supplies, where are we at? That's 23,500. And then we still need to have money for equipment or equipment repairs. So that's where the remaining money would be going.
So we have 1,500 to split between the two. Do we want to put like a th000 for repairs and the other 500 to actual equipment? We can always move something at another time if we need. >> Yeah. >> Does that sound reasonable?
So equipment would be new for them. >> If we That's why I'm saying I don't purchasing anything new. I'd rather put more towards the repair line. So I think 500 for equipment and a thousand towards the repairs for now. And then we could always move things if we need to at another point. Even 2500 at that point
25,000. Sorry, I can't even talk today. I apologize. Anybody have thoughts on that? Any thoughts there? >> There's anything we could always >> All right, we could always reallocate. Okay, so with that being said, we are
going to take a vote. Um, and I do have the resolution ready to go. >> Can you just read the number? >> Yeah, please. So 16,000 for reimbursements. Meeting expenses 3,000.
Just writing it down on here as well. For PC card, we're keeping it at 500. I hope this good. Okay. Sorry. Um if like these numbers don't work out like things change as the year goes down the line you guys are >> right >> available to do modifications as well.
>> Yeah. Now supplies supplies that 4,000 repairs is 1,000 and equipment is 500. So, I'm going to read out this resolution real quick um in regards to the budget because we do have this been an actual resolution and then we'll take
a vote on it. Community Education Council District 25 approval of the CC25 fiscal year 2027 budget. Whereas, Community Education Council for District 25 has reviewed the proposed fiscal year 2027 operating budget and has provided by the New York City
Department of Education. And whereas the budget outlines the necessary funds allocated for the operation of CC25, including but not limited to expenses for meetings, outreach, translation, interpretation, office supplies, and professional development. And whereas the members of CBC 25 have the opportunity to review, discuss, and make
recommendations regarding the proposed budget at our public meeting held on July 1st, 2026. Now therefore be it resolved that Kentucky Education Council for District 25 hereby approves the fiscal year 2027 budget as presented and authorizes it submission to the New York City Department of Education. Budget
allocations reimbursement 16,000 meeting expenses 3,000 PE card 500 supplies 4,000 repairs 1,000 equipment equipment 500. adopted
this evening. Uh we will go to a roll call vote. >> Yes. >> Yes. >> Angela, >> yes. >> Amy, >> yes. >> Stephanie,
>> yes. >> Yes. >> Yes. Yes. >> Yes. >> One quick thing just typo. Um this is repairs and equipment repairs. When you send in that side.
>> Okay. Thank you. >> Okay. Moving along. We are going to now turn it over. Are you Dr. Mike? >> We will turn the floor to Dr. V who is on Zoom this evening for the C4E presentation.
Dr. Mike, you're good. Okay, guys. Good evening. All right, I'm also joined by uh Yolena, who's going to be supporting through the lens of um the uh the funding sources and connections with budget. So, if there are questions that come up uh
based on things that I share with you, uh if I am unable to answer them, I know that Elena won't mind hopping in there to kind of give that that added clarity. So, Yolena, thanks so much for being here as well. Uh congrats by the way to all of you for your uh positions whether
they are newly reelected or you are new to the role. Congrats to you guys. >> All right, I just need uh sharing access if you wouldn't mind Egypt. >> I have to do it for my computer. One minute. Sure. [clears throat]
Oh, she's getting that. Sean, there's your answer. >> Oh, why are you here? Happy birthday. >> Oh, thank you, buddy. Same to you. Unfortunately, um I couldn't be there
with you guys today. My I had an event for my daughter. Uh that's uh an opportunity that that she and her team had to be participants in a national tournament. So um I am here supporting her and her team. >> Awesome. >> But happy birthday to you buddy. Hope
you have a great day >> guys. So while we're wait for it to get switched over, if everyone wants to wish Dr. B a happy birthday. >> Thank you guys. Thank you guys. Not yet. a little bit a little bit more time before I can put another another number
in front of myself. But soon soon >> you should have access if you try. >> Otherwise, click request to access and let it pop up. >> Yep, there we go. Okay, good evening everyone.
Uh we're going to be going over the fiscal year 2027 contracts for excellence um and class size reduction plan engagement. This is an opportunity for our community to to provide some feedback uh regarding the current plan
for C C4E as well as class size redu reduction uh engagement work. Uh so C4E legislation uh was established as part of the 2007208 enacted state budget under foundation aid and requires that a port a portion
of foundation aid be used for specific restricted purposes. Uh C4E requires that funding be allocated towards specific programs that raise the achievement of students with the greatest educational need, excuse me, including but not limited to students with with limited English
proficiency, students in poverty, and students with disabilities. In 2022, C4E legislation legislation was amended to include additional requirements related to class size limits. Um so with the state budget coming out, we have um an
expectation as part of the guidelines that we engage in this public conversation uh 30 days uh after the um the state budget has been approved and providing 15 days of notice to community which we have done for this evening. Um, and as
part of this process, you as as uh community education council members, but anyone else that's joining us via Zoom have an opportunity to provide some public comment. Um, which is why this the transcript from uh from this recording will be made available to New York City public schools uh to support
decision-m. So contracts for excellence just the background funding uh must be spent uh only within the following initiatives and that includes things like time on task uh for example extended school year or after school academic support
programs uh programs for our multilingual learners uh things of the sort include bilingual programs uh resources libraries and things of the like. uh full day pre-K and kindergarten programs adding classes uh related to
full day implementation uh class size reduction uh this particularly goes for hiring of uh of teachers teacher salaries in order to create that ratio that we're looking for uh which in the event that you you are not aware of that K through three is 20
students uh 4 through 8 is 23 and then high school is 25 just to give you a little context uh teacher and principal quality initiatives. This includes uh programs to promote high-quality teachers uh to teach in high needs areas. Uh those typically include the
the sciences, sometime our students with IEPs, our multilingual learners, um middle and high school restructuring, uh extended expanded particip participation advanced placement programs, uh experimental programs which must be approved by SED in advance. uh
and then additional eligible uses can be found uh within the link that is provided here on this page. So contracts for excellence for 2027 uh fiscal year 2027 C4E uh is increasing
its allocation by $269 million from 1.089 billion to 1.358 billion in FY2027. Uh this is comprised of $224 million of new funding to be used for class size reduction in fiscal year 2027 and $45
million of existing funding that will be phased in as C4E from last year's class size allocation and will continue to be used for class size. Uh proposed uh from this 1.358 billion in fiscal year 2027
uh $487 million in discretionary dollars. These funds are allocated to schools and may be used for eligible C4E purposes at the discretion of the school. Uh principles work with SLTs to plan the use of funding in 2627 in alignment with the eligible uses that we
discussed on that previous slide. Um schools may choose to change the use of funding from 2526 or can maintain it um for this coming year uh in terms of positions or programs uh that were funded this from this particular school
year going into next. So targeted and maintenance of effort $871 million. These funds are allocated to schools to support specific eligible programs. Schools receiving allocations were chosen based on overall student need and capacity to carry out the specific
program. So 465 million of that in class size reduction mandate, 183 million in fair student funding, 93 million in class size phase in 86 million for integrated co-eing classrooms, 30 million for summer program, 9 million
for full day uh prek and 7 million for autism spectrum disorder classrooms for district 25. Uh just the in terms of how our allocations are broken up, discretionary dollars just under $18
million which accounts for 37.818% of funds. C C4E for class size reduction mandate 14.58 million or 30.13% of funds. Fair student
funding is 8.861 million at 18.31%. phase in for class size uh 2.981 million at 6.16% integrated co-eing classrooms just under $2 million at 3.84%.
Summer programming 1.1 million 2.3%. Full day prek um just under 430,000 and 89% and autism spectrum disorder classrooms uh $569,000 at 1.18%.
So, we take public comment regarding the C4E plan into account in the coming weeks as we continue to work towards complying with this mandate. The dead deadline for submitting public comment on the C4E plan is July 29th, 2026. Educators, parents, and caregivers and
all members of the New York City community may submit their comments by email to contracts for excellence at schools.nyc.gov. Uh so class size reduction plan uh a draft plan has been posted as part of the contracts for excellence public process. Members of the public are able
to give feedback through this process. Following public feedback, New York City public schools will work with the teachers and principal unions to finalize the plan. Under the law, these these unions must sign off on the plan prior to it being finalized. The plan outlines school policies and central
level policies for fiscal uh school year, excuse me, school year 2526 compliance by district as of 20 uh 1031 2025. You'll see here here are all of the districts. I made it
a little bit bigger for you guys. Uh and these percentages are the percent of our uh district in terms of its relationship to reducing class size. uh at district 25, 61% of our classes uh were um at
class size caps uh which was in alignment with the expectations from uh from New York State. And you'll see in terms of Queens North, we are among the higher um compliance districts uh within Queens North. So, uh a lot of work went into that by our staff. So, big shout
out to them for for doing so. uh even though we know we have a district here that still needs additional attention um moving forward which we'll talk about in a moment. Uh 2526 compliance change by district. Uh so you can see here in district our
compliance change was 28% year-over-year. Uh so we did make quite a quite a big change from uh where we had been in the past. Elementary schools made uh the most uh significant change overall 28.7%
uh increase in compliance. Grades four and five increased by 23.1%. Middle schools grew 20.4 points more compliant. High schools grew 16 points more compliant. Uh schools that were awarded additional teaching positions increased compliance by 27 points as
contrasted with seven points for schools that were not awarded additional teaching positions through uh fiscal year 26 funding process. Summary of impact with with exemp uh with exemptions uh school year 2526 the
city reached a compliance rate of 64% 59 and a half% without exemp uh exemptions exceeding the 60% requirement under the law. Uh there is an intensive focus on um on finding space and that's something that is pretty consistent here with
district 25 always looking for additional space to to create more seats for our students. So, New York City public schools and school construction authority authority engage in a systemwide school by school space planning intensive uh reviewing over 600
schools to identify tailored pathways to compliance that prioritize maximizing ex existing space first and deploying capital solutions where necessary. The approach blends capital and non- capital solutions, integrating strategies, including enrollment shifts, reallocation of space and buildings, and
use of the A190 process to support class size reduction efforts. Continued commitment to uh teacher hiring and recruitment. uh New York City public schools focused on on recruiting teachers by continued commi commitment to advertising hiring networks as well
as additional early commitment efforts and leveraging teaching fellows program uh including $17 million of funding to support this effort and funding for teacher hiring. An additional $244 million will be allocated to schools in fiscal year 2027 to hire additional
teachers and bring more high-quality educators into the classroom. So in terms of the pathway there are uh there is a process to support um decision-m when it comes to uh class size reduction in terms of high school
policy and programming uh schools requiring capital um centralized programming and policy support rather than new spaces which means how are we organizing the program that we have in front of us so that we maximize the use of classroom spaces that we have available already rather than uh other
options. joint central and district visits to review scheduling space and staffing um and inform uh that will inform future system level policy proposals. Non- capital tier one enrollment uh very small enrollment overages uh addressed through controlled
enrollment adjustments over time decisions coordinated with district planning, student enrollment and superintendence. Uh so that's where we have opportunities to make adjustments right within uh within our schools and thinking about it through the lens of how enrollment themselves can support um
and district planning uh non- capital one tier one space in building so colllocated campuses uh where there are opportunities where there may be existing space already in the schools that are not being capitalized on uh district reviewer principles and SLTs to assess feasibility and division of
school facilities supports implementation where space changes are agreed upon. Non- capital tier 2 uh schools near existing uh excess capacity elsewhere in the district, which means if we have schools that are that are
relatively close by where maybe one has fewer enrolled children versus the other um working on ways where we can maximize the space in both of those buildings. Uh it does require district-led planning with um district uh district-led
planning with the office of district planning and community stakeholders. Uh may lead to uh may lead to reciting or mergers uh and subject to review by PEP for approval. Uh this for high schools only. Uh limited um half-size room needs
may not require full capital projects. joint facility space management visits with the superintendent uh superintendent teams to assess options and the development of CTF projects and lastly capital sign where there are significant space deficits uh offering
require offer often requiring multiple rooms uh sea is leading leading the process of identifying um areas where um there can be additional capital solutions whether that's in the form of uh new buildings or additions to
schools. So, public comment for class size reduction plan will take feedback uh public feedback into account in the coming weeks as we continue to work towards complying with this mandate. The deadline for submitting public comment will be July 29th, 2026. educators,
parents, and caregivers, and all other members of the New York City uh community may submit their comments by email uh to class size at schools.nyc.gov. So, this is an opportunity now to um to share uh your comments
um as part of this public comment period. Anybody have any comments on what Dr. Questions? Anything? >> Okay. We have a very quiet group here. Dr. Right. [laughter]
>> Yeah. And listen, this is this is a process. Just so that you guys know, we are also um and you'll hear this during my regular presentation, too. Um, we're in the process of developing something that that Eden uh will be part of as um
CEC president. Um, we've created a a um a planning team to really start looking at some of the spaces where we have the most concern uh whether it's due to underenrollment or spaces that are overutilized to really work together. And on this team are teachers,
administrators, and parents where we can work together to kind of come up with solutions that make sense for for the communities uh that we serve. So we do have some spaces that are certainly more crowded than uh than others and others that are not being utilized to the
maximum. So uh part of our work will be to to organize around that. >> What's the deadline to be comments? >> What's the deadline for comments? uh July 29th >> 29th >> would it and if you already considered
this apologies um would it be possible to send out information on this as like a text or email blast to the district because I know we have parents that sign into the CC meeting given the importance of this you know possibly messaging it
out to the district homeless >> I'm sorry I didn't I didn't catch that last part Stephen No, like [clears throat] would it be worth it or possible to also send out since we're there's the public comment period sending out a blast to like the district mailing list to
>> Yeah, sure we could. >> Yeah, sure we could. >> Cool. Anybody else? >> I think we're good on C4E. Are you doing your report as well? >> Yeah, listen, I'm here. I may as well go
for it. And you know I I I'm you guys first of all if you don't know me that you know anything that becomes workrelated even though you know I'm here with my daughter you know work for me always is something that I take very seriously. So you know if I could I'm going to be on and I've tried to make
the time for this. So I'm here we'll um we'll after this I might have to come off screen for a little bit but I will definitely do my presentation for you guys tonight. >> Thank you. Okay. All right. First and foremost, welcome
and thank you guys um for the the work that you do and the role that you play here in District 25. Super super important that we have uh community members that are that are willing to advocate for for our district community. And you know, one thing that I do want
to quickly shout out before we get started is um our principles and assistant principles, our district team for um for organizing our summer rising program. We did have a you know, certainly a couple of bumps as always
the first day does. Um but you know, it it went off pretty well today and certainly thank you to Mr. Darren who was running all over the place today to make sure that all of our buildings were um you know ready to go and that we were there to receive kids on the very first
day of summer rising. So thank you to all of them for all of their hard work in making today as successful as it could be. Um couple of things that we didn't get to talk about during our last month. I just want to give a couple of quick shoutouts. Um June was was Pride
Month as well as Caribbean her American Heritage Month. Uh so shout out to each of our communities um certainly LGBTQ community uh as well as our Caribbean community uh for these months. Shouting out as we unfortunately did not have the
opportunity to do it with the um June awards ceremony that we had last month. Uh we also didn't get to share this happened in May but our meeting while I talked about the botchi tournament we did not necessarily get to talk too much about it. Uh but this was a really great
day. District 259 and 26 participated in a unified botchi event. Um really really great work. Thank you to Diana. And the goal of this is to bring uh neurotypical and non-neurotypical children together uh where they can engage and compete in
sport. One of the amazing things about this day, there was a parent there who shared with us that she was just so excited because this was the first time that she had an opportunity to cheer for her child in a sport. And you know it that was an amazing amazing statement for her to make and I'm just so happy
that um you know we're able to do this in in collaboration with uh New York Special Olympics. So um really really great stuff and really proud that we're part of it. Uh this we've we've talked about in the past but just quick shout out again to Adelfi for allowing our
kids uh to participate in a youth leadership team event. Um, so we had members from the Adelfi University uh community as well as our team members Diana, Melinda, Wing. Uh, they did an amazing job of organizing and for all of our kids that supported this event.
We had our debate league championship. So, thank you to Council Member Paladino for uh for sponsoring it. Uh, this continues to grow. We've added two more schools this year. I'm hoping to add even more next year. A shout out to JHS 185 as well as PS32 for earning first
place in each of these competitions. And certainly like to thank the American Debate League for uh their support of our district, Richard Connelly and Brian Aguiar for uh for their work inside of um inside of this space. Um
so a big shout out to them for that. We also got um recognition for uh our civics forall work, particularly PS22. Uh they were cited in the 2026 promising practices um site at character.org for
the work that they've done on creating safer streets. Uh so a big shout out to the teachers and our students from PS22 for this recognition. Uh always just a quick shout out to our athletics program. Um from baseball,
volleyball, uh flag football. Um you know, we we're trying to offer as many opportunities to our kids to engage in athletics. I do believe it's really important part of creating a well-rounded experience for our learners and this continues to grow and I'd like to say that we're one one of very few
districts that does it like this. So big shout out to our team, particularly Diana, for the work that she's doing in this area. >> [snorts] >> uh moving as a community. This I thank you guys uh for for being a part of this. I know many of our CEC members uh
joined us on um the moving as a community um presentations with together in dance. Um and it was really really nice. We had parents and their kids uh either on stage or in a gymnasium floor uh where they engaged in creative
movement opportunities. uh really really amazing way for us to continue to to push the arts um while also promoting what was important to us between the district and and you as the CEC is promoting this space of community and and togetherness. Um and I was really
happy to see you guys join and be participants in it. Um and I think I have to give Angela the biggest shout out. I think she was at almost every single one of these events um this this uh late spring and early summer. So big shout out to you Angela in particular
because every time I would looked up you were at one of those one of those sessions. Um we also had the partnership with um arts connection and Juan user and the Sambuka tribe as well as Mexico beyond mariachi. Uh we had an
opportunities for our families to learn a little bit about um Caribbean music, Caribbean and Mexican music and dance storytelling. And these were also really great experiences. Whether you were a parent that resided or came from uh one
of these uh one of these areas or you were learning about the community for the first time, it was really really nice to see our um our families from across the district come together in in these spaces to learn a little bit about the culture, but also to grow as a
community together. So, uh big shout out to uh Arts Connection for their partnership. Thank you to Marissa and Lewis for organizing these events and making it all um a possibility. So um and also to CEC for for your recommendations for the direction that
we went with this and I'm hoping we get additional money going into next year so that we can do it again. So couple of things current state of our reading goal. Now obviously we don't have any state scores in yet. Uh but I do want to give you a little context of where we're going next based on endear
results this year. As you guys know, knowledge of standards, knowledge of students, knowledge of resources, uh was really important for for me to to continue to push on our schools and our staff uh to really help support decision-m to make our instruction as
good as it can possibly be for our kids. Uh this is going to stretch um into next school year. And I'm going to share with you a little bit as to the why in just a moment. Before I do that, couple of shout outs. In terms of progress uh this year in I Ready. Uh shout out to 107 and
169. They had the highest median progress. Um meaning every year kids should earn 100% progress according to I Ready. Um anything above 100% means that a child grew more than one year's worth of work according to the I Ready
assessment. So uh each of our schools um have a significant number of our kids well above that 100%. Uh so that middle student in some cases is in that 130 140% range. So um our schools have done a good job of growing our learners. Uh
for a grade 4 MS PSMS 499, grade 5 PM PS 214, 194 grade 6, 189 and 164 grade 7, and 194 grade 8. So congrats to them. So um thinking about it through the lens
of Aadians, this is the first year um that we had over 60% of our kids in grades kindergarten, first and second grade um over that 60% bar, which is uh really really good news. Obviously much more work to be done, but you'll see the
progress that has been made year-over-year. uh from 23 to two 202526 we went from 19% of our multilingual learners to be on grade level between K to2 to 41% and 26% of our students with IEPs to 35%. Um certainly more to do
here but we are certainly making some progress uh for I Ready. What you would see here is that we've made year-over-year progress for our students in grades 3, four, seven, and eight. um other grades either stayed similar to past years or
um decreased by 1%. And you'll see uh for grade three at 68% comparatively to 65 and so on down the line. You'll see that that you know the each of the shades will show you a different uh year-over-year trend. Overall, we're
about 1% uh improved as a district from last year's I Ready. Now what you're going to see here on the next set of slides um on the left hand side are our foundational skills the right hand side are the meaning making so the vocabulary the comprehension offormational text and
literature and what what you'll you'll see here is um if you look on whoops I just advanced slides if you look on the left hand side just for a moment just stay I'm going to give you guys a moment of pause on uh the left hand side and what you'll see on the on the the first
column is all students are multilingual learners or students with IEPs and then our general education population meaning that's not a multilingual learner or a student with an IEP. So what you'll see here is on the comparing the left to the right uh and just take a moment to
reflect on that and then I'll advance the slides to eventually get to the point. This is K to 2. This is 3 to five. This is 6 to 8. And what I'm hoping that you guys notice here is the the foundational skill side
of our work is in fact improving year-over-year. We're seeing a positive change. We can't have um productive readers if we don't have those foundational skills, but we also know that it can't be just the foundational that we're growing. we have to grow the
meaning making side of it too. Um and when we go across years, you'll see here that the the percentage of our students that's able to engage in those foundational skill that foundational skill work is improving, but the meaning
making side of it is not. And I think there are a number of reasons obviously particularly for our multilingual learners as they go through the years. If they are a sixth, seventh, and eighth grader and they're brand new to the language, it's going to be much harder. There's no doubt about it. But we have to continue to work towards that end so
that we're not just helping our kids decode, but we're helping them decode, but also make sense of what it is that they have read. Uh, which brings us to kind of the the space of what we're going to be paying attention to next year. What you'll see here is the that first line is data reflects that the
coding alone does not produce strong readers. We need to make sure that we're attending to background knowledge. We're attending to vocabulary. We're attending to compre complex language. We're engaging kids in their ability to discuss and analyze text and also to be
able to write about it. So the next phase of our work is around strengthening meaning making so that f that those foundational improvements translate into deeper comprehension. And similarly 6 to 8 is going to see a similar type of of scenario just a
little bit more sophistication. that space of argument, that space of textbased discussion, um that space of synthesizing ideas across texts. So as kids get older, standards are holding them accountable to greater things, which is why you see the language a little bit different here in six to
eight. But overall, something that you've heard me say in the past, which we have to shift, you've heard me say this idea of reading to learn to learning to from learning to read to reading to learn. And both of those things need to be true across grade
levels. Sometimes we cite >> whoops. Sometimes we cite it as important just at the K to2 level that they're just learning how to read, but they need to be doing both of those things simultaneously across the years. Uh so it's going to be a point of
emphasis of ours as we go into next year that we're really talking about this space of growing not only in our foundational development but at the same time we're building our kids understanding of content and in alignment with that you'll see
New York City has a very similar type of plan their focus around building deep comprehension developing fluency and supports with intervention. So, I don't know about you, but there are times, particularly if my head is in in lots of different places, um I find myself I got
to go back and reread what I just read. If our kids are reading across a page and they haven't held on to it and they just keep on going with that next paragraph and next paragraph, what we'll wind up seeing is children that have read read across many pages, but really not thinking about what it is that they
just read. So that's going to be a big part of our emphasis going into next school year, which aligns with our goals. These I've shared with you already. Uh but focus on foundational literacy and meaning making to really support and impact uh the
opportunity gaps that exist particularly with our Hispanic, black, and student students with IEP learners across K through 8. Um and then you've heard me talk about already this program that we're referring to as the REACH program. It's a National Geographic program
specifically targeting our multilingual learners with the goal of improving outcomes uh by 10%. Now, this this is going to be a little bit of a change. You'll notice in here it says proficiency on the WEDA. The WEDA is the new assessment. We no longer will be
using the NISSLAT. Those are two different assessments. The NISSLAT is no longer going to be used to measure student proficiency. It's going to be the WEDA assessment that's going to be used to measure progress for our multilingual learners moving forward. As we get closer to the start of the school
year, we'll be doing some presentations. Because it is new, I still need to get more background knowledge on it myself before we can present, but we will present that to you early on in the beginning of the year so all of our parents know what our kids um with language needs are going to be held
accountable to. Things that we're going to be doing moving forward. Uh there will be ongoing capacity building for around explicit instruction. That does not change. We still need to make sure that we're modeling consistently for our kids. Uh the use of a tool, it's called the know it show it protocol. It's just a way for
us to really build on our understanding of the text and making sure that we're bringing out the critical content that's necessary for our kids to make meaning. uh use of the tools, the teaching pal as a resource right inside of the um the
HMH curriculum so that we're making really smart decisions and asking questions that promote uh and provoke thought. Uh we have learning maps that we're going to revisit as a district to make sure that we're supporting our teachers. We're going to be engaging in walkthroughs as we always do, coaching
and professional learning. Uh use of the reach program I've already mentioned. um leveraging the hidden voices curriculum and the black studies curriculum to support depth of understanding and ensuring that we're being culturally responsive. You'll see more about that in goal number four. We're doing a pilot
for in some of our uh in some of our summer rising schools uh with this new mindset um kind of being exercised over the over the summer so that we have an opportunity to learn um and grow through the HMH curriculum a little bit more in depth. Uh we're going to provide some
supports for summer planning and gather feedback from community members as we move forward. Okay. Priority two. Um what you'll see here are the end survey results for uh our students across uh specific domains
that our student our survey was measure excuse me our survey was measuring. Um on the left side you'll see grades three, four, and five. On the right side, you'll see grades six, seven, and eight. Um, and what what you'll see here are
relatively high percentages of children that um have positive things to say. Um, however, there are needs here. Um, in terms of percent positive responses, which means kids either said they agreed or strongly agreed. Um, I inform an
adult in a school if someone's being bullied or harassed. 77% of students said that. I can trust my school to resolve conflicts fairly. 68% of kids said that most students at the school treat each other with respect. 60%. Uh that is an improvement from last year,
but we still have more work to do here. There's no doubt. Uh there's an adult in school that I can go to when I'm upset. 75%. I can calm myself down when um when angry. So that idea of self-management, 74%. And I have the coping skills to handle stress and worries about school,
74%. So you see that we still have a significant number of children that we do need to continue to work and build on um in terms of that space of relationship building but also that space of self-management. Um so for us going into next year what I really am
would like to do and certainly guys as we're going through this is a space for you to also add feedback um as we as we come towards the end of my presentation. uh but all schools the the goal is that all schools will work collaboratively with learners so that these things are not being done to them but it's a
process that they participate in in terms of how are we going to work on relationship building as a school how are we going to support self-management across our classrooms um oftent times we obviously have respect for all week um in my opinion you guys have heard me said this say this before
[clears throat] this should not be something that's done in a week uh we have to really work through this so that um this is done regularly for our learners and I want them to be um a voice inside of this space move uh to to make this as productive as we can.
Okay, prior current state of priority 3. The reason why I am saying current state by the way is that the the current CPS are going to be organized a little bit differently. The reading goal is goal number one now instead which it always was. Goal number two is now math. um
this year was social emotional learning. Goal three this year was math. Goal three this year is going to be social emotional learning. So there's just some shifts here. That's why you see it say current state of priority three. So for math um again shout outs 169 PS 244 for
medium progress for grade three. Uh grade four shout out 24 29201. Grade five shout out to PS24. Grade six PSMS 499, grade 7 189, and grade 8 379.
So likewise in um in math comparatively speaking to reading, uh what we do see here is some progress across um three of our highlighted grades. You'll see grades three, four, and seven. There's progress made there ac across those grades. A little bit of a slide in grade
five and grade six. grade eight um includes the regions. So that data I I still have to organize a little bit with the regions uh assessment just being completed. I will populate it with the most recent regions data um because there was excuse me difference between
MAP and um I Ready. But you'll see here also from 2324 uh to current there has been a positive change for our students with IPS only 1% change this this current year. for our multilingual learners. There was about an 8% change year-over-year, which is
positive. Um, but still more obviously to do. What you'll see over the four domains that our kids are assessed on um numbers and number sense and operations is our highest performing uh which is an
important thing because the other areas um are impacted by our children's understanding of um number systems and the like. So uh really important to build those those fluency skills, those basic understanding of numbers occurs in
that space. Algebra is uh followed by number sense and operations, measurement and data and then geometry. Measurement and data and geometry tend to be a bit more abstract um which is something that we still need to work on and believe the
curriculum work that we're going to go into is going to support that. So what you'll see here is that same type of pattern or trend against each of our subgroups of learners. Um what you'll see across our subgroups is
numbers and operations is typically the highest performing comparatively speaking to our measurement. And then geometry, our students with IEPs and multilingual learners, you'll see here um have the biggest gaps amongst these four groups. And likewise, you'll see the similar
type of pattern for our grades six through eight learners. Now, what does it mean for us going into next year? Uh, we want to continue to build on our work uh through the implementation of rich mathematical routines uh and tasks that promote
problem solving. To me, that is a hugely important component of our work. Um, and you guys have heard me talk about this through the lens of my own children. Um, they're fine when things are procedural. Uh, but when there are additional steps that require that thinking part of the
process, um, it does impact their capacity to respond well to some of those questions. So, we want to build our kids as problem solvers and thinking about math concepts in deeper ways. And the the roll out of the amplify curriculum, I do believe, is going to help support us with that going into
next year. So, we've already started, just so that you know, in May and June, um, vast majority of our teachers have been trained in the Amplify curriculum. They've had two days of training. And I say vast because there were some folks that may have been absent during the
days and even the makeup. So, we will have to make sure that those folks do get the training. But, the the vast majority of our teachers are ground K through eight have already been trained in the Amplify program. More training will continue throughout the year. Uh schools will be receiving upwards of 20
coaching days from the Amplifi program themselves uh as well as supports from the district where we'll be offering professional learning throughout the year. Um really excited about the coaching. As I just mentioned, there'll be summer opportunities for planning um as well as ongoing feedback from staff.
Okay, priority four. Um I'm really happy with the civics for all work. Obviously, we're we're still growing here, but um I do want to continue to sustain it. I think it's really worthwhile. Um I think you guys would probably agree just listening in on the soapbox speeches that we were able to hear. Uh and the
action action projects that are beginning to develop, this can very much be tied into our social emotional learning goal as well, where our kids are working towards action projects to improve relationships across our buildings. So, there's a lot of opportunity here. Um, it also ties very
nicely into um, New York inspires and the portrait of a graduate where our kids are becoming civically minded. So, I do want to continue to emphasize this work going into next year. Safe for college will continue to be an area that we pay attention to. Uh, our
goal this year was to get to 10%, we got to seven. Um, there is a really significant improvement here. um New York City uh in collaboration uh with city council, incoming kindergarteners will not be given an opportunity at
$100, it will be $1,000 added to an account for kindergarteners. All grades 1 through five will remain consistent, but kindergarteners moving forward will have a $1,000 allocation. So CC members, we need to continue to put our minds together to make sure that as many
people as possible can access these dollars. I think it's a really great head start for our community to to get college and career as part of the mindset. And lastly, our goals. Um, so this first one here, we want to start emphasizing
grades four and seven uh for within the social studies curriculum to make sure that we're emphasizing uh the inclusivity of the black studies and um the world uh world and hidden voices curriculum. uh so that we're embedding opportunities within the passport to
social studies curriculum and these additional add-on resources. Uh so we're going to be looking at that through the lens of curriculum uh integration, but also making sure that our teachers are supported to uh build this out over the course of time so that we're doing it
well across all of our schools. Civics for all remains the same and safe for college again remains the same with the expectation that we're getting to 80% of our families. Um, so we have a lot of work there to do and you know, um, would love all of your support in getting us
there. And chronic absenteeism, guys, you know, this one's always a big one. Um, if you look at this chart at the end of the year, we're at 17.2% of our students were chronically absent. That accounts for around just under 4,000 children.
Um, which is significant. You know, we do need to continue to work on this knowing there's no silver bullet. There's lots of reasons from illness um to you know medical concerns that parents may have uh but our schools are there. We want to be able to help
support all of our families and develop really clear plans of action uh so that our kids are in buildings every day. There is a 20% difference in performance um for our kids that are in school versus those that are chronically out. So, a lot more work to do here as well.
And this is our our goal for that that we have that reduction. We start off really strong and then we get to the winter months, we definitely tail off. Um, you know, so more to do there. We're still amongst the very top in terms of overall attendance rates. Uh, we're top three in New York City when it comes to
that. Um, but we have to do more. Um so and that's will be a common language that you hear from me is that we are doing uh doing well comparatively speaking but we have to do more and that concludes my presentation and that district uh problem solving pilot
as I mentioned to you is going to be made is made up of teachers uh principles parents uh and district team members to kind of establish some solution based uh come up with through a solution based mindset where we're seeing things that are going on in our
community to make positive changes. Um, and that concludes um, my presentation, but I do have a couple of other quick things um, to say. Um, I'm not sure if you guys are aware, but I I'm not going
to certainly announce the youngster's name, but I just want to say my thoughts and prayers go out to one of our family members that unfortunately had the tra tragic loss of an eighth grader here in District 25. Uh there was a terrible accident just a couple of days ago uh
that resulted in the loss of a life of a graduating eighth grader who was on his way into high school. Um so my thoughts and prayers go out um to that young man, but uh certainly to his family and friends that are grieving right now. So um my thoughts and prayers are with them
and I just wanted to make sure that I said that uh today here as well uh during this meeting. Um, so big shout out to to to that family um of support. Um, I also just uh quickly um I know the
the the resolutions that were were shared. I just want to quick comment um because I don't want there to be the impression that we have children um or families for that matter that are being picked up or spoken to in and around our schools. that has not uh to my knowledge
happened in and across our schools. So I do want to make sure while I appreciate the the entry point of the resolution, I don't want there to be an implication that families believe that that's something that is happening uh in and around our schools. That is not something that um that I have certainly
been made aware of. um our schools are in fact connect in contact with project open arms on a regular basis to make sure that any families that do need supports uh receive them uh regularly. So um while I appreciate the the entry point of the resolution, I do want to make sure that that is shared so that no
one believes that that is in fact happening around our buildings uh currently. So um >> just to bounce off >> um I just want to let know that I'm I want the forward just a second. in our mind, but not because of specific
instances in our district. It was just to reaffirm and stand in solidarity with other school districts. So, thank you for calling that out. >> Yeah, 100%. Thank you, Stephen. And that's why that's why I kind of pointed that out. I know that wasn't the intent, but I want to make sure that that's clear.
>> Thank you, Dr. Mike. >> Sure. >> Anybody have any other questions, comments? I think Dr. Mike >> Dr. Mike, I don't know if you want to make mention or I can. Um, right now we have a principal whose family has been displaced.
>> Yes. >> So, any support towards that family? It has been online. Um, if anyone's not sure what we're talking about, reach out to me. I can talk to you privately about it. I don't want to necessarily announce it, but we had a principal affected on the last day of school by a fire. Um,
his family was affected. So, just another point of information there. a lot going on in our district right now. Um, okay. We will move to public speaking. Do we have anybody in the >> anybody in the chat?
With that being said, do we have a motion? >> Second. I heard 851. take two minutes and we will start our business meeting.
>> Christine, I got I heard other voices too, but I those two I heard at that moment. >> Yeah. If anyone need signatures, look at this love. Yeah, >> there's yours. >> Yeah, you're good.
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