All right, folks. Can we come to consensus on our minutes? See Rob, thumbs up. One more, folks. One more of you. Thank you, Eden. Thank you, Crystal. Okay, awesome. All right, guys. We're
going to get started. Um, I will begin with uh with my report uh for our October 6th session. And what we'll be talking about today, we'll we will do a connection before content. I have a few surveys that I'd like for you guys to to
quickly get your eyes on to make sure that you do um have an opportunity to give us some some feedback on. One being our parent survey, the SEAL survey that's being shared with students, and there's also a school leadership team survey that we had sent in the past that I think would be a good idea uh
considering the the conversation that Gus has had with us around the bienial review. uh while we haven't received that from uh from the central level, we have administered in the past a district version of that SLT survey that I think
could be added to our SLT training so that when our parents, our teachers, and our administrators are all present uh during the SLT training, one of the things that we can ask them to do is complete this SLT um survey so we can check on the health of our uh school
leadership teams across the district um and give us a little bit of insight right as to what folks are seeing uh at each of our schools so that we can offer support as a DT. Um so we have that survey there as well and I would love to get some feedback from you guys around the literacy plan. I know that you had a
chance to look at it last uh last go round but if there's anyone that has any feedback on uh that literacy plan would love to hear it. We did share it with our principles. Part of this is around um you know getting some of that feedback which you know we mentioned
inside of the minutes and Gus talked about last week in terms of our professional learning plan. Uh that is part of that work which we're doing collaboratively through the lens of the DT uh our building leaders and our staff. So um we will try to get some
feedback from you guys on that as well. And that will be my agenda for this morning followed by Gus. I know he's going to be talking a little bit about bylaws and a variety of other things that are connected to uh our district leadership team work. Um but before we move on, I do want to congratulate um a
few of our folks. Uh Rachel Rachel Baltadano has um run for and is now currently the new president of President's Council. Uh she was unable to be here today. This was all a a recent victory. So, uh, thank you to Rachel for, uh, for your commitment to
our schools, uh, and for stepping up in this way. Uh, and we also have Crystal Gonzalez who's going to serve as the DPAC president. Uh, and I know Crystal is on here. So, Crystal, thank you for, um, you know, for for serving in this way as well. Uh, we really do appreciate
it and is much needed for our district community. So, uh, thank you to the two of you for your commitment to our schools. Um, all right. connection before content activity. Um, and you know, we're, as I mentioned to you, we're going to try to
do this at each one of our uh each one of our sessions just to kind of make sure that we're connecting a little bit before we dive into the content. Uh, and here is our quick little conversation card starter. If you can snap your fingers and appear somewhere else in the
world, where would you be and what would you do while you're there? Um, and Lewis has got his hand raised. He's already got one. Uh, I'm not sure if it'll be comic bookish or not. I don't know. Or maybe in the land of >> I was waving I was waving goodbye. >> Oh, you were waving goodbye. You're out.
You're you're you're already moving on. Okay. So, I'm going to put you guys into into a breakout room just really quick again. Have a little bit of fun uh with this and we're going to assign um we'll have three in a room and we
we'll break out just for a couple of minutes and then come back. uh nor it'll be four minutes of time in the breakout room. Please make sure that everyone has a chance to share a little bit and um I'm going to open up those rooms now. So, please hop in
and some of our team members that are usually not asked to hop in, please do so anyway. All right, guys. Welcome back. Did anyone hear anything from uh from a from a DT member that you'd like to share out? Any
kind of unique places that you heard? I'm actually curious where Lewis was going to land and and uh and head to, but anyone have anything that they want to share from what they heard from a D one of their DT uh partners. We got no one. No one knows where they
want to go in a snap of a finger. >> Well, I'll share with one of my partners wanted to go into space. >> Oh, >> awesome idea. and my other wanted to go to Israel. >> Very nice. I gotta tell you, I I don't know how how comfortable I would feel
heading uh heading into outer space. It sounds like a really amazing idea. I just don't know how >> on that. >> It was me and it was the International Space Station. So, there is some stability. It's not just space flying around. Although, I feel like I'm doing that often these days. >> You know what's so crazy? I actually
just saw an an article of a um like a I don't know if it was a startup, an organization that's trying to build, you know, this is straight like sci-fi stuff, trying to build an aircraft carrier that is in space.
This massive massive um platform just to to be floating out in space. Crazy, you know, and you know, you look at Star Wars, you never think any of those things could be real. And now they're talking about developing them. It's amazing. Anyone else? One or two more.
>> You're on mute, Gus. >> I was impressed by the fact that uh has a um a beach house with a pool. That's very impressive. >> Yeah, he's very fancy. And he's going to invite invite everyone there. Who's in?
>> Lucky guy. >> Yeah. So, in my my group, we range from um from heading to Asia um to Aruba and uh to Nicaragua, all for a variety of different reasons. Um uh Eduardo to
visit family. Uh Jenny being a native of of China, but also to be able to experience all of Asia. And Lamar because he's heard a lot about Aruba. that is positive and um you know has been to uh was it Panama you said Lamar
u so many times to visit family that he wants to change it up and head to Aruba. So um you know you know being able to snap the fingers is something I'm all for. 10-hour flights I'm not very into. Mine was Italy. Uh if I can snap my fingers and head back to Italy at at any time and
not have to worry about getting on a plane for 8 to 10 hours I'm all in. Um the the flight is what would prevent me from having to do that on a routine basis. But thanks guys for going through that. Um it's always nice to just kind of hear perspectives on where folks, you
know, where folks are and what what interests them and you learn a little bit more about everyone each time we do this. So thank you for entertaining that. Okay. So I'm going to quickly share my screen and we're going to go through a couple of things that uh we're going to go through a little bit of a
review phase right now. Um, so really love your feedback on a few things. Uh, so as you know, as a as a district, you know, we are part of our work is making sure that we we build on some of the things with our parent community
that we're we're looking to to bolster. One of them around um, you know, parent engagement, parent empowerment, but also to make sure that our families are getting feedback on the progress of their children. uh which is all kind of
tied into this parent survey that um we kind of borrowed some of the questions from from the city survey that goes out once a year. Uh but we do intend on sending this within the next couple of days um to all of our parents to to get some feedback on. So what I would love
everyone to do and let me just open this and then I will put it in the chat um is to quickly go through the sample that we have here and share any feedback that you might have uh in regards to the survey. Things that we
should be thinking about, things that maybe perhaps are not appropriate any longer for to be a a survey question or others that you think our parents should should really be able to provide. to provide us with feedback on uh we did develop this in multiple languages um
you know Chinese, Spanish and Korean. The one thing that I probably do need to include in here is that if a parent completes it in one language, they don't need to complete it in multiple. Uh some of our families completed the same survey multiple times. Um but at any rate, if you can just take the next
couple of minutes to um review this survey, indicate anything that you feel like we should also uh be thinking about within it. Uh again, in context to our district goal um that we've established, which is around creating opportunities for our parents to engage in our
buildings around our priority areas and reading SEAL, but also to make sure that they're getting progress um information on their children. So, just I'm going to put the timer on just three minutes and then we'll do a quick round of
feedback. Just take another 30 seconds of reflection. Okay, guys. And we'll come back together. Uh we'll do a quick uh quick little whip around from each of our uh DT members to share any feedback that they'd like um anything that it's making
you think or um or wonder in regards to um you know, this survey. Um, so what do you notice about the alignment of the survey questions to our goal? What do you wonder and what recommendations can we make for our SLTs? Um, and I think
this is an important part of of our work here as as a district leadership team is to be able to offer some of those recommendations for our school leadership teams to think about, you know, so if we know this is what our parents are saying, what does it mean? Um, and I think there's no better place than than an SLT to kind of talk about,
you know, if we're seeing our parents saying really amazing things, you know, how do we celebrate that and make it trans uh, you know, transparent and if perhaps they don't, you know, what what can we do about that as a as an SLT? So, any uh any comments uh about the survey?
Go ahead, Rob, you can kick us off. >> Uh, so the serve the questions themselves, I think, are spot on. I think you're you're asking the right um questions to try to get as much information you can about what schools should be offering. Um I just I'm wondering about the answers meaning like
like for number two it says agree neither agree or disagree and then disagree. Um I don't know what neither agree or disagree gets us. So maybe like the word somewhat. I agree. Uh I feel comfortable. Yes, I agree. I feel
comfortable a little bit or uh I don't feel comfortable, right? Um like in number three, uh my school provides me opportunity to provide feedback on school programs. Um maybe again the I guess the the agree or disagree is the
same as saying like not sure. Uh meaning that but the not sure gives you I guess feedback on the school maybe could do a better job at >> yeah we can adjust the type of liyker scale for sure. >> Yeah just the scale of of the answers that I don't think give us the uh
information that maybe that we want um for for for all of these um for all these questions like the the parent engagement one um oh and the parent engagement one is the question itself um which one was that? Oh, number five.
I've met my with my child. I've met with my child's teacher during parent engagement time. >> That could be a disagree even though they've had uh maybe a Zoom call, maybe a phone call. Uh that might just >> So, it can change it to metspoke with something like that.
>> Yeah. Engaged with or you know via Zoom or phone call or even email exchange or whatever it is. There's so many different ways to communicate and that's I guess what we're really trying to find out if that communication is happening. not necessarily I've come up to the school because you might get a disagree across the board but that's not
reflective of the >> Yeah, I love that suggestion. >> Yeah. >> Yeah, that's great, Rob. Thank you for that. >> Uh Eduardo, is there anything else, Rob? >> Uh so, uh following up on on what um um Mr. Marino said, um it so what what
would be the the preferred method of interaction? I would kind of ask whether is it um um virtual or or in person. As another question, Eduardo, you mean? >> Or or as a follow-up question, how do you prefer um interaction? Um because
some sometimes um parents want to see more in-person events. I have come across that, but others prefer um online. >> Your preferred mode of of communicating with the school.
>> Yes. Awesome. Thank you for that, Eduardo. Uh Eden, anything that you noticed or you know would would uh think to adjust or add? >> No, >> I got nothing right now.
>> Sorry, >> totally fine. No, that's good. Thank you. >> Uh Crystal, >> good morning. Um, how can I put this? Um, I'm hearing a lot, I see what we have here, but I'm hearing a lot from families where
they're looking more so for support at home. What can they do to like can we add a question like, uh, do you feel supported with the support that you're giving your child at home? Like that's a lot of
times that's their questions. How can they support their child? what their child is learning in the classroom at home. Um, so can we add a question like that? Do you do you feel like you have enough support or are getting enough information regarding what you can do to
support your children at home? Yeah, we can definitely work towards uh towards something along those lines where you know um I'd have to think through how we can how we can phrase that. But I understand what you're what you're getting at is that I I especially like the the last part is like do I have
the information? Do you have the information necessary to help your children at home? >> Yeah. Yeah. like like supports to like supports to like tutoring or or um like um resources in the community, your local library, that that kind of thing.
Does your school help you connect with community resources that are available? Okay, thank you for that, Crystal. Uh, Lamar. >> Yeah, I'm still I'm looking through them. Um, I haven't found one that like
really catches my eye on something that, you know, changing the language or anything or the questioning itself. So, I guess I'm I'm good for now. >> Okay, cool. Thanks, Lamar. Uh, Monnique, did you notice anything? >> Um, I would just say the first question is a little um I'm thinking like general
meeting. What general meeting? like more specific because usually most parents come out for school events. They do come out for PTA events. Um they do come out when you know if there's a parent coordinator workshop. So as far as
general meetings, how does that pertain to the goals? Like is there something new in the goals? Is there a new type of meeting that um the schools are having with the families other than the most obvious ones?
That would be like my my question. What does general meeting really mean? >> Yeah, I love that. And I think we could probably, you know, revise it to kind of call out the things that we're talking about as a district. you know, have you
been invited to do something connected to reading? And at the beginning of the year, the answer might not be yes. Um, and I think that's okay as long as we're thinking about when are we doing something that that our parents can, you know, connect to things that are about reading or social emotional learning or
math uh or special education or uh and so on. And I think that, you know, our schools do those those things. And um I think if we we make that more specific then um perhaps the responses will be a little bit more helpful. >> Yeah, that's what that's what I was
thinking. And um also like I don't know if you want it but maybe just like a comment section like if there's something specific that wasn't asked of them like maybe if they wanted to add a suggestion for the school or something like that maybe like a suggestion box.
Um, >> so we can change that last one to comment slash slash suggestions. Uh, make it a little bit more um, you know, specific at the bottom so that they know that what comments is really
asking for and that it's not just a a box that gets ignored. Uh, we do last year we did see a number of folks um that that do respond. I think one of my one of my other big questions for us as a group too is you know last year we got
about 1,200 answers which uh 1,200 responses from from the community which I think um you know you know it represents maybe seven or 8% of our district community. Um you know so I do need to to to bolster that number. Would
love to get far more than that. So any recommendations that you guys have on that too in terms of uh really building this out across our schools. These surveys are anonymous. So um you know there's really not a way for for me to
to truly capture person by person who's doing it. Uh at least not in this. We could do that but I don't know that it's necessary for it. But would love to get more than just the the the 1,200 that we had which is still a good sample. Uh but would love to see more than that. uh
over the course of time. So I will work on making some of these uh some of these adjustments that you guys included. Uh so we have the liyker scale um you know question around question number five making adjustments to number one and
then a couple of additional add-ons uh that we can include in here as well. Um you know because of the add-ons it might take us a little bit more time just to make sure that we have a complete translation for those even though it's small. Um, we we will have to work on making sure it's translated in in
Spanish, Chinese, and Korean. So, um, I will make those adjustments. I'll send them to you guys after that. Um, then you can give us some the feedback to go ahead and we'll and we will get start getting some feedback from our community. All right. Awesome. Thank you for that, guys. The um the next
component um is going to take a little bit longer, but I do want you to to give a look at our student survey. Um again what do you notice part of one of now this is much bigger than just uh relationship building which is what our
our district goal is about. This in also includes a number of elements that are important for our buildings to know you know how our kids what our kids perceptions are around the core competencies of SEAL the self-management self-awareness social
awareness uh relationship building responsible decisionm uh and then a couple of elements that are connected to um our mindup work and we also added in three uh some questions about
um the um the district vision statement and how kids can define community, wellness, um wellness, kindness, and community in district 25. Some of the responses have that have come back um have we because we we did this with uh
with a small group already. Uh but any feedback that you guys have to share for adjustment, we can certainly do as well. So, I'm going to put that into the chat. If you guys can just take a couple minutes to give this a quick little look.
And this survey comes directly from one that has been uh been been tested for a long time out of the Wu School District. Um it's one on the that's been is represented on Castle. Castle is uh is a
um a national website for social emotional learning. Um so I'm going to put this on because there's a lot more questions here. Just five minute review and again anything that you notice, wonder um or things that you think need
to be adjusted. And this survey is for kids in grades three through eight. For those that it says I you need access. So, we'll get I'll fix that right now. So folks, I will scroll down. Um, we'll we'll do it in a PDF. It's just the way
that this is formatted for kids. That's why it's giving you the the message for anyone that's outside of the outside of the DOE. So, um, outside of using a DOE login. So, just give me a minute. Louis just put it
into the chat, but I will continue to scroll so you can So, just take a a moment in uh of reflection, things that um that you notice about the survey, wonder about the survey, alignment that you see, um
any other things it it's making you think um in regards to our kids here in the district. Um any reflection that you see in terms of relationship building inside of some of those survey questions, anything along those lines that um you know that we're really
trying to build on and make sure that our kids are connecting to um as we go through the year. But anyone have any any comments, any noticings, any wonderings about this survey? Uh anything that you think we should be doing to make it more clear or or get us
more information from from our kids? any comments? >> Yeah, go ahead, Rob. >> Um, so I I like uh the the scale that you use with the happy faces and the sad faces. That's that's good for all ages. I think that um we always find that to
be uh universally useful. Um when getting into the section with um relationship skills, uh I'm I think back to the survey that you shared with us. I think it was last year that
parents were able to to to you know give us feedback on what their hopes were for their children for that school year. >> And the one that always resonates with me I even I even get a little choked up from it was like I hope um she makes a friend. >> Yeah. >> And and I wonder if like we talk I look
at the one that says I try to respect my classmates and I get along with my classmates. I I wonder if asking a question like I have one or more friends at school would give us a perspective to how many children are feeling lonely in
school or how many kids would say I don't have a friend in school or or something to that effect. Uh especially when you get up to the middle and and high in the the middle schools where um that those relationships tend to be more more important. uh where in elementary
school I found being here for so long now that these kids just you know they're all grouped together and and uh they're very surface uh but when they start hitting puberty and getting older they become a little more deep and kids do feel like in some cases that they are by themselves.
>> Yeah. So, we have a the question there's an adult in school that I can go to when I'm upset and maybe perhaps we have um you know, a variation of that that I have a peer that I can go to. Um you know, something along those lines. Um so, I don't know if I want to include something along in the in the space of
do you have, you know, one or more friends? I'm not sure about that. I'd have to think about that a little bit. I know what you're getting at though, Rob. >> Um >> yeah, I wouldn't say like do I I have at least one friend. I wouldn't say that because that would make a child feel like if the answer is no, then I'm I'm less than least.
>> I would want to know if there are children who feel >> isolated, you know, >> you know, and this the survey is a good way to however you it can extract that. >> Um, I think it's a good place for it.
>> Cool. Thanks, Rob. Uh, Eden. Yeah, just piggybacking off of that, I as thinking about my kids filling it out and knowing what my son kind of went through, I think definitely to try to find out if somebody feels like secluded is good, but I think like what you were saying,
Dr. Mike, about the wording is very careful that we have to be because you don't know the response that we're going to get from children and it could make other feelings re like come up for them. >> Yeah. But I do like the idea of trying to find out like do they feel connected
to somebody maybe other than just a staff member. Is there somebody else in school that you feel connected to maybe rather than just do you feel connected to a teacher or a staff member? >> Yeah, thanks for that Eden. >> I have to think through what how we how we phrase that but I think we can
probably organize um organize for that. Yeah. Uh Crystal, >> just look uh thinking about what they just said and looking at four and 14. Um I can calm myself down when I get upset
or angry and 14 is I have uh the coping skills to handle stress and worries about school. Included in school is not feeling welcome or not having a friend, right? or along those lines, maybe we
can have a follow-up question for them, like how what do you do to cope with your stresses? Um, just thinking about a follow-up question to get more feedback from the kids for four and 14, how do you calm
yourself down? And uh for 14, what what coping skills do you use to handle whatever stresses you're going, you know, going through? Something along those lines. >> Awesome. Thank you, Crystal. Um and Monnique,
>> so I was going to piggy back off what Mr. Marino was saying. Um, we know lunchtime is probably the time of day where kids most likely feel alone. So maybe gearing that question to, you know, do you have someone that you sit
with at lunch or something simple along the lines. um you can reward it, but I think like that's the most important time of the day, especially for middle school because that's when people are sitting next to people that they like and that's when they're out of the classroom setting, out of assigned
seating, and you're choosing who you want to sit with. So maybe it's more or less like, do you have someone that you sit with at lunch or do you have, you know, uh and this a simple yes or no. So I think like when these surveys come back because they're children, the
simpler it is, the easier it is for us to address. So if you have many children that are saying no, then you can then look at your cafeteria and how it's set up and how students are playing and then how they're interacting and also out at
recess, you know, um how are children, you know, kind of playing with each other. I feel like I mean you know um engaging and having activities together and talking and things like that but um I think the lunch question is is
probably for me would be a way to gauge in that communication. Um and then um I also think I know you said grades 3 to eight but um my concern is the wording especially for the lower grades. I think
maybe the upper grades might understand what coping and tools and skills and things like that. So it might be a little bit more difficult I think for grades three to five unless they know what coping means, what the definition is and
>> yeah. So so the survey the survey comes with a series of um vocabulary terms for teachers to be able to share with kids >> um so that they have Yeah. so that they have a little bit of insight as to um you know what vocabulary a child might have a struggle with. What we what we do
share with our schools is that this is by no means intended to be a reading test for them. Um so if we need to share exactly what something means that we can do that um to avoid any kind of uh misinterpretation of what the survey is actually asking them.
>> Okay. Thank you. >> Yeah. Yeah. But as you guys as you guys are talking, I'm thinking maybe even just kind of is there someone that uh that you can socialize with um you know as a learner something along those lines you know and it could be during lunch or recess um I have someone that I can
socialize or talk to slashtalk to um slashplay with uh during recess or or uh or lunch maybe something along those lines. I can I can work through that to see if there's something we can add um that connects to that um as well.
Uh, I'm not sure if you guys put your hands back up or not. I I Crystal and then Eden. I'm not sure if that was from the bass one or >> No, I have more to add. >> I I have a um I was thinking about something like in when I mentioned lunchrooms in in our school cafeteria,
it has a sign that says if you like positive affirmations, if you need a if you think someone needs a friend, be one. So maybe we can ask the question to kids like if you think some if you think someone needs a friend, are you being
one or something like that? Like just to get their feedback off of how they feel when they see someone alone. Um are they being that friend or you know something something to that effect.
>> Thank you for that Crystal. Uh Eden, >> the other thing is um I was wondering is this something we're going to do like soon and then maybe re-evaluate in the spring to see if anything changed for these students? >> Yeah. So the goal is that we do this three times
>> um and align and align it with the um the assessment windows that we have um so that we can do a little spot check on on kids and and um you know where they feel like they are throughout the year and whether or not any other
intervention. So the the goal of this survey is that our schools bring it to their to their case teams and case teams are able to unpack, you know, where are we? Do we need to have more lessons in self-management? Do we need to have more lessons on this that or the other thing? And then also being able to target, you
know, individual children that might be showing that they need some help. So, uh, yes, the goal is that this is implemented more than once. Go ahead, Lamar. Um, I think you just answered my question, but I want to ask again for clarity. Would this be given out to
students um, like directly as opposed to anonymously? Like would a child's name be on it where they're answering the surveys? >> Yeah, so we are able to gather individual student uh, student information. We don't ask them to put their names in. Um, but the uh the the
tool pulls from their their NIXA uh information. So we we're able to kind of get an idea of of who might need additional attention. >> Okay. >> It captures it captures their email address and then we can map that back to actual kids >> back to individual kids. Yeah.
>> Okay. Thank you. I just wanted to clarify that. Thanks. Yep. Sure. >> All right. So, it sounds like, you know, in general, the the survey in and of itself is um, you know, a positive tool and just noting a couple of um of
additional things um here for us to consider certainly as we're moving forward and making adjustments to um, you know, to the to the survey for our kids. And you know what we have seen is that it does give us some some information that uh I think is really
important for us to to think about as um as individual schools and as a district. And when we think about this idea of of recommendations that we make for an SLT, what are some of the things that we would want to recommend for our schools
to do with the information that comes from this? obviously looking at it, but is there anything specific that we can say, you know, aside from their case teams that our schools have, what would we want to recommend for our SLTs when thinking about this data? Just take a moment of pause. What would we want to
make as a recommendation um for our schools? Because we do have the SLT training that's coming up, which is going to be our next thing that we we are going to look at. What would we want to even include? thinking about our goals, thinking about this survey, what would we want to have
um our school SLTs think about when it comes to this stuff, whether it's parent survey, student survey, or you know, our academic data. But what would we want to have as a recommendation? Anything that comes to mind? Just take a moment of pause.
then if you have any any thoughts or recommendations, please feel free All right, we can come back to that. Um what what we had done in the past um and we worked work collaboratively on we just organized a small little guidance document. We had done it with with uh
parent um translations and such in years past. We might want to even come up with just a small little guide for uh discussing this at a school leadership team uh meeting. you know, here are the things that that you should be thinking about perhaps through the parent lens, through the teacher lens, through the
building leader lens. Um, I just think it's a nice thing for our schools to keep that information um gathered because every school will have access to their own individual information from this. It won't just come to to the district. It'll go right to our schools
as well uh for our SLTs to be able to kind of look at and and ask more questions about. um SLTs won't be able to look at individual kids, but you'll be able to see the bigger information um as a school. Uh and maybe perhaps we can work on organizing a um a guidance
document for SLTs to be able to use uh to support next steps. Yeah, go ahead, Crystal. I was just thinking like maybe what like for the SLTs getting it out there that the surveys like the surveys are being
done, right? And the purpose of them is for for the voices to be heard and for the changes for changes to be made and then let families know how the what changes are being made, how they're being made, like transparency, you know,
like getting that across. >> Yeah, I love that. And I think that can be part of um well, two ways. one one of the things that I always will do at our CEC meetings, at our president's council meetings, our DPAC meetings, um all this
information will will always be shared by me. Um you know, for sure and then certainly next steps, but I think it has to go beyond that. So those are things that I can also do with with gamma and and things of that nature or even just
messages to our SLT parents uh to then share widely to other folks. Those are things that that that we can certainly do as an SLT um in and of ourselves. So, uh I love that that suggestion, Crystal. Uh and Mon'nique, go ahead.
>> So, I would I don't know what I was thinking. I know because SLTs can create subcommittees. So, maybe feedback from these two individual surveys can create two subcommittees. One addressing the parent
survey, one addressing the student survey. and then coming up with and the subcommittees working on ways that they can address any concerns that come up as a school community within both uh like
kind of saying, okay, we're going in the right direction with this, but maybe we need to create something more with, you know, what's identified as possibly could be, you know, a concern, right? And then the same thing with the students, like where are they at? And then you know just for example like I
brought up the cafeteria whatever question that you decide to ask about you know students having a peer someone they could speak to you know if that comes back as something that is a concern then sorry then possibly
um that could be something that that subcommittee works together to address as a school community. Yeah. And I think I think Mon'nique too what we can probably do what we did last year with the um the language um guidance document that we shared with
SLTS is that we can also form our own little subcommittee. Those that want to serve on the parent side, those that want to serve on the student side, and then we can organize those guidance documents ourselves and serve as that model for what our SLTs can do. Um, so I
think that's a that's a great recommendation and one that we could organize ourselves. Uh, what do we want to say based on the data that we can we can here's a recommendation from our DT to our SLTs um, you know, to think about
be can become agenda items and so on. So I think it's a it's a nice entry point and one that shouldn't be a a crazy lift for our schools, more so a here's a great conversation starter. what do you guys think about uh in regards to you know our parent engagement work? What do
we think about in terms of our student engagement work? You know, I think it creates a great opportunity for conversation. So, I think that's a great recommendation. >> Okay. Awesome. All right, guys. Now, >> this is a leadin to um discussion around
some of our next steps. Now, this one we're not going to just review just yet, but I would like to have it. Um, here's one more survey we're going to review in a moment. This is the SLT survey. But what I would like us to think about is in regards to our SLT
training which is scheduled tenatively for Monday, November 3rd. Uh, I have received some feedback around this and I know we were talking about in person and believe you know, believe me when I say I prefer things to be in person when we can.
But I also know that we have um you know families that getting to a to a building might be difficult. Staff getting to to a inerson training might be difficult. Um so if we are okay, we can consider it the
same way that we had done last year uh where we're meeting um via Zoom. We had done it twice. I'm going to open up what the agenda looks like here. I'm going to put it into the chat so you guys can have it and open it. Um,
what we did last year, we opened, we had two sessions. We did one at 4:00, one at 7. Uh, both via Zoom. Um, I had done a uh an intro. Uh, it was followed by um
by Gus and uh and Eden uh did SLT 101. Um then Umeit did a progress monitoring session. Uh we had Rachel and Rob did a piece on MTSS and then lastly we had Yolena who I'm not sure she's going to
be available so I have to work on who would be able to come and do the budget piece. Um but so we'll work on who's going to do this last part. Even if I have to do it myself I can. Um, but each of these elements was what was covered
during our last session. So, a couple of things. One, can we come to consensus on doing these virtually? Um, would you guys be good with doing these um both of these SLT trainings in a virtual way,
give me kind of a thumbs up. Or if you're really passionate and say, you know what, I would much rather do it um in person. Um, but it looks like Well, I got a an exploding thumb on that one. I'm not sure who that was from, but that it sounds like we're going to we're good with virtual. All right, so virtual. And
again, we'll do it two times. Does that make sense for people that have different schedules? So, Crystal giving me a thumbs up. Eden, thumbs up. Rob, are you good with that, too? Rob is good.
All right, Lamar, you good with that? Lamar's a thumbs up. Okay, so we have virtual. We'll do one session at 4, one session at seven. Okay. Now, can we just take a look at um and Gus could use your your uh your hand
in this space, too. Anything else that we that things that we have done? Are there things that we should be doing um that's not necessarily present on this agenda? >> Dr. Mike, I have one. >> Yeah, go ahead, Eden. >> What about the wellness collaboration
and adding something in about that >> and how we want SLTs to cover that at their meetings? >> Wellness, kindness, community. >> I would gladly take lead on that one if we need.
>> Okay. Yeah, love it. Thank you, Eden. Anything else that we see that's in need? Mike, it's a little small for me to see, but I just want to make sure that the pack stuff and the um SLT monthly
information is in there. So we never had a um a specific thing just for for pack. I know we have our roles and responsibilities of um SLTS. I don't know if it was in
this initial if you mentioned it during your your presentation around the governance component. Gus, do you remember? >> Yeah, I usually mention it. I fit it in somewhere, but um you might want to have
a slide uh that um uh highlights it because it's something that we keep reminding people on an ongoing basis that needs to be done. >> Yeah. Let's see. I don't see it in there. That's something that we would be able to add. Is there a deck that you
have, Gus, that includes that in there? Cuz >> I think I sent you um the new uh decks. Did I send you the new new decks from Central? That's for the SLT training. >> Yes. >> Okay. Was that in the one from this this month?
>> Uh yes, I sent it to uh I sent them out um uh either Friday or over the weekend. >> Yeah. So that's no that's no problem. This that can always be adjusted in here. Uh making sure that it's in there. That's fine. Um okay.
Anything else other than that, Rob? anything that you think we should be including for for principles across the district or Lamar, anything for for um for teachers that we should be including that would be helpful for them. But other than the wellness, kindness
community, the general idea of SLT 101, progress monitoring, MTSS, Rob, we would probably need to make some changes here in in the dock and provided you're still okay with doing this portion, you know, just to kind of align it more with the three areas that we've the the three um
interventions that we chose um as a district. Um Rachel had done it with you in the past. Um any at Crystal any interest in kind of co-presenting any of these? >> Sure.
>> It doesn't matter where you put where wherever I can help at is fine. >> Okay. All right. Um All right. So, we're going to keep the the time virtual. I will still do my intro and Eden perhaps you can do join that and
I'll add it into my intro. The wellness kindness community. Yeah, that's what I figured I and I'll take over that since I know we've been collaborating closely on that. So, if somebody else wants to do the SLT part for me. >> Yeah. So, you you and I could do that during the intro slides. We'll include that in there. Um
Crystal, if you're willing, perhaps you can join Gus and we can you can do the SLT um 101 just to be there as a as a co-presenter. We can go over that information with Gus. Um, and that way we'll be all set and ready ready to go
with um with moving forward. I just have to touch base with Rachel to make sure she's good with continuing that MTSS alignment work. Um, the slides are there. They just will need to be updated. Um, and if you guys are okay with it, maybe perhaps we can come together
again in a couple of weeks just to review it so that when we get to the November 3rd or maybe we can do it on the 3rd during our regularly scheduled meeting uh where we come together, review the slides and then and then we'll all be ready to go for that
evening or do we want to review them way ahead of time because then we can make another meeting. I would just assume that a lot of these things are already done. We can do them on the 3rd that morning when we have our regularly scheduled DT so that
we're ready for um the 4:00 and 7:00 event. >> I think the day of the SLT meeting is fine. >> It should be good enough, right? If we give devote the amount of time that we have to it, I mean, the slides are pretty much already done. >> Um I think we should be able to be good
to go. Um, one of the two things that Yeah, go ahead. >> On on the MTSS section, remember the change from last year to this year is that there's more detail in um in the uh C. Um uh it's beyond just the grid. Now
there are action plans and uh there's also a focus that central has come up with these uh selections that districts have. So it might be a good idea to highlight or incorporate, you know, that those changes from last year to this
year so people are are aware of them. >> Yeah. So what what what I had just mentioned to Rob, there are a few things that we would have to make adjustments to in the MTSS slide deck and some of them are based on what we actually put in our literacy plan. It kind of lays out all of that work. It's really just
moving it from the literacy plan into the new slide deck which would take place, you know, which we would incorporate into this year's work. Um, so a lot of that's already detailed in our literacy plan indicating, you know, who goes into tier 1, tier 2, tier three, what are the programs that we're
using, um, you know, and what it means in terms of the win period that we've established. So, um, all of that is pretty detailed in our literacy plan. It just needs to be lifted and put into the new what will be the new MTSS document if that makes sense.
>> Yeah. >> Yeah. Okay. All right. So then we will we will reconvene ourselves on November uh November 3rd. What we will do in the short term we will get message out to all of our SLTs. Um Lewis will help me organize a uh a flyer to send out to all
of our schools inviting them um to the November 3rd training session which will be at one at 4:00, one at 7:00 um so that all of our folks get good and trained. Yes. Okay. Uh, and the only other add-on that
we're going to include, it will be Eden towards the towards the welcome uh that I am going to be doing around wellness, kindness, and community. Uh, and I have to see if there's someone that will uh sit in place of Yolena. Um, as she mentioned to me, she will not be in that week. Um, but that should not I'm hoping
that's not too much of a problem. All right, guys. Awesome. And I >> She did have somebody that was covering for her for that I know we dealt with while she was out previously. >> Yeah. No, I'm sorry. I I shouldn't have too much of a problem getting someone for that, but um I'll let you keep you
guys posted on on who that will be. Okay. And the last part of of my session for myself this morning is around the school leadership team survey. So, let me just quickly share my
screen again. This will be the last bit of feedback. I'm sorry I've asked you guys for a lot of feedback today, but I think it's important that um you have your eyes on this. And here is the last
form and I did find this very helpful in the past that I would love to include before our SLT members leave from our session that we ask them to complete this um this form. you know, it gives us a lot of
information around the things that school leadership teams should be or should have in place in order to support decision- making. Um, so if you can just take the next again five minutes or so just to do a quick little once over uh
of this survey form. A lot of these questions come directly from the bianial review which uh Gus I don't know you can tell me more if they're planning on sending this in a different way other than what I'm planning to do. >> They're they're planning but you know uh you you uh have been proactive in the
past and uh done your own which is a good thing. >> Okay. So if everyone can give this a look see um and we'll come back together in five minutes. Anything that again that you're noticing, anything that you're wondering about? And this is from a standard kind of set of questions that
uh SLTs have been asked for uh a number of times. They used to do this every couple of years, but that has since changed. We've been doing it on our own. Uh I haven't seen it come from the the central team in a while, but just give it a quick review. Um any things that you have on your mind based on reviewing
it? All right, guys. Any thoughts? >> It's long. >> It is pretty long. >> It is pretty long. This is this is almost a mirror, Rob, of what what the bianial review is. >> Um, so it is long. I I definitely hear
that. Do you think anything can be consolidated so that you know it's not overwhelming? But I feel like all of the things there are important. >> You're asking all the questions you need answered. So >> yeah, >> I have a question. >> Yeah. Go ahead, Crystal. >> Um the first question, uh please
indicate your school's affiliation below. I have I'm on SLT at elementary and middle elementary school and middle school. So do I fill out two separate surveys? H Um, >> could that make you maybe make a select
all that apply? >> Well, I mean the only thing is is that your experience I mean and this kind of stinks that you're such an active parent. Your experience at one might not be the same as your experience in another. >> Gotcha. Um, you know, so I would hate to
say this, but it would almost be it would be best if you can kind of put on here's my elementary school hat and what I see going on and here's my middle school hat and here's what's going on or here's school A versus school B. Uh, if it's not an elementary and middle, um,
it it would benefit just to get a little bit of clarity around um, you know, one location versus the other. >> Okay, no problem. Thank you. But yes, that would give you a bunch more work to do, Crystal. Sorry to say that. >> It's okay.
>> I mean, the questions there are pretty pretty straightforward. It's all really around what SLTs are intended to do, their job, and their function. Um, and what what I would hope from this survey was that it it will be an opportunity for all of us to look at and
say, you know, if this is an area that schools need help in that we can offer, um, you know, these are these are times and spaces where where you can come in and get some some extra TLC if you need it as a parent or as a building leader or as a teacher and, you know, here's
when we can offer that. um you know or or just make resources available for schools that might say that they need it. Um you know, it's a it's a good way for us to to to connect with with our buildings. And even though this is an anonymous survey, we can still offer the
resources um you know to to folks that might need it. >> Anything there, Gus? >> No. >> Okay. All right, guys. So I think we are in in pretty good spa in a pretty good
space. Um our goals are are still here as um as we've written them before. The only uh last space of feedback is if you've had an opportunity to review um the literacy plan um
and I will put it into the chat again uh in the event that you that you haven't had a chance to look at it. Um, but any any feedback? We did receive feedback from principles from our principal team. Uh, they felt like it was a really good guide for for them. And let me just
quickly share my screen. I'll scroll through a couple of things also so you can see where we have those relationships to um the work that Gus was just referring to. Um, so this kind of outlines the overarching vision of our work as a
district. you know, the the pillars for how we're seeing and looking to grow through improvement, but I'm going to go right to the one component that Gus was just mentioning, which is around the tiered supports. And these are the things uh Rob that we can
add into um that presentation in some way, shape, or form. just kind of the the tiered approach that we're taking. Um the different programs that we're going to be using, you know, to to make sure that our families know what the what the deal is
and what we're trying to get accomplished as um as schools. And I will say that this is, you know, uh much bigger than um than past practice at times, you know. So, we're looking at kids in the the bottom 40th percentile.
Um, which is, you know, a lot of kids after that first administration. So, our schools do need to do a lot of drilling down and figuring out who really does need the support versus who doesn't. Um, you know, some of our kids, you know, I Ready is just an assessment. It doesn't
mean it tells you everything. So, we have some kids that tested in the bottom 40th percentile in I Ready and last year tested as a level four. Uh so those things don't necessarily match. Um so our schools do need to do a little bit of digging to make sure that the kids are getting the appropriate
intervention. Uh but this does kind of indicate how we're going about doing that. Um you know as a as a district. Um so any did anyone review or give a look at our current planning for our literacy
plan? Any feedback that anyone has? Um any thoughts on this? If you a little bit more time, you can certainly, you know, we can certainly connect with this at during our next meeting. But, um, any feedback you have is always most welcome.
Mike, the other piece that you, you know, is related to the MTSS, um, that I know that you're working on uh, is your district professional development plan. it might be uh a good idea to just mention what you know um
you're doing as a component uh for SLT so they're aware that there's this you know district-wide initiative taking place. >> Yeah. So all of that is right in this plan Gus. >> This whole literacy plan is part and parcel what it is that we're doing as a
district including professional learning dates. What is it that we're actually working to on and towards? Um, so that's all embedded right in this in this document and is also included in the in the DC. So all of these things are are present
in there. All right, guys. We will we will revisit revisit this. This isn't uh a document that's ever changing, can always be adjusted as the year goes on. Um but wanted to make sure you had your eyes on it so that you can provide feedback. Um so when we come to our next meeting, if
you could give this a look, I will also be sharing with you our guide as well as our math guide as um in addition to this so that everyone has access to what we're working on and towards um and open for feedback around anything that you
think we should still be considering. And that concludes my report for today. I'm going to turn it over to Gus. Thank you. Um, one of the things that I do uh folks uh during these uh meetings is I monitor my emails as um the meeting
is taking place and uh about five or 10 minutes ago uh I see that uh the district has received feedback on the DC. Uh it was expected last week. U then I was told we we were going to get it on
Friday. Uh but um it came through uh this morning. So um uh it's up to the district how you want to handle the feedback and share it with the um uh with the um uh DT. uh but um what
central did was they developed a uh PowerPoint which uh is part of the handouts that I sent as the you know it's just a guide uh and some ideas about um the kinds of things that you should be looking at in terms of the uh
feedback. Uh there's nothing that dramatic uh in there. Most of it is pretty uh straightforward. But being that uh Central went to the trouble uh to create it, um I feel that uh I should um just touch upon it uh during the
meeting uh and you could look at it in more detail uh and decide how it relates to you know your um review and uh revision procedures. The deadline as uh I still have it for the DC is uh at the
end of December specifically u uh December um I think 26th. So it's basically the end of uh December that um the uh DCP is supposed to be uh finalized. So if I can share my screen,
let me just go over this um this this piece. Hopefully this is the right one. And uh can everybody see that? Have I got the right screen? >> Yes. Updating the CP.
>> Updating the CCCP. >> Yep, that's the one. Okay. So, um uh you know, as usual, they they have lots of uh graphs and and and visuals. Um, and one of the the um uh uh
pieces is that they've broken down for you with these bullets about uh uh there's alignment which the district strategic plan which is uh over on the left side on the bottom. Uh but the uh the other piece uh review and update
actions. What uh the expectation is is that you revisit your needs assessment um based on the latest information and the data that you have to make sure that it has the most current information. Then um align the district plan with
district priorities, something which I'm sure you've already done. Um and then review the feedback uh in again as I mentioned in whatever way uh the district feels is appropriate and um
incorporate that feedback. Uh and I haven't seen it like you know uh like I said we just got it about 10 minutes ago. So um I don't know whether you want to just table it and share it at the next meeting, send it out before the next meeting. However you want to handle
it is is is fine. whatever works for you and then incorporate uh whatever uh input from the stakeholders meaning the DT members and then um use all of this information to clarify and strengthen uh
the action plan. So that's what central is telling us and um the next section is something that um let's see uh I need to discuss um with the district. Now you
are a improvement district because of one school that uh you don't kind of have total control of. It's in your geographic area. And um uh Mike and I have talked about this in the past. Uh Mike, do you remember the number of the
school? It escapes me at the moment. Um it's a >> QSI. >> Yeah. And it's um it's a the middle school and high school component that's identified. Is that correct? Do I remember it correctly? >> It's QSI. Gus, you you broke up and out
broke in and out there for a second. It's QSI. It's Q252. >> 252. And um uh there is a section in the DC for um the um improvement districts uh
that um I believe is in your DC because of that uh geographic uh area component and whatever is in there is supposed to address what uh special is being done for that particular school. And in our
case, because we're it's it's a a bit unusual, um I mean, in in the the other district in Queens North, um there there are two schools, a TSI, and they just belong to the district. In your case,
it's a school that um uh is under a um a different superintendency, but is in your geographic district. So, um it would take some collaboration and I'm not sure whether um it's something that
will appear only in their um uh uh uh DC or um in ours or both. Um so, um we have to take a more a closer look at that. I'll take a closer look at that and get
back to uh um uh uh Mike about this to make sure that it's clear what is um you know required in that piece. Have you been given any insight as in your superintendent meetings um uh as to how
that's handled uh Mike in in your case? >> Uh no, not as of yet, Gus. >> Okay. So, you know, it's something that we'll clarify uh and and see uh it might not even be necessary uh if it's handled in the other districts DC and um not uh
in ours or just be reflected in ours. I I don't know. Uh that's something that um it occurred to me when I saw this graph and um uh it's something that we need um uh clarification on and I'll get it uh for for you. Uh, and there are
guidelines here and there's a handout um, specific to this that I may or may not have included in your handout. So, I'll have to check back and see. It's a separate one pager uh, for target districts uh, on um on on uh, the kinds
of things that uh, should be incorporated uh, into that section and it reflects what's here in the um, in in the uh, in the PowerPoint. Family engagement. Again, um this is not anything new. It's your district family
engagement policy. It's something that you're on top of. Um you um uh have a very robust um parent engagement uh process in um in district 25. And um you
are always on top of um uh getting input. Uh you you're doing your own surveys. uh your your um interacting uh on all levels and I'm optimistic that your u engagement policy will be um uh
as upto-date and as robust uh as possible. There are some uh guidelines here um and u timeline um in relation to family engagement and family engagement
policy. But again, this is something that uh you routinely do and u that I know that you're uh on top of 100.11 it the bianial review again you're not even waiting for central uh
in the last meeting that I attended with central they um indicated that um the uh survey will come out this year and it will be done. So um uh we'll wait uh to see whether that actually happens. But
in the meantime, as u you've seen um uh in the earlier component of this meeting, you're moving ahead and you're gathering your own information u to um uh uh uh revise add to uh the um uh uh
SLT support policy, which is what 100.11 is u that's already in the plan. and uh based on your own survey and hopefully uh central will send out the additional information and um by the end of December uh we will be have enough
information to revise and add to the uh the the policy. Uh so um that's basically um the PowerPoint. It's not a long PowerPoint. uh and um stop sharing. The other um uh handouts that I've given
to you to to you are not um anything new. You've seen them all before. If there are any questions, you can um uh uh come back uh and we can discuss them uh or just email the superintendent office and they will um uh relay the
question to me. Um C deadline is early um um uh December. Uh right now uh according to the timeline is December 5th. Uh once again, you're um either the first or one of the first districts to
complete everything on time. So I'm optimistic that um your um CS are in good shape being revised uh and things are moving along. Uh I will uh I sent out uh a um uh last week a survey that I
get from uh from central on packs and um the information uh for uh parental engagement that goes into uh the uh I plan portal into those uh and uh uh
Jenny is working on that and uh is on top of it and reaching out to schools that are behind. I get those uh almost every week. I will be getting a um SLT uh survey as well. I will send that out.
That's the general monthly uh information that's supposed to go into the uh SLT. Uh just as a reminder, the um annual meeting for title one schools is at the end of October as it always is
and um information needs to be put into I plan uh into that as well and I'm sure um you will take care of that and I will get a report on any missing items um that we need to put in um the u the
bylaws. Um, I think we did we send out the bylaws after last meeting. Uh, Mike, I don't remember. Um, it should be in the minutes. I think it was on last uh agenda. >> It was on the agenda. It's in the the slides. I can put it in here again. Um,
it's in the chat. Just put it in the chat so that we can give it a an approval for for this year. Um >> it should be in the minutes that it's been reviewed and approved or added to um you know uh uh I guess next meeting.
Um that um is something that we go through uh every year. Uh and um uh that way um you know it's in it's in the uh agenda and u I have to put the latest version uh into I plan. So when it's
finalized, you send it to me. I put it into the correct tile in I plan and um we should have uh at the top somewhere or wherever it's appropriate uh that it was reviewed uh again and finalized on
you know such and such a date. So when it goes into the DC um you know it's uh it's clear that it was uh looked at and uh added to or just approved um this academic year uh as well. Um the the
last bullet is SLT training. We already talked about that. >> Um and um uh we have the two sessions. Uh >> and uh unfortunately I have a conflict with another district. I emailed the superintendent and suggested that they
change u their date. Um they chose the same date at 7 o'clock. So I can't be at both places at the same time. So um if they're not able to change, I'll ask uh Matt Zillik or one of my colleagues um
to to to cover the other one. Um I think that's all the bullets um that we have. Um any uh questions or comments on anything um uh that I said? >> Uh no, I put in the bylaws in the in the chat. Um it looks like we two of our
folks were just exited. So uh we can't necessarily come to consensus on on those bylaws um at the moment. We'll have to do that and table it towards our next meeting. Um but please make sure that you've reviewed them. So, it should be a quick little um entry point for us
going into um into next month. >> Uh one one thing that I forgot. Uh I I owe you all the docu sign for the consolidated plan. I'm sorry. Uh I I haven't gotten it out. Uh and if I don't get 100 interruptions by the end of the
day today, um it's on my list of things to do uh to get it out to you. So, look for the email from me on DocYign. >> Thanks, Gus. And uh in terms of the feedback that we received, we can go over that during the next uh next meeting. Some of the things that they have in there, I've already made
adjustments to the past couple of days uh last week um as I made some revisions to the DC. So I will make all those revisions that were requested. Some of them was just changing language from L to MLL. Uh some of them a little bit more specific around adjustments to root
cause analysis versus patterns and trends. So, I will make those adjustments and uh we'll be available in the DC for all of you guys to review. Um but the smallest one if we could just reviewing the um the bylaws and then we'll be on our way to come to consensus
on those uh for this school year. Um quick uh quick follow-up reports from uh CSA. Anything, Rob, that's going on? >> Uh uh CSA has their annual uh conference on November 1st. Looking forward to that. But we've also been uh in
conversation with the city on um trying to get the PAR nominations to open up as soon as possible and also for them to continue to look into ways to um attract more school safety agents. Um we
we definitely do not have enough especially in the lower grades in the elementary schools. uh school safety agents. I believe the starting salary is $40,000, which is not a living wage in New York City. So, I don't know how they are, without me saying too much, I think
they could do a better job at attracting uh some talent to that field that we desperately need. >> That's all. >> Okay. Thanks, Rob. Uh Eduardo, high school superintendent report.
>> Yes. Okay. I'm going to share my screen. screen to share. Hi, good morning everyone. Um, greetings from Superintendent U Dr. Tu. Um, so I have a couple of updates um, in keeping
with our, um, uh, district goals. Um, so, um, we have a college tour coming up. Um, three of our schools will be participating. Um, Atlas Muran and William um, Brian High School. That will be tomorrow. They'll be taking a tour of
NYU and we also have a college fair coming up this week as well on Thursday, October 9. All of this information, the flyers and the details are on our is is available uh on our website.
Uh we're also uh very proud to announce uh in district 25 um John Bound High School um we have the um um the we have two um um they were the recipients of the vessel scholar program. Uh the vessels um scholar program selects 12
student educator pairs uh from across the United States each year. The scholars are chosen for their academic accomplishment, leadership potential, and passion for creating positive change in their community. Um, these scholars in then engage in a year-long leadership
development experience and launch a community change projects that address u pressing local issues. And so the um um so the this this was awarded to a student and and an educator in our district 25 um John Bound High School.
So I want to congratulate um Salia Woku and and AP Felicia Bifulco. So all of this information is available on our new website. Um I will be also uploading information on our upcoming open houses across the district. So once
this is up um updated, I will be sharing this with um uh Jenny so that she can uh distribute it to all the parent coordinators and any families interested in participating in our open houses are invited. Thank you.
>> Okay, thanks so much Eduardo. Um Eden, anything from CC? >> We have a meeting this Wednesday. Um Senator Lou will be coming to give some updates from Albany. We're going to be talking with food stream about some a DOE vendor. We're also going to have a
presentation on the Amplified Desmos curriculum uh by Beth and I think there's some resolutions that might be coming up due to some stuff that happened at the PEP meeting recently. So, if anyone's around able to join whether it's virtually or in person, please feel free.
>> Okay. Thanks so much, Eden and Crystal. I know that you were just recently elected. I don't know if there's anything that you have to report from DPAC, but if there's anything you'd like to say on behalf of DPAC, too. >> No updates right now. Thank you. >> Okay. Thank you so much, Crystal. Um,
and the last thing that I that I do want to say before we we close in terms of um new business um Arlene Flechman from Community Board 7 um did share an opportunity with me that um I just want to let everyone know that I'm going to
follow up on. Um it looks like Queens College is looking to develop a um um a debate tournament that is a national debate tournament uh which would include opportunities for our
middle schoolers and high schoolers um to participate in. And again, this would be um you know, something to build on the the idea of debate that we've already started here in the district with our relationship with the American Debate League. Um so I just wanted to
kind of throw it out there at you guys that this is something I'm going to be following up on. I think it is a great opportunity for our district. um one to create this community collaboration between Queens College, our community board and district 25. Um to really
continue to build our kids capacity in in the area of speech, but also their ability to debate. Um you know, our kids have done great work years past. they've gone to Harvard with the American Debate League and we had uh a second place um
participant just from our district one of our district schools alone that that went to Harvard. So um creating more opportunities like this is something that I think is worth looking into. So I will be reaching out to the director from Queens College to find out more info and I'll share more with you
hopefully in November around what this might mean for our district community because I do think it is worthwhile. Um, I also do want to to share that um, uh, Craig Lazarus from uh, Common Point has given me the thumbs up on anytime
that we want to follow up and do another one of our events. Um, at the uh, Common Point, Queens location next to uh, Bell and 169. Um, I do wish I do I would like to follow up on what we did last year. I
thought it was really uh, quite a quite an event. um that we organized collaboratively with the CEC. Um would love for the DT to also be involved in that. So, I'm just throwing it out on the table. If uh last year we did it in I want to say it was March. Um I do
think that we can do it again uh in and around that time, maybe even a little bit earlier if we so choose. Um I think we chose March because it's starting to at least get a little bit warmer um and not so cold during the winter. but they have offered their space again and I do
think that we should take advantage of um of using that opportunity to spread this idea of wellness, kindness and community across the district. So, you know, more to follow on that, but I wanted to kind of bring it to everyone's um everyone's ears. And uh this past
week, we did host our our first um uh soccer set of soccer games to kick off the soccer season here in District 25. So big thanks to uh to Diana um for you know getting that work started across our schools. And the last thing I
do want to say is that we are likely to receive and I want everyone to kind of put on their their thinking caps for this in terms of ways that we can use it. Um I am anticipating receiving uh a good amount of money for the arts. um
you know from the space of the district being able to offer arts opportunities across our schools. Now, last year, if you remember, we were able, you know, I received the money very late and had a short period of time to spend it, which we did. Um, and spent it pretty well.
Um, I don't like sending any money back as you guys know. Um, but we we will likely receive that opportunity again, you know. So, ways that we can use the arts dollars is in the form of getting
specific um assembly periods for our schools. um offering a residency for some of our schools um and maybe even doing some community- based events. So, what I would love for everyone to really think about is what would be good from the district level, what would be good
maybe at the school level for some of our buildings that really have very little dollars um and they cannot afford some of the arts programming that I know that they would like to have. Um so, think on that. organizations we've used in the past. Arts Connection, Studio in
a School. Um we also did Broadway shows. Uh we did uh trips to Broadway shows which was really really well received by our community. So I ask that you guys think on that because once that money comes um I don't want to wait. I want to be able to spend it and get it into our
schools to to use as a uh means of bolstering their uh their programs in their buildings. So think on that. anything that you believe would be uh be um purposeful for our schools. And Eduardo, this includes, you know, creating opportunity for this this cross
elementary, middle to high school space where we can do something maybe unique uh to bring uh our entire district 25 community together would be worth uh worth looking into. So, if you can bring that back to Dr. 2, that would be great. Uh including this idea of the um debate
league work. Uh, but does anyone else have any other new business that we need to bring up? All right, guys. Can we come to consensus on closing the meeting? I'm going to give you back nine minutes. This is unbelievable. I don't think we've ever really given back nine minutes on a DT meeting.
Usually, I take nine instead of give nine. Thank you, Crystal, for the thumbs up. Eduardo's good. Rob's good. Eden, you good? I'm good. Sorry. >> Okay, perfect. And so if everyone could just make sure you take a look at the presentations. Uh let's start making
some of the appropriate adjustments that we have to have. Um Rob, you and I can talk about the MTSS one if you want. Um I don't see anything major, but just making sure we have the things that all of our schools are really doing uh in it. We should be good. >> All right, guys. Have a great afternoon.
>> You too. Have a wonderful day, everyone. >> Thanks.