um to consensus on uh the minutes and such. So, let me share I'll put up I'll put into the chat the uh our DT minutes from last month. And I do uh welcome Katherine um
who is now going to be serving uh for the remainder of the year um as our um DPAC representative. Katherine, I think this is the first DT meeting, right? Or what did I introduce you last time? I don't remember. You introduced me last time. Okay, perfect.
Um guys, I just put in the uh into the into the chat the um the link for the minutes and then I will put it on the screen so that you guys can review. Dr. Mike, the only thing is Katherine was on last month and we don't have her
list. We'll add it in. No problem. Just off of first. That's pro. That's probably why I asked that question because I didn't see it in here. kind of formatting. I fixed like one or two typos just now, but other than that, I'm good. Thank
you, Eden. Okay. And I think we have six. So I think we can come to consensus. So if you guys are ready, when you're ready, just give me a digital thumbs up that you are good with the minutes. Thank you, Eden.
Thank you, Katherine. Thank you, Lamar. Eduardo, are you good? Good. Good. Okay. Thank you. And Rachel, you good? Okay. All right, guys. We are good with the minutes. So, I'm going to just pop up the agenda real quick.
Um, we're gonna have some updates and reminders. Yes, I'm good with the minutes. Sorry. Okay. Thank you, Rachel. We're going to have uh do some updates and reminders. We're going to talk a little bit about the wellness collaboration update and follow up from our most recent CEC conversation. Uh DCP
uh goal revisions. Uh we made some some additional um statements from our CEC members. We're going to include that in here. And then there will be a space for uh for feedback for everyone just to spend some time uh thinking about it and
reflecting on what what each of these goals means and things that we should be thinking about moving forward. And then I'm going to have a a short little space of of information around what's referred to as trajectory changing schools. um was a presentation that I was able to
sit in on uh mo most recently uh with superintendents from across the city that I think are worth us having a conversation about here at the DT. Uh did discuss this at um with our principles. We'll be talking about this with our assistant principles, but I also think it's worth a conversation
here at the DT. Uh so we start thinking about this at the SLT level. uh and maybe even during our SLT um meeting that we have in the early fall. Uh and I have some ideas around the early fall as well in terms of preparation for our
school leadership teams um based on what we went through during um the uh citywide training. I think there's an opportunity there to do things a little bit differently. I feel like we do a lot of talking at people uh at those sessions and to me I don't know how
productive that is. Uh so we're thinking about having it perhaps in a school where we do some breakout sessions uh where folks get to move around ask ask peers from other schools some questions around how they're doing things. Um so I have some thoughts about that and we'll talk about talk about that more in the
June meeting um uh which I'm hoping everyone's able to make because that one will be in person uh the June session. So let me move on to the next phases of this and DC progress monitoring from Gus and updates
around C development will be shared by Gus as well and then we'll go through each of our constituent groups um thereafter. So just getting started. I'm hoping all of our moms had an amazing amazing Mother's Day. I'm hoping that you were able to get um some time to to
do a little bit of relaxing um and hopefully getting a little bit of pampering too at the same time. I'm hoping that happened for you. Uh I know that's not always the case as you tend to wind up doing a lot of the a lot of the work anyway and the running around, but I'm hoping you did have some time to
yourselves to to enjoy a little bit maybe a little bit of breakfast from the kids and and uh hopefully a significant other. I'm hoping that those things happen for you. um on Sunday, but it was a beautiful day. I'm hoping you got to enjoy. And I realized myself within a
few minutes that sunscreen is a really important thing, especially for the top of my head these days. Uh because there's not much hair cover uh and my scalp definitely got roasted. So, I'm hoping I'm hoping you guys uh were able to enjoy some of that really really beautiful day. So, some of this some of
you have seen already. Uh some of these slides you've seen already, others you have not. Um but I did want to go through it so that we all are on the same page with um some of the reporting. Um so Amplify Math, I do want to make
sure that everyone is fully aware that we will be going with the Amplify Math curriculum moving into um next school year. Um, a lot of that work um was done this year by a team of of uh district
folks from parents to teachers to administrators engaging in conversations around which would be the math curriculum that we adopt um in alignment with New York City solves. Now you guys know New York City solves is um was launched to support um students in their
learning in mathematics particularly at the high school level was the space where it started first. Um many schools did did identify illustrative mathematics as the the curriculum of choice in many of our high schools. Um amplify curriculum is very very similar.
It was built off of the uh the illustrative mathematics mindset. So it's a very similar type of program uh but done through the amplify components which we'll talk a little bit more about you know moving forward mathematics as we know um going
from to uh with the instructional shifts from beginning with modeling to sensem differentiated task to share low floor high ceiling uh discourse torate demonstrate understanding but this moving towards developing understanding
deficit thinking to assetbased and then shared curriculum. Um here in the district, particularly in our middle schools, there was a lot going on with our middle schools um not necessarily all in a shared space. So we did move
into um one solid curriculum now going into next year so that um our conversations are all aligned, the expectations around content are all aligned. Um so this is something that was was organized over the course of two years which I will mention shortly so
that we get to the space of a shared high-quality curriculum. Um I'm not going to go into into necessarily the vision statement. This is something that we've talked about in the past. Uh but goal around building our kids as problem solvers. Nothing as is today is just
cookie cutter where uh we can just follow procedures to answer questions. we do need to be able to think uh and organize our plans in order to solve problems, especially our real world ones today. Um so a lot of what we're going to be working towards is this idea of our kids becoming really really strong
math thinkers uh so they can solve real world problems moving forward. Um this work started in 2324 engaged in a series of sessions with district leaders, school-based leaders, teachers, parents, uh elementary schools focused on the
development of um of a math vision and then engaged in pilot studies with a series of schools. So Amplify was piloted 164, 169, 379. IM was already in some schools but we
got some learning from 24 32 214 185 and then I ready math was implemented in just one of our schools PSMS 200. So folks from across the district were able to go into these schools visit to see what the programs look like had opportunities to meet vendors um and
from there we were able to make a decision on math curriculum. Uh Rachel I see your hand up. I'm sorry. Go ahead. Yeah, I just had a quick question. Um, just in the it goes along with the the process.
Um, and I'm sorry I don't have my glasses on so I can't read the small print. No problem. I was at a another district meeting district to be unnamed where they did go with
illustr illustrative math. Yeah. and the USP repedly at the meetings have expressed frustration on behalf of the teachers as to the learning process for that program
that they're basically learning on the fly that they weren't given much support. And so looking as we go into this type of uh scenario for our district, what are the specific plans to make sure that the teachers have um full
resources in implementing this amplified mask? Yeah, great question, Rachel. And you're going to see in the next couple of slides, you're going to see the the training sessions that we've organized um so that our teachers hit the ground running for uh for September, but more importantly that that each of the folks
that are going to be participating in implementation um get some of that training now so that they can start practicing in June. Um so there there are things and I'll share with you in just a few moments what those look like.
Um so needless to say this this all kind of um unfolded where building leaders were able to go and visit schools with the implementation of each of these programs and then wound up choosing um you know amplify was the selected uh
selected curriculum. Uh now I will say this was unfortunate that you know my hands in this well although I had my own uh my own thinking in this space this was really intentional to be a collaborative decision uh around amplify
moving into uh into next school year um you know and gathering feedback from a variety of constituents. This was just not a a space of principal saw and then they chose. Uh Beth was really diligent in in gathering feedback from a wide range of folks um from her teams that
she was meeting with on her um as part of her cohort trainings uh to other organized visits to schools, always constantly getting feedback um from a range including students. So, um I'm not going to necessarily
share this this video, but it is a it's a cute little video around the Amplify program and perspectives from kids. Um what they think about the program and why it's been helpful to them. Um there are a variety of different math resources that come with this program from interactive lessons, practice
problems, uh recommendations for differentiation for teachers, uh assessments to support our own learning as um as teachers. And one of those parts that I really do like about it is those checks for understanding as the lessons are going on. Uh so that our
teachers know where our kids are in the moment uh and those supports can be put in place uh as we're going through lessons rather than at the end of them. So uh really really really important tools that are embedded in this program. And then they do have a hub for families
so that there's access to uh to resources for families to to support their children at home. But in terms of roll out, and this is kind of to your question, Rachel, uh there's going to be two days of PL for all middle and elementary school teachers grades 3 to 8
um to support the use of curriculum. Part of this is going to be around unpacking what the program has and offers. Uh there'll be an inerson PL for ampli amplify principles in June, two uh two-day session on New York City mass shifts uh for school leader and teacher
from all middle schools. Uh all teachers will engage in um in uh training for for the curriculum in September with pilot amplify Desmos lessons in June, meaning they will have an opportunity to unpack and start implementing this uh uh this
school year. uh schools will uh school visits by district math team to observe implementation will support uh the roll out and we're partnering with uh West Ed research grant to gather some data on uh from teachers and students as we're
going through so that we are um providing as many supports as we possibly can through the lens of the feedback that we receive which I think is a really good thing for us as a district that we're not just implementing but we're gathering that feedback in between so we can support
decision-m moving forward. Uh and then this summer there will be opportunities for our uh staff across the district to engage in training. Uh this will be with Beth and the Amplify team uh to support uh instruction going into the start of
the school year. Now this is a more significantly a roll out for grades 6 to 8, but I'm sorry, excuse me. Uh but for schools that do have uh departmentalized
grade five or grade four um they are welcome to certainly implement as well and that will be happening in a number of schools not necessarily all going into next year. And the the reason why we're not going full force across grades is that we are still in the
implementation phase of of HMH. So to add in another curriculum on top of that um was not something that I was ready to do yet. Departmentalized grades is one thing because the content is specific to what they're delivering. Uh so
organizing around math for those grades is not the same as a teacher now still making sure that we're implementing HMH really well on top of that another new math curriculum. So, um needless to say, we will be offering supports, gathering
feedback so that we can provide next steps for all of um our teachers that we'll be implementing going into next year. And I feel pretty good about uh about that part of it. Uh there are series of of resources here as well, including feedback that's come from
these curriculum reviews. um they're all accessible here for you to to review on at your leisure um to ask some additional questions as we move through uh the summer and into the start of uh the 2526 school year uh which is a blink
away which is hard to believe. Um any specific questions certainly around math Beth is always available. I have her email address here too and this slide should be down here not the other way around. Sorry about that. Um, so anyone has any questions about that, you can certainly reach out to me
or Beth for any specific math questions. Uh, but it's important stuff nonetheless. Um, these sessions we talk about every time on Wednesday, May 28th, Beth will be doing a session specifically around this curriculum so that our parents are aware of what's
coming. Uh, this is really an important session. It is it is virtual, so I'm hoping we get a a pretty good turnout uh for that session. And then we will be doing an I Ready and Aadian follow-up session as the diagnostics are being implemented. Now,
uh, AAPI month is this month. So, big shout out and celebration for all of our communities, uh, particularly those within um, particularly our Asian community, including our Pac Pacific Islanders from Malaysia, Micronia, and
Polynesia. Um, big shout out to you guys for that celebration. And Whoops. and uh Jewish Heritage Month as well. Uh celebrating all of our Jewish Americans that have supported our nation's history through um through those positive acts.
uh so experiences throughout our district. One that is really really awesome and I intend to bring out to you guys uh when they are complete but Bell Academy and 379 have partnered uh in what they call uh what's called the
names not numbers project. So they not only learn from um from professional filmmakers um editors uh around how to do those types of that how to use those digital tools but they also in the process get
to interview uh Holocaust survivors and they basically create a documentary um based on their their experiences. So they learn how to create interview questions, they learn how to organize and edit film. Um, and this is something that that principal Abbott has been
doing for years, but now has also kind of uh created a um an an additional space of that with 379 in a partnership. Uh, so this will be back-to-back years that they've been working together. And it is really truly an inspiring um, you know, um, set of lessons that
our kids get to go through. uh and also to be able to get an understanding more importantly of what um these survivors had to go through at that time. So um you'll hear more about that and I will be sharing that information with you when we get closer uh to the completion
of that project which will be happening at the end of May. Uh timelines this week prek offers will be released Tuesday uh May 13th and then 3K offers the 20th. Uh just a reminder to all of you guys here, our testing is ongoing.
We're we're still in the midst of of math testing. We're f finishing up this week for those that are completing CBT testing. Uh NISL lot ongoing through May 23rd for listening, reading, speaking, writing. Uh science CBT is this week,
May 13th through the 16th for our great children in grades 5 and 8. And then uh EOI testing is May 5th through the 13th. So, I'm hoping by the time we meet again on the 9th, I'll have the vast majority of data in so that I can share with you
the the current um the current reality of this year. Uh this some of you have seen already, but and I'm not going to dwell too much on this, but we did have our All-Star game uh which was really great and we had our middle school girls tournament which included four teams this year for the very first time. All
really great work. Youth leadership team. Uh last month I shared with you that it would be held on on Friday, May 23rd. Uh the youth leadership team uh organized event will be now happening on Friday, May 30th at Adelfi University. Uh it's going
to include motivational talks, um team building activities and games, social emotional learning workshops and dance sess dance sessions. Uh, so we will be having a coach bus pick up all the kids here from um from Lynen Place, bring them over to Adelfi University where
they're going to have just a really great day. um a couple of former professional athletes from one from the Boston Red Sox and one from the New England Patriots uh will be there talking to kids uh about the importance of wellness um as well as building up
this space of um social awareness, self-awareness um for uh for our kids and relationship building and teamwork. So really excited about this event. Looking forward to seeing the outcome from it. uh district arts funding. Uh this I was
able to share at the the CEC. Really excited about this. We partnered with Studio in a School Arts Connection in Flushing Town Hall. Series of events in terms of uh bringing the arts to our buildings including Broadway shows. Uh Betty Boop, Operation Mints Meet Wav
Vista Social Club, as well as Aladdin. Uh Aladdin we linked into student attendance, children 90 to 100% in identified schools. uh will be having the opportunity to earn some of those tickets. So, a parent and their child will be able to attend. We'll have a
couple of teachers or staff members from each of the identified schools and a couple of district members will be there for representation purposes. But really excited about this. Um hoping that I I'm fortunate enough to receive some funding next year to do similar types of things where we can bring that to the DT and
organize how we're going to uh distribute distribute though the the the type of resources. This was kind of a a couple day window that I had and we were able to get that done uh for everyone. And this just a a quick reminder with class size coming, class size reduction
coming, we did do a recruitment fair. Um we had uh over 300 folks that managed to come for this recruitment fair uh meeting principles, assistant principles, and teacher leaders from across the school. really really well attended and we
received quite a bit of of positive feedback from those that were able to attend. So those are just the updates. Um going to talk to you a little bit about setting the stage for DC and C planning. So this is something that that I found
really really important um during a session that I was recently at and the the question is how can schools create a strong academic foundation for all young people. It's kind of the headline of this and this next slide I want you guys to just linger over and reflect on just
for a moment. This was a study that was done by trajectory changing schools. And based on this study, over 28,000 public elementary and middle schools nationwide where the average student was not yet on
grade level, just 5% help the average student catch back up. Want us everyone to just linger on that for just a moment. So among the 28,000 public elementary and middle schools where the average student had
not yet caught up, just 5% helped children catch back up. Be in that space of reflection real quick. So from that study, they kind of organize around things that promote trajectory changing
schools. And there are there are a number across the country where kids are below grade level that we're able to put in systems and structures to promote 1.3 relative grade levels of progress
over year by year. And if we do that year over year, kids were able to catch up and be more along the lines of being on grade level than others. And there were three things that they called out as being present
across each building that was considered a trajectory changing school. Belonging, consistency, and coherence. Everyone just to kind of read those three elements on the slide.
And then I'm going to put into the chat just so that everyone has this the slide deck because I'd like you to just quickly independently read the next three slides. So slide 36, 37,
and 38. And then after you're done with that, I'm going to put us into just a quick group for for a brief reflection. Just going to put the timer on real quick. We'll just give it five minutes just for you guys to reflect on those three slides and then we'll come back
together for a quick chat. just another minute, minute and a half of reflection, guys, and then I'm going to pop you into a couple of groups. And in the groups, just your reflections. What's making you think? Whether you're a parent leader, you're a building leader, um you're from one someone from
the team like myself, what is it making you think Okay, guys. I'm going to put five minutes on the clock in the breakout rooms. Just a quick round. Things that you that you see in that that makes you say, "Oh, yeah, that makes sense." Things that you say, "You know what?
here are here's what what my thinking is on that or questions that it raises for you whatever those anywhere you are in that space uh during this little brief breakout room again just 5 minutes going to open those rooms now Welcome back. Wait, for some reason I am
pinned on the viewer. I don't like that. I'm going to go to the gallery. Okay, that's better. Um, any comments from uh from the other group? We had a a really nice little chat in the group I was in. Anything that came up in yours or in mine that someone wants to
call out? things that we kind of noted. Well, I like Rob's analogy of the price fix menu um as focusing on a small number of things and getting them right rather than having a large option of
things and maybe not everything is as up to par as you would want it to be. If I'm interpreting his analogy correctly. Yeah, I love that. Rachel Rob, you want to just kind of embellish on that because I do think it's very appropriate to the to the context of the chat. Sure.
Something that, you know, uh, as I'm looking through this, I'm you know, looking through it all of it, but, you know, the things that pertain to to me, uh, kind of pop out first and one of the things is about instructional leaders maintain simple shared focus. And one of the challenges we have as principles is we have so many things that we could
possibly focus on. Sometimes they're they're they're so pertinent that we have to do it right away. But as far as maintaining like a consistent focus on the important things that we need to get right, sometimes we can get distracted. And the um the analogy I guess I made
was yesterday I took um Cara, my wife, out to for Mother's Day and there was to a restaurant that we go to all the time and they usually have an endless selection of of Italian delights that I that I choose from. And yesterday they only had a handful of of things
available because it was a prefix menu. because they they were so busy, because they were so uh inundated with um clientele, they they they shaved down the the menu to make sure that they are consistently getting what it is they want to put out there correct. And um
while I maybe was anxious that I wasn't getting the the thing that I wanted to eat, uh they did a very good job at selecting what it is that they were going to do right yesterday. And and that's what um we strive to do in in our school buildings is do the things that
we can leverage, that we can do correctly, that we could see a return on, that children will benefit from. Um because we can get lost in the weeds with the million things that that that come up. Yeah. And I think it's appropriate because sometimes, you know, I always say to folks, too much, too
little return, right? we we try so many things that you know we don't we don't necessarily do any one of them extremely well because we're our hands are in so many buckets and I think um you know to to Rob's analogy I think you know it's important that we do identify those
things that we really need to work on uh and get really really good at it. I think even as the the consumer sometimes we're not really necessarily happy with the idea well I don't want just those three. I want to be able to do all of these other things. I want to be able to eat. I want to sample all of these other
other things. But does the quality of that wind up getting impacted because we've opened the door to to so many different opportunities for for folks to choose that we don't really ever land and get good at the ones that we need to get good at. So I I
I do appreciate that analogy that came up from from our group. Um, anyone else have have a comment that came up based on those three areas that are part of trajectory changing schools. All right. So, as we as we go through
the the next series of slides, um I want you to think about those three things. The belonging space, the consistency space, the coherence space, and I created a Padlet um for us to add in some of our feedback individually around
the goals that we the preliminary goals that we've set up for next year. Now, there are a couple of additions that I do want to go over before we go into these goals and you guys have an opportunity to share out some of your
thoughts. Um, based on CEC feedback, uh, yes, uh, yesterday, excuse me, on Wednesday, uh, we did go through these goals and one of the ones that came up was around, um, all students graduate college and career ready and a pathway
to economic security. The one one of the things that we did every year and I have in yellow and say consider for a goal for next year. Um was the save for college program. Right now we have just around 30% a maybe a little
bit plus 30% of families that take advantage of safe for college program. Uh so we talked about at the CC and was kind of came to consensus that it would be a good idea if we do add a goal to this and say that we want to try to increase it. Um I because I do think it's an opportunity that you know for
money to be added to a to a child's account uh simply by activating a uh activating an account is something that's worth making sure we're getting that information more widely available to communities. So we did add this other one here just for everyone's
knowledge. This top goal was also adjusted a little bit uh in terms of schools participating in project soapbox um so that they're engaging in at least an take action project resulting in eighth grade students across district 25
earning one point to the uh seal for civic readiness um which is something that we should strive for promoting that opportunity for our kids to really understand their civic responsibilities and duties. Uh so we did add that uh component in there. And the other goal
that I do want to make sure that we can connect on and reflect on um is the parent engagement goal and whether or not we want to bring in this idea of wellness into the space. So during our CEC meeting and part of our CEC work was around a slogan
that we want to build towards this idea of wellness across our district schools. So, we had families um from across schools that did participate. We got a little over a hundred, which is a decent sample size of uh of feedback that landed on each of these particular
slogans as appropriate. After our CEC conversation, we said, you know what, some of these, how do we kind of embed in all of the discussion into one space, which came to this idea of wellness, kindness, community, very short and
sweet from these slogans here to this space of wellness, kindness, community, part of a CEC consensus that will help drive home this wellness district, CEC collaboration, which I think is appropriate for us. And one of the
outgrowths of that was starting in the year connecting with a connecting opportunity for all families to have like that uh incoming before school starts whether it's some schools do a carnival, popsicles in the park. Um you
know just community building opportunity in the schoolyard was something that was an outgrowth of that. But it made me think a little bit about our goal that we set for priority five, which is all districts and schools more inclusive and responsive for families, for parents and
families. Um, do we want to say more or something different in regards to this goal? Thinking about that collaboration with the CEC um and our district needs when we're thinking about wellness, kindness, community. Is there something
within those three areas that we would want to linger on and build out more? Because we're at the beginning phases of this. We do have to define wellness as a district. We have to define kindness and we have to define community in terms of what we want it to be. But I do would
love to get your initial thoughts on each of these goals and what feedback you would have in terms of where we currently are and our thoughts in it. So there's a QR code uh that's present here in the slides and it's going to bring you to
this space and all you would really need to do for priority one all students learn to read well. Please share your feedback. What are your initial thoughts? What does it make you think as a parent? What does it make you think as a building leader? What does it make you think as a district representative? Uh, all you simply need to do is click on
the plus sign and then you add in what your thoughts are into this uh into this space and add your notes. All you're doing is typing in the little box, adding in your thoughts, and then you click publish to add in uh what your
thinking is. Okay? So, you're going to have to refer back to our goals. We have them each here. priority one, priority two has changed uh a bit uh in terms of the conversation starters, the mind up moments and brain breaks resulting in
relationship building with kids. Is there something else we would want to added in terms of wellness there? Um something for in terms of your thinking around where we are as a district, what you've learned from our district data throughout the year and what we want to do next moving forward into next school
year. We've also made an adjustment to our math goal. We've made this less uh connected to amplify and more connected to just the instructional shifts specifically around sensemaking so that our kids are having those opportunities
to grow mathematically. So, I'm going to give you guys the next um the next five, seven minutes to review each of the goals. Um and then we'll give you about another seven minutes to start entering
in some feedback into the Padlet. Um just for us to all reflect on what it is that you're thinking is. And this is important to me because sometimes in you know in group we're maybe not necessarily as um as you
know willing to connect you know verbally but sometimes it it opens us up a little bit more if we can type some things in. So um if we can do that I'm going to put my timer on. We'll have about 15 minutes total to do some review and then adding some of your thoughts
into uh the Padlet. Feel free if you want to come go offcreen, you're welcome to at this time and then we come back in 15 minutes. I just ask that you do add some of your thoughts into the Padlet uh which I will share in the chat too in the event you
couldn't get to the presentation. Okay, Padlet's in Padlet link is in the chat as well. Just giving everyone a quick time check. We have about 8 minutes. So, um, once you've been able to get through those goals, please be sure to add in some of
your thoughts and feedback into the Padlet. Thanks. And just remember as you're giving the feedback, you're referring to our district goals aligned with each of those priorities that you're finding in the um in the presentation from today.
Uh not just the statement itself, but the goals that are associated with it. Hey guys, down to that 5m minute warning. I see a bunch of comments in here. Love to see a whole bunch more. Just some of your thoughts. Okay, folks. Just two-minute
warning. Two-minute warning. If you haven't, please add some of your thoughts. I see a couple of really great comments in here that um has already had me start asking some team members to start thinking about certain things just based on what's in here. So please feel
All right, guys. We'll come back together. Um, I thank you for including some of your some of your feedback in the Padlet. If you just take a moment before we before we all come back together, just review some of the commentary from
uh from folks that added their thoughts into the Padlet. It seemingly it looks like for the most part the goals sound like they align with what we've been talking about here. Um as a district
anything that any of you noticed from someone's comment or things that you think would be appropriate for us to look at moving forward from whether it's your own comment or someone else's. Go ahead, Eden. So, just looking in
regards to like what we were talking about with the um financial stuff and the economic security, it kind of sounds like there needs to be like a financial literacy piece and it's not just teaching the parents that this program is available, but that the students are
learning more of like financial literacy as well. And that's something I've had like very in-depth conversations with people about that it's like kids are learning math but they're not learning necessarily the math skills they need down the line in their everyday life. Yeah. So this program Eden actually
comes with financial literacy lessons. It's not just an account. Um in fact both um Anna from the team and Melinda from the team were uh were authors of this. So they have a a pretty good understanding of the of the curriculum
that was developed at the city level. Um so it does come with these um a series of lessons to support that work. Those are there um you know but you know are we tying them in well enough for it to
be recognizable for both student and family. um you know so that I think when when it's embedded in a goal it makes it something that we has to become part of the action plan. If we're we're talking about this with parents then we have to have if we're we're talking about this in a goal then we have to have something
where we're engaging our families with it and they have an understanding of you know where it lives why it lives there and how it can support their kids. Um but yeah, no, super important. It it does it does have to be something that is um much wider than just us talking
about you get a great account. Yeah. Any other any other thoughts that you noticed as you reviewed some of these examples? Now I see there in the the chronic absenteeism um just how we're
communicating that with families uh at times maybe perhaps it's coming across as uh more harsh than we would like it to. Um you know so that's something that we can communicate on and what we would want that language to look like to convey uh to our uh to our parents. Um
we can come up with some agreements here in terms of recommendation. Dr. Mike on that one that was actually the first comment of the krenic absenteeism is mine. I know there's some that kind of floated into one of the other sections, but I think that kind of goes hand in hand with what we were talking about during the CC meeting that
like my own child was like more scared of the letter than I was. And she's like, "Oh my god, did I do something wrong? Oh my god." And like I'm like, "No, you had legit absent." Like it's okay, but like what does at risk mean for those parents when they're reading that letter? And what does it mean to the children that are also knowing that
this letter is going home to their parents? So, I think what we were talking about at DC meeting was really looking at rewarding the entire letter of communication that's going out to parents. So, like we're like, "Hey, we're here to support you, but also what else do you need from us and what does
this really mean in this letter for you?" Yeah. Always has to be layered in support. 100%. Always has to be layered in support. But um that's something that we can certainly bring back to our schools to to think about cuz they're they're they're doing this all within with our best intent to make sure that
kids are served as much as possible. Uh but with that intent, if it's not hitting home the right way and you're just getting people frustrated, they don't want to do that either. Um so I think it's important feedback uh as we start action planning for uh for next year.
But I also saw a couple of things in here around um around Mind Up and gathering some feedback. We have been a a district that has used ruler for a number of years. Uh we also have Mind Up, you know, and I've talked to you
guys about this. We we have Mind Up. Is it in name only? um do we really need to spend more time digging into implementation so that the the intent of the program is actually being delivered across schools
in a meaningful way. Um so more to follow on that one. I think that's an important piece of feedback um in regards to growing in that program. Anything else that kind of stood out to anyone that you said? Yeah, that makes sense. So, a quarterly thing with the
with the uh family engagement types of activities um kind of making it where there is a space for volunteering and and such. I think there are certainly opportunities for that. Any other noticings that anyone
wants to point out? I I like the comment on positive reinforcement like you know issuing uh awards uh for those students who uh consistently come to school um whether it be by semester or perfect attendance
yearly and other students get to see and they're oh I I I want you know I want to be I want to receive that award as well. Yeah. So, schools do try to do a balance of that. So, you'll see 100% attendance. You'll see, you know, um attendance awards nights types of things that are
tied into like student of the month and they'll have part of that student of the month celebrating a series of things. So, that does happen. Um what we can certainly embed inside of it that it's happening across all schools making sure that it is something that is consistent across all buildings. We can make that
in terms of a recommendation. So, I love that Eduardo. Thank you. one or two more. Hi, Dr. Mike. Hi, Catherine. Um, as far as the the parent engagement goes, I know that um sometimes the the time
slots that parents or the amount of time parents are asked to volunteer um can just be maybe like a lot. Um like a three-hour chunk in a day sometimes is too much for somebody to dedicate. But
if they could just do an hour um on a Friday afternoon, that might be more realistic. Um and and and maybe we could get some sort of message out in the beginning of the year
that how important parent engagement is in the schools. And if you can only dedicate a small number of hours over the course of the year, it doesn't have to be that you're coming every Friday. It doesn't have to be that you're coming, you
know, just throw out a number. It could be just if you could do five hours over the course of the school year, it would greatly help the community and it and it helps the parents. The kids love seeing the moms and the dads that they know in the school helping at the snack stands
and helping um run the different events. They they get they get so excited to see you. They run up, they hug you. Um but but I think sometimes the amount of time that uh is needed is is a lot. So it's funny. Sometimes probably even more than
your own kids. More than your own kids. Yeah. Oh, my kids, they they're like, "Why are you here?" But the other ones are really really happy. Yeah. You know what? I think mine that's only as they get older. That's so funny. That's so funny. Um I I Yeah, I think
that there is opportunity there. And you know, one of the the things that I'd love for us to really think about too, and this is something that um part of the the the subcommittee work that we did last year was a recommendation. We couldn't really call it a pack because packs are part of what you what you work
through right now, Katherine. But even like an advisory group that kind of serves as here's what we want to organize as parents to support school goals. SLTs can be an another function of it so that you don't have to have another meeting. I feel like that's what
often happens. It becomes another meeting. How do we add another meeting? Instead of adding another meeting, how do we capitalize on the time that we have and use the folks that are coming and are willing and able to come to create something from there? You know, then let me reach out as part of this
this SLT subcommittee to these other folks that are willing and then you start building on it and building on it and building on it. Uh, and every school's in its own space with that. You know, some have hundreds of people that are willing to volunteer. They're on their whatever groups that they're on. Yes, some I'm willing. others in that in
that same space where it's it's a struggle to get a handful of people to come in, you know, and I think we start with where we're where we're at, you know, and here are the apparent leaders that we have in our buildings, but we want to focus on something, whether it's we want to focus on building community,
we want to focus on building relationships and then it becomes something that we can call in and say, how are we going to do that? What community events do we want? you know, where you guys are part of making the decisions, not just as, you know, and I love the the volunteering, but I feel
like it's because, but it's got to be with purpose. If we do it with purpose, more people will be interested. I feel I could be wrong on that, but um but I I like that I that idea, and I'm wondering how we can tap into some of the meetings that you guys already go to, so it's not another one. I mean, I don't know how
you guys do it. You're on 9 million meetings just from the district alone, let alone school meetings. um you know, so how do we how do we kind of capitalize on the time uh and make a recommendation from here that helps support schools with that and for parent SLT members to know that if you're
joining the SLT, yes, you're part of the SLT, but you should be doing something like this with the time that you're giving. Um so that we're not passive participants, you know, and often times that's what happens. Like, oh that's everything looks great, sounds great, it's wonderful. Um, but we want them to
also have that opportunity to say, you know what, maybe we can do this, maybe we can do that, maybe this will help our kids think about or maybe this will help our community get more engaged. Um, so something for us to think about in terms of recommendation, what recommendation would we want to give to schools as a
district leadership team to foster that kind of growth. Uh Eden, um just to piggy back off of Katherine, so I think it the parent involvement is a very like touchy subject these days um
because of everyone went back to work after COVID like people weren't home as much and like a lot of people are back in the office and I know like for my school specifically like they'll send out reminders through dojo, hey we need parent volunteers for this, we need parent volunteers for this and parents
are not stepping up to do it. Even when it is like a 30 minute time slot at an event or an hour time slot at an event, parents for some reason just don't do it. It's always the same few parents or it's just goes back to like let's say the PTA falling and having to do it. And
even like our SLT, most of us happen to be PTA members, but the like the one or two that aren't are not the parents volunteering either. So I just don't know how to pull them in more. Sometimes it listen, it's hard. I I I'd be lying to you if I said I was at
everything that that my kids had. It's a lie. I I'd be lying to you. Um I go what I can go to, you know, and everyone's got their own role and their own job that is going to weigh on them in some way, shape, or form. Now, there are days that my day starts at at 6:45 in the
office to you guys see me here until 10:00. I'm not making something that my kids got on those days. There's no way. I can't do it. It's impossible. And unfortunately for me, sometimes there are more days like that than than others. And I'm not going to be the
parent that can contribute that way. But if if there were things that I knew about in advance and I and you were to call me even as a parent leader of of the SLT collaboratively with the school, right? Not just you on your own, but collaboratively with the school and you said, "You know what, Mike? I'd love for
you to come to X, Y, and Z. Can you give contribute time?" I wouldn't say no to you. I'd figured it out. I would figure it out. I wouldn't say no. Um, but if it's we have a a session going on Thursday this week and it's Tuesday, can you
come? It's very unlikely that I can do that, right? You know, and and oftentimes when we don't hear the response, it's all right. Well, when down to the nitty-gritty, who are we going to get to come and do it? And it becomes Eden, it becomes Katherine, it becomes the the people that typically come, you know. But I think sometimes
even that personal kind of outreach to someone in in a class across the classes uh that can just reach out and say, "Hi, we're part of the SLT. Um love for you to see see you there. Maybe that's something we can help generate at least a handful more people uh that would come
versus what we currently have." Just as a just as a thought, you know, might be something that we can organize around as part of a a component of the SLT. I feel like you're there already. you already have to be part of that conversation. Why not add in a component that's around
this type of work where we're getting more voice u from from our parents because you guys have great ideas, great thoughts that would make the community better, but sometimes they're held within someone's household. They're not outside of that. Oh, why does this why doesn't the school do right but that
stays at home? you know, the school can organize this, but it stays at home, you know, and our building leaders here, they they do their darnest to make sure that each of the things that that you guys have in terms of ideas get brought to the forefront, you know, they don't take that for granted. They want to be
able to hear it. So, um maybe yeah, schools schools can certainly do that, you know, and I know schools do do that outreach in terms of time and you still wind up run running into a similar type of scenario at times. Um it's not an easy thing, but I feel like if we create
like a a group of people that are part of the parent leadership with the school leadership team um as part of it, maybe maybe we can get some more people that are more willing than than not to become part of that group. Just throwing it out there. Um we can talk about it more in
June and then July and then into start of the year in terms of here's the recommendation we want to have moving forward. Just as a thought. Okay. any other goals that came up that that you want to talk about or through before we move on. So the only homework that I'm going
to give you guys uh if I could is around this wellness, kindness, community component. Uh, I'd love for all of you to kind of think about uh how we can define uh those three terms for what it would mean for you if we if we really promoted this really well across the district. What would we want that to
look like? Um, I'm going to create something where we get some feedback from kids uh around this as well, what they would think about in terms of wellness, kindness, community for district 25. Um, and then we're going to organize all that information into a nice little bundle for us to kind of
talk about as a team. Um because I really do believe in in this part. I think you know our jobs are certainly to educate and make sure that our kids can read uh write and engage in math. Uh but we're also charged with making sure that kids do the right thing. And that part
of it is really really important for me. Um not only as an educator but you know as a as a parent. It's an expectation of mine for my kids. Um and you know but they're not with me all day. they're in schools and you know for me
it's a reminder to them on a on a routine basis you make sure that you are following suit when you're outside of my outside of my sight too. Um and I think the more that we can convey the the common message together that part of being in a community is if you'll do what's right in front of me then you
should be able to do what's right in front of your teacher or your peers. Um and that that to me is really really important. It's about building children a really strong character. Um, and you know, it's part of what I believe our message should be as a district
community. It's, yes, it's about the academics. It's super important. Um, but I feel like I grew to the place where I am as an individual. Uh, yes, I was able to get a lot of degrees. Uh, but I think it's the way that, um, I've been able to treat people that's allowed people to
see me in a different light other than just being able to get a degree. Um, and how I can build relationships with others just by being someone who's kind, I think goes a long long way and it'll go a long long way for our kids. So, this part of it is really important to me and I would love um I would love for
us to really linger over this so that we can build on it moving forward. Yeah. Go ahead, Catherine. Um, my my favorite subject, recess, high quality recess. high quality, especially
high quality indoor recess. Like the kids are testing right now. The kids are inside, you know, a lot of the times we're still watching movies. Um it's just and it's a time for them to be able
to make their own individual choices, connect with other kids, and practice kindness. um on in in you know on that time that's not necessarily right under the um in directly in front of the adults.
Bella, please. Um sh Sorry. Good evening. That's that's it. That's it. That's all I've got right now. Yeah. I don't know. I think it's um I think there's there's importance to to what you just said and um I think
sometimes we get restricted by the amount of physical space that we also have. Gym gyms need to be used at certain times, you know. So having kids in in an auditorium during a bad weather day uh sometimes is the only option because you don't have other spaces for
them to go uh and only certain number of bodies to to manage children um in a large uh large or even in smaller spaces if they wanted to. Uh some have created um like these lunch clubs, you know, when it's feasible and there's enough
staff you can do those types of things where kids get to self- select. Uh but it is something I did note and and something that we could talk about with our building leaders a little bit more uh to see how we do promote that space of of community uh because I do think that there is a lot that goes into uh
organized play and how we communicate with one another and how we don't treat each other with um you know in a competitive space sometimes kids do and say things that are not really all that kind. Um, so but yeah, no, duly noted. I've noted
that. Okay. Um, so guys, that kind of brings us to a close. I'm going to review the the notes that you have there. I'm going to make some adjustments as needed in terms of of action planning. And what this made me realize the more we talk about clarity is how clear are we with everyone around
what our next steps are with what does it mean to use instructional resources? Well, what does it mean to promote this idea of uh of positive relationships so that everyone knows what their role is in it? Whether you are a teacher or you're a leader or you're a parent or
you're a kid, how do we make sure that everyone knows what we mean by that? Um, so that there are clear expectations set for everyone. So, that's something and I are going to be working on quite a bit uh to make sure that we're as clear as possible uh with these goals and what it
means for for each constituent group. So Gus, I'm going to turn it over to you um for your portion and then we'll go through our constituent groups. Great. Uh I'll begin with the DC uh and um I want everyone to know that
uh central uh has uh told us that the new DC template will be available um May 16th on I plan. So uh look for that. I realize that it only gives us uh a month
um to begin working on it, but we have been working on it uh as um you can see from this morning uh on an ongoing basis with the new goals. Uh the template is not going to radically change, but there are some changes. Uh the um changes are
going to reflect the changes in the CP template, which I'm going to go over in a minute. So, um they u are trying to make the two documents align more closely and so they're adding some of the same sections that um uh don't
currently exist on the uh on the DC uh and um that are part of the new C template that schools are working on to the DCE. The old one, I'm told, is online. Uh in terms of progress monitoring, uh I
know that the district has been putting in the information on progress monitoring, um you uh can continue to use the old template um to put that in just like the schools are are doing um
not not u you'll be able to put it in the new template. In other words, they'll transfer over whatever you've done in the old template into the new template just like the schools. So, look for that on the 16th in terms of um uh
progress monitoring. Um they will also send us a timeline on the DC um which uh will be uh similar uh to what we've seen in the past. So, um you have a bunch of um handouts as
usual. Uh some of them might look uh as if they're repetitive, but the reason why for particularly the um the um uh monthly uh suggested activities for DC DLTs and um and and schools, the reason
why I send them to you again is they update the links. So, um, they look to be the same documents, but the links, uh, are different. They're updated and, um, they're all constantly updated and
all of this resides on in plan in, uh, the resources section. So, you can always get at that information from, uh, the resource section. So, uh, that's about all I have to say on the, uh, DC. Uh if you have a summer meeting, you can
uh look at the uh template at uh the new template uh during that meeting as well as the June meeting. And um uh you're in good shape because you've already been uh working on it. So, um I'm going to I
have a um a PowerPoint that uh Central developed and that I edited down a little bit um to uh give you an overview of the changes on u the C. So, let me
see if I can share my screen and um and and give that to you. Uh let's see. I guess this is the screen here. And folks, just a reminder, all of these resources that Gus just mentioned are in the uh DT meeting folder, right? Uh let
me get it up. Can everybody see that? Did I do it right? Yep, you're good, Gus. Okay, good. Okay, so this is the uh updated um uh updated PowerPoint. You have it. And again, there are links in this thing that I think are useful um
you know to uh uh take advantage of. So here's a little overview in pictures of the changes in the template. Uh it it's got a a revised need assessment format. A lot of the changes
are in terms of arrangement and terminology. I'm going to um highlight some of the more important u what I think are content changes but um the the uh stylistic ones uh should be mentioned as
well. One of the important um uh um uh changes has to do with special ed which I'm going to go on and systemwide priority. So you see them um uh listed here. There's also a alignment uh in
terms of the um uh redesigned MTSS section. They added a section to that which we'll talk about in a moment. Um there's uh that's that u is the section on students in foster care uh which was
not there before. Uh the uh updated chronic absenteeism has um uh new uh terminology. uh and then um the progress monitoring has been streamlined and there's a little different in differences in the
arrangement. So um the systemwide focus areas. So in the uh in the new template it's asking you to put in information about systemwide f that was there last year as well. uh the uh examples that
they've come up with um uh for example uh uh in um New York City reads uh you see hidden voices and the black studies curriculum here etc. What I did uh and um uh I don't know whether that that's
going to be shared with the system as a whole but I was at a QPN and I had access to some of the central folks. So what we did was we took these examples that uh that u on systemwide uh focuses
that uh central recommend school take uh into account and we broke them up by priority. And what we did was we created a separate handout uh in order to make it clearer and to give schools a a
resource uh to be able to do that because I felt that it wasn't clear in the way it is in the template uh for schools to deal with that information. So uh if I have time I'll show you the handout but you have it. So what it does
is it takes each priority and then it gives you the systemwide uh suggestions for each priority. So I feel it makes it clear and easier for schools to deal with it and for you as well to see what central is recommending. Now these are
not requirements ladies and gentlemen but they're recommendations and you know when central recommends something usually uh people uh should pay attention to it. So the next piece is the um needs uh assessment guidance. uh
and you'll see that link there which takes you to the guidance document on doing the needs assessment and it's um uh updated uh to um uh data systems and it gives a a bit more they changed the
arrangement uh of way the needs assessment and the root causes etc uh was from the last template. So, it's an arrangement change, but also uh it um gives you a bit more information about
the kinds of data that you should be putting into that section as well. So, that's one of the useful uh pieces uh to that. Let's see. Okay. Um also, uh you see here, this is what I was just
talking about the way it's arranged. It's arranged uh a little differently than it was arranged last time and it gives uh samples. So, um that's uh a um a a a change uh that wasn't there uh
last time. So, um look for that. Uh again, it's not um a sea change, but it's something that uh you'll see when uh is different. The uh action plan
again it's an arrangement um difference uh now requires school to show uh alignment between uh the root causes the corresponding key strategy and the action steps. So uh there is a more uh
uh uh close alignment between the needs assessment and uh the action plan. So there's more coherence uh and it reinforces the PRT the the progress monitoring tool information uh that um
uh should be uh there and uh the progress monitoring tool uh is is a a big change. Um what they did was they uh if you look at the um the progress monitoring in the new template it is a
lot briefer than it was uh in the previous um uh template. The reason for that is they took the information in terms of being on track off track etc. and um the differences between implementation
uh and progress monitoring checks and they put that into the tool. Now the tool is not available yet. The tool is going to be available uh the new um tool is going to be available over the summertime sometime after June. What
you'll see in the current um template is you'll see the old arrangement of the tool and the progress monitoring checks that schools put in um uh before. Uh and I'm very proud of district 25 because
district 25 schools all did the progress monitoring for all of their cs. So, you are at 100%. Uh, I wish I could say that for this for the city as a whole and for
all Queens North as a whole. Um, but you are 100%. I sent out a listing of schools and we're we're pretty good in Queens North. Don't misunderstand me. We just have small numbers of schools that lag behind on the doing the PRT uh which
um um they uh can no um uh longer um uh use the old uh template. They have to go to the new template and and put the uh new information in. But um you're you're 100%. So um I commend you on that. Uh
bravo uh district uh 25. So, uh the action plan has this fidelity of implementation that they're talking about. Uh and um uh the uh students with disabilities is a um a piece that is
abbreviated. If you look at the template, it asks you to put in um information. The uh guidelines for that information are not there. When I noticed that, I recommended to central
that they create some um you know um uh dropdowns and put in those guidelines. And I think that's under consideration. So they may do that relatively soon. But in any case, what I did was I pulled out
the guidelines, put them into that handout with the systemwide priorities and I sent it to every superintendency, every district in in Queens North and I recommended that it be shared with all the schools. So, the schools need that
information to be able, in my opinion, to fill out intelligently the information for the new uh SWD uh section. If I get a chance, I'll show you what that looks like. But you see what it looks like here. U although it's small for you to
read here. When you uh you know get u the um when you download and you have your own copy of this PowerPoint, you could blow it up. But just look at the handout. It's I think easier to use and it has all of the that information in
there. Um the um uh uh uh chronic absenteeism um the um uh and attended section uh it's more attendance uh and uh it it it now marries um the attendance data to
the chronic absenteeism data. So it's kind of a combination and that's the other than the stylistic changes that's what's there in terms of tracking that information uh and um monitoring it uh in the progress monitoring section as
well. Uh in addition to that um uh gold section which always has been in there, it's been um uh uh changed stylistically and realigned a little better. multi-tered systems of support. Uh again
um uh it has uh a section for elevating support for vulnerable uh populations. So um it has um uh more clear definitions for tier one, tier 2 and
tier three. Uh and it improves the alignment uh and has a bit more information in prioritizing. and they added a new section for students in f foster care. That's the really new piece
that wasn't there before at all. So, they added a foster care section. Uh, a lot of schools have uh students that are in that um uh situation. So, uh, now, uh, it gives, uh, schools a, uh, a
chance to, uh, a place for them to put that information into the new, uh, into the C in, uh, the new template, sections that will um, uh, not be prepopulated uh, for content and
sections that will. That's what what what is here. It simply highlights for the schools uh what they were able to carry over. Uh so um unfortunately there's less uh that's carried over
because of the structural changes and the stylistic changes that were done uh from last year to this year. So, um uh and uh um uh again, schools that were
missing goals in the old um uh C um they um uh uh um couldn't transfer anything over for those schools, but you were at 100%. Again, I'm proud of you at being at 100% in district 25. All of your
schools had goals in in them. You don't have any missing goal sections. um uh unlike some others. Uh so um uh that uh all information transferred over and then it tells you here um uh sections
that will be prepopulated. So there are sections that are are not and then sections that will be prepopulated. there much fewer um that are prepopulated in uh in the new template and it indicates here what those sections
are in terms of um uh what the the changes are. I like this piece. I I actually printed it out uh before we had this PowerPoint and handed it out to people. Uh it is sort of a nice good
overview. Um you might um uh if you sit on an SLT, you might want to print it out uh and take it to an SLT meeting. Um it is easy. It gives an overview all of the changes um uh that are in the
document in one page. Uh I like that particular overview section. Uh again this um uh in just indicates uh the kinds of support that I give uh to schools. As you know, I am available. Uh
you should know by now and certainly all the schools should know because I've been doing this a long time and I operate the same way. I um get back to uh any principal uh or assistant principal or district staff member that
emails me about uh Created issues um uh within 24 hours. I try to get back uh within uh the hour and I um get uh uh in in my um signature you have my personal
cell phone that my wife and my family calls me on. So I you know I answer that 24/7 and uh people email me do teams etc. I've been getting um uh questions from schools because people are are
looking at the new template and they have questions and I've been getting um uh back to people uh on an ongoing basis and I will continue to operate that way um uh into the u into the summertime and
beyond. Um the timeline um the highlight here I have for you and you have this again uh because you have the PowerPoint. July 11th is the usual attestation uh where uh principles align their u
budget to their goals. uh and um they uh need to do that um uh um uh alignment and superintendent are um certifying that by the 25th of July. Again, you are the first or one of the first districts
in the entire city that always meets that deadline. And uh again, I I brag about uh Queens North as a whole and u uh District 25 uh and um 26 and some of the others because you consistently uh
meet the deadlines um uh or ahead of deadline um for and you've been doing that for a long time. over the summertime. As you can see here, um the uh district team will provide feedback to schools. And then the deadline that
they we have right now, sometimes things change, is October 24th that everyone is supposed to revise their document. And we're looking for public postings and um uh finalization by superintendent in
December, uh early December, it says here. uh and as things change uh there may be some modification to this but that's what we have um right now uh ladies and gentlemen um resources you
see here u which is the value of having this uh document uh and uh it gives you the resources um uh links that uh schools and yourselves should be able to use uh if you have any difficulty in
accessing these uh resources from uh the PowerPoint, you should be able to get them from the resources page on the public uh area of uh I plan. Uh before I take questions,
let me see if I can get that other handout um up here as well. Uh yes, this is my handout. Let me see if it'll Okay, so you see what it looks like, folks. Um it it gives you the um the priorities
uh according to um the uh uh the the the the goals and the priorities. See the systemwide priorities they're not arranged uh that way elsewhere. So, this was specially created for us and they
may share it citywide, but um it was something that was specially created for us and I think it helped schools uh address u those systemwide priorities by um by uh by progress u um uh smart goal
for priority 1 2 3 4 5. Uh, and then, um, uh, here's chronic absenteeism. And then here's the SWD handout. Uh, which, um, uh, if you don't have it, you won't know exactly what you
should be putting in to each one of those. You see, if you look at the template, uh, the template simply has a box for IEP development and fidelity of implementation. it doesn't have these uh bullets. So, I
thought it would be extremely helpful for schools to have those bullets so they understand what uh they should be putting into those boxes. So, that's what that um that handout is, folks. And it takes you through uh those bullets um
for each uh each one of those sections. Um and the um the titles are there. equity and school discipline, for example. It gives you uh two bullets there for what um uh should be uh put in. Any questions on anything uh uh I
said so far? Let me see if I I covered everything. Um oh yes, there's one thing that um uh I need to say uh in terms of the information that you should be putting in on a monthly basis for SLT
meetings and packs. uh uh and schools need to know that if they did not put it in to the old uh template uh for uh the months prior to
uh April uh they can no longer do so if you go to the new template you'll see that you can put it in from April on April May June and you know next academic year you can't go back now and
put it in. So, what I asked because I had some schools that hadn't put uh and packs that hadn't put the information in. What I was told by Central is they can't do it anymore because the documents have been posted and they're
no longer available. But what schools need to do is keep that information uh available electronically. And um you know I always recommend people u uh download or print things out uh just so
they always have it uh in case the state comes back and asks for that information at some point and it hasn't been put into I plan. So you know they they they can't simply u you know get it from the
uh I plan uh portal. So, um uh um schools need to know that. Uh and I've been getting some inquiries from people. Uh ah the other uh related piece of information is um I get a lot of
questions from schools that they want to access their old um C, the one that's been publicly posted. um as of um uh Friday, they could still
not get it by just going to plan and logging in, but they can't get it uh in the following way. But they need to know that and I I I I walk through principles uh to that. You can get at at the old uh
document by not logging in. uh you have to go to the public website then you'll see the uh dropdown and then you can download and print out or save your current C. You can't see it at least you
couldn't as of Friday. Uh and you can't download it if you log in. So schools need to know that and I've been telling superintendent, DLTs and schools on an individual basis, I've been sharing that uh information uh with them uh because
um uh they go uh to to it and it says that it's not available and then they think they can't get it. They panic and um I always tell schools the same thing. You know folks, anything that's important to you in terms of the internet and documents etc. always
downloaded and I I'm oldfashioned. I like to print things out on paper so throw it into a file so I know always have it but you know I'm I'm a old school kind of guy. I don't trust technology as much as uh some of my younger colleagues do. So um I think I'm
I'm uh I've covered all of my um agenda items and what I needed to say. Any questions on or comments on anything that I've told you so far? I don't see any hint. Thanks so much, Gus. Okay, thank you. Thank you. Uh let me stop sharing and get out. So I know
we have a number of folks that um were unable to either hang on or had to go. So we won't be getting a report from uh from CEC, President's Council, Lamar or DC37. So, we do have um Eduardo uh high
school president uh high school uh superintendent report. Yes. Okay. I'm going to share my screen. Say screen two. Here we go. Share. All right. Uh greetings from Queens North. We're going to skip to some of
the slides that we have updated. So, uh, as we continue our DC progress monitoring, um, increased regions pass rates for, um, of L's and students with IEP, and also systems and structures for
sustainable, um, progress towards CCRI, reduction in um, student suspensions, and reduce chronic absenteeism. We've been, you know, uh, monthly school-based attendance coordinators, professional learning,
monthly attendance teacher meetings, threaten family engagement. Um, so we will be meeting this week with a new service provider to include a multilingual uh, resources for parents. Although we have a robust website right
now, we want to improve it by adding uh, resources such as uh, uh, internships for students. Um now uh high school building utilization uh overcrowded spaces and impact of class size. Uh 19 of our 20
schools who apply received the funding. Um we have received additional funding for 156 teachers and four APS and um the projected average class size uh compliance is 57
56.7. Uh so the classes will be at or below the cap. Uh uh Friday, April 4th, we had our third annual youth empowerment conference. Uh these are some of the pictures of um students um performances.
And uh this artwork is now hanging um the one that looks like a little bit like Keith Harren inspired is now hanging here on the fourth floor. I was able to go to materials for the arts and get a nice frame for it. So it it looks really really nice here. um in the lobby
area. Uh so our last family forum will be Tuesday, May 24th. Uh here's the uh information. Also, we have this information on our website. Um Queens North High Schools is leading the city
um uh all um K through 12 uh public schools in serving students with IEPs. This is a first in in our high school district. uh 5, um 24 students are receiving the services they need to
access the curriculum and be successful and in our pursuit to obtain 100% we're currently working on an uh rem on the remaining 161 students across the district. Um a lot of this work is happening here in district 25. Um
Flushing High School uh uh led a 92.8 a increase in progress monitoring data in just 21 days. Um here we see our um progress services um report heroes um AP
Booker and principal Jessica Lee at Flushing High School. Our next um hiring event is will be happening May 20th. Um so this will be our teacher recruitment event. Um
this all this information is on our website. Um and um that's all I have for uh Queens North updates. Um thank you. Okay. Thanks so much, Eduardo. Um Rob, anything from CSA? Uh
nothing in particular. I know I've been uh asking every month looking forward to the uh class size reduction update approvals and they have come in. Uh Mike, thanks for the support and putting together that um that hiring fair. a lot a lot of my colleagues were was super appreciative and a lot a lot of uh good
candidates coming from that. Uh excited CSA is hosting tonight a mayoral forum where we all are going to be able to meet with the future mayor of New York City and uh myself and the um executive board uh member David Abbott will get to
a personal meet and greet with those candidates after that forum. So looking forward to really uh sharing some of the uh some of our concerns as uh as as building leaders and um that's exciting. That's cool. Yeah.
Really cool. Who knew you were such a politician? I got to do something after this. 33 years of education. Now I got to start uh Yeah. Listen, I think I'm I'm happy that the uh the class size
um recruitment fair went well. Um I think that we did make a lot of strong connections with some prospective candidates and um you know, there were some of your colleagues because of the volume of of uh new teachers that they'll be adding had real big lines of people um waiting to speak with them.
So, um, I think it was a a well- served day and, you know, if need be, we'll see what happens over the course of the next few weeks. If if need be, we'll add another district ccentric one. There'll be a a Queens one that our schools will have access to as well. Um, but I think
we made a lot of headway um, just in that one event alone. So, uh, more to follow on that, including training supports that we'll we'll be working with you guys on in, uh, the next, um, the next meeting that we're able to have with, uh, with the planning committee
around things that we can do here at the district to help support, um, building people up. That might not be I mean, I know you did it this year because of the current need, but it might not be a bad idea moving forward because I mean, in the 10 years I've been here, I'm always astounded on those years that I really
want to find somebody good. Uh, I know they're out there, right? Oh, yeah. And and it's like trying to find them and and and bring them is is the challenge. Yeah. Word traveled real fast, everyone. Just in case you didn't know, there it became on Facebook. I know I certainly don't I'm not a Facebook guy, but
apparently Facebook, Instagram, that flyer that we created was all over the place. Um, and we did get quite a quite a good return. So, and lastly, Katherine, is there anything that you want to share from uh DPAC perspective to close us out today?
No, I don't really have any I don't have any updates on our end, but um this is just last couple weeks of school really. Everything is coming. Yeah, crazy to think about it like that, but it's true. It's the we went through this year
pretty darn fast. Um but okay, guys. Um, if there's nothing else, I mean, we don't have cons uh our our meeting from the the time we started to where we are now, we lost a number of folks. So, um, can we come to consensus with those that
are still here to close out this meeting today? And just a reminder, the next one uh will be in person. Um, we like to try to close it out. We added into our bylaws so that we could close out the year in person and have that midyear in
person. So, this is on Monday, June 9th. That meeting will be in person. Uh, we'll try to get some breakfast together for everyone so we can sit, enjoy, and then talk about our next steps. Uh, so looking forward to seeing you guys then. Other than that, everyone, have a great day and enjoy the
week. Bye, guys. Thank you. Thanks so much.