And I'm gonna share my screen. >> Okay, Crystal. >> Good evening and welcome everyone. I'm Crystal Gonzalez, Dpack Chair. Um, welcome to our November DAC meeting. Um,
next slide, please. Here's the agenda. Welcome family support coordinator Jenny Chang. Approval of October uh meeting minutes, superintendence report, guest speaker
Mike Hope, the game show experience, school spending plan for title one, set aside funding and our upcoming meetings. And we'll open the floor for questions after. Meeting norms. Start and end on time.
One voice when speaking. This is a safe space to speak. One, two, three, and then me. If you spoke already, allow three people to speak before you speak again. Respect all. Be present. Be engaged and involved.
Approval of meeting minutes. I'll be reading October's minutes. Yep. kind of trim my Can you make it a little bigger, Jen? >> Yep. Better. No.
Let me see. I can open it. Okay. October 25, 282. Meeting minutes. Date, Wednesday, October 29th, 2025. Time 5 5:00 p.m. to 6:30 p.m. Location virtual via Zoom. Record a
transcript prepared by Jenny Chang. Attendance. One, call to order and order and welcome chair. Quorum confirmed. Two, meeting norms. Presenter myself, Crystal Gonzalez. Three, approval of September
2025 meeting minutes. Presenter myself again, Crystal Gonzalez. September 30th, 2025. Motion approved. Second motion approved as well. Outcome approved. Unanimous. Uh for superintendence report presenter,
Dr. Dr. Michael Dantona key updates parent survey participation connection before content wellness kindness and community framework data and academic progress I ready baseline assessments intervention programs
student seal survey peer mediation upcoming workshops enrollment timeline highlights high school admissions middle school admissions kindergarten and G and T 3K and preK. Five, DPAC secretary
vacancy facilitator Jenny Chang. Six, bylaw amendments vote facilitator Jenny Chang. Proposed amendments rationale vote action. Seven, I plan portal overview percentage Chang.
Eight, open discussion Q&A. Nine, announcements and next steps. 10, adjournment of meeting. The meeting was adjourned to 6:30 p.m. Can we have an approval of the minutes? >> I approve.
>> Second approval. >> Minutes approved. Now I would like to introduce our wonderful uh superintendent Dr. Dantona to make his presentation. >> Thanks so much Crystal. Hi everyone. Uh hope you guys are all doing well. Uma
could you can you mute that please? >> Thank you. Okay guys, how are you? Uh hope everyone's ready for uh for for that uh Thanksgiving space of hopefully a little bit of relaxation. If you are the ones that are doing the cooking, I'm sorry for you in advance. I know how
much goes into that how much that has to go into that. Um but I'm hoping in that process you're able to at least take a little bit of time for yourselves uh to enjoy um you know the the fun and festivities that come with Thanksgiving. So um you know rooting for that for you
in advance. Um, so a couple things that I want to want to talk to you guys about tonight, uh, are just related to our goals as we always always talk about. I'm going to glance over the enrollment state uh, enrollment dates because I've already shared with them shared them
with you, but I'd like to keep reviewing them to make sure that everyone is fully on board with what what they are and when they are happening. So, I'll just go quickly through those um so that we don't spend um an abundance of time on things we've already discussed. Uh so,
our district monthly newsletter, I do encourage all of our families. So when you when you do connect with your uh parents at your own school encouraging them just to subscribe. We we do send out our monthly newsletter includes a bunch of of things that are happening in
our buildings and some updates from me. Um you know on a on a regular uh so I encourage folks that have not subscribed to please do so. The link is there for you and as accessible um as you need it on our district site. Um, November is a
is Native uh American Heritage Month. Um, so big shout out to all of our Native American families. Uh, we don't have a huge population of Native American families in the district, but we do have some. Uh, so important that we recognize all of our community members um when we can. So, shout out to
our uh Native American families in District 25. Uh we recently last uh last week had um our third annual Thanks forgiving walk uh at Bound Park. Um we do thank uh Diana from our team along
with our teachers um and district community members for participating and uh one engaging in that walk with one another uh but also to share a little bit of of uh goodwill by providing canned goods to a local food pantry. Um
so we thank all of those that were able to participate and we're hoping um next year for our fourth annual one. It becomes a really really big event and we get as many people there as possible. Um you know to to do that little bit of uh sharing with with our community members
that do need some of that uh some of those resources. Um tonight we do have our first in our virtual math sessions. Uh so we encourage uh all of our families to participate in that and if something for you as well um you know
our first in our series important that you're up to date with all of the things that we're pushing for in mathematics. So Beth on our team uh really does a great job of connecting with our families and I encourage you to do so. Uh last night we had our first in our special education workshop series that
is recorded and available for all of our families on our district site. Uh so I encourage you uh to to remind folks those that have um that are unclear about the IEP and what is in it. Um it was a really great um review from Nathan
on our team to make sure that those that are that have a child that has an IEP um and they have questions about what's in the IEP itself um that it's accessible to them and is recorded for anyone that wants to uh to view it. Um and lastly,
we do have our L um workshop series. The first of which is in December. That one is coming up for any of our families of multilingual learners. So there are two sessions, one that is in Mandarin and the other one that is in uh made available in Spanish for our community
members. So, we do encourage those that um you know have children that that need some of that additional language support to hear from it in uh in a language that um supports their needs um to to participate in that. So, really do
encourage our families to connect. So, you know that connection before content I mentioned to you is an important part of our work. So, we're going to do another one for a brief couple of minutes. I hope you indulge me in this. It's a very light one, but I'm hoping that um you are uh willing to
participate. So, typical fashion, we would find a partner if we were in person because of this. I'm going to be doing this in a very small breakout room for 4 minutes. Um and the question is a simple one, but I think fun. Would you rather eat breakfast for dinner or eat
dinner for breakfast? Uh if so, what would you choose uh to eat? And just have that kind of reason why when you go into that breakout room. Again, just four minutes uh to have a little bit of fun. Would you rather eat breakfast for dinner or eat dinner for breakfast? What
would you choose to eat? Um, I'm going to give just a a moment of of pause for you guys to think and then I'm going to put you into breakout rooms uh just for a few moments to have a little bit of a conversation uh with one another. And
again, it'll be a 4-minute breakout room. Maybe we'll just do three minutes just for interest of time. I know Jenny gave me a a time limit before I hopped on. So, we'll do it just for interest of time. Three minutes and I will open up the rooms and bring everyone back after that.
So, Lewis, what about you in uh in terms of in terms of meal? I'm interested. >> Breakfast for dinner. >> Uh yeah, I think I I Well, I often have breakfast for dinner,
so I guess I'll go with that one. Breakfast is good any time of the day. >> What's the go-to, Louis? >> Oh, bacon and eggs. The best. >> There you go. >> Bacon and eggs. >> Lewis does very low carb kind of um kind
of eating. So, that's why I said I was interested. >> Bacon and eggs. >> I would have never thought, but I said that to Lewis. I said to Mr. um Dr. Mike that throw some bacon on it. >> Oh yeah. B Well, bacon can go good with anything. Absolutely. But yeah, but but as far as breakfast, I like breakfast
with dinner. I think it's And it's easy, too. It's fast. >> All right, guys. Welcome back. Thank you for uh for entertaining that small little space of of connecting. Uh anyone have a quick one they want to share out that came up in their group?
>> That's surely our group saying that has to do with uh my fasting schedule. That's what I usually do for I will eat dinner for breakfast. >> Yeah. You know the intermittent fasting type of scenario.
>> Yeah. Because usually two or 3:00 is my last meal till tomorrow like six uh seven or eight. >> Oh, good for you. I give you so much credit for doing that. That's awesome. Anyone else have a have a an interesting one that came up real quick before we
move? So, real quick, I said for me, you know, um I don't always uh take the time to eat breakfast, which is not a good thing. Not very not being a very good ex a very good example. Uh but I would I would definitely go towards the eating
uh breakfast for dinner in the the space of either, you know, the the scrambled eggs and and toast. Nice good piece of of Italian bread that's toasted with butter. I'm all in. and um you know that pancakes or or a waffle and I'm I'd be very happy. Don't do it very often, but
when when it does happen, I am uh very happy about that. Okay, guys. All right, so I'm going to share my screen again and run through a couple of more things that uh will will be a little bit interactive that I want you to participate in, especially in regards to some of the things that we need to
continue to progress in in terms of reading. Um so just our enrollment reminders, as I mentioned, they are here. I'll just flash them up so that the recording can have it for you guys to revisit. Uh but high school admissions timeline is is there. Just know that releases will be on March 6th.
Um same thing for middle school closure is on December 12th. Releases on April 15th. Uh kindergarten begins to open uh within the another couple of weeks and closes and closes in January and
application and releases are in March. Um 3K prek windows open in January. Uh and releases are in um in May, May 12th and 19th for 3K and preK. Uh G&T grades 1 through 4. The window
opens in April. Uh closes in May and then releases are in June. So all of the specific dates are here. We did review them already during our last session. they're they're accessible to you um for uh for future reference and to share with any of the folks in your respective
schools. Uh so during our last session, I talked about our our district data a little bit. Um I do want to share a couple of things in terms of updates and where we're going uh with our work. So these are our goals for priority one
with all students learn to read well. During our last session, I did share the current state of where we are. It's similar to past baseline uh baseline data entries. Um spaces of growth that we have seen. If you look at our English language learners in Acadians, uh two
years ago, we had a 14% of our multilingual learners in K to2 that started the year off on at baseline. Now we're at 31% of those children that are at baseline to begin the year, which is a positive trend, an important trend for us that we want to continue to
capitalize on. Similarly for our students with IEPs, um from 26% to 35% to start off the year in terms of baseline assessment data. Um you know, tons more that we have to do there, but needless to say, we're in a positive
trajectory um for our for I Ready. not necessarily the same type of of progress chain from grades 3 to 3 to 8. It's about a 1% 1% overall difference from year to year in terms of entry point for baseline. Now, what does this mean for
us for our work? And this is a part that I want to emphasize with with all of you when we're talking about um you know, reading with our kids, you know. So for our multilingual learners, activating prior knowledge really super important uh as well as being building
contextualized vocabulary development. Now why and I'm going to ask you all just for a moment to read and I'm going to go into slideshow mode so you don't see the bottom of this. I want you to read this particular piece of text here and tell me what it is. And Angela, you
saw this already. So, um, right, I think Angela, you might have seen this already, me present this already. So, uh, this won't be new to you, but it will be new to folks that are on, um, that are viewing this for the first time. So, take a moment and read this
short little paragraph. Okay, I'm going to come off of share and what I'm going to ask you to do is tell me what this paragraph was about. Okay, I'm going to come off share. Can anyone tell me what that paragraph
was about? >> Cooking. >> Say that again. >> Cooking. >> Cooking. All right, I like that. Anyone else have have an idea of what this particular paragraph was about? >> Yeah, Robin, I saw you come off mute.
Um, she the woman was trying to use the cement mixer, trying to figure out how to use it. >> There's a lot of content specific vocabulary in there. Was I correct? >> Yep. >> Okay. >> So, we have we have um cooking, we have
use of cement mixer. Two two options so far. Anyone want to throw out one more potential um example of what this could be? Um, I want to say it's about conquer uh, can't even stop. Conquering her fear because at the end she's like, you know, I got this. Basically, her confidence level
rose up and she was determined. >> So, conquering fears could be around making use of a cement mixer or or cooking, right? All as examples of what it could be. Now, was the paragraph in and of itself difficult for for us to
read? We just looked at the words. The words weren't necessarily overly complex. They were not something that would um would necessarily um be inaccessible for our kids as
readers to see every word, but can they comprehend what's present there? And that becomes the big question. Are we able to comprehend the text that's present there absent some other information that's really really
important? you know, and that other information is what are we talking about when we're thinking about these vocabulary words. Do we know what each of these words mean? So, if I was then to show you from that, and these are just some some key
questions like on a scale of one to three, how comfortable are you explaining what Betsy is doing, >> right? >> Stumped every word is familiar and the reading level is basic. So, what's the problem is the basic question. But what if I was to show you this?
>> That as it turns out, Betsy is a surfer. Terms like back door, lip, and even cement mixer have special meanings in terms of surfing. Now, if we don't have the prior knowledge about this surfing lexicon,
do we have any idea that this is about surfing? Unless you knew about surfing and you were a surfer, would we know that each of these terms is associated with someone who if you were part of the surfing community, you would be able to tell me everything about that. But
because we're not in the surfing community, at least unless some of you one of you is and you just didn't say it, we would need information in order to support this. So, this is hugely important for all of our readers when we're thinking about building our
understanding and comprehension of a text. For some of our kids, they may experience lots of things that look like that to them because they don't have the background knowledge to support their understanding of the text that's in front of them. So, inside of our
schools, what we're asking our buildings to do and think about is build helping our kids build that language so that when they are experiencing text perhaps for the first time that they have entry point and understanding of what's being
read. Um, so we do that through through language development inside of our classrooms, building vocabulary and also creating time and space for our kids to learn a little bit about the concept before they enter the text. Um, this is hugely important for our multilingual
learners as well as any of our academic English learn learners, which is everyone by the way. We are all academic English learners. Every single one of us every day can pick up new terms and new language. Much like you just did just now, learning that a cement mixer has
something to do in the in the surfing lexicon around surfing. Learning about a grinder is a powerful wave in the surfing community. You know, you learn a little bit about different context when we see it in from different lenses, right? The words there
weren't hard. >> For the most part, the words weren't hard, but because it was contextualized in a way we've never seen, it makes it harder for us to comprehend. So I share this with you because it's important for you to see the things that our kids would would would might hold them up
that even for us as parents at home, we might also need to give them a little bit of an explanation as to what is on that page and what it means for them to have context uh and to build that comprehension. So something I just felt it was important for you to see um as parents.
Okay. Also also our students with IEPs really hugely important. So specially designed instruction is something that is uh you know things that we're working on at at the district level to our schools to our kids and that's making sure that we're providing multiple ways
of entry whether it's visual w written or oral um breaking apart you know big things into small manageable chunks um so things are more attainable and accessible for our kids that need it um and something that we're going to be building on throughout the year through
PL just want to make sure that you guys are aware of that so that you can ask those those questions if parents are are asking. These are some key components to supporting students with IEPs that are part of specially designed instruction uh that we'll see for children that do
have um you know some learning gaps that need to be filled. Um so again something just for you to be aware of. Um, this I mentioned during last time. I'm not going to spend too much more time on on um our SEAL work. Um, but I
do want to make mention of the fact that we have initiated and now all of our schools in middle school um have received training in peer mediation. Um, I had an opportunity to sit in on the training that our peer mediators went through and I have to tell you I the the
kids in in these groups were phenomenal. um they really were were showed how they were able to listen. They were put in like um scenario-based um spaces where if this was going on in a school with other groups of children,
how do you manage it? Um and how do you bring kids back to a space of conflict resolution rather than a scenario of being escalated? They help their peers kind of come to a space of resolution rather than kind of escalating. And I have to tell you, listening in on them,
they would be able to solve any problem that I have because they were calm, they were listeners, and they were able to provide really, really great next steps for uh what would be a scenario in their own school. So, I'm really looking forward to this. And what I do intend to
do is bring them, provided you're okay with it, Crystal, bring them to some of these meetings to share with you what they've learned, how it's how it's something that they can then bring uh bring out to you to share how they can solve conflicts. Um I think us as as adults sometimes we we can benefit from
our kids too sharing a little bit about what they've learned to support it moving forward. But provided you're okay with it, I would be happy to bring them here to share a little bit from their perspectives around how they can bring that learning to their schools. Um, and then more importantly to us, you know, um, hearing what they have to say to me
is very valuable. So, if you're okay with it, I'd love to bring them for future meetings. Awesome. Okay. In math uh sensemaking, you can see a trajectory here um in mathematics that is a positive one from dating back to 22
23 to where we are now. We are starting to see more and more kids start the year off at levels of uh above and on grade level comparatively speaking to past years. We still have lots of work to do there. We want to get as many kids um on
grade level in math as possible. Last year we had around 70% of our kids. We do want to continue to elevate that over time. Um the areas that we are focused on just so that you know as parents while you'll see here things like geometry is a struggle we tend to wind
up elevating that over the course of time the more important spaces for us are number sense and operations and algebra. So areas of need typically are around fractions, around ratios and proportions, um around equations and
expressions. Those are typically spaces where some of our kids tend to struggle. Um and our math curriculum is um is supporting that uh throughout the year. But it's just important for you guys to know that those are things that our kids
um tend to have a little bit of difficulty with. you know, once you get into that abstract space of fractions, um, you know, visually, some kids can just they need to be able to see those can see those spaces. Other kids have a little bit of a harder time. You say a
half and they're for some children, they can't even slice that part into two pieces to know that it's now half of it. You know, that spatial space of it, the spatial space, shouldn't have said it like that. The spatial part of that work becomes a little bit difficult at times for kids. So it's something that we are
working on in our teamwork with our math teachers during professional development. So part of that is you'll see the do the math protocol. our teachers are breaking apart the standards to really see where are those spaces of need that we have uh so that the entry points particularly
for our students of uh within our multilingual learners, our IEP learners, um our black learners and our Hispanic learners, the entry point for them is not the same as our other as our other groups overall as learners. So, it's a
spo specific focus that we're having in in in across our schools to make sure that we're attending to the needs of our of our kids and the do the math protocol helps with that. So, that we're really drilling down into what is the exact math that our kids should be able to leave with and how do we get them there.
Uh is a big part of uh a part of those protocols which I am excited to continue to grow throughout the year. Okay. Uh oh, I'm going the wrong direction. um you this project soapbox also if you're willing love to have some of our speech um our student speecher uh
speeches um soapbox speeches to be presented to you um some of our kids do an amazing amazing job of of not only writing a speech but making it something where it's very very personal to them
and I think that's the excited part about it and you know our kids become very vulnerable about experienc experiences in their own families. We have a speech that that um was just written by one of our kids talking about how drug abuse in their family really
wound up having a tremendous impact and they're advocating for more awareness around what we can do to make sure that those that are struggling here's what you can do. And I think that's such a powerful thing to come from either an elementary schooler or a middle schooler. And that's really what
we want, you know. So, when we see there's something that's a need, how do we continue to invest time um as kids and then make it a community-based approach, here's something we want to do as a community to raise awareness about a topic that is important to a kid, you
know, and their voices have so much weight and I don't think that they always fully realize how much weight a child's voice has in making change. So, that's something we want to continue to invest in and I'd love for them to come. It might make your meetings a little bit longer, but I trust trust me when I say
that it will make them that much more valuable for you to hear the things that our kids want. Um, and that our kids value the safer college. I'm really excited to say that Jenny has been doing a lot of work here uh with one of our CEC members. They're visiting school
communities uh to raise awareness around the safer college program. Uh we'll have an update in terms of percentage change um uh as the year goes on, but I'm pretty confident with the outreach that's happening there, we will see a positive outcome. Um so Jenny can talk a
little bit more about that uh you know for herself, but you know it's the big part of that is presenting to our schools around um the Safe for College work and how it can help support um you know adding money to a to a savings account for a child. So really excited
about that and thank Jenny and Stephanie for doing that work in collaboration. So it's another CEC district collaboration there that I'm excited about. Um parent engagement work. This is something you'll hear be hearing more
about from me too. We had about 1100 responses to our survey. Uh the part that I think is really important of those 1100 700 plus family parents indicated the want for more parenting support uh and more training.
So our wing from our team, our social worker um is sending up a follow-up email to every parent that gave us their email address and or phone number so that we can gather from them what specifically they're looking for. And then we're going to have organizations
do some district-wide presentations in those areas that'll be open to everyone, but specifically those families that have indicated a need. Um I find that to be very very important for us that you know nearly 70% of families are indicating that they want more support
in that uh either in spaces of parenting or in support of social emotional learning. So because of that we're going to be offering some of those additional supports. And the questions that I had uh particularly for our PTA which also exists here because you guys are are
very much connected to the PTAs at schools is what do we think about that in terms of need from our community that there's this this request for additionally parent additional parenting support um or seal type of support and
that really brings us to the end of my presentation for for tonight. Are there any thoughts about that? Does it make you think or wonder anything about the types of needs that some of our parents are expressing? >> And Dr. Buck, I just wanted to add that that follow-up email is going out
tomorrow morning. >> Yeah. >> Okay. >> Any to give you guys any thoughts, any wonderings? I wonder if this is due to um social media and all the time that students are spending um in the digital world if
that's causing the need for this type of um support from parents. >> Yeah, I think that's an awesome one, Robin. You know, when we get back to secondary email, we'll share more uh just so that you guys can see what those what that output from that request is.
Um, and certainly I think, you know, I have a 14-year-old and a 16-year-old always worried about, you know, what kids are doing on the other side of it. And, you know, part of that and my my 16-year-old constantly says to me, "Dad, do I really have to run all of these things by you?" Because I get alerts on
my phones. I don't know if you do. So, if she's looking or seeking a different app, um, she has to get permission from me. So, if she she requests it, it comes right to me for approval. Um, and she's like, "Dad, I'm 16. do I really still have to do that? And I said yes until I'm ready to say no. The answer to that
is yes. You still have to give me back. You still have to make your requests. Um but yeah, I think that's a that's a really important one that that very well will likely will come up. Any other thoughts? >> I'm having thoughts on just um like some
conversations that I have with parents uh for the SEAL part. It's not just for them with their children, but for them their own, you know, sanity. >> They're having a lot of uh anxieties about the things that are going on in the world. They're having food anx, you
know, anxieties about how they going to feed their kids, how they going to provide shelter for their families with, you know, all of the things that are happening in the world. They need guidance. They need help. they need um they're having physical like uh health issues because of all of the stresses
that they're dealing with. So I think these are big parts. These are big these play a big part in why they're asking for certain resources and you saying the SEO part with them coming you know wanting to come. I think that's a great idea for them to come and
>> let us know or I I agree Crystal. I think that um you know times are you know are are certainly difficult right and it comes out in different ways whether it's you know about my need as as a parent to support my kids or my need as a parent to support me
>> you know because uh I'm I'm struggling with X Y or Z. I love that. Yeah, really important point too. Angela, >> I think a lot of it is also a fallout from the um pandemic, parents and children.
>> Yeah, I think that there's still some semblance of of folks that are that are struggling with um you know with with a range of things that may be associated with that too. Yeah. Um so needless to say during our next meeting in December
we'll have more clarity around one what the what the mo the majority of our parents are seeking uh but also that we've then organized a series. So you will have um you know a series of sessions that can be shared with your own communities um based on said needs
and the only thing I would ask when that time comes is that you help in sharing it widely um you know we'll send it from our gamma system and I know you get things from from me through through the district office but uh sometimes it's it's better when it comes from folks in
your own school that they say oh you know what this would be a really great thing why don't we join uh together um you know hopefully more people will take advantage of these types of resources. So I encourage that. And the last thing I'm going to do is put into the chat which I would love your feedback on
is part of our CEC district pilot is around this notion of wellness, kindness, and community. During our last session, we sent out examples of projects that can happen in our schools. It's not the end all beall. There could always be other ones. But when we're
thinking about community, what are the community- based things that we can do? So when I go to schools, we see I see toy drive, I see food drive, I see all of this where folks are only required to send in a can of food and they've done
their job. But how different can that look when kids and families come together and say, "We're going to do these kindness kits and we're going to identify an organization to to one develop them, but then send them out as a community that we're doing together." Um, and that togetherness to me is a
really really important part of our work. And I know that it's hard to do these things all all the time, but I think if we land on one um that we say as a community that we want to be able to do and and establish and maybe it's one that we agree on that for every single school in the district, here's
what we can do to to give back or to promote the space of of promoting well-being. It could be something around that too. Uh Crystal, as you mentioned, there's no there's no space where we can't touch >> when it comes to this, but I encourage everyone to use that, click on that
link, see some of the examples that are within there, and is there one we want to say as a community we want to latch on to to build across all of our schools. So, it's not a an answer me now kind of thing, but I would love before the year
is done for us to come to an agreement between DPAC, our president's council, and CEC to say, you know what, here's one we would love to just try to do together. Um, and say, here's what we were able to accomplish as a district community. um you know some of them they
are very simple you know they're very very simple things but if we were to do it could have a profound impact on our district community when it comes to that space of of kindness when it comes to that space of promoting wellness um and when we do it together that's what commu
coming together as a community is about so I encourage you to look at them think about it and then give me some feedback okay but other than that guys that concludes my my present presentation for today. I know it probably went over the 20 minutes that Jenny asked of me, but I
can't help it. I'm sorry, Jenny. >> Thank you, Dr. Mike. >> Have a good pleasure, everyone. >> Dr. Mike, >> thanks, Dr. Mike. >> You got it. >> Okay. Thank you. Um, I'd like to now introduce our guest speaker, Mike Hope from the Game Show Experience, who's a
DOE vendor and he has great programs that he can offer our Title One schools. Mr. Mike. >> Yes. Hi, welcome, welcome, welcome. How's everybody doing today? >> Hello. >> Happy Tuesday. You feeling good? Big break coming up. Thanksgiving, good stuff. So, I'm just going to not going
to take up too much of your time. I just want to tell you about something that we put together as a way of introduction. My name is Mike from the game show experience and we put together something called the Fantastic Game Show. It's a game show just for schools, schools and kids. So, can the teachers play? Yes.
Can the parents play? Yes, they can. But I'll tell you all about it. So, first off, game shows are the number one shows in America. Why? Because it's so much fun. So, is this just fun? No, it's educational, too. So, I would love to tell you all about it, but it's easier to show you. So, I'm going to put on
share my slide. Take a look at it, and I'll explain as we go along. >> Can everybody see it? >> Yes. >> Fantastic. So again, it's a hold the fantastic game show. Can we do it in a gym? Yes, we can. Can we do it in the auditorium?
Yes, we can. Can we do it in the cafeteria? Yes, we can. Pretty much everywhere we go. So again, it's educational based, but we've put in a lot of fun game show like elements. We usually kick it off with a fun video game where everybody participates. So it's like a giant Wii where everybody
plays. So the biggest thing is I've done game shows before. I've seen game shows. I actually tried out for the Nickelodeon game show when they came to town. And what I was disappointed is that that not everybody got to play. In our shows, everyone plays. You'll see an example. Whereas we're going to pick some volunteers to come up to the stage for
stage games as well as games that people play right from the audience. So, and as far as education, yes, we can customize it to focus on whatever you want to focus on. So, say you're having a big section on reading, we can ask reading things, see if they actually reading at that moment. Can we do math? Yes, we
could do math questions. We went to junior high schools. We did a whole civics week questions. So, this question section is called the fast five showdown. So, we're going to have four volunteers come up to the stage. We're going to ask them questions. Again, we can customize it. It'll be great.
And of course, if the friends on the stage do not happen to know the answers, we could throw it out to the audience. Sometimes we have kids versus kids, students versus students. We have the the kids, I mean, sorry, the students versus the teachers. And we've actually done parent nights where the parents
come and compete alongside their kids. It's a lot of fun and a lot of energy. So things that they should know and if they don't know it, you know what is it can be educational based something they're going to learn today. So the typical show we like to do especially for elementary schools, we
like to separate the different grades. Can we put all the grades together at the same time? Sure. But again when they're on the stage we're going to do it by groups. We're going to have first and second grade together, third and fourth and fifth grade. Some schools have multiple shows in one day because sometimes it's hard to have the
kindergarteners in the same space as the fifth graders. It's really hard to please both audiences. So, we separate them by doing multiple shows in one day. The typical show is about an hour or again we can go according to your schedule. If you want to do do it for two periods, two and a half periods, we work around your schedule.
Another big video game that we do is called uh it's called the super combo. People love it. It's kind of crazy in that you have to find a partner. So again, as a physical component also, but there's no tugofwar, there's no jumping, there's no running around, so nobody can possibly get hurt. So in this one, we
put up different scenarios and everybody has to act out the different scenarios, whether it's a greeting like you see right now. It's high five, low five. Sometimes it's acting like an animal. It might be even a dance move. So it's a lot of fun, a lot of energy. There is music involved. Yes, we have
music- based questions. So yes, there is a soundtrack and there is spontaneous dancing and singing. We did a show the other day and I made the big mistake of playing uh K-pop Demon Hunter. The singing would not stop. So, it was a lot of fun. It was great. But I will not
make that mistake again because it kind of took over for a whole big five minutes because that song something's up with that song. I think it's possessed. People just sing it way too much. So, we alternate between the fast five showdowns and different uh games. Like coming up next is you'll see something
Minute to Win It, which is that, believe it or not, shows about 15 years old, but they have newer versions now. These are fun physical challenges. So again, there's no water balloon toss, there's no messes, there's no um tug-of-war, it's just fun physical challenges that anyone can do. So we found that
alternating between the educational part and the fun part, which is they're both kind of fun, um makes it very uh exciting for the kids and they go back and forth. And again, we do encourage the teachers to get involved. So what happens is we usually separate the auditorium into
different segments, four different teams or two different teams depending on how many kids you have or students you have. And then we have them compete against each other. So we don't do prizes because I believe you can just have fun without getting a prize. It's just about fun and bragging rights.
So it's called the Fantastic Game Show. It's exciting. It's for schools. If anybody has any questions, please let me know. >> How do we get in touch with you? >> Jenny's going to put my information in the chat right now. >> Okay,
>> it's on the slide. I'll show you. It's on the slide. We'll get back to the slide in a bit. I can vouch for this because I work in uh at PS1 173 in district 26 and um Mike comes to our school year after year and the students and the faculty all love
it. I think our PTA hires you, right? >> Yes. I was just speaking last year. You guys are set up for January I think uh 15th or 14th. >> Yep. We're looking forward to it. It's so much fun. >> Awesome. >> Can I just like h ask how many years have you done this?
This is my eighth year doing it on our own. I work with another company. I work with Nickelodeon. I work with the Game Show Network. But this is my first eighth year doing the game show just for kids. >> Got it. Thank you. >> You're welcome. So, if anybody has any other questions, fantastic. If not, my information is in
the chat. My name is Mike from the Game Show Experience and hope to talk to everybody soon. >> Thank you, Mike. Appreciate it. >> All right, friends. Have a great day and happy Thanksgiving. >> Happy holidays. Happy Thanksgiving. >> Thanks, guys. >> It looks fun though. >> And yes, you can play too. No problem.
>> I find that the teachers are more and and administrations are more competitive than the kids sometimes, especially during the fast five showdown. Okay. Um, who sell the ocean blue in 1492? And if the kids don't know it, the teachers are calling out. I'm like, come on. Give the kid a second to
answer the question. All right, friends. I gotta run. I'll talk to you guys soon. >> Thank you so much, Mike. >> Thank you. Bye. Bye. >> Bye. >> Bye. Let me pull up his information. Um, so it's on a slide and everyone has access to the slide. Okay. Here's Mike's
um website, his phone number. So, please give him a call if you have, you know, would like to invite him back to your school for any events. Um this isn't something that we could use our our set aside funding for though, right?
>> Um he did mention that he's a title um he's a v school vendor. He did also mention that he can customize the questions so they fit you know you know the CP goes math the reading. We invited him to attend our parent
coordinator meeting so they can meet him and he actually invited them up to play a game and then all the questions were based on US history you know so it was very very fun and the parent coordinator became very competitive too. Um,
so >> we can have him like customize a game show for parents only because we're we're not supposed to have students at these um events, right? >> Title One money should be spent on on on students and families, right? So I
believe he can customize, you know, so he can he can fit everyone. But if you are a large school, I'm not sure how it can be done. Maybe it has to be done over several days or several, you know, um, hours. I'm not sure. That's
something we can think about. Yeah, we have to find out how much he charged and how much money we have in the in the budget. >> So, I'm still fairly new to this. So, my question, I guess now is um the set aside funding um the events that we hold using that set of that 1% set aside
funding. H I don't know why I was under the impression that that was for parents only and that students were not supposed to attend those. >> No, it's for for everyone. It should be open for everyone. We should include everyone. Families and students and families. >> Okay. Okay. Thank you for the
clarification. My bad. >> Um but we will go into it in a bit. We do have a vacancy. We have a DACA secretary uh vacancy. If anyone's is uh interested, please let us know. Crystal, Jamie, and me. You can always reach out
to us if you will be like if you would like to join us on the Dpack. And this is the roles, the duties, the responsibilities of the DPAC secretary. Prepare meeting notice, agendas, signin sheets, recorded minutes, and all um at all meetings.
Anyone? Um before we go to the 1% set a size fund just like to reiterate what title one is. So at the school level you um schools are required to establish a pack pack of parents who are the voice of the
title one parents. You get to you know um attend these meetings to get ideas on how to spend that 1% set aside. Um you also need to follow the rules of because we do follow um federal law. So everything that we do have must be aligned with the federal law.
You are asked to hold monthly meetings to um discuss the title one and the funding and what the money will be used for and so and and have parents vote if you have multiple ideas. And at the district meeting at the district level, we have a DPAC which is um Crystal and
Jamie. Uh they also attend um monthly meetings at the citywide. So they attend meetings at um with um NYC public school leaders and leaison at the central level. Um Jamie and Crystal serve as a extra layer of support in case you you
guys have any or no questions. You can always reach out to either Crystal, me, myself or Jamie for for support. We are here to support you. And our monthly uh decks, these meeting decks are also available for you to use in you know if you want to use them during your title
one meetings. Um school spending plan for the 1% set aside fund. So this is a sample how it looks like. The the deadline for this to be completed is coming up. It's se uh December 16. There's a um title one has
a protocol and timeline that we need to follow and this is due on December 16. So we are trying to invite as many uh vendors to come in as possible. So you guys can all get introduced to them what they do, their programs, their offering and then you know have them come in when
they um like have them uh come in when it comes to that 1% set aside fund because you will need to spend that money right otherwise we will lose it. So please find out by have a conversation with your principal to see how much fund they have allocated uh for
you. Uh and then the roll over from carryover from last year may also be used on this ex samples. We can see they have um they allocated 7,100 and that's a roll over about 155. And then list all
list some of the um ideas that you have. Find out how much they charge per session or per you know presentation. Add the cost together and then find out the materials cost as well. Um this is just a sample. There's a
draft that's a template for you to use. That one has been uh that one can be downloaded on the IP plan portal. I don't know if everyone have access to the IP plan portal. If not uh I downloaded the template and I have it on our meeting um documentation. So you can
have you can find all um the resources under our meeting documentations. So this is to be filled out by the pack members and then give it to the principal for approval or any meeting or >> this is for title one chair to um to
fill out. Of course you will have during your meetings you will have to discuss you know those activities or your plan on how to spend that money. You can have the parents vote on it to be fair right everyone parents should be voting on how to spend that money but you are the
voice of it. List some of the activities that you find will benefit your students, your schools, and then have them vote on it. And then come, you know, on this on page two, you will have the principal and your title one chairperson date and sign it. And this
must be uploaded to the IP plan portal by December 6 uh 16. >> And you said that if it's not uploaded, it the funding will be gone. No, it will not be gone. It will not be gone. We will make sure we will reach out. We want schools to spend this money.
>> So, we will make Yeah. >> Um the next two slides are what we allowed to and what we are not allowed to spend that 1% set aside fund. So, please have a look. These are the um there's a list of appropriate title one expenditures and activities that you can
spend how you can spend that money. And on page two, I don't know if you want to screenshot it and have it on your phone or you you can just go into this slide after the this meeting. Everything that we present tonight is accessible to you.
On on the second page is what you are not allowed to to use that money for. So please take a look. These are our title one schools. Um we uh we
during our last meeting with central with city pack we were told that our quorum all schools across the city can lower the quorums to five. So if your p by if your bylaw says eight or 12 and you you know you have hard time meeting
the quorum, you can just lower it to five without vote without being voted on. That came from uh central and we had um central clarify by v via email. So we have it in writing. So if anyone have you know issues having
meeting quorum for your title one meetings you can lower the quorums to five. Again we have created a list of hold on of our um dee vendors that title one schools have worked with to make um to
support you and your job. I added at the game show experience my hope and last year's we have to bobo we have a child mind institute come um please feel free to you know give them a call and to see what they offer
and the prices I see someone raising the handi >> yeah hi Jenny um >> hi >> wanted to ask um last year we had uh submitted a couple of proposals the title one pack funds
>> and um they were rejected um even though they were similar to other things that we've done in the past. So have >> okay >> regulations changed is it becoming more um strict in terms of what is approved and what not. >> Okay, >> we had things that were thought were
educational value. For example, we were going to uh one proposal was to bring in um a cultural company to do a cultural workshop for families um and that was not approved. >> Okay. Um did they explain the reason why
they couldn't approve it? I guess it the it was not considered aligned with it wasn't family engaging enough I guess. >> Okay. Okay.
>> Yeah, I do understand that it has to align with the C goals and I thought it we did that. So, >> okay. So it might be a good idea to um have a few other proposal as a backup in case you you know one of them get
rejected. >> Where are those decisions made? Are they made at your office or is it somewhere else? >> Uh it's not us. >> It's not us. Yeah. We upload everything to the I plan portal. Uh someone at the district level at the central level will
be looking at those um items. Yeah. And if something doesn't look right, they will communicate that with the superintendent. >> Okay, thank you. >> No problem. Let me pull up my slide again. So again, everyone have
access to uh this deck and then these are the vendors that schools our schools have worked with before. So they should be vetted and you know good to go. But I'm not sure if they are you know some of them still exist. Please give them a call if you would like to, you know,
find out more about this program. Uh, next month. So, hold on. Um, I'm going to stop sharing for a second. So, today I mean this week we have someone reaching out about a program about that someone would like to come
and do a program um present about. So, I mentioned about inviting that person to our DPAC meetings. She is also a DOE vendor. But the next meeting we're going to have will be in January. That means the spending plan, you know, will already be completed and done and
uploaded to the IP plan portal. But since our title one packs are two years terms, I'm going to keep inviting them, right? So we have some ideas for the next year. The next DAC meeting will be in January.
December is a busy uh month and all the holidays coming up. So, we're gonna be having two meetings in January. The first one will be January the 6, 2026. So, we will be seeing each other in the new year.
Um the next CEC meeting um takes place in person here at Lynon's place and their meeting will be coming out on December 3rd. If you guys would like to listen in, there's a uh hybrid link you can click on on D25's website.
And then the next president's council meeting. I know on this call we have you are both you you are both the PAPA and you are the title one pack. You guys are doing a lot and you guys have a lot on your plate. So so thank goodness we have you know thank you for your time and and
we are very appreciative of everyone being here. Um but the next president's council meeting takes place on December 15. This is also where you will come and get the information and the most uptod date and some parents might ask some questions about you know the candy sales
and this is where we share our update and president's council will also be attending um uh meetings at the at the city level and bring back the information and turn key to to us. So please come to our president's council
meetings as well if you are a part of the PAP. If not, you still welcome to attend. Okay. Does anyone have any questions? >> Jenny, there was a question in the chat. When is the deadline to submit the proposals again? Isn't it December 16th?
>> December um 16. I will download the protocol and the timeline and also add it to our you know under our meeting document so you will have access to it. I know I understand not everyone have access to the IP plan portal but this is where I found all the
resources they are good at you know sharing resources at plan portal one you know under resources um and by the way the bylaws if you haven't updated your bylaws please update it because the most up-to-date bylaws must
also be uploaded into the IPM portal by December 16 date bylaws again need to be reviewed view annually and updated every 3 years. And please keep in mind if your quorum
is 128 and you you barely meet this you know number on your monthly meetings you can change that to five without without you know voting um needed but please make sure you bring it up to your you know your title one parents
make them aware of the changes. Sorry, Jenny. Um, you said you downloaded it the information from the I plan to the D25 website under meeting documents. >> I will share that. I will show you. Mhm.
>> Okay. Thank you. >> No problem. Let me Okay. So, our D25 is website, right? I'm going to go B25 and then you will go under public meetings and district parent advisory.
That's us DP share documents. I'm going to make sure I go into the right year. And these are our monthly meetings. Today is 11:25. And we have already uploaded most of the
um resources. We you have the DPACK bylaws that we voted on last month. We have the presentation that I'm doing right now with Crystal and Jamie. We have the minutes. You have the title one um the template to draft your title one
spending plan. and you have Dr. Mike's slide as well. Um, if you would like to see how I plan portal looks like, this is how it looks like. When I log into IP plan portal, this is what I see. Everything I
presented so far are from resources. So, I click on resources and I search. Right now, I'm going to search on timeline and protocol. Let's see what comes up. protocol timelapse for imple implementation of require title one
parent. So I'm going to download it. Uh make sure want to make sure I'll have the right one. Please the yeah please scroll down and this is where it says school budget plan for use of one title 1% for family and
parent involvement set aside funding must be uploaded into IP plan portal by December 16 and then title one um bylaws must also be uploaded to title uh December 16. So if you have those documentation updated and ready just uh
I would say the best point person for you is to hand it to your parent coordinator and someone from the school will help you upload it. Let me download this. Sure. Save. And I'm going to go into our meeting and
I'm going to drag it over so it's here so everyone have access to it. Okay. Now, if you go into D25's website, you will have access to every everything that you you would need. Always reach out to me. If you can't find them, I
will be happy to send them to you either via, you know, a text or via email. >> Anyone have any questions? >> Yeah, I'm sorry. I know you said we're not having a meeting in December >> because I had thought I'd put my the meeting's
in my calendar and I got confused about today which I'm glad um Ria sent a message so I knew that we were supposed to have a meeting. Um so you said January we're having two. >> Yep. >> I'm gonna >> I mean technically the early January
meeting is the December meeting. >> Yes. And then the this January meeting will follow the regular schedule at the end of the month. >> It was just really hard to find a date that you know >> with Yeah. >> Okay. >> So today is the 25th. The next meeting
would be January 6th and January 28th. So we try to keep them, you know, far apart from each other. So don't we don't feel like we have two meetings right after each other. >> January 6 is the is the December meeting. >> Gotcha. Thank you. So on January 6, uh we will invite
someone at DOE vendor who will be presenting about her program which is based on SEAL. Even though again I know there's a deadline for everything. We might not be able to utilize her or invite her to come in, but at least we have her ready for next year if we feel like she's
great. Anyone any questions? >> Okay. Um, Crystal. >> Yeah. If there are no more questions, we're going to close the meeting now and have a wonderful night, everyone.
Thank you. Have a great night everyone and happy >> happy Thanksgiving. Happy holidays everyone. >> Hopefully everyone joins us. Everyone joins us for math in 45 minutes. Right. >> That's true. That's true. >> I'm supposed to be on another Zoom from
6:00. >> Well, we're we're recording it. It's okay. >> Okay. >> Thank you. >> See you guys later. >> Thanksgiving everyone. >> Happy Thanksgiving. And I