our March DLT meeting um I know we're still awaiting a couple of members but um I know Gus is a little press for time he has to do a school visit today so uh we're going to get going at least with um posting of the minutes I think we
have let's see one two four five six okay we have six folks so we are okay we're waiting on Lamar and um and Mo'Nique uh Jenny if you can just get reach out to Mo'Nique that would great yes she says she's working on a case she will be
logging in very soon okay and let me see Lamar just answered me Lamar's coming on right now perfect okay I'm going to share the share the minutes bring this meeting to order post up the minutes if
everyone could just take a few moments to read through that would be great then I'll scroll down on my screen I'll put it in the chat as well for those of you who going to read it on your own e
e e e e e okay everyone I hope you all had an opportunity to review um review the minutes um can we come to consensus on the minutes or are there things that we notice there that need to be a CH need
to be adjusted thank you Rachel thank you Eden chette we good M was off I was saying yes this whole time okay thank you Shanette sorry yes okay um Mr Marino we're good yes
okay good all right the minutes have been approved okay so uh just running through our uh agenda for today um did have it open now I seem to have misplaced that for a second uh so
today um Gus is going to just review uh DCP implementation progress check uh for period two in I plan uh C DCP Title One and net updates um then I'm going to be talking to you about um an Ela Sprint
initiative that we're doing here in District and um just in terms of supplemental supports for some targeted targeted groups of Learners I'll talk to you a little bit about what that means and then I want to engage in um conversation around um around Wellness in d25 and what that actually means in
terms of vision um and then the last part of it uh I want to talk to you about is just forward thinking for moving into next year some things that I have on my mind I want to revisit a couple of data points from uh from from our priorities one and three um and what
it means for us in terms of planning uh as a DLT uh because there are some things there that I think we do need to to um establish a more strategic approach uh going into next school year so um those are just a couple of things and then we'll go through our constituent groups in terms of updates
and then uh we will bring our meeting to a close for today uh but Gus I'm going to turn it over to you so that you can do your part and then um and then enjoy your school visit that you have scheduled uh for today thank you for being so flexible and U giving me that
um uh opportunity uh so at some point I'll be um quietly disappearing to go off to the school uh let me begin with the updates it's a little embarrassing um I was told uh um last
Monday that the uh Cs and DCS were being posted on the public uh website um on a rolling basis so being that um your um uh CP and DCP had been done um uh
exactly on time or ahead of time I assumed that yours would be posted uh I was at another District on Friday and they um questioned and they said well you know R DCP and CPS were done and
they're not posted what's going on so uh when I uh got back to the office I um emailed Central and I received uh an email that they have techn problems and uh sure enough they uh are not posted they say that they hope
they'll be posted this week so um I apologize for that I don't know really the details of it but um uh if you check um for a CP publicly posted for a DCP publicly posted chances are they're not
there today hopefully they'll um uh lick whatever problem they have and um the stuff will be there um uh at some point this week the um uh Title One and um and n nyed as we know I told you that you're
in good standing um uh um uh although you have one School uh that puts you U as a district not in good standing that uh belongs to a superintendent Walsh but is geographically located in the district so um I know know that our
superintendent is working with the other superintendent on um getting that school off the list and um then that would resolve the issue but you had no schools no no new schools identified um and
queens North as a whole did not have any u schools um identified new schools so that was good news the um uh posting of minutes and um uh agendas and uh documents on I plan
for slts and packs continues to lag behind uh I did not get a um updated list I assume I'll get one this um this um uh week and I will share it uh with the district team uh and um you're not
alone it's a Citywide issue and all of the districts even in Queens Queens North are not at 100% because as I keep telling everybody it's a new procedure and um people are getting accustomed to it and um uh I'm
um uh even behind on posting all of your DLT information so um uh it's a um uh a new process that will um uh be caught up with uh by the end of the year but I
expect to get those updated lists now um we're in Period two progress monitoring uh checks both for schools and for and that's another issue that I expect to get uh lists on I don't
know whether you're at 100% uh or or not uh in terms of the uh progress monitoring but um uh I did send out I believe I did send out um the uh um uh um uh superintendent dantona can correct
me if I'm wrong I think I sent out the latest download that I received which is related to this uh PowerPoint um and I'm going to quickly go over the Powerpoint and tell you what it's all about and Central created this resource for you that
hopefully will be uh uh useful in u the the entire process uh going forward uh where's the share okay I'm going to share my screen hopefully I'll uh uh sharing is not turned on send request
uh Lewis can I uh can I share my screen can you see that you shouldn't shouldn't have a problem Gus it should be able to go we don't see it yet Gus you don't see it yet no okay uh let me try it
again where share okay this should work now over the years I've gotten more accustomed to this and open
it can you see it now yes yep okay so um this is a a um a PowerPoint that uh Central has provided us uh and um I I'll I'll tell what's what's useful about it
um it's a the purpose of it is to uh help the district and the DLT with a pro progress monitoring check too and uh I believe it is helpful uh and I'll tell you why what they did was they created F
folders for all of the districts Citywide and put in uh they ran a report from I plan and uh it's it's a chart which looks like U uh I downloaded the report for you and I sent it uh to the
district team and the chart uh looks like this this is what the chart looks like and uh what it is is that you select the priority area and when you select the priority area it gives you um
uh okay it doesn't it doesn't show but what it does is it gives you for each priority area the list of schools um there's a a a um uh a u selection on the bottom and you hit content and then it
gives you all of your schools and it gives you what they put into the progress monitoring check too so that has two two purposes it shows you which schools have done it and I believe that
uh you're probably at 100% as you always are and then if you can see over on I know the lettering is small it says challenges uh for period one and period two so uh what they did um and I was
impressed by this because I'm uh you know not the most uh uh uh technology Savvy person but they've done they're using AI now I'm told that a lot of people are familiar with this it's called chat
GPT you see that little box there over on the left right um and what this AI thing does it's my understanding is you a it asks you what what can I help with and it
summarizes all of the stuff that's in that challenge um uh um uh column uh and really any column that you want it to so what it does is it produces a reporters I understand uh that uh the district
team and the DLT can look at um what the challenges were that um uh most schools put in there if they I mean some schools probably just put in a but they don't have any challenges but any school that did put that stuff in you can run a
report and see it all using this AI uh uh system and then you can use that to reflect on your action plan and your action plan steps for uh updating the DC and it's useful for knowing what the
school um uh are selecting and what the schools feel are challenges as well so my per my purpose is to just bring all of this to your attention so you could see uh what it's all about and uh that
this resource has been provided now I know that you've been doing your own progress monitoring checks and you have your own charts and your own systems but this is just an additional resource to help you do the progress monitoring for
uh the uh DCP so basically that's all I have to say folks on this um hopefully um it's uh you know of some use um uh and um uh uh I think the um uh the the district um uh should use at least some
of this information and um hopefully it'll be useful to you and it'll help uh inform uh the U uh DCP I apologize again for the lack of posting on um on the um
information in the public website but um again it's beyond my control as soon as I get updated information I'll uh share it with the district that uh that really um is the uh end of my presentation um if anybody has any questions or comments
um please uh let me know right now oh can I ask a question sure okay hi hi G good morning everyone good morning so this progress reporting tool I was trying to make a lot of notes what is who is the using the tool who is the tool Geared for the district team and
the district team uh should use the tool and uh can utilize it in maybe next month's presentation um for the um uh DCP update um it's up to the district team uh they are the ones that have
access uh to the information and they will run the AI um you know this U this system in uh in in doing the summary and they can share that information with the U uh DLT it's not meant for individual d
as I understand it you know and I I studied the the power Point uh and um uh I did not get an orientation on on this I don't think um but um you know it's I guess most people feel it self-explanatory but it's it's a
resource for the superintendence and the a district team to then utilize in sharing and assisting the uh DLT with the progress monitoring um period to update does that make sense yeah yes so
here's the issue always have it's a learning curve situation and once you introduce because that's my background in um product software development when you introduced uh AI it's as smart as the person putting in the prompt to analyze to kick out the
results yeah so you put yourself at a Crossroads of trusting the person putting in the prompt to analyze the data versus you know humans doing it you know so if the right prompts not asked asked you're just going to accept what
the response is without understanding is there are checks and balances to proof that that analysis was correct because it's based on the prompt given yeah should I you're more sophisticated than I am my understanding of it is that it's not
doing an analysis all it's doing is a summary of what's already there um you you you ask it um and uh you know anybody is is familiar with this my understanding of it is you ask it to
summarize the text and it's summarizing the textual information that's there analis done by people so it's the same prompt for everyone standard yes it's a stock prompt it's a St basically all all it says shernette is summarize this
information and they're just taking a it's not an analysis as I understand okay good yeah that was the yeah because then you you know you put in you know you know ABC bat it's going to spit out whatever no it doesn't it's not doing the analysis for you it's just
doing a a summary of text to make it easier and then it gives you um you know the the summary I mean you can probably just look at the sum the you know the texts yourself U depending on how much it is but I I my understanding of it is
uh folks that uh it's helping uh just summarize uh you know the information as a as a tool sense yeah and and not doing any analysis for you the analysis done by the the district team and then I I know you're all already doing your excellent
analysis yourselves so uh you can see whether the information there um supports your internal you know uh previous work done so uh that that's my understanding of the purpose of it any other questions folks
and I'll leave it to the district team which is more sophisticated with all of this than that uh I am so they um they can um uh enhance and um uh add to anything that I've said uh superintendent I'm done um if there are
no more other uh comments Etc I will stay on until um you know I um I I have to get myself together U to leave um uh for the uh uh the School in another District uh thank you again for putting me on First and uh if there any
follow-up questions uh just email the district and I'll follow up yeah thank you so much Gus um and you know the the tool that that Gus was just referring to is really great one for certainly for me at the district level just to send some of those reminders out
uh to our building leaders if they haven't necessarily input I know that our schools are consistently monitoring progress but if they haven't inputed into I plan that it gets in there uh the vast majority of our folks have done so but we we still have some um specific
indicators that need to be reviewed so um you know it it is a good tool for for us and we will follow up with all of the schools to make sure that everything is um is copesthetic moving forward so um okay thank you Gus I'm going to begin my uh my
report um we're going to have some some time to do a little bit of of um chatting after I do my updates and reminders around some uh key elements uh for us that'll help us plan um you know moving forward not only to the remainder
of this year but into next and there and you know and forward thinking as well into the future so um couple of things that we're going to do just updates reminders going to talk to you a little bit about the ELA Sprint um that our schools will be engaging in uh what that
means what that looks like sounds like feels like um going to talk to you a little bit about the d25 C Wellness collaboration that I do want to get some feedback on from uh from the DT as it is while while it's a collaboration with the CC is something that's important
that you are also involved in and then uh planning for 2025 I just want to linger over Priority One and priority uh three Uh current state of performance from our students uh in particular groups that we will talk a little bit about our our students with IEPs as well
as our English language Learners um um two subgroups that are really really important uh here in d25 in particular due to the you know the volume that we do serve um and current performance that we are seeing um so uh just happy
Ramadan to all of our families in in d25 that is celebrating uh Ramadan um at this time uh big shout out to all of our families in that space um it is women's History Month uh huge shout out to all of women in in history that have had
such a significant impact on uh all things in uh that we kind of connect with today because of the work that um has been done um of the women in our history and certainly just women in general um you know I think about uh all
those that are in my own life I don't know what I would do without them so um big shout out for women's History Month uh National reading month um this is something I actually do want to have a little feedback on I do need to send something out to all of our um all of our schools regard regarding this
sometimes the these branded months um sometimes get the get the best out of me and you know you don't realize that it's a specific month until it's that month uh so we'll make sure that we we do send something out reminding our kids of the importance of national reading month and
for our families as well um this week on the 12th we have uh a comic book night um which you know really promotes the the Civics for all and Civics as this is civics week across District uh across New York City and certainly here in
District 25 as all of our schools participate in Civics for all um this comic book Night we have upwards of 200 families that have been registered uh which we're really excited about and there'll be um opportunity for our for
our families and our kids to explore topics like democracy Civic engagement and social justice there will be a a series of comics that were developed in conjunction with passport uh to social studies curriculum um and you know families will have an opportunity to
leave with some Comics that night so uh excited for this event and thank Melinda for organizing it will be held at JHS 1994 uh from 6:00 to 7:30 on Wednesday March 12th uh really excited about that uh District 25 Wellness day in this
I'm kind of um you know kind of uh using as a kickoff to our collaboration with the CC uh this I did share during our previous um previous DLT uh meeting but it is this Saturday uh from 12:00 P.M to 2 um
it will be located at uh common Point Queens and Bay Terrace um we have uh upwards of 300 folks that have already registered uh we have closed off registration at that number so that we don't um have an event that gets a
little bit um uh too much for us to to manage in the first time go first time that we're going through it but we do have a range of of vendors that are going to be present really excited about it and participation from the local uh Precinct the 109 is going to be there making sure that everyone's good and
safe uh and I'm not going to revisit all of the host of folks that will be there that you read in uh our minutes from last month but we are really looking forward to this uh with the the goal of really promoting that space of physical mental social emotional learning Wellness um importance of nutrition all
of those things uh will be present during this day um and it'll be a springboard into our conversation that we'll have a little bit later uh in this morning's presentation around what does Wellness actually look like sound like feel like in d25 um and more importantly what do we
want it to look like um and that will be the the the beginning part of our conversation here in District to support this work moving forward uh math family night uh Thursday March 27th from 545 to 7:45 at JHS 1889
really excited about uh another District event for mathematics um really exciting work that um Beth Eaton from our team and along with our building leaders that have been so gracious in opening their doors previous to 189 we had um 129 and
154 uh open their doors to our math family nights and each of them really great success um families from across the the district and this one not different from others while it's out of middle school is not just for Middle School fam so children from across grade
levels um are welcome and I'm hopeful that we have as good a turnout for this one as we have had uh in our previous one uh so box we have New York City um semi-finalist we're really excited we had uh present students present during
our uh CC meeting um this past uh this past week um isaa from uh 237 uh spoke out about gender inequality and call to action um Matthew Chase from 165 around
less homework and uh Sophia uh FV from uh PSIs 164 around helping homelessness each of the kids did an amazing job of uh sharing their cause and citing research in terms of why it was
important and uh they did a phenomenal job so big shout out to them for presenting to the community um on Wednesday of last week and we're looking forward to continuing that momentum and bringing more and more kids uh to our public meetings so that um they can
showcase their learning but also to Showcase what it is that we believe in here in d25 you know really promoting that opportunity for student voice and uh that space of taking action so uh thank you to our students for presenting Melinda for organizing and for our
building leaders and schools uh School staff that are part that are participating in this work to make it happen so uh more to follow on that upcoming events you guys know where to find them d25 NC .nyc event uh all of them could be uh made Avail are made
available to you there so just a quick little reminder and plug that it's up there and as you meet with uh other constituents in in the district just pointing out that we do have a series of events that are posted there and recorded for anyone else to to View and
make use of uh including for those that are that are outside of the district that might see it uh as helpful to them summarizing just quick reminder um we know that the window open on March uh March 4th uh will close on March 28th uh
really want to make sure that this news gets out there so within the context of the folks that you serve please make sure that we remind everyone to get it out there uh just excuse me one second everyone sorry folks uh just a not sure if it's
an allergy thing right now but sorry about that uh enrollment timelines um just making sure that everyone knows high school offers were were released last week um middle school offers released on April 9th um Wednesday uh Wednesday April 2nd kindergarten and
kindergarten g&t offers will be released prek offers released on the 13th uh and 3K offers released on May 20th uh g&t for grades 1 through 4 Monday April 21st the application opens May 9th it closes and June 11th g&t
offers will be released okay uh Ela Sprint um this is something that's happening across the city um but just for us here in District 25 just to let everyone know uh that this Sprint is going to be going on from March 10th to April
22nd uh It's Des designed specifically to generate improvements in ela performance for grades 3 to five in New York City but um I've decided with the with the team to say you know what why not push this all the way through grade six through eight so that this is not something that's just happening in our
elementary school grades but it's happening across grades we currently have 3,922 students in District 25 that fit into the criteria for this additional supplemental support it is not intended to in any way uh take away from the core
instruction uh but time that schools have already established whether it's called a win period a focus period and a win for those of you not sure what that means it's what I need uh period uh some schools have a design where it's called a focus period or a flex period uh this
work can be done before or after school during Center activities and basically what the ask is is that our children engage in the I ready platform uh for 30 30 plus minutes per week uh between now and uh and the state assessment we've asked our schools to really uh make sure
that the kids are are using that work within the context of my path um and you know um instructional uh assignments that are placed in key areas like uh priority standard two three and four and that's basically that our kids are able
to read the text identify details to to determine what the central idea is uh or uh the meaning of familiar words and figurative language that's presented inside of text um what it means for a character how the text is you know supports character development so those
are the three standards in particular um that we've asked our schools to also connect with um as they are prioritizing you know assignments for this particular group of children and the children that are in this group are those that are currently one grade level below standard
or early on standard um so that they are given that just had a little additional additional nudge uh between now and uh and the state exam again intended to be supplemental and not uh to replace core instruction in in any way um so uh we're
excited about providing kids our children this additional support um between now and April 22nd when State Testing begins does anyone have any questions or thoughts on that okay so again this is uh in process we
are today is the actual start date uh just sent out a message to all of our building leaders just about this just to make sure that we're all set to go uh we'll provide you guys with an update on this when uh we have our next DT meeting in um in April the goal is that um we're
we're monitoring for the number of minutes that our kids are completing these tasks and also that they are getting that 70 plus% performance rate on each of these tasks which shows that they're elevating um within these areas so we'll be following that and share an
update with you during our next next meeting so Wellness Vision we're going to spend a little bit of time um on this and you know as a as a team I want us to start thinking about the things that we're prioritizing through through a
vision um and within our vision and does our does the current statement that we have really tell the story that we needed to tell inside of d25 and the place that we're going to start with at at least today is around uh the wellness
the wellness vision and whether or not we even have anything that really calls specifically out uh to what we want Wellness to look like sound like feel like in District 25 so I do want to revisit this and I want everyone to just take the next four minutes five minutes
just to reflect on the overarching vision statement which is the uh around strong root strong schools and the kind of things that we value for our students as readers and mathematicians and so on uh with our statements our kind of value statements the questions that I ask you
to ponder as you do this what does it currently say about Wellness what else can it say um those two things so I'm just going to put the the my clock on for the next um next five minutes just for that space of refle ction what does it say and what else can it say and
we'll come back together um to answer those two questions maybe do a quick little breakout breakout group for a quick little chat so just the next five minutes folks e e e
e e just one more minute folks and we'll come back together e e okay guys we're going to come back together um so those two those two questions what does it currently say
about Wellness um and then we'll follow up with what else can it say uh when we're talking about wellness and uh shite I see your your hand up and we'll try to go through just a round if I get to you and um there's not much more for you to add you can certainly pass uh and
then we'll Loop it into the what else can it say space turn so I I was raising my hand to make sure I don't wander off the reservation like I sometimes do but getting Clarity for the ask of the the
the work the assignment so we are we were to assess what it currently is and how we can enhance it yeah basically okay yeah so so we're we're we're talking about this idea of Wellness through this collaboration and
the first place that we we started was well we if we're going to really talk about it we need to have a collaborative vision for what it we want it to be here in District um so the first starting place for that is even with our own current statement um do we have things
inside of our current statement that calls out um this idea of Wellness uh if so where and you know if if not enough then what else can we kind of say so in this first space of of kind of calling out Wellness
you know what what what evidence do we see in terms of our vision uh statement um go ahead Rob yeah so not explicitly Wellness but definitely attends toal and um and the work we're doing around that
I I guess could expand that to a a a a stricter more um focused statement on Wellness supporting um mental health physical wellness uh nutritional Wellness
um you know the way in which uh children aren't just uh educated here but also uh engaged in uh physically engaged in with the emotional Wellness which ourl statement already uh tends too but you know building the whole child like our
our motto is mind body heart and you know we recognize that it's not just um you know uh belto Bell instruction but also within the time that they're here uh how they're growing uh physically and uh
emotionally yeah thanks for that Rob and I think it does it does kind of call out um I don't know if it's um as explicit as making a statement like mind body heart um the question for us will then become as we go through this what would we want it to to say that we're kind of
embodying all of that um that language inside of our vision statement right so we could it's like Rob S is gonna say which is always good when I follow Educators um so it's the embodying the
whole child and the approach which nurtures the whole academic emotional physical and at the same time wrapping it around engaging the families in the process so it's a two-way like U that it's understood that the message isn't
just from us to them that they're part of it to come back from home back to school so it's supported to make the whole child if I'm making sense um so it's like you would have uh
mindful reading spaces at school you encourage mindful reading SPAC spes at home um do like uh rewards like I used to do with my daughter like um she'd have like a bean bag and you know you get a reward in terms of what did you
learn from reading and then you do like and I'm not sure how it works per District like you host events um Family reading nights um um healthy themes if you're don't just reading about you know Fantasia but
you're reading about you know how the body works and food and nutrition but fun stuff kind of thing and it's all tied to and then do parent workshops I guess you know so you you establish like a a rubric to support theal thread
throughout the whole statement I'm just throwing St you guys come up with the words to to make it make it I'm share a couple of examples in in a in a few minutes but just to kind of get some some of the our thoughts out there and on the table is
is really the the intent of of this is to start getting some of that that space of what it might mean to us individually um and then we're going to take all that stuff and kind of merge it into a statement that we can build off of uh Eduardo anything anything else that that
you'd like to add um I'm sorry I I'll pass yeah no that's fine Eden yeah sorry I couldn't get off mute um nothing else right now okay thank you Eden uh Rachel uh no nothing to
add thank you Lamar okay we can come back to Lamar and Monique no nothing okay so the the the goal for us kind of moving forward is um and this was developed by one of our CC
members kind of came up with a starting place um and I I like the idea of of the starting place it's kind of Define the core message this idea of focus on values like Wellness Community and belonging um the space of brainstorming
that would involve students staff families and community members through surveys or meetings to gather ideas um keeping the the mindset simple uh create a short memorable slogan reflecting unity and wellness and then having a
final kind of selection around here's what our kind of model will be for wellness here in District 25 so you know from from this space of defining what we would like our core message to be I think it's really something that I would love for us to
kind of linger over as as a DT um because we do we do emphasize the importance of academics very frequently um and you know when we're thinking about the whole child there's a lot more than just the reading and Mathematics
that goes into our work um inside of our schools and are we emphasizing it as much as we need to across District 25 really becomes an important question for for us so when it came to kind of establishing some
examples and we're going to ask everyone to just kind of linger over these um these are a set that we kind of established that could be played around with and and adjusted over over the course of time so maybe by the end of the year we'll have a statement that we
we all agree on and then from the statement establish some real clear recommendations for schools that says if we're doing this work well and we're aligning ourselves to the vision that was established between this collaboration from C district and then the DLT um that these are things that
that would look like this is how it would look in our schools if we did this really really well so New York City has a um a a wellness policy that we will will also kind of tap into and see what it says and how we're organizing
ourselves but if everyone just take the next few minutes just reflect on these six different examples uh that we've established as a kind of a starting place for uh what we would want to say to our community about
Wellness um just take the next few minutes just review them any of them that stand out to you why they stand out to you what it says to you um things that you would say you know what we can maybe even augment that one I love I love the what it what it says but maybe we can change did a little bit more and
I will flash those up onto the screen so that you can see them um and I'll put this presentation in the chat too for those that like to follow on these are some examples that we we started with as part of the um the
district and CC collaboration e e e take one more minute e okay everyone we're gonna pop into just a just a brief breakout room just for five minutes just quick little chat
things that kind of stood out to you things that didn't really you know connect with you at all are there things any of those statements that that you say you know what let's build off of those um just as a starting place for this for this conversation moving forward so I'm going to open up the rooms there'll be three or four of us in
each room and then I'll pop into in and out of each of them but just for five minutes just a quick quick little chat e e e e e
e e e e e e e whoops sorry my group but anyway that was my mindset growing up so I I would love to see if we can add that part of
it in um anyone uh from the from the the first group um was Rob Rachel Eden anything that you want to kind of call out from what you guys shared and then I'll ask one of the members from the group that I was in to quickly share out to anything that came
up we all agreed that we we like the statements that included a um connection something to do with families and how Wellness starts in the home and and and those positive behaviors and uh and those routines start with family first
and then how those uh values are then transferred into the school and it's up to us to grow those that grow that work and um you know we could we could provide hot delicious meals and um and promote nutrition but if it's not done at home too and there's no connection it
becomes disjointed and then there's no SU success so it's nice to have that statement yeah and it's it's interesting you know the the different perspectives on on this because we had um you know a perspective that was a little bit different than uh than the one that you
guys just shared and not that the space of family was not was not important but um it was kind of lingering over that sometimes families struggle with that first space of of what it means and what is a strong family to to one differ from strong family to another do anyone from
my group want to kind of quickly echo in what what you got we kind of were talking about um is that me yeah okay I didn't know if you popped into someone else's group um so we like number six um which
was empowering um and and the kindness um and embracing um and actually Dr Mike brought up a good thing and we figured we could add it as committed and committed to doing the right thing like kind of like as an end statement um we
just feel like we can't control or measure what goes on in someone's household um and so it would be uh to to create a strong family or to be able to um
um to be able to measure that would be difficult because we don't know what goes on behind closed doors and though we could provide a lot of information to families it doesn't mean it's going to trickle down and be come in effect and then um Miss chernett had stated that
you know not all families are made up the same as we know we have families that are living in shelters and we have families that maybe Foster families um or and so those children are there temporarily or we have you know adopted families or grandparents everybody's
family Dynamic is set up differently so to try to create strength within that would be difficult to achieve so to be able to do so to be able to look at EMP embracing and empowering those actually
trickle over to students um because that's really the focus because when they're in the building they're actually there um more than they are at home and so creating that environment in the school will hopefully be able to give
them a sense of belonging and um acceptance um and steer up a more like um mentally healthy environment when they come into the school building because that's their safe space yeah anyone else any other any
comments I I do think that we can find um you know as we as we think through these as kind of like merging of ideas um you know and maybe perhaps we are doing all of these things to result in a healthier Community right you know uh
that would also connect to our families you know that's in a larger scope it's about creating a healthier Community it's not just about an individual an individual child or an you know or an individual school it's about really promoting this Wellness across our
community as a whole which would include students families schools and so on uh so maybe perhaps that's a way that we merge in that that last um that last piece because I do think there's there's a great deal of value in promoting this for um for family to but I think maybe
the order of it might might need to shift where it's not necessarily starting with stronger families but we're finishing with a stronger Community as a result of doing these things maybe in that kind of maybe that's way we can play on that yeah Mo'Nique I agree with you it's it's difficult to gauge the effectiveness
that we have on on families right but we still try and we still do our best I also like the idea that if we promote um the understanding that Wellness begins in the home it it's it's sooner than we all think sometimes that these children
are going to grow up to have families of their own and to Foster that understanding uh oh we lost them right in mid statement I wish I can should I should I capture Mr Marino mouth open and then send them the picture of himself ah man we got we got you mid
mids sentence Rob and I'm you know said such great stuff I I know I was ready to take a nice little picture of you send it to you but I didn't do it I was like everybody is really in in involved in what I'm saying because it would just Frozen I don't even know what you heard
yeah so no it was you kind of leaned into the idea that you know building building it up for for children and for their for the future of of of even next set of families that come from from the teaching that we do and I think it's kind of saying a similar thing in the
sense that we want to be able to build our kids so that eventually the you know our children can then also be a support for their own families at home um in terms of mindset and growing that out over time uh so I do think that there's a there's that commonality between statements there that I think if we kind
of merge some of these ideas um it'll be a more robust statement for for the district and then from that thinking around how do we make that happen how are we currently making that happen how are we really empowering Minds how are we really embracing Wellness you know so we use this language but how are we
really doing that from school to school um you know so we have an SE program are we really using it well you know or is it something that we just say that we have you know we're creating spaces for for brain breaks but are we really creating an opportunity where kids even care about a brain break you know or do
they look at it as you know what the heck you making me do that for um and those things and I think for you know sometimes adults get in the way of that because the way that we respond to it if we don't really care about you know taking that moment to to take a breath uh why will
kids they won't look at it as valuable you know so you know in the smallest of ways when we disregard something that could be healthy so to will those around us and I liken that to to my own kids they don't eat eat vegetables why because Dad is a dope and he eats
McDonald's all the time so what do they what's their go-to they want to eat all of the junk uh and not uh not the good stuff you know it's it's you know it's a it's a common common thread through through these things what we model is what winds up getting done for the kids that are around us so um I think we can
kind of do a little merge of each of these statements to come up with a real robust one um based on your based on the feedback that we receiv received right now I think Dr Mike exactly what you just said is like you basically you are embracing it right and you're trying to
model it so if we're embracing Wellness right if the kids see us doing it they might not necessarily follow what we're doing but the district as a whole the school communities are embracing it they're modeling it um and that can be
measured in the activities and the events that you're doing within the district it goes back to supporting that statement whatever it is um and that's how I look at the statements how how could we support that statement right how can we um model that because I me I
mean we all some of us who have children know that we kind of when they're little we model for them right it's not always necessarily what we say it's how we react to things it's it's how they see us function in everyday life and
interact with people on a daily basis so you know even though words and and presentations and everything you know it's there and it's on paper and it's in black and white but how are we putting that to action so I think what you said is true like modeling and bracing and
letting students see what the school Community itself is doing te you know teachers staff down to the kitchen you know um after school programs things like that so that's how I look at it but I I think like what you said kind of supports that
statement yeah and sure not close close us out oh no so so for this part for this part you know how they always say when we're those of us who raise kids or were raised by you know somewhat of parents or whatnot I always tell my
parents they were my drill Masters but that's another story um when we model as if no one's watching and that's how children operate cuz as my daughter got older she's like but mommy you would always say this I like oh my God she
would hear me and you didn't know they're hearing you and then she's repeating to Grandma well mommy said so why do I have to but she says do not do as I say do as I do and then I think a couple years ago I don't know if it was
right after covid where the wellness initiative was about doing mindful things in the classroom like before the class starts my question is I don't think that is now a thing where we're still we're doing that like the
beginning of the class you're supposed to like breathe or I forgot what the program was called um and it was just like a way of getting kids out of covid and teachers as well take a minute to do like AAL at the beginning of class two minutes and I think at the end of class
two minutes you're supposed and I don't see schools doing that so I think if we get back to the root of what we were trying to promote to safeguard wellness and health is for them the teacher would take a minute breathe or play a song or I forget whatever the thing was but I I
I think it was like right when we came like 21 22 or 22 23 yeah so that's something that we still have expectation of um you know so our schools we utilize a program called mindup that happens across our district schools and one of
those spaces of that work is rooted in this idea of a brain break also referred to as mindfulness right um where our kids are able to take a moment there'll either be a chime there are ones that are related to movement there are ones that are related to sound where kids
take that moment to to do that breathing but also connected in a space where they're bringing themselves back to because then that will feed into your statements so so yes and no um yes and no I think where it's happening and going really really well it's happening
with frequency um I do think that there are also spaces where it doesn't go so well uh because of this idea of whether or not it was embraced so then it goes to your statement of want to build your statement districtwide it would tie into the seal
I think Rob said it best it's like on paper but what are we doing in the reality of the secl thread throughout the action to create and empower the using the word the statements that you're going to come up with yeah and
you know and Rob is happens to be a school where where he he emphasizes that space you know he lives through that idea of Mind Body heart you know and part of that is by growing kids in that space But I do know that as they get older um when when our kids are in
Middle School in particular things like that and I've had students even express to me he like listen and a young lady said it just as Frank to me like that she said listen I understand everything that you're trying to do with this these brain break things but I can tell you
it's not for me okay all right and that's coming from ask her what is for her from the mouths of from the mouths of babes this is what you know from her perspective but I think in large part when if we see that it's not valued as um sometimes in certain
classrooms then that's the mindset that kids also develop why do we got to do this for then we ask them I always say okay the issue is then give me a better solution what works oh 100% that's all part of the work yeah all part of the work is then how do we do it better if that doesn't work for you how do we do
it better you know so but that that's one of the reasons why we do need to go through this because every single one of our kids and as well as adults all go through trying times yeah every single one of us there's there's no one that can escape um a trying time now one person's trying time
is different from others um and what I might see is trying others might look at and say You' have not seen anything right um and that will range from child to child from home to home um but it's about how do we make sure that there is that common space of here a ways that we
can help support ourselves maybe not completely get away with all of it right but that we can manage through it and I think that management is a really difficult thing for lots of people and our young ones and adults alike you know how do we manage through tough times
because they are going to come doesn't matter who you are they're coming I I think we should also remember that even though like we're giving these valuable lessons incl we're we're promoting Wellness we're promoting physical activity we're promoting nutrition but children don't always have agency in their life they're young uh
they don't they not they don't have control over their schedule ual what their parents put them in what activities what what's on the dinner table but later in life like me myself once I became an adult then I had to start making decisions for my par for my kids uh for my household and it was the things that I picked up along the way
that I was now able to implement you know so when we don't always see an immediate impact when it comes to this type of stuff uh and the hope is is that we're making this information and available to to children so that they
become lifelong um users of of that rather than maybe what we would like to see is a media turnover children regulating themselves children are healthy now children are doing all the right things but I feel confident that uh many of the students that we are
reaching out to and and and helping um will be improved their lives will be improved by by by this even if not immediately because they have we take for granted that they're they must be hearing this from someplace right sometimes they're not um
and uh you know I know parents in our community are super busy a lot of them are new arrivals and they're working strenuously and they don't have a lot of time but their kids hopefully won't have that experience they'll be more settled in in in in our city and and be able to implement some of the wonderful things
that we've have um provided them in these ideas and these routines so what I'm writing in here just as a little note to myself is um is including this idea of empowering Minds embracing Wellness fostering
kindness but adding a component that's related to to family and Community um as well as in some way shape or form the part that I do really think is important is this idea of being committed to doing what is right um which to me is a very
simple statement but very powerful one um because you know and I even say this to my own case it says you know some you're if you if you have to ask yourself whether or not this is going to be something your dad uh is going to agree with and you've already made the decision because because if you have to
ask that question you know it's not the right thing um so you know making the right choices I think is really important um so I've just kind of made a little note here and I will revise um you know uh a statement that we can kind of look back on and say does this align
we'll bring it to our CC for that collaboration for also some of their feedback and what I would encourage everyone to do in just terms of a Next Step for us is within your own constituent groups I'm going to send a follow-up little um um message to to all
of you with it's a it's a Google form that was created by one of the CC members but as you're going along you meet with a constituent here here is talk to me about what you think Wellness is Wellness should be um you know what shouldn't it be and then we just gather a bunch of that feedback so we come up with a real robust statement because
absent this idea of wellness it's very difficult to learn that's the most important part of this whole thing it's not just a statement is that if we don't feel well going into school whether Wellness is through the idea of nutrition Wellness through the idea of mental Space Wellness through the idea
of uh of being able to manage through through the level of tasks that you have the learning is going to be more diff difficult or not even accessible um think about when you guys are are having a rough day can anyone really talk to you where they're going to be able to
penetrate sometimes no you know sometimes we're we're so built up and and have so much going on that we can't even engage in a conversation that's productive um and I know for myself sometimes that happens too I get home after a long day and my
kids want to talk to me and they're talking but I'm not hearing much of anything you know so that those are the types of experiences that you know um that I think this helps with this mindset anyway that we're we're getting our kids good healthy to
be Learners in our classroom because if they're not um in a good space whether across any of those areas it makes it harder to learn okay Rachel you finish us us up then go ahead last statement
here no I just wanted in what you were just saying um about the students in in the classroom um it's something that came up when I was meeting with during parent teacher conferences um the ELA teacher was saying how at the end of the day the
kids are tired they have a double period and she finds a difference between the one day where she has some double period first thing in the morning and one of the things we talked about was how Maybe by that time since they have lunch at 10:15 in the morning maybe they're
hungry maybe they need something to just you know give a little on top of a brain break maybe they need a snack break and something simple as that could help with that Ela exhaustion at the end of
the day to just have a brief snack to keep to kind of get them re-energized for that um double Ela um periods at the end of the day and so I think how that translates to the
healthiness um aspect of even starting in the school and and then keeping that going at home yeah I love that Rachel um you know and there are so many spaces for this right whether it's even during during the school day at home there's places where
we always have to reconnect and um and ask some of those important questions because if if that's what we're seeing then we have to respond right we don't just you know let it be if the kids are getting you know their their experiences lackluster towards the end of the day because they're tired you know what are ways that we what can we do to Spruce
that up so I think that's really important too um and guys the the last place that I want to talk about today and it's a much larger conversation than just what we're going to have right now uh but it is important in terms of setting setting the stage for next
year um now one one thing that is is very clear is that um we do need to continue our work in terms of building those foundational skills so this is a goal that we've set at the beginning of this year which is around use of the cables and building those foundational
reading skills for all of our learners but something that is really striking um and continues to be are is the performance of our English language Learners so our English language Learners if you see here the number of
children that are below or well below Benchmark and listen this is not because I'm suggesting that all of our English language Learners should be on or above grade level we know it takes a significant amount of time for our kids in general to become proficient readers but even more so for children that are
new to the English language but having said that we have um 6,500 English language Learners here in District 25 it's a significant number one that is not decreasing um one that continues to grow
uh over time and it is a group that we do need to pay more attention to uh based on what are we currently doing in our classrooms to really support this particular subgroup of children uh what's working and what's not working and that's going to be a big big space
of conversation that we have as a district Community um so that we can support this group more so than what we are already currently doing and I say that because when we remove our English language Learners from uh from the data
as a district almost 80% of our kids currently are reading on or above grade level okay so when we remove our English language Learners from the data it's over 11,000 children that are uh excuse me not 11,000 children uh overall would
be 11,000 including our 3 to8 uh 6 to8 but when we're talking about our elementary school children when we're inside of this space um it is a significant amount of Learners that um
are reading on grade level almost 80% of our kids in grades K through 2 are reading on grade level which means when we include our English language learners inside of that space it drops under to under 60% overall as a district Community you know so it's how do we
continue to work towards what we're doing that's working and Elevate so that we're improving outcomes for all children including our else the other subgroup of Learners that we do need to continue to emphasize um are our children with IEPs now we have
grown uh since last year by a significant percentage 7 and a half% is is Good Year over year for mid year uh but we have a lot of our children that are currently not meeting uh meeting standards so um the the two groups that I do believe is really really important
for us moving forward uh are our children with IEPs and our uh L Learners uh in particular and the same type of thing holds true and more so even in our Upper Grade so when we're talking about
children in grades 3 through 8 excuse me that are English Lang language Learners we have upwards of 63% of children that are currently multiple grade levels below only eight 7% excuse me that are currently on or above grade level so
this is an area that we do need to continue to emphasize um as a district um how are we building the foundational how are we building the academic language these two areas in particular are really of great importance for us uh our district
Community because if we do not continue to elevate our El's um you know we run the risk of of children moving into high school not 100% prepared and that's not what we want because when we know our what I do know is when our Els are not
prepared going into High School uh there are a greater risk of Dropout now I will say that not all of our L's are with us since kind from kindergarten on some of them join us in grade three some some of our El's join us in grade four some of us join us in
grade six you know and it's how do we build enough of that muscle to make sure that they are ready to go for for high school because it just gets that much harder um so what what what I am thinking and would love to kind of throw
out there to for for for all of you is um you know what are your thoughts about making sure that we're leaning into these particular subgroups um as we move forward into next year does anyone have any any thoughts on that but this is
what what I am leaning towards in terms of in you know initial next steps in terms of planning for the 20 uh 25 2026 school year anyone have any comments on on that go ahead Monique um so I was just
thinking because my son my son was in dual language in District 25 and we noticed that every summer if he wasn't engulfed in the Chinese language by the time he came back in September it was like starting all over
again right because he wasn't utilizing it over the summer so my my thinking is how do we sustain like when you come when we get to June and you have your June numbers how do you sustain those numbers when you come back in September
so what could students do throughout or family participate in or maybe things can be you know materials instructional materials books I'm not
sure what could be given to students I know they go to summer Rising but they're only in there for a few and a half hours in the morning um so some maybe attending summarizing could be a way to sustain that right so that way at least you're not starting at a deficit
from where you ended but maybe at least starting where you ended and then increasing throughout the 2025 2026 school year so I think more of it we have to look at is how do we sustain all the work that you've done and where they
are in June and make sure that there isn't a deficit in September yeah I love that Mo'Nique and you know I think um it's been something that we've been kind of contemplating too it's un unfortunately we we have limited control over who gets to go to
the to Summer Rising um but but maybe perhaps there is some type of way that we can begin thinking about um you know uh some type of way that we can do a districtwide program specifically
targeting um groups of our English language learners for the summer um but I I I've noted that I just don't know you know funding wise where we would get that from um but I I do think you know I agree with you
not for for children especially are entering and emerging that are you know just grabbing and then now they're going to go home and only speak uh Chinese at home or Spanish at home and not necessarily linger over the English language because there's no one else around them that's speaking uh speaking
English uh it can certainly impact that for sure so that's something I'm going to linger over uh I just don't I don't know how I make that happen but I think it's a it's a good recommendation for sure yeah trette so uh I'm always going to say years ago uh there was
a I remember my PTA from my elementary school what we used to do during the summer is we worked with the staff and we' create digital libraries and give kids checkpoints some would actually send home we would get
the books or we' tell them to go to the library to get a list of books so that there was a reward incentive when you came in and you're uh going to the next grade and you would get a certificate saying you got a check you got a reading list of let's say 10 books and if you
got six out of 10 blah blah blah homework pass whatever whatever and then we created a digital library um I forgot what program it was where it gave you like a road map and for each checkpoint
then you got promoted to the next level and at the end when you came to school in September you saw the difference in the kids that use the program took the teachers recommended reading list and um because even when I went to middle school I asked for reading list I
thought everyone did it and they're like oh we don't do that here you know for the summer so we ended up going to the library and the library does have a program where they Supply kids with a reading list and New York Public Library you go in you get the little fold out
thing and they give you a checkbox for each book per grade and you when you're finished you get a certificate from your senator or whatever you know and my daughter every year would love to collect those and it became a and then you'd have a discussion points with your
family through and it to it was like it gave you a guide book to sustain yourself in whatever subject you wanted to during the summer and it's free you know and they get a certificate yeah I I think uh that's something that that um
you know we do send out in terms of a summer reading I think what I would love to kind of think about is uh you know from a summer reading kind of digital list to the the ways that we can kind of track and make sure that kids are doing it um I think that is a it's a really
good suggestion too thank you for that Shanette okay um so I mean I think so what I've started to do just so that everyone knows and started you know just kind of digging into some some additional research you know our English language Learners was an area that um I
kind of leaned in ter in terms of my own my my own doctoral work was around uh English language Learners so I'm going to continue to dig in to uh to current research and current districts across across the country that are um are
seeing different levels of success um you know tapping into maybe perhaps some of the the resources that they're also using and start bringing them to the DLT and to our building leaders around you know what is it that we're doing that's aligned to those best practices and how
else do we need to make some refinements um but it is a group that I do want to have a very very strategic uh set of plans moving forward um we did begin this year with um you know adjusting our Standalone time which we will continue
to do um and I'll ask Michelle to join us during our next meeting so she can talk a little bit about what Standalone looks like uh here in in District um how that's been working and how we want to continue to augment that as we move into next year and Rick happens to be on he's
our L um compliance uh Point person for the district as well in terms of thinking about how we start um you know how we moving from that space of compliance with what we see and we do a great job of compliance we're tops in the New York in New York City uh when it
comes to being compliant but now it's making sure that we're matching the instructional side to it as well but this is really really important for for me as I look more and more at the data uh we've always known that our English language Learners is a group that we need to to emphasize and we always do in
our in our goals but I really need to to make sure as a collective group we're revisiting our current plan you know what what's working for for some of our kids but not working for all of our else uh because I don't want them leaving District 25 as non-readers even though
some of them are here for six months before they go into high school um I want to make sure those six months are as productive as possible for them to be ready uh for what high school is going to be bringing um you know I I can't live in the the the Theo choose of of an English language learner but I can tell
you I know it's it's definitely not easy to go um as someone who doesn't speak the English language straight into High School uh not having that sport so uh we want to continue to build as much as we possibly can and you know in terms of perspective and maybe thumbs up uh here
or or not does this make sense in terms of groups that that we should be prioritizing moving into next year yes because the goal is to set them up to succeed because high schools you know no one's going to be holding their hand and the struggle of whatever that
family Dynamics is if they get the foundation The Roots You know they can only um support themselves and and and know where to get help you don't build it when you're young yeah no it makes it harder as you
get older for sure and as you said six months you know you do what we can versus going in cold and you know walking in blind cuz high school as We Know It's a Jungle Out There these days as it is yeah it's not it's not easy for
for regular for for a general education student to to make sure that they're ready to go for you know for high school and Beyond um you know but even more so for children that struggle with the being able to read the English language and so on so um anyone else any other
views um make sense starting you know really digging into this group we'll dig into some more of that research and I'll have Michelle join us during our next meeting um to share out what we're currently doing and where we can go moving forward um do we know the
statistics in terms of um I know it wouldn't affect you but how many um exited going after the high school uh last week uh how many you're going to lose versus coming in to know the population count yeah so I we we are
typically in this 6,000 range um you know so by the time we get to eth grade it is not nearly as significant number of L's as we would in um in other spaces but hold on I can give you the number right now but you see what I'm trying to
say in terms of if you starting at the root then the numbers should be falling and setting them up for a better future once they hit High School oh yeah so we we have over the first three grades we have about half what we wind up having across the next okay so it's you know it's the the
population continues to to decrease over over time um but at the same time it's still you know it's still many children of the work yeah it's still a lot of kids that that we need to emphasize um
over time we're at 27 and a half% of our district are our English language Learners you know so um it's a significant number um no doubt but far fewer that we have in in 8th grade than we do in kindergarten um we test out a
significant number of kids by the time they leave Elementary it's just that we keep we keep adding children grade level to grade level over the course of time um that we just need to continue to connect with in terms of families in terms of kids it's working and
instruction working and it's working yeah no I mean our English language Learners that have tested out perform better than our general they perform at a higher rate which is which is really great news it's just making sure that we can continue to elevate um those across grade levels
when they get to us um you know it's a lot easier when they're in kindergarten than when they are in third fourth grade um there's just so much of a of a knowledge Gap in terms of the English language that's present not knowledge in general but in terms of the English language that needs to improve so uh
more to follow uh on that but I just wanted to throw it out there at everyone uh just to let you know that that's what's on my mind and we'll come back together on the things that we are doing and um get some feedback around next steps so I'm going to turn it over to Eduardo for the uh High School
report hi good morning everyone so in terms of high school updates I have two announcements uh here I'm going to share um um the invite to our family workshops are there uh coming to an end our social
um emotional Workshop series for parents our last one will be um it will be on March 27th and uh it's going to be around the topic of addressing grief and loss uh this is a very popular uh series uh
we've been getting anywhere from 3 to 600 um parents joining our our social emotional workshops and uh we are currently uh working uh gearing up to Our Youth Empowerment conference which
will take place on Friday April 4th at Queens College so we'll be celebrating Talent from across our school districts on that day and that's going to be Friday April 4th and that's a a whole team Endeavor so we're all working on uh
making this uh Year's events a success and that's all I have for family for uh Queens North updates thank you all right thank you so much Eduardo uh Mr Marino uh CSA is uh patiently awaiting the um the uh I guess what would you
call it say the results of our applications that we put in for for reduced class sizes uh anxious to get started and start planning and knowing how many teachers we have to hire and how many classrooms we're using um so when that information drops we will be
full steam ahead planning for the uh 25 26 school year wow I can't believe that's that's the school year as time goes on but yeah so we're looking forward to that we're hoping that the city um finalizes those uh applications as soon as possible yeah awesome Rob and for
everyone to know we do have over 20 schools that have applied for uh class size reduction um you know we as soon as the information is available we'll be sharing it out to our schools and I'm sure they will be getting their own correspondence as well but um more to
more to follow on that I know Lamar is um was in transit and is not with us right now so um we will skip the uh UFT report and we'll jump into the uh High School uh president's Council report hi
okay so I'm just going to do this I I just found out I'm supposed to be on the Citywide high school subcommittee so oh boy so I went to my first meeting and I'll give you a brief overview and then do uh so superintendent Alan Chang emphasized the importance of CC
elections that are coming up uh for renewals for everyone for all of our districts and they we did a profile on the first um the food and finance high school and it's uh the principal Amber Ventura she showcased the school's unique CT programs and they're the first
in the New York City um to do culinary arts Hospitality they do internships study abroad opportunities and they have a student Run Initiative like a cafe kind of stying they do cater they're an actual doe vendor so they've asked us to tell
the schools use our own you know don't buy outside so um and they have a do they're a doe vendor um then we got a presentation about the CC elections and the bar specific election data and uh we
started candidate forums last Monday and then we had breakout rooms and key topics that were discussed per borrow for the Bronx the challenges were with school psychologist assments and IEP processes uh for Brooklyn Staten Island
it was they were doing uh fast or tap workshops and the catch program I don't know if you guys are aware of the cat program do I need to say what that is uh it's the in New York City is a health and wellness program for high school students that offer reproductive Health
Services Um Manhattan focused on transfer High School fairs and IEP family advocacy and for us we talked about um we did not have a significant amount of parents applying to be uh CC
reps and strategies to rebuild family and doe trust and uh in terms of Queens High School president Council we have our meeting this evening we're hosting a first ever collaboration with the borrow president to do a college fair on April
3D at Richmond Hill High School and it will be a all East Coast schools from Boston University Syracuse I made all the calls myself I'm suffering in silence6 schools um we're going to have
H an admissions person from MIT that helps to select kids to talk to our kids for free on how to write structured essays and going over their essays and their applications and we're also going to have uh higher education talk about scholarships and uh grants and um
tonight we're going to have the deputy uh Bor president she's going to be talking about a new pipeline program uh that the Bor president is going to roll out I'm not sure if it's out yet I think it is it's called um I'm gonna tell you right now hold
on uh diver it's a diversity Tech Hub initiative pipeline to schools so she's going to be announcing it this evening So eventually I guess it will get out to to everyone and we're going to be having a reso a funding uh conversation with
the Director of Education Katherine sarta and talking about Autism Awareness events and then we're going to be hearing from the Queens affirming Youth and Family Alliance supporting lgbtq and youth in our districts and then our
usual breakout rooms and spotlights from our superintendent and today it's going to be Queen South and the New Visions for public school with superintendent Dr Angeles and Dr Vanessa gr and that's it awesome thank you so much and I'd
appreciate it yeah um for our um our president's Council um update uh Rachel yes so our meeting on March 17th St Patrick's Day we will be having our district 25 C candidate
Forum so on Friday we did have a call with the face liaison um to go through the um order of events um what we as a district want to ask um
so Jenny and I are working will be working on finalizing all of those details um we have we have 32 candidates so we have decided to have an opening statement and just two questions no closing statement because by then they
should have represented everything that they want to say um I will have the privilege of being the moderator so I will do my best to keep things flowing and keep things going in a a smooth fashion so we're looking forward to that
and hope that we have a good participation awesome thanks so much Rachel um I know that this is always a always a fun part of the president's Council gig and getting uh the uh the CC
um elections going so um I'm grateful that we have the number of families that we do um looking to uh to apply to be part of the Community Education Council and looking forward to a to a great night so thanks so much for that uh
Monique you're on mute sorry thank you um so for dc37 um we're can I'm continuing to do site meetings I'll be visiting a few schools um this week um in District 25 I'm sending Flyers I'll be sending
Flyers out to the principes letting them know um that I'll be coming by um and I think basically that's it nothing new other than that thank you okay sure uh and folks just a reminder um this this Saturday if any of you are available and
like to join the wellness day um I do think it's going to be a really nice event for the community so if you are able uh and you'd like to join please feel free it will be from 12: to two setup will be from 10 to 12 um there's going to be a range of things including
um you know uh including uh the office of school food will'll be there to share a little bit of what the meals look like in terms of promoting that space of healthy eating um as well so there's going to be a range of of resources that are are present for families um you know
we have uh folks there for mental Wellness physical wellness um welcome back everyone sorry don't know what happened I got a message that that the the host canceled the meeting I'm like closed the meeting I'm like I'm right here I didn't do any of that um
but anyway invite all of you if you're well if you're available please join I think it's going to be a great day um other than that does anyone have any new business that we need to bring uh bring up before we come call for consensus to bring it to a close uh dror Mike I just
have a suggestion I was on another DT and I since District 25 of doing all these amazing events is maybe thinking of having um a back to school um kickoff parade for District 25 I don't know I
thought it was pretty awesome the way they did it they had the cheerleaders the um basketball players you know all the different uh um organizations come out the after school programs and they did a parade so I'm I know it's early
but I know a lot of planning goes into permits probably talking speaking to the 109 Precinct but I thought I'd just mention it because I know you're trying to um you know get kids excited for for school in general and just for the school year and it might be a way to
bring families together if that could be possible yeah I love that that kind of um that kind of thing Monique always about you know promoting that space of an exciting environment to bring children back uh I'd have to see what that kind of looks like um maybe perhaps
at uh I'd have to think about I'm not exactly sure how we would do that many of our schools already organize um things like popsicles in the park and you know kids will come you know they'll have ice pops and they have the DJ and all that stuff to get the kids excited prior to coming into the into the
building um number of our schools do that you know some will just have the the DJ you know in the in the schoolyard you know playing that music having a little bit of a dance party yeah um how we organize a parade I don't know if I necessarily would do it as a as a
district just because of proximity that some of our schools are with one within each other um but I love the idea I love the idea I have to think about how we can realize that though um across our schools love it yeah um any other new
business all right can we come to consensus on uh closing out our March 10th meeting thank you Rachel trette thank you Mr Marino we good thank you Eduardo thank you Monique
okay all right guys thank you so much for for being here and engaging in today's uh session we'll see you during the next one in April have a great one take care everyone have a good day