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Video-1: youtube.com/watch?v=mZt6wry7vAo

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All right, guys. Welcome. We will somewhat This will be a little bit of a different type of meeting. We haven't had an opportunity to vis to to be in person uh for much of the year. We just had the one in December um and now this visit today. So, I did share the

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agenda and the minutes. You have them have access to them. So, as you are munching, uh if you wouldn't mind, we'll bring the meeting to orders. Just start just give the the minutes a once over. Um and then we will we will get started.

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Um and I do have um Chris Chris correct >> Chris from Chris from Parent Square uh is here and uh grateful uh to Chris for being here and also sponsoring our breakfast this morning. Uh so thank you to him and we'll we'll get started with him giving a a little presentation or

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chat on uh Parent Square. So let's give it a couple minutes. Let's look through those minutes and when everyone's ready, just give me uh the kind of go ahead and we'll move on from there. >> One change I see is that it has the Monday meeting of 2024.

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>> Monday meeting of >> summer meeting. >> Oh yeah, in person. >> Oh, look at that. >> We went back a year. >> How in the world did that happen? Just seeing if you're paying attention. >> That is really weird. here. >> I didn't even see that. >> Okay, we will fix that.

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You need access. >> I do. Yes. >> I'm going to run down and get copies. >> Yeah. >> No access to the >> Oh, you will need Mhm. Is it something that you can send me? >> Uh, yeah.

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>> Yeah, you can share it with me. Then I'll just put it up on my other swap. >> PTA got roped in. we couldn't have our um election we didn't for

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the two people that took over next year they might have next year but they can't take it so that I'd actually be a person for the school instead of just sitting there so we need to find out

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if I did if I >> okay guys any any amendments needed on minutes other than uh the the date that needed to be corrected. >> I don't see anything else. I was just title is chapter I didn't even see that

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>> person. Got it. Anything else? consensus on the minutes. We're good. Yeah. Awesome. All right, guys. So, um today we're going to go through um I because the the agenda is

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is pretty packed, I did take out some of the kind of celebration types of of slides with the exception to a couple. Um we're going to kind of dig right into the goals. Otherwise, we will we'll be here way beyond um 11. So try to consolidate it

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just around the goals. We did talk them about them already, but I wanted to come to consensus on on them, making sure that we are uh in agreement on them. And we also have um a guest with us this morning uh who's going to share a little bit about parent square. I know some of our schools, many of our schools I

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believe have parents square already. Um so it's not something that is um you know, not a not a program that that some of our communities are already aware of. Um, but I do think it's important, especially for us as a as a district, to to be aware of some of the resources

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that are accessible to our schools. Uh, were you able to send that to me? >> I shared it through uh Google Slides, so you should have >> um and uh Chris is here to talk to us a little bit about that. We will get started.

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>> So Chris, I turn it over to you and while I'm opening this, if you want to have some kind of just general intros. So, first just want to introduce myself. My name is Chris. I'm a sales specialist here in New York City for Parent Square. Uh, I've been working around New York

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City for about 10 years now. I started with a company called Echo. You guys probably all heard of EO, right? So, pretty prominent website provider that was ultimately acquired by Edio. So, through that acquisition, I did end up over at Edlio. >> Um, opportunity popped up and presented itself for me at Parent Square. And I've

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been eyeing these guys for a little bit. They're doing some really uh I would say profound things, things that other companies that I've worked for hadn't even really thought about yet. Um really those other companies are focused on the school and the direct individuals that are affiliated with

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that school where parent square is more communitycentric. We think of this as a bigger project than a school by school kind of implementation. Okay, we got a website, we've got communication tools and we can communicate with the people within our building. But we're thinking bigger. we're thinking uh a a little bit

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more large scale. So, we want to just kind of jump to that next slide. So, Parent Square is a company. We've been around since 2014. We're a founder of that company. Uh we were actually founded by a woman named Anu. And a new was at a back to school meeting. She had just had a child and she was in the

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kindergarten classroom and was overwhelmed with all the different tools that um she was being introduced to in order to kind of keep up with her kindergartener. Um, so she saw this as an opportunity and being a programmer went back and that's kind of where Parent Square came together. Since then,

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we've formed partnerships with over 42,000 schools and we're helping those schools communicate with over 22 million students, families, and again, the community at large. So, we see that there's some barriers to communicating with families and and we know that some of this stuff is

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magnified in New York City, right? First off, inaccurate contact information. And I can't tell you how many schools I introduced our communication tools to and they're like, "That's not going to work for us cuz our parent phone numbers change so often that we're often sending text messages to the wrong phone number or we're emailing and dad doesn't work

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at that company anymore and that's the one that we have on file. So, we're missing opportunities not only to engage families but to help them, you know, better help their child." And that's ultimately what we're trying to do is engage families in such a way that it helps increase uh student achievement.

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But when we think about this from more of a district perspective, I don't want to kind of tight cast us into a school solution because I want to talk a little bit how this solution could actually be used as a district-wide implementation which we do have with district 75. So a

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lot of inaccurate contact information. Now I'm going to talk about integration with ATS in a little bit. So, we are working on finalizing the connection so we can pull information directly out of ATS. So, no manual data loads, no fumbling around with Clever. It's going to be a direct API into ATS to pull out

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students, staff, and contact information. Now, inaccurate contact information is still going to be a challenge until we start to clean up this contact information. We actually have, and we'll see it on the next slide, what we call contactability. We'll go there in one moment. Thank you, Bill. Um, we have something called

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contactability that analyzes the content that we're getting out of the student information system. So, it'll show you where maybe we're text messaging a landline, maybe we're emailing a dad's old work email and that's bouncing. But this will show you on what modalities

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parents are receiving communications and what modalities maybe we have inaccurate contact information. And when I talk about modalities, when we send out a post, for example, we send that out via our app, but there's no need for parents to have the app. We know that sometimes families don't have a lot of space on

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their phone or maybe dad just doesn't care to download the app. So even when we're sending out these posts, not only are we sending them out through the app, but they're also receiving an email, a text message, and a voice call. They can respond back in any of those modalities. So if you send a direct message to your

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families that their child was marked absent or that we have this situation coming up, the parents can reply back via text, they can reply back via email or they can reply back via the app. So we make it easy for them to stay engaged and informed. We also see that language

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is a challenge, right? We have well over 100 spoken languages in some of the buildings that I've been into and that poses a problem because we probably don't have 100 certified translators on staff but within the system we have the ability to translate content into 190 different languages. The cool thing

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about this is that if we send a direct message the parent can reply back in their native language and automatically gets translated in transit on the way back to the teacher. So birectional messaging that's translated in transit and then information overload, right? We have a lot of different tools that we're

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using to communicate and it becomes overwhelming and parents don't know where to look. Was that posted on Facebook? Was that sent via email or did I see that on the website? And we consolidate all of these disparation sources and bring them all into one platform for you. So this is just a

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little picture identifying or depicting like the contactability. So you can see you're going to see measurable gains in your contactability because parents through the app can actually say, "Hey, this is my new phone number or this is my new email address." Now, we don't write directly back to ATS. They won't

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let us do that. But what we can do is notify somebody at your building or at your location that, hey, this person has recommended additional updated contact information. We update that at ATS. The next time the file comes over, we're going to have cleaner and cleaner contact information throughout that

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process. So we are a approved DOE vendor, right? So we are on shop DOE. We're NISTL approved. So you can use NISTL funds to pay for our platform. Um, of course we adhere to all state laws, right? At um at at Edw. We are Irma

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approved. We're finalizing our API with ATS, which means it's going to be so easy for us to go in there automatically grab that information. We grab that contact information on a daily basis. So any updated contact information would be reflected. Newly enrolled students would be in there and anyone that's since been

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enrolled would be removed from that file. So we're not contacting folks that are no longer uh part of our school system. We are available on shop DOE. We are Nissle approved. So you can use those New York State textbook and library funds to pay for our solution. We're ADA compliant. I know that's a big

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thing, right? If you guys were at any of those digin camps, you might remember my face. I attended more of those than I could care to uh name uh prior to the pandemic. We're going to be in TeachHub soon, so you'll be able to use single sign on to log into our system. And we already have a district-wide

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implementation with district 75. We've got a lot of users already, but we have a district-wide implementation. And what that means is that at the district level, they can message all their principles or they can message all of their families or all their parent coordinators or all their family leadership coordinators. So, when we

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think about this, you know, obviously any of you at a school and would like to bring this to your school, we're more than happy to do that. But we can also think about maybe have conversation about doing something at a district level. You guys have this great meeting. You could create a group with the members that are in here and have open

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dialogue and share information, create posts that have RSVPs and calendar events and signup sheets and wish lists and we even accept payments through the solution. So it's a very comprehensive solution. Uh and it can be used in many many different ways.

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Um, we do have, like I said, we have the API with ATS. We're, uh, moving into, uh, Teach Hub now. So, not much I want to mention on that slide. Again, we're going to jump across this slide real quick, but these are just depicting like a variety of different systems that a lot of schools are using to kind of communicate with families. And we can

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replace a lot of these. We have the newsletters, we have posts, we have direct messaging, we have emergency alerts, we have community groups. Community groups are not necessarily tied to your building. So, if you want to create a community group for your PTA or your SLT or if there's some sort of a

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district-wide bond referendum coming up and you want to create a group to share information about why is this important? What are we trying to get for our our community and our students? And again, we could do all that through our uh community groups. We could jump over this one just showing that. So, uh just

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to touch on the products and you can hit so notifications, we offer urgent and smart alerts. These are going to be like the delayed openings or maybe there's a shelter in place in the building. We have urgent alerts which actually bypass all optouts. So if a parent's opted out because they don't want to hear about the chess club anymore. If we send an

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urgent alert, it bypasses all optouts. Those are used in critical and true emergency situations. So if there was an active shooter or there was a shelter in place or a fire in the building, we would send an urgent alert because it ignores all optouts. We want to make sure parents are informed about those

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things. But if they don't want to hear about the chess club, that's okay. Um, we are working towards this for New York City. We need to get those data elements pulled from ATS, but we are working on automated attendance notifications where as soon as a student's marked absent,

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uh, we'll pull a file over every day and we can make automated email, phone calls, and text messages to families letting them know that their child has been marked absent. We need to get a couple additional data elements from ATS. The other thing we have is uh more of a holistic approach to attendance where we can look at um we can we can

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establish tiers and students will automatically progress into certain tiers based on number of absences and then there'll be certain things that have to happen based on each tier whether it's a phone call home or a letter or meeting with the parents or some other type of an intervention.

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Classroom communications. These again we can use these district level but you know just speaking here classroom communications going to be more direct messaging between teachers and parents. When we send a direct message as a teacher it comes through with a 10digit phone number. The parent can actually save that and they can actually write

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that number back and that would go back to the teacher again through the actual application. So we're not exposing that teacher's phone number but it does open up those lines of communication between the teacher and the parent. uh the ability for te parents to sign up for parent teacher conferences. I know how big of a problem this is. My wife's a

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third grade teacher and juggling that schedule becomes a bit of a headache for her. So the teacher establishes their time slots, parent picks one, it automatically gets removed so the next parent can't pick that time slot. School services are more like where we unpack the backpack, right? So if we create a post as a teacher, I have field

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day coming up. The post might include a photo just to give parents an idea of what last year's field day looked like. We can include a calendar event so we can have a reminder in there that field day is next Friday. We can have an RSVP so they actually have to RSVP that they're going to be coming. Teachers can

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add wish lists, right? So maybe I need somebody to bring a pop-up tank cuz it's going to be hot out. We need bottles of water and we need hula hoops for the games that we're playing. We can ask for volunteers. We need somebody to help set up. We need somebody to help break down. We can ask for payments. We can post it out socially. So when we're creating a

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post, we're creating an experience for the parent. We're not sending the post and then sending a document home and then sending a signup sheet via email. It's all coming together and the parents can sign up to volunteer. They can sign up to bring items. They can make the payment all right through the app. So,

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they don't even need to be in front of their desktop or their laptop. The situation that we ran into quite often um in my child's high school career was we'd go to away events for sports and they would be like, "Oh, we're leaving. No, you can't take him home. He's got to come home on the bus. you guys didn't

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sign the form. Well, they can just hit my name, send me that form right there, and I can complete it right then and there. So, it just makes things a lot easier for parents. Parents are busy. Some parents are working two, three jobs. They want to be involved, but it's very difficult for them to be involved. We simplify it all for them, make it

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easy for them to be part of their child's education. And in turn, we see measurable improvements in student outcomes. I know I'm probably almost at my time here, if not at my time. So, let's just jump to that last slide. One more if you don't mind. So these are community groups. I think this is just something that I want to touch on before

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I before I stop here. Community groups can involve the direct school or it can involve the greater community, right? You guys might offer a five uh couch to 5K, right? And we got all these people that have been sitting around all winter. We're going to start walking and then we're going to run a 5K. Well, that can include folks within your building,

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but that might include the community at large. So community groups allow anybody to sign up and become a member of that group. Now, if the couch to 5K is canceled today because there's rain outside or you know there's something happening at the field that we normally use within that group, you can just send

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a message to that group of individuals, right? So again, I can just notify that group whether or not they are part of my school. I also think about this from our family leadership, from our parent coordinators across all the buildings that we have. You might want to have a group of parent coordinators and be able to just share information with them or

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just with your family leadership coordinators. So, I think there's a lot of great things that we're doing. Not to mention, it's a super easy application to use. Uh, I know we had a parent in here that said that she's used it and she's really had a great experience when her child was in kindergarten if I'm not mistaken. >> Uh, actually daycare.

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>> Daycare. Uh, Rob uses it over at his school and you've had some pretty good results in using it as well. >> It's been great. It keeps getting better every year. So, >> one thing for me to stand up here and say that, but it's another thing to hear from your colleagues. I appreciate you guys giving the opportunity to come out here today. Um, and thanks. And uh if you don't mind, I'm just going to send

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everybody like a quick survey when I get back to the office. And feel free to fill out as much or as little, but just curious to kind of hear your thoughts on the presentation today and anything else that you think we should be doing or could be doing to better support our New York City clients. >> Thank you. Thank you so much. And thank you for uh for the breakfast.

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>> Absolutely. Appreciate it. >> Um all right, guys. So, we're going to get going. And you know, we know that communication is always a a huge part of our work. And one of the things that I'm going to ask everyone to consider as we go through our priorities today is parent engagement is no longer its own

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goal. It's an expectation within all goals. Uh which I think is a an important shift in uh the C and DC language. Um they're not separate and apart anymore. And in the past it was kind of like all right, so what's your C going goal going to be around parent

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engagement? Now, if you have a goal that's around reading, what's the parent engagement part of it? If you have a goal around math, what's the parent engagement part of it? Chronic absenteeism and so on, how are we making sure that parents are part of the process? Uh, so that is a big difference this year as compared to previous years.

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Um, so welcome and thank you. Thank you guys for uh an amazing school year. It's hard to to believe we we've gone through an entire year. Um it it feels like these these days, weeks, and months go in a blink and we're at the the end and

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then starting a new uh which is where we are right now. So, thank you guys for always being present during our meetings uh and staying connected throughout to make sure that we are aligning ourselves the best way we can to import and to improve outcomes for kids. Um so for all

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Nick fans, let's go. Good day today. So, our very brief connection before content and I mentioned this to um to our entire staff. I met with them last uh last week and entire staff meeting all of our folks across the district.

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This is especially a meaningful uh space for me because when I was growing up, it was me and dad. Me and dad sitting on the couch watching every single game that came in and out. And what's special for me is now and I'm so thrilled

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because my son is a lot the way a lot like I was when I was a kid and we have to watch every game together. So friends call like no I got to watch it with Matthew. So we're watching each of the playoff games together sitting right on the couch with me. High fives craziness fun. So for you do you have any of those

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type types of experience? Is there something that you've connected with at home uh that maybe perhaps sports related or other that just found very special around um around home? For me, this was it as a kid. Every sport. It just so happens there was a much bigger

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connection for me and my dad when it came to the Knicks. We were this was always our thing. Basketball, sitting down, watching, enjoying the time together. And for the most part in my life, uh it was never about something positive for the Knicks. was always I can't believe they sink again. Uh but so

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I'm really thrilled right now that I get to experience the idea that we're close to a finish line that I have never experienced. >> Last time they won was 53 years ago. >> Um and I was unfortunately not of this earth yet at 50 53 years ago. So if you

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want wouldn't mind just take a moment. Is there anything that you can relate to in terms of what I just shared? Uh and if so feel free share it out. >> I can beat you on the 53 years. I'm a Cubs fan. Oh, >> so hundred and I don't remember what it finally ended up beingund and some years

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before between um World Series wins. Um but I'm like a fourth generation Cubs fan. Originally my mom's from the north side of Chicago and although we did have one traitor to our family who became a White Sox fan I mean yeah white Sox fan

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and was obnoxious when they won this the the World Series. But that was something my mom and I were always did together. >> Yeah. Love that. >> Anyone else have one? >> We're a Mets family. So, um, but I've taken the girls. I have three kids and

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the girls are old enough now, but when they were young, I took them all over the country to see the Mets from California to Philadelphia to Washington, all over the place. And, um, now I have a 10-year-old as well. And when the Mets were last good and in the playoffs in 24, I bought uh three playoff games. Uh, I took one kid to

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each one of them. So, we had our own little experience. Yeah. >> Two wins, one loss. The the the one that the child went to, the loss was, you know, not great, but >> it's fun. It's a lot of fun. >> Very cool. >> 1986. Uh we had just moved here to New

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York and then >> something happened then. >> What is the big deal? I was like I was still waiting for that amazing moment again. >> Now I know what a big deal it is. >> Yeah, for sure. It it takes the whole community by storm. It's, you know, you got blue and blue and orange everywhere.

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And I walked out of a of a a restaurant this this weekend and I had a Nick shirt on and just random people go Nicks. It's like, oh my goodness, people are kind again. It's like we go we go into this, you know, you have to be in in something together for us to realize that it's

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okay to just be able to say, "Hey, how you doing? Let's go, Nicks." you know, um, and that's what I think the power of these types of things is is just how do we make sure we remind ourselves of the importance all the time and not just when something special is happening around you, you know, but anyone else? >> I'd say baseball.

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>> Um, with my kids, um, they play so that started it out and then they got hooked on my daughter liking the Mets originally and my son liking the Yankees and then my daughter started seeing the Yankees win and she's kind of moved herself over. >> So like we actually just Friday last minute we got tickets. Mikkei's Red Sox

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game, but any chance they get, they want to watch it, get there, be in the game, like everything. And my daughter is so competitive when she's out in that field. So, >> love it. >> Crystal, >> me with sports is volleyball. Both of my kids followed in my footsteps with playing volleyball. And what we do

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together, like almost every single day, is cooking. >> Um, we cook from scratch. Uh, like baking, especially my son and my daughter always went in everything that I'm doing with uh as far as baking. >> All right. All right, chocolate chip. I'm ready. >> I'm ready. Crystal need anything?

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>> I am what you would consider a flaky mix fan. And so I never cheered for them except for this season and watched the entire game, the last game on Friday from start to finish. And so everybody's teasing me that I'm like one of those people who

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only jumps on at the end. And I proudly take it. I am like go. >> We're happy to have you there. That's fine. >> I know how to start. I know how to play. I know the ones I saw on Friday. I'm back on your last. >> All right. So, just hopping right into

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it. Um, this year, you know, we had a we had five priorities. All students learn to read well, physically, emotionally safe, high quality academic experience, college and career ready, and then parent engagement goal. Um, these are shifting as you guys know. Uh, priority two is no longer

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around physically, emotionally safe. It is now the mathematics goal. Priority two now shifted to priority three and it's taking over the high- quality academic experience. College and career ready is still remaining as priority four. And the last one as

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you'll see in a few moments is now family is is no longer the family engagement goal. It's directly tied to chronic absenteeism. Um on the right hand side are the things that we've done associated with our priorities which is strengthening explicit instruction,

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standalone multilingual learner work. uh our mind up opportunities, our connection before content, uh the work that we've started in mathematics around sensemaking, um project soap box and the work of civics for all safer college. And then

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lastly, a lot of the work that I'm hoping that you guys were able to see this year, we've done a ton of parent engagement activities as a district, a ton. um you know and the the goal is that we continue to build on that not only from the district level but also across our schools have been doing a

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fantastic job with this as well uh to make sure that our parents are connected as possible. Uh but that's kind of where we were um and where we want to go is going to be across the next several slides. So the the the focus this year particularly in reading was around this

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idea of knowledge of standards, knowledge of students, knowledge of resources um with this notion of building effective practice and belonging across our uh across our classrooms. The same type of approach is going to be present inside of our

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district next year where we want to continue to dig into our resources that we have so we make really smart decisions inside of our classrooms. Now, in order to to get there, we have to really think about what's where are we where are we coming from. So, I have an

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updated version of our data from the winter to where we are now in the spring. We still have I want to say about 2,000 kids across grades um 2500 across grades that still haven't tested. They'll be tested this week. So, it's a roundabout. It shouldn't change

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drastically. it might change a little bit, but when you have about 13,000 kids tested across grades three through eight, it shouldn't shift too much. Um, but what we do believe is that in order to understand where we need to go, we must first ground ourselves in the

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current reality. Here's what we it says right now. So, um, this I just kind of mentioned the areas that we were focused on. This is just a slide kind of dictating detailing what we just talked about particularly around a couple of tools that we use this year. One called the

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know it show it tool where allows us to really dig into the um the curriculum that we're using. Um PDSA that should sound familiar to all of you. If it doesn't um it should. And PDSA stands for plan do study act. All of our

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schools across the district are expected to engage in these cycles of improvement. We see the data. We recognize there's a problem um and we work towards a solution. That's ultimately what PDSA is. Um and then tier 2 and tier three

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supports, which you guys all know is a part of our MTSS process where we're supporting kids that need additional intervention. So, just a couple of quick shoutouts. these schools across grade levels um had

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the highest median growth for this year um across these grades. Now typical year's worth of growth for I Ready is 100%. That means kids grew average of one year. That's 100% is making typical

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growth. All of these schools well went went well beyond 100% typical growth for the middle child in the school. meaning the middle student grew well beyond 100%. In general, vast majority of our kids are making at least one year's

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worth of growth. Vast majority. Um, but these schools in particular had the highest median uh of of schools. So PS 107 for grade 3, PSMS 199, grade 4, 193 grade uh grade 5, 194 for grade 6 and 7

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and grade 7 uh grade 6 and 8, excuse me, and grade 7 194 uh 189, excuse me, and 164 where both those both schools with the highest median. >> Just to point something out with 183 grade 5, it's other than two teachers out of like five teachers right now,

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they're all new in that grade. >> Yeah. Fantastic. Fantastic. Um, so and that often comes sometimes with a little bit of, oh my god, when you have a new teacher that comes in, what's going to happen for for my students is a brand new person. Uh, but it does show that what what can happen when uh when

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supports are put in place. So you all have the um the uh slides in front of you. Um, I'm going to ask you to take just the next uh 5 minutes just to give it a once over, particularly slides 11 through 15.

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And then I want us to come back together just to make sure that we're all still seeing the same things that we saw a couple of months ago when we reviewed the MOI that brought us into our prioritizing going into next school year. So again, just I'm at we don't even need five. I'm going to put four

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minutes on on the clock just for a quick review to make sure that we're all still seeing the same entry point for our work. Oh, let me just give you one detail on the slide 13 and 14. So on the left side, these are all the foundational

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skills uh fun phological awareness, the phonics, the high frequency words. These are all like the foundational things that kids need um to make sure that they can uh make sense of the of the text. And on the right hand side that those are all the the vocabulary uh comprehension of text on the right hand

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side and those are percentages of children on grade level. When you're ready with a quick elbow partner, feel free just something that you noticed from uh from the information that is present um in front of you. I

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foundation. >> That's what I >> That's what What do you think? >> I agree. No worries. Don't worry about it. My first page over here. wondering

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so far. Get out of here with that uh Which school does she sound like? >> I'm looking at the math. You're >> 9.6% last year. It's good. >> No, I'm supposed to like

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>> one made like almost >> any um any comments, any noticings that you were able to kind of pull from from the information, things that kind of stood out to you? And you know, for me anyway, when I when I look at information like this, things just kind of call out. It just it just says it to

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you right away. Um wondering if it's spoken to you guys the same way it has to me. >> I'll go. >> Yeah, go ahead. >> Um so, across the board, I was talking with um my team over here. We were talking about the ENL and IP students, especially this tab that you're on right now. um our ENL in 6 through 8 and our

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IEP in 6 through 8, like they have the lowest numbers of all the grades, >> but across every grade level, it looks like that group needs extra support. And then with the end of year reading, I noticed grades four, five, and six all had a drop in their reading. So, I don't know if it's because the comprehension

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is becoming more difficult or what that is, but that's where a big chunk of the changes were. >> Go ahead, Rob. I think a trend that stood out to me is that um regardless of the subgroup, uh foundational skills are proven, but the meaning making skills

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are not there. It's like we have uh the children have the tools, but they're not applying them towards understanding what it is they're reading. >> Anyone else? >> Yeah. when you when you see and this across um across grade levels. So in K

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to2 you know our all students you can see that the phonics skills have way surpassed what's happening on the other side >> in each group. Now K to2 obviously they're still in in the earlier stages of learning how to read right um and the

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difference here is not as significant right when you look at compared to what the other grades are in terms of the disparity between one and the other when you get to grades three excuse me uh the grade band 3 to five you see that

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this has continued to grow a little bit comparatively speaking those foundational skills compared to now on the other side of that the gap while we're building those foundations they're able to decode our children are able to decode but they're

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not holding on to what they've just been able to decode to make sense out of it so um that was pretty clear and if you look at the the bottom layer these are children that are not L's or not students with IEPs right and you see the the the difference in overall

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performance for the group so you can really start teing apart that in general our general population of learners is doing pretty well getting to the point of making making meaning comparatively speaking to our other subgroups.

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>> You know it's you know 19% of our kids are still struggling from our general population comparatively speaking to almost 80% of our students with IEPs and our multilingual learners. Now, multilingual learners does make some sense because they're brand new to the

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language, right? But we have to continue to accelerate as much as we possibly can to start evening that out for our kids. Which brings us to what we've kind of landed on, which we talked about during our previous sessions. Now, it's just for us to come to consensus. Does this

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make sense? what we're seeing doesn't make sense to say that as a district here is where we pay attention to and not at the expense of the other. So meaning we're not going to stop prevent stop ourselves from building foundational skills. We just have to

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make sure that we're balancing it out with now that we built a foundation are we making sure that our kids understand what we've just read as part of the process. So does this make sense that these are the gaps that likely uh exist

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that while it reflects that our kids are growing with decoding that that alone is not helping our kids make meaning of it. >> Definitely. >> All right. Anyone else have a different thought on that? to our importance of building some background knowledge that vocabulary

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development the the again as part of language development as well ability to review and analyze the text and then to write about them. Those are key elements of our work that we feel like needs to be elevated for our kids to comprehend at higher levels than what they

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currently are. Any thoughts and similarly for 6 through 8, similar type of um of mindset, just getting at a more sophisticated level. the standards are are elevated when we get to sixth

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through 8th grade. So the challenges there are are certainly different and knowing that we have about 700 kids that are brand new to us cuz remember we don't get L's all in one grade. Uh we get multilingual learners across grade levels and some brand new to the country

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in sixth, seventh and eighth grade. Um which also shows the the impact of that, right? and how do we accelerate that's kind of our our mindset is how do we accelerate learning for um for our children that are newest to the country because the that's their reality. Their

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reality is uh catching up is not easy and that's what we have to try to do and uh in past years we've had one of our team members um teach everyone a lesson in Chinese and we did that so that everyone gets the feeling of what that's like for someone who's coming brand new

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into the classroom. they haven't experienced English before. So she she taught us a lesson in Chinese. Did not say one word of English to intro. She spoke only in Chinese to get us started. And it gives you that feeling of understanding of this is what a kid goes

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through when they come into the classroom for the very first time. >> Knowledge is not there unless we help them. So to today I remember what that lesson was about. It was about over fishing and how it was decimating the

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turtle population in a specific area. I didn't know it was sterile Chinese, but because of the supports that were put into the lesson, I was able to understand that where she was going. And the same thing needs to be true for our children that are struggling readers uh

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and those that are new to the English language. Okay. From the city's perspective, these are three areas that have been identified for us to uh to work on and through which um aligns with where we're going. But just take one moment, give

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that a read. Dr. I have a question since we're talking about reading and that with HMH curriculum. >> Why is it that there's a trend with the testing on HMH that children are doing so much lower than

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what they're learning in the classroom and they're showing that they're capable of doing. >> Yeah. So, HMH in general, and I think this is something for that's hard for parents to um to look at is we want our kids to get 80s, 90s and above.

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>> Meeting grade level standards on an HMH assessment could be as low as a 65. And a child based on just the structure of the assessment would be meeting expectations. But we also know that when we get a 65, what does that necess what does that look like for us as parents?

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We associate that with Oh my god. Emergency bells ring ring ring. Um because they the the assessment is intended to be built like a um some alignment to New York State exam and kids meeting standard is intended to be

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by the end of the year. They're growing towards that, not necessarily fully meeting standard by the beginning. So the text is difficult, the questions tend to be difficult and sometimes it gives the impression that our kids are not necessarily doing well, which is why

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they they kind of lower the overall performance is intended to be a building block, not necessarily saying that your child is out of 65. So that's often often the place where most people go. Oh my god, my child's really struggling, but it is within a window of meeting

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standards. um according to the HM platform. >> Makes sense. >> Yeah. Yeah. But I get >> I mean not just as like a parent seeing it, but like the students see it and they get nervous and then the teacher sometimes you have the teacher reach out and go, "Oh, your kid needs extra support." And I'm like, >> "Do they or do they not really need the extra support?" And then they all a

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sudden pull an 80s something on another test and you're like, "Now what? I thought you aligning all of the all of the different data points that we have available for our kids, not just one." Um, even on a on a state exam, honestly, it doesn't make who your who your kid is on

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on an assessment. It's a snapshot, which is why some folks get so concerned about how did my kid perform. And I get it. We always want our children to do well on a state exam or on another exam. I look at them, even though I mean, again, I'm in a different position than most cuz I I get to see everything that's going

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around in the system, but I also have two kids and I know that my two kids did not do great on every assessment. They just didn't. and that was the reality for them. So then how do we help build them up? And other ones they did better. You know, it's it should be looked at as a way to grow. Um even though I know for

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for some it's difficult to look at anything other than a 95 on uh on an assessment as a result. >> Yeah. Yeah. >> But anything that come that came from this particular slide >> that was noticeable. I

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>> think it just kind of aligns with everything very well. >> Yeah. Do we see the alignment guys from the city perspective to where we are? >> Yeah. And for us it's around this idea of critical content. Um and all part of

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this work is aligned with Anita Archer and explicit instruction. Um and she refers to critical content uh inside of her text. But you know in in general critical content the knowledge and skills needed students need and gain

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when they deeply understand the text. And I don't know about you, but even to today, I I there are times that I read things cuz my mind is preoccupied in 9,000 different places um that I have to read it multiple times. Um and then sometimes do a little bit of selft talk

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and say, "Mike, you really need to to get your head focused on this otherwise I'm rereading the same paragraph over and over again." Um and without pulling anything from it. And that's the same type of thing that happens to our kids even when we say to them, "Go ahead. I

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want you to go and sit and read in your room for 30 minutes, right, for 20 minutes." >> I think that speaks also to the um the engagement in the content that they're reading. It's not something that they find engaging. >> I mean, just like I'm sure you're the thing that you're referencing that you're reading, it's not something that

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you're you know, you can't it's not a page turner, >> right? It's something that maybe it's professional text or something you have to read. You start thinking about the Nicks, >> but You know, when kids are, you know, my son has books that he chooses and he you can't talk talk to him while he's reading them. Then he has books that he

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has to read and, you know, he has to read it again. >> Yeah, for sure. The relevance to kids is really important. For sure. >> Um, and often times, you know, when Matthew in particular was growing up, the graphic novels and like most boys,

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um, that the graphic novels were big for him, you know. Um that's not to say that our young ladies don't love them also but particularly the the boys seem to be drawn um two graphic novels and you know what were the responses even from dad like dude can you find maybe

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something else that that you want to want to pick up but there's nothing wrong with those graphic novels they should be able to pick up the things that they enjoy the only trouble is helping them find a balance because that's not the only thing that they can ever read right >> they're not always going to read a graphic novel they have to be able to

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read other texts too. Um, but when I would send him to his room to start reading, look what we wind up getting is the timer would go on and I don't know if you guys can if any of this resonates with you. Timer goes on. Maybe the first page would be read and then also talk to

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me about what you know what you read and he can relate to the first page because that was about as much as he got through. You know, time went off though. I did my 20 minutes, Dad. I did it. I got it >> all on one page. >> All on that one page.

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>> He read it all. >> I read it. I got it. I'm good. >> You know, but that does that does tend to to happen. And that's why that fluency part is so important that I can read across the page across the page and hold on to the text that's present within it. And that's really what we

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want our kids to be able to do because if they are able to decode, but if they can't decode to a point where they can read fluently over the course of a page, it is going to impact comprehension. No doubt. I know it because it happens to me as an adult. If I'm not paying

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attention what's going across the page, it's the typewriter and right back and right back. And that happens with our kids. And if that is going through their entire experience of a text, there's no way they're holding on to what is coming from it, especially when

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the text is challenging. So for us going into next year, a lot of our conversation in alignment with the city is to build some of that meaning making work with our kids side by side the foundational. And this is something we always have a hard time with in a

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system, finding balance. And that's what I really want us to be able to do as as a district going into next year, finding balance between these things. Okay. And that leads us into our goal. Um, just give this another once over and let's come to consensus on on this goal

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so that uh we can solidify it and stamp it and say this is what we're going to be paying attention to next year or any modifications you think should be present. So, give that one a once over uh individually and then um quick little shout to your to your

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neighbors around anything that makes sense, doesn't make sense or should be adjusted. >> This is bridge. But to be honest, you can see once they're going to start

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this year. When you're ready, we're just with your neighbor. Quick chat. Make sense? Does make sense? Anything that we should be changing and we'll come together as a larger group. about 30 seconds, 45 seconds. >> I like the way you combine the subgroups

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on the go the first a lot of districts don't know how to do that and what they do is they create multiple goals instead of I always tell them, you know, you can do a combination. So that's a that's a

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good or well >> the second could I think maybe I've never heard >> it's more like action that we're getting is program

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so that's that's action >> and that action will result in the 10% >> so I don't know whether you want to phrase it a little differently or or

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tweak it a little bit. But I understand that you've broken out the elves because of your large population and the need that you just outlined in terms of the data that you share. >> Any comments guys? >> Can you explain the reach program a

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little bit more? >> Yeah, so uh that's a great question. So this year, as you guys know, we did the English 3D program. It was a HMH online program for multilingual learners, particularly for children that were entering and emerging um across grade

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levels. What we found was it was intended to be as part of a pilot um to find programs that would support um our newest learners to the English language uh in a deeper way. What we found was the

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program was not sufficient um enough to support our multilingual learners. So um the reach program is a program also designed for entering emerging children. It is um in alignment with National

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Geographic. Um so the texts are non-fiction oriented. uh it comes with foundational skill development um with the intent of building outcomes for our newest of learners. Um each of our entering emerging children get what they

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call four periods of standalone instruction to help build language um and literacy. Unfortunately, at times this program, this programming time, these four periods what would become what they call integrated um and but the intent is that

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they're standalone. It should be just kids learning language and literacy separate and apart from and that's what this program allow will allow us to do. So we have 18 schools uh that will be working through the reach program this school year. Primarily the schools with

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our largest multilingual learner populations will be doing this program and its counterpart to uh elementary is theftyft program for grades 6 through 8. So, we put in there high quality instructional material. So, if it's not

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the REACH program, we have a 4-day kind of plan to help schools get through that. Um, otherwise, um, but that's a really great question, but that it's intended for entering and emerging children. >> Another thing is, um, talks about the L students advancing one proficiency level

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on the nicest Lat. We've never seen data on the nicest Lat. So, is that something that's going to be starting from scratch? So, this is actually going to change honestly. Um, it's not the nicest slide anymore. It's going to be the WEDA WA is the new assessment that will be

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administered. >> I'm sorry. I'm sorry. >> No, that was Louis I was looking at. >> I up. >> So, New York State >> I was like, what kind of dumb names are these? >> New York State has adopted a new assessment for multilingual learners. Uh, this coming year will be the first

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year that it is used. So this goal will have to change so that it's it's um aligned with that. Um and if the designations will remain the same, I have to double check. Right now it's entering, emerging, transitioning, expanding. Um I don't know if that

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designation changes within the context of the WEDA. Um as a district, we we test out about 20% of our multilingual learners every year. Um and then within grade level, so the vast majority of our kids tend to test out by grade three. Um

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but we still have kids because of they come in K 1 2 3 4 5 all the way through. Um it's a revolving door of children that we have to continue to support. Uh that's a great question. We'll make sure that we're sharing more widely the nicest latt uh niclat data.

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>> So based on that, one of the things that we were talking about was is that 10% increase possibly too drastic >> maybe >> of a reach >> maybe. And I want and I know you like to go that way. >> I had my brothers and I want to put 100%. Um and I know you like higher but

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I feel like >> because >> 5% is possibly more realistic. >> Yes. So I I always like to stretch what's realistic because what I what I do feel is the more we aspire towards something the closer we're going to get to achieving it. Uh last year we didn't

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get to 10% but we got to nine for our targeted subgroups. Um so the goal is that we reach as high as we can because with high expectations come better outcomes and while we while it it does

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say 10% it might be lofty um the goal is that we keep pushing ourselves towards that end and if we meet it that means that we can do it again and then we can do it again um with the goal of eventually advancing all of our kids to to grade level uh proficiency which is

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very lofty. It certainly is, but we want to try to uh aspire towards it. >> With that in mind, is 5% increase in all subgroups in all student subgroups um not lofty enough?

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>> So what what it so 5% our typical growth has not been 5%. Okay. um it's been unfortunately lower and because there are fewer children in the other subgroups when we start breaking out the subgroups from the all um it's more

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realistic to strive for a targeted group. Our black learners make up 3% of our district. So the number of children that it will take for us to actually achieve that benchmark is not the same as when we stretch that out across all students across all district 25. So the

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the the realistic space of that changes just based on numbers, the overarching numbers of moving particular groups. Uh and paying attention to students with IEPs makes up 17% of our district um

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versus 100% of all students. So but I'm always game for for advancing the the the bar. We can always revisit the the percentages on that. Um, for sure I'm always for stretching.

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>> No doubt. >> Okay. >> And we can just make a note on that, especially as we get results this year if we want to stretch that a little bit. >> But I love that. Anything else inside of the the goal other than the the percentages that you think are important

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and readjusting to with WEA? The language to all students subgroup is kind of misleading because it's not really a subgroup, it's the group. >> So the state classifies it as a subgroup. >> Okay. >> Yeah. It classifies classifies all

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students as a subgroup. That's why it's uh that's why it's written like that to kind of align with New York State. So each one of these is a specific group inside of uh from the state. So all students, our Hispanic subgroup, our black subgroup, students with IEPs, multilingual learners, um you'll have

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another subgroup that is around um um economically disadvantaged is another group. And kids will fit into upwards of six or seven different subgroups. You can have one student that fits in six or

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seven subgroups or just fits into one, which is a crazy part of of this, but that's how it's broken down by the state. Okay. Are we good with this goal, guys? General. Yeah. Consensus.

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>> Yes. Yes. Yes. Yes. Rob, pausing. The only the only thing that comes up for me is when we do um >> when we take the diagnostic uh exams and when we do the state test, right, we want to prepare students to be as um ready as possible and we go out all the

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stops to make sure that they are ready on that day. >> Um and they'll do the best they can, right? We'll see their fullest potential if we prepare them for it. And if there's a summer slide, then we'll just make sure that we pick them up and go. >> Uh when this we do the same thing, apply

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the same work towards the nicer slat. uh we get them ready. We pull out all the stops so they can take that test and they do the very best. If there's a summer slot, we are now without the funding sources sometimes to to help them because if they advance through those designations, they'll get to a

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point where um they're no longer deemed to be uh uh supported go moving forward with them financially. So my our budgets will be shrunk, but they may not have advanced through this. So, it's like I'm I want them to do really well on this

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test, but I also don't want them to be any in any way artificially >> pushed up to meet a goal. >> Oh, yeah. No, no. I I I I don't know if I read it that way that there's this >> Well, when I say 10%, I want to immediately I kick into let's let's go,

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man. 10%. Right. And then, but I don't want to in September now. Oh, they're all um no longer else and I don't have but they really need the support. So, to me, it's like a So that everyone so that everyone knows that even if an L tests out, they still need to pro be provided

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with supplementary services for 2 years after they they are re receive commanding. But it is not necessarily the same as getting eight periods of additional service time or four periods if you're transitioning or expanding. It is different. There's no doubt. They

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still get like this transition space of support from an from an LT teacher, but it is different. There's no doubt. Right. Um but I think the the idea of of pushing forward I think is an important thing. >> Of course. >> Yeah. Of course. I just to be mindful in a school where >> Yeah. 100%. You have 50% house. Of

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course. >> Yeah. >> Mr. Marino is blessed with being having one of the largest percentage of multilingual learners in the district. >> It's over the city. >> It's over. It's over 50% of his student population are multilingual learners >> and they love his school.

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>> Yep. Okay. So, these are some things just so you know that we are planning towards going into next school year. Ongoing capacity building. We're going to continue to to work towards this tool. It's called the know it, show it protocol um with balancing critical content and

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skills for our kids. Uh supporting schools around the use of re resources. The curriculum comes with something called the teaching pal. And the teaching pal comes with a series of questions and uh entry points for teachers to think about to help elevate

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um comprehension inside of our work. Uh we have learning maps that we provide our our schools just to help them with planning. We're going to continue to revise those as a district. Um we once we revise the walkthrough tool, we will share that with all of you guys here so that you can see what that looks like.

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Um so you get an idea of what that program looks like inside of our buildings. um reach program as I mentioned something also for you guys to note um we are going to be working towards this this integration of um resources that that's called uh hidden

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voices all of our schools have access to hidden voices curriculum um as well as the black studies curriculum that we we're our goal is to start embedding those resources into our curriculum so that we are as culturally responsive as possible. Um you'll see a goal about

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that a little bit later on, but the goal is to continue doing embed that. Um we're going to be doing a summer HMH pilot with these revisions to where we want to go uh to give us a little bit of a springboard into what uh instruction could look like going into September and

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and and moving on forward. Uh so we're doing that in three of our summer sites, PS20, uh PS21, and PS32. Um, we've been working on modified modules uh for the summer with those programs. Um, and when I say modified, it's not

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changing the the curriculum. It's really just our entry point is shifting a little bit um with those program with that our particular core program to support our learning going into the start of the school year. >> Is that with through summer rising >> through summer rising? Yeah. All of our

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other schools are using the NSSI program like they have last year. Um but for these particular pilot schools, it tended to give us a little bit of a leg up on thinking for professional learning going into the next year. Um but at the same time using some of the inquiry

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based program projects that the HMH program has embedded in it to get us a little bit more learning for going into 2627. Uh and then gathering feedback from the community. Um we shared this similar uh process with our uh teaching staff. We

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got a lot of feedback. About 300 people responded. Uh we're going to be going through that feedback. We're going to send them a summary of the feedback. We'll share the summary of feedback with you guys in July. Um so that we can get a clearer idea as to what we need to do going into September.

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>> Okay. >> Yeah. So these are actions, correct? >> These are things that we're expecting to move forward >> to move forward. uh given the new uh structure of the DCP uh I just want to mention you have to

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break them up according to these three different categories that they have now. So they're all great but um you have to think about which category each one of those fits into and you might have to tweak them a little bit to fit those different

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>> Yeah, the DC language is not necessarily what this is. This is just to give everyone a viewpoint of where we're going next. Okay. Okay. Priority two um is around math. Um I'm sorry I did I organized this differently. This is

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around our social emotional learning goal. I just want everyone to take a look at slides 25 and 26 um around student responses. We talked about this briefly uh during our uh last meeting, but I want eyes on

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it again. You're always a supportive school environment. I feel like I've screened that a lot of questions. So we will be doing another endyear um

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survey with kids but this is the the midyear and what you'll see on the the left side is 345 the the right side is 678 um and you can see the percentages in particular um that were on the lower side were

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supportive environment as well as uh self-management. >> And these are the couple of areas that kind of stood out as I peeled through the data that we looked at previously. So looking at that, >> the respect one really kind of stuck out

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to me just because of what we've been doing um this year with like our push from the CC and the district office together that like and I I've seen it the lack of respect going on in some of the schools and I don't know what to what we could do to get these kids to

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like wake up to it other than keep reiterating it. But the fact that they're feeling it says a lot that they're noticing it. So, we also have to define respect and what that means. Um, I don't think that we've done that. Really define respect

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with our kids. Um, I know we have a respect for all week, which is lovely. Uh, but do we have to live in just a week worth of time? You know, should we be organizing ourselves to say that this is respect for all week, this is when we're respectful. We're in respect for all week. Or is it that we're

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maintaining an a set of expectations that this is how we should be all the time and not just during this week in February that we've identified as uh a time to be respectful and and frankly this is for students and adults alike.

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This is not just students. This is a student survey. But I think that all of us um have to live in a space of what how do we model this type of expectation on a daily basis for our kids and for me and don't get me wrong I do have my

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moments of failing at pretty much everything that I do. But I am constantly reminding myself of how I have to carry myself constantly. Why? Because others are paying attention. Others are watching all the time whether I think people are watching or not. And

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the manner in which I carry myself is what I need everyone to see. And if I'm acting like a jerk, excuse the language, if I'm acting like a jerk, it gives others permission to act like a jerk. >> So how we model those types of behaviors is really important. And I think we have

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to be able to have a clearer definition for what that being should be um across our schools and for our kids. Um, and when I think about this, the place that we kind of landed and I met with a couple of principles that wanted to just be part of an a team

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organizing what this goal should be. And this is what we kind of landed on. So, just give that a quick read. Mhm. I was just looking for purpose because a lot of times kids don't feel like they're treated fairly by the school when they go to them with their issues.

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Joe also stands out to me within these projects um what I think is needed in my experience across all the grade levels I've been exposed to is that children are disrespectful to other children where they don't feel confident where they don't have self-respect

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>> um and they use um they try to degrade others to make themselves feel better. Yeah. And I think that working on student confidence and their own self-respect and self-esteem is is part of the answer to all this. >> Yeah, I love that. >> Yeah. >> Not just trying to get kids to have

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relationships. >> It's not just you can't force a relationship, right? >> Right. That you can't do that. >> Can't force a relationship. >> Wouldn't be a good one, >> but Right. It won't be a good one. >> You know, be friends with my child. It just doesn't work that way. Right. You know, it's but how do we create this

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mutual understanding for being kind to one another? You don't have to be my best friend. Not everyone needs to be your best friend, but you should be able to sit next to your neighbor and not poke the bear because you're going to make your friend across the across the room giggle.

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>> Makes me feel better to know that I um were was unkind to you to make someone else think that I am the big shot on campus. Right. So, that's that's a big part of it. And for for me, I want the kids to be at the center of that. I want them to be able to take ownership of

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what this project will be. Obviously, you can't do it without the adults, too. Adults have to be part of it, but I want the kids to be able to look at this survey information and start making decisions. What can we do every day as a school to make this a better a better

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place? Um yeah, >> um two things. one is um what I'm on the previous slide what I'm noticing in schools um with what students are saying is kind of what I see >> um based on how they treat the adults in

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the building and I would like to see also some more training and support um for other support staff in the building so that they know how to communicate to children in a way that the kids can receive it a lot of times I'm hearing

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miscommunication where an adult would want a child to do one thing and the child literally just took it the wrong way. And I think that some of that is leading to these numbers not being as high as I would like to see them. And then the other thing is that um for

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priority three mentions classrooms, but a lot of the incidents are occurring outside of the classrooms as well. And also to like uh put that in writing to acknowledge that there are other incidents maybe based on or boards or however to look at the date and say there are also incidents happening in

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cafeteria and schoolyard to list that out as well so that the focus is across the entire school day for students so that they can feel supported all throughout the day and not just in the classroom that's only a portion of where they spend their day.

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>> Comment so thinking about what you said Dr. mic with a child trying to entertain their friend, making them laugh and so on and so forth. There was a situation at my son's school and his teacher sent me a dojo and thinking about how we can get the kids involved. She sent me a

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dojo message saying she was very proud of my son because he stood up for the child that the other child was bothering to get laughs from. So maybe having a situation like that brought to other kids attention like you know stand up

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for for someone if you see something happening if you see something say something you know um also >> standard bystander and many of our schools do uh do engage in that type of work where they're recognizing kids for being upstanders >> for sure. Um I love that

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>> also I see I can trust my school to resolve conflicts fairly. I think that plays a big role because sometimes they go to the teacher or whatever or whoever and the situation is not corrected or it's not they don't feel like they're

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validated, you know, with what they're dealing with. >> Yeah. >> And some of these crystals do have to be about um making sure the kids are aware of what a resolution is. Mhm. >> Um, kids also want

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when there's discipline, they want to know that there was discipline. We can't tell them what it is, but they want to know that Mike was held accountable. And sometimes it's not always as visible to kids as they would like. >> Um, and we can't say to them, well, we

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we suspended so and so or so and so was was had a classroom removal or we had a guidance. I can't tell a kid that, >> right? But they want to know that. And so do parents, by the way. >> Parents want to know that, too. We can't share that. We can't share that information.

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>> So, it becomes an assumption. >> Got it. >> It becomes an assumption that nothing was done, quote unquote. >> And you know, we have to make sure that that's clear to kids and to families as well as part of this that we abide by the discipline code. One of the things

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that I am a it's my expectations couldn't be clearer that everything gets reported here in district 25. There's not uh and Rob will tell you everything gets gets reported because it's what I expect. >> So you're not going to come to a school

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and say show me such and such or report. It will be be able to handed be handed to you because it's what we believe here. >> What parents can't always see is what the result was and that's often what they want. Give me the result. kids why this is not being done fairly

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>> because they can't see what the actual discipline was. They want to know that >> hammer was dropped, >> right? Hammer was dropped. >> So, two different things. Um, kind of going along with the being fi mindful of where things happen. I could say I

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sometimes am in the building watching lunch periods and recess periods, sometimes from my car, things like that. a lot of those escalations are happening outside of the classroom and not in the classroom. And probably, if I had to guess, 90% of them at least are happening in that setting. Um, and it's

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because there's only so many aids to so many children that they can't sit there and get every child like in a classroom where you have like 20 kids now, let's say with the smaller size classes, they can't sit there and manage 100 kids over four people for them running across the

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whole thing. And the other part of that also is like with the ORS reports, what you're saying is parents also could put those in. And I don't know that parents know that, but when they're put in, parents have also gotten kind of some feedback from schools. And I've heard

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it, oh, why did you put that in? Why didn't you come to us first? >> And they get the school annoyed that they put in an ORS report on their own. >> But it's the parents trying to say, hey, something happened and they didn't see anything I mean, the only thing I would say though is that th those types of of

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scenarios, it's always better served if we keep the school informed in terms of just relationship building with uh with the school and you know, if there is an incident, schools always like to be in the know. They don't if there's something that's happened and they didn't they didn't hear about it. And

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there are times that something can happen in a school and the kid just goes home and says, "You're not going to believe what happened today." And no one knew that that happened because the child didn't say something. And then it kind of gets the school in a in a space of of um taking a back because they did not know. No one ever likes to not know.

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>> The other just the last part of that is also like this action project. I would say if we do something like that, I feel like it definitely needs to go across all students because I know a lot of schools will say, "Okay, our student council is going to take care of that." >> And then it's the other kids are kind of left side and they're like, "Well, it's

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always student council >> 100%." So I think we make sure that all students are kind of grouped into that and not just those kids. >> Agreed. >> Yeah. >> Just two things like um with this goal I I think I I'm sure that later on or as part of in the C there'll be a parent

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component to this. I think that is it's so crucial. I've never met a bully who wasn't bullied. >> Uh sometimes that happens at home. Sometimes the respect is not happening at home. Sometimes there's a sibling. Sometimes parents are rude. You're talking about how you carry yourself. Well, not everybody does that. I think

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that parents need to understand if they want their children to be kind, they have to be treated kind. >> And looking back and what what Rachel's always pointed out, um >> I can trust my school to resolve conflicts fairly. I think there's nuance to that >> and I don't know if we have maybe no

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training for for not just teachers but administrators as well. Um you know all these years I was dean I we really were careful because if a kid came to me about with a problem uh we were very you know almost secretive in how we learned about that problem. We never

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would say, "Oh, so and so said to me that you bothered them and now >> because that could be that that that could stay with them forever, right? If that conflict is not solved >> with that nuance, >> it is it could ruin the kid, right? For

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for years and then yeah, they're not going to trust their school to resolve it fairly. So, um >> you know, I think a lot of this is middle school stuff when it comes to respect and and the conflict resolution." >> Much much higher much lower outcome in in middle than I see the relationship building up thinking elementary school.

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>> Um, but that I don't my own like my child has had conflict in school and I don't trust the school and I'm like are you doing ABCD and E cuz I'm I've had a lot of experience in this and they're not right. >> You know it's it really comes down to you hope you get lucky that this person in their life has the has the brain to

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apply to this situation to to to resolve the conflict. Yeah. >> So perhaps as a district we could start maybe looking at I don't know if you guys do you know I'm out of the loop with the middle school now um but dean training even administrative training with how

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>> so this year we had all middle schools receive peer remediation training um this year but it's not rooted yet. um it still needs more time to get rooted where it becomes part of just the routine of how kids take ownership over

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um you know conflict in their in their schools. >> Yeah. >> But I think for for me with this goal it's it's getting the kids at the forefront of the conversation >> knowing that we have to do better. Do I think that we're going to be able to get rid of every ounce of um

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unkind behavior? No. But I do believe that we can do better. And I think um not only when when these things happen that we want to do better, but how do we deal with it when? And I think our kids have a hard time with

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dealing with it when it happens. Um because unfortunately in life there's going to be someone who does something mean. It's how we respond that's also part of this. >> How do we respond to one another when it happens? cuz it's likely to happen at

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some point whether it was intended or not. I might not have intended with my words to hurt you, but they did. And it creates a much bigger problem. Therefore, my peers don't respect me in my school, right? It's it's helping to build on these relationships because

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moving forward um and today obviously relationships are huge in the workforce. It's not just about being kind. That is what we need to do every day anyway. But absent relationships moving forward in the workforce, our kids are going to

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have a hard time if they cannot grow in this way. Most jobs today is about connecting with the person next to you or per connecting with the person that's on the other side of the zoom, >> especially considering social media. >> Yeah, we have to be able to do >> too when that comes into it. Um, even at

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a young age, my daughter had issues over the summer, last summer, and wasn't facetiming her friends cuz they had an disagreement. >> And it got to the point where she wanted to be homeschooled. >> Yeah. >> She wanted%. >> My daughter felt like that this year I

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want to point out. >> And they what they don't realize is they're not mature enough. And unfortunately, sometimes our adults can be also a little immature with these things, too. Um, my daughter, you guys know a volleyball player, you know, she's hoping to play in college and what

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I talk to her all the time. Colleges are watching >> what you post up there. They can simply see >> and if you act like a dope on your social media, they can they're going to recognize that kid might not be the one from our school, >> right? So it go it has so many different

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entry points. But I think for us the hope was that we begin to to really revisit our school cultures so that kids those that are feeling this way it's less frequent uh than what it is right now. That's what the hope is. Yeah. And

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then we'll close this one up. >> I would just um also if we could break out um microaggressions because I feel like that is how the incidents happen. that of the larger things that we do see whatever it's like a student conflict. It started from something very small and

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to have that more targeted so that students are aware of what microaggressions are and how they lead to the bigger conflicts that you know we want to decrease. And the other thing is to involve all the levels of staff including the school aids parent everyone in the conflict resolution um

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strategy and how to communicate that to parents and also to give them solid expectations. based on the the discipline standards, but also what is what's better for all of the children because we're all in a community together. Um I was a parent coordinator

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and so um and I was, you know, a mama bear myself. I came into the school and wanted the child sent to Mars. That's not a realistic goal. and to have parents understand that that is also a child who's also learning along with your child how to get along. um to kind

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of set the stage for them all throughout the year and not just in one or two workshops but to continue that so when conflicts happen because they will what kind of expectations are they leveling against the school and what types of reports are they putting in I think that will decrease them reporting outside if

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they feel like they understand the other perspective of the child and can come to the school to make them aware but also um learn how to I guess deal with it with their children at home this happened to you. I'm sorry that it happened to you. You know, this is what

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we can do for tomorrow because it's going to happen. It's going to happen routinely because we're all, you know, working together and all of our students are working together. The other thing is that I think that this has a very huge impact on those subgroups that we spoke about during um the other priority with

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um students and their impact in learning how to read. They do have those blocks of reading and learning, but then they're also out in those other spaces where they may not feel confident to practice English. And I think that is definitely hindering their reading goals and their comprehension goals. They have

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that flat piece of paper with the words. They're not able to practice them to know what they mean outside because when they get outside, they may have these microaggressions that make them timid and then they don't want to speak. >> Love that. Mike, I just want the DOT to

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know that the U respect issue as a data point came up in every district across uh Queens North. It may be throughout the city, but I can tell you uh from my own experience, uh it's not as if your

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school environment is different uh or that you have a problem or anything like that. Across Queens North in every single survey result in every district, it always came up as a data point. So, uh, it's probably a city-wide issue,

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but, uh, it is a multiple, uh, you know, school environment issue throughout at least Queens North, not elsewhere. >> Yeah, thank you, Gus. Um, but in general, guys, are we good with where we're going with this goal? I think a number of these things could be part of

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our actions that are listed below. Uh, but the goal itself making it something that's kind kind of student centered. Does that make sense? >> Yes. >> Yep. And we have to obviously work on a guide and how schools can can implement this. But mo most of our schools are

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already doing things. It's just getting finding ways to make sure that our kids are more involved in it. Okay. So, apologies in advance, but we're probably going to be about 15 to 20 minutes behind. If you guys can manage that, that would be great. Um, I just

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think it's important that everyone we have a clear consensus on these goals and that we're good to go into next year. Um the next one is math. Um again it talks about the things that we've already done as um as a district. Focus on math routines, focus on math

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discourse um in our schools working through planning study act type of work. Um we have a couple of shoutouts. We have 169 and 244 had the highest um median growth across their school. PS29

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for grade four. uh PS24 for grade 5, PSMS 499 for grade 6, uh 189 grade 7, and MS 379 for grade 8. Uh so big shout out to them for uh for those efforts

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across those grades. Um and you know, like I said before, our schools did a great job of uh of impacting learning um this year and but like most years of miles miles to go. Um but really great work to this point.

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So the next one, two, three, four, five. If you wouldn't mind taking the next four minutes to go through the next set of slides from 31 to 35 and anything that you're noticing inside of that. And I'll put three minutes on. They're

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not dense slots. It's good stuff. This was fun. It's all right. It's all right. When you're ready, just with someone next to you, just some quick noticing from uh from those five slides.

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What does it say to you? I'm sure many of us kindergarten physics need to 73.5. >> Yeah. >> Would that be 70%.

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>> The biggest jump. >> Any comments, folks? >> Is that 7% is that accurate or >> Yeah. So, so kindergarten, it might be for any kids that were held over maybe that they they repeated kindergarten or they had were in kindergarten before and then did again. So, it's it might be

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just a couple of kids. That's it's Yeah, kindergarten you can ignore just uh because this shows this is showing kids year-over-year. So, the 7% is not is not accurate. Yeah. >> And we're going to get But the 62% is >> 62% is Yes. current.

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>> Oh, that's current. Yes. Okay. >> I mean, other than that, grade three had a huge jump compared to everybody else. >> And then grade one had a >> huge drop, >> big jump down, >> decrease. >> It's funny, the numbers are converg 61 to 49, 49 to

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>> Yeah, exactly. >> Any other noticings? The geometry seems to be where all the groups struggle the most in oh then sorry not in >> grades 3 to five and 6 to8

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>> no measurements and data in six to eight. So yeah >> yeah similar type of trend with our subgroups too right? >> Yeah. Um, our all students groups tend to do a all student and then students

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that are kind of our general population, no no multilingual learner or student with IEP status, uh, tending to perform at at higher rates than, um, than, uh, those particular subgroups. Um and interesting you know one of the things

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that we've kind of noticed you look here from number sense and operations algebraic thinking as things get a little bit more abstract in math the performance starts to decline you know a bit you know geometry

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and and measurement is you know the the the thinking part of of the mathematics is just different um than some of those basic algorithmic type of math uh connectors in number, sense, and operations. Algebraic thinking starts to certainly get more into that space where

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they're look recognizing patterns. But when when we see things in those applications into other areas where spatially for some of our kids and the one part of numbers and operations get that's really really hard for many of our learners is fractions. Um so when we start applying things to

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fractions and things of that nature, it gets it's a difficult space for our learners. Uh but when you look at that compared to to other areas so 60 almost 60% of our kids are what we would call on grade level and another 28% are one grade level below where they

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need to be which means that we can strive towards getting upwards of upper 80s% of our kids to grade level you know so we're we're not where in a space where like reading where reading where we have a a bigger chunk of kids that

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are still in that multiple grade levels below math a little bit different particularly for our multilingual learners perform at a much higher rate. Math being more much more universal than the English language. So um you know we do see that evidence here also as well.

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>> Yeah. Well math is the language of the universe but when you get into measurement data and voca and you get into um geometry you're dealing with more vocabulary and more things to remember. >> Yeah it's more reading. So >> y language development needed inside of

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math. Um, also did anything else that stood out to anyone. So, as a means of um support, you guys know we are going ampli amplify across every school next year. Um and the intent there is to help support some of

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these areas that we're seeing some of these gaps. Uh the program itself will not erase any gaps. What you'll always hear me say is people and practice, not programs. Um I'm a firm believer in that.

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I can give you any program unless we implement it well results will remain the same. It's always about implementation um and how we use the resources we have uh to support our kids. Um but for for us and really promoting this kind of space of problem

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solving and you've heard me talk about my daughter and son before when when the um questions are procedural they're fine because they follow that those set of steps. When they require the thinking it's kind of like throw the hands in the air. I'm not sure where I need to go

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because it's not as acutely packaged for them. When it's packaged well they're fine. when they are asked to think outside of the box and become a problem solver, it's much more difficult. So, the Amplify program does include things that I think are very valuable that

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promote uh the use of math routines to help with that fluency, but also problem solving and meaning making. You'll see a through line for meaning making across all that we're asking our schools to do next year. >> Okay, we good with this priority, guys?

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>> Is this priority two? So yeah, that there's a little bit of back and forth because priority two currently is going to be the math goal. >> Okay, >> this current year it's priority three. >> So they did a little bit of >> a lift between next year's priorities

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and this year's priorities in the C. >> So next year this is >> next year it will be priority two. Yeah. >> Next year will be priority two >> and the will be priority three. This year was priority two. >> Okay. >> Yeah.

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Does it sound like it makes sense? >> Yeah. Okay. Uh same types of things in terms moving forward. Amplify implementation. There is a ton of training that's happening right now across all of our schools. A ton of training. All of our teachers across district 25 are being trained in this

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program from May to June. Um schools that are receiving the training have opportunities to start implementing in the buildings now to get a get a good feel for it. Uh so that we're ready to go for September. Um all schools will be receiving job embedded support meaning a coach will be coming in to all of our

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schools to support implementation in every building. Uh that's happening currently in grade 6 to 8. It will happen to all of our schools in K through 5. Uh so that implementation is not the problem. Okay. Um there'll be summer opportunities available for our

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teachers as well. Um and then we're going to be opening up for ongoing feedback from them moving forward. Priority four, I'm hoping to keep the same um in lots of ways. Uh so Fox has been great. Um I think that our kids are

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getting amazing experiences from that. Uh the civics for all lessons we're going to continue um as well. So I don't see this changing. Does anyone see any any reason to to not continue with the civics for all work? N >> right. I think it's been I think I

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personally think it's been terrific for our district. >> Keep and employed. say keep >> yes of course um but so box has been great civics lessons and the take action projects which by the way can very much melt into priority into the social

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emotional learning priority and it becomes a community-based project and not just one that's about a specific thing for one individual kid and safer college. So, I know I've been driving schools crazy with this and probably driving

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some of our parents with this, but we want to get as many families into this program as possible because what the research says. Uh, kids that have access to an account as early as kindergarten being three times more likely to go to college, four times more likely to graduate, I think is fantastic. But also

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to give even the smallest amount of money for a trade school. You know, not everyone is going to go to a four-year college. Not everyone's going to be a doctor. Not everyone's going to be a lawyer. They should have place and space to choose where they want to go

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>> for themselves. Okay. Yeah. Um so sustaining this work moving into next year I think is really really super important for um for our schools.

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Um last year, um we were at 39%, we got to 43. Um our middle, our grade four is over 53%. I there'll be another data run that comes today. I'm hoping it's even higher than that. Um because we've been calling schools, calling parents, and

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you know, some are still skeptical about this because they think that there's a catch. There's not really a catch. You know, it is what it is. Do you get $100 to your account? 125 if total if you if you complete building block one. So

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people look at it and say it's not free money. >> What was the goal again? >> For this year for us it was 50. >> 50. >> But for fourth grade it's 80. That was from the chancellor's office. Right now we're about 27% behind and we have three weeks to go.

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So lots of push will happen in those last three weeks. But I think it's important we sustain that also. And the there's one goal here that we've talked about. This is not solidified yet. Uh but that we we look to include u

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integrate some of the resources from past into passport social studies from the black studies curriculum uh from the hidden voices curriculum which is AAPI uh the work around our um um uh Latin families and so on. embedding some of

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those resources as the year goes on and getting started in two grades so that it's not across every grade level um all at once and do a little bit of learning through that. So, we do have that goal which would be unique to itself going into uh next year. But I think being

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culturally responsive uh inside of the things we do is really super important and this is an entryway into doing that. Okay, any thoughts on that? make sense to embed those resources into our curriculum. Now, this one we have to do

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more work on, but I think it's an it's a starting place for the work. And the last one, chronic absenteeism, guys, that goal I think is explanatory in of itself, but these numbers are not good.

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Everyone take a look at those numbers. And it's not good. And we're still amongst the top in New York City for attendance. We are amongst the the best in New York City when it comes to attendance. >> We are currently at 94.1%. Uh that leaves us third in New York City

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overall attendance. Uh we're 0.1 behind one district and.5 from another. Wow. >> Uh in New York City. So we have amongst the best attendance in New York City. >> Um they drive me crazy that we're not the best because you guys know how I operate.

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>> You know the best who those other two districts are. >> What's that? Can we ask who those districts are? >> So, district 26 is the highest attendance rate in New York City and district 20 currently is second. >> I'm not surprised. >> Uh, but we are still among the top in

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New York City. But these percentages of chronic absenteeism are not okay. You know, 18% of our kids chronically absent. It yields exactly what it says, an 18 to 20% difference in performance. That's what the numbers say. That's not

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Mike saying it. I'm not making up those numbers. That's what it says. A 20% difference in performance for kids that are chronically absent versus those that are in school every day. And we have to do better on that. So, more to follow with uh with the goal with this

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particular goal and what else we can do. Um, but for CC, President's Council, DPAC, just a constant space of of reminder and supports from our families. Are we talking about it during our PTA meetings, our DPAC meetings, CDC? I know

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that you guys hear from me always and probably don't want to hear it anymore, but it's an important part of our work that is a collective responsibility. It's not just the school. The schools are trying. they reach reach out and um you know but we

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have to come up with different ways different pathways uh to help folks get their kids to school because if we don't change this for some of our kids they are not going to meet the part the mark if you are 5 years old and I was talking about this about one

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particular kid the child has missed 60 days of school as a kindergartener >> oh my god >> if and for not not because they're unwell not because of anything that you would say, "Oh my god, I understand this is just child not coming to school." 60 days. How in the world is that child

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supposed to pick up the the decoding skills necessary to become a reader? >> That's what I wonder like why like what what's going on in >> and there are lots of reasons. There's always reasons >> and some of them are not so easy to help support. >> Yeah.

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>> Um but that's the reality. If a kid is out like that in kindergarten, first grade, they're not they're not going to make up the necessary uh foundational skill development to become really solid readers by the time they get to third grade. It's just not going to happen.

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So, I want more to follow on this. We have a lot more work to do. Okay. And the last thing that I'm going to say, and I know um I took up a lot of time today, we are a district that's identified as being part of a pilot. you know that um

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that Mike gets to be identified to do lots of pilots. Um but this one is an important one. Uh some of you in fact in fact all of you I've reached out to about this. On June 17th they will be starting a roll out

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for this pilot. Um it will be made up of parent leaders, uh district leaders, principal leaders, uh teacher leaders from the district with the idea of solving a district-based problem. Um

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it's going to be very much associated with many of the members will be part of the DT already. Uh but it will also be in connection with uh some that are outside of the space. Always best to have some additional eyes on a problem to support improvement. Now things like

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we have schools that are underenrolled, how are we helping support an underenrolled school can be a problem of practice that we have. Um schools that are overutilized, how can we help support schools like that and one where

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we're taking a problem solving approach. We're looking at a variety of different data points. Here's what's going on in the school over time. here are some ways that we can help support that as a district community would be the entry point for us. So,

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most of you to this point have already told me that you can you'd be interested in being part of said team. I just ask that you keep June 17th open if you're available. >> Do you know the time frame on that yet? >> From 11 to 1, I believe. No, it will not be

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here. It will be at uh the central office which I know might present a problem for for some of us which I get 20 >> 52 yeah um at uh 52 Chamber Street over my head. So, for some of you, it may you'll get

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an invitation on that from someone other than me. Um, just making the the request that you're available and I do understand that if it's not something that you can make, but if you could make it, >> uh, I would love to see you there. >> Uh, Rob, the only thing I would need from you is two principles other than

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yourself that would be able to commit. >> I got him. >> Perfect. >> Uh, Lamar couldn't make it today, but I've asked him to do the same. um and Charlene if you would be able to be uh available to participate in this kind of a committee also and that would bas basically make up our team uh they'll

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express more of what it means so I know you've heard the chancellor speak of and on this idea of creating um integrated truly this idea of truly integrated um and it means a lot of things it doesn't mean you know when we hear truly true integration we think about um just this

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idea of diversifying it but that's it's more than just that. It's about thinking about problems that we have inside of our schools and then working towards a solution um to address it, right? Um and that would be what this team is about. Does anyone have any questions? Just

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general questions about this. It's really a problem solving based approach um that maybe we could um think out as an outgrowth of our district leadership team meetings already. >> I'll just I have to just check my start date, but if not, do you want one of my other CC members? It could be a

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designate. Certainly could be a designate case. Like I did not mention to to Veronica, but we can include Veronica inside of that. >> They asked for a a person, but um I don't know that they would have an issue with with both. So we can communicate

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with Veronica as well. We can do that today. We can reach out to Veronica. >> I just want to create a backup just in case. >> Yep. Absolutely. Can be a designation. Sure. >> Are they going to receive an email with more? >> They'll receive an email. I have to have a spreadsheet completed by the 11th. >> Okay. um which I have most of it

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completed already. It's just those extra names that we need. >> Okay. >> All right. And that concludes um my portion which I took up a lot of time and Gus is going to be like micro machines commercial um screen

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go through his uh his uh I just want to mention in in terms of going forward on your district plan next year be mindful of a portrait of a graduate. Yeah, >> this portrait of a graduate is going to impact all district plans and really all

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instruction uh and it's mandated by the state. So, um you know, keep that context uh in the back of your minds going forward in terms of all of your planning for next year and familiarize yourselves going forward with uh the

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various aspects of portrait of a graduate going forward. >> Yeah. And you will see that by the way in our goals already. uh they're already connected to Portrait of a Graduate. We're going to start doing more of a deeper dive into getting an understanding of where it fits. >> Okay, with that that uh further ado,

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very quickly uh the template and the uh timeline. Um one thing that I I did was I sent you uh the evaluation sheet for DC. I don't know whether I'll be evaluating

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your uh plan uh over the summer. Uh it's due at the end of July. Uh and um I thought it would be good for you to see what the criteria and the structure is for the evaluation. I have a separate one for high schools. It's different. Um

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it it's not very different. It's almost exactly the same. I I'll I'll send it to you or I'll give it to Stiff or Howie or or whatever uh for for high schools as well. Uh so um when you're looking at the plan, look at this rubric because

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that's what whoever is going to evaluate your plan in terms of the leadership team and myself or you know one of my colleagues uh going forward. So uh I thought that that would be a value. I wasn't told to give it to you, but I uh felt it would be useful for uh all of my

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districts to have. >> And all of these are right in the resource folder that we have for >> and uh the timelines uh I've given you as well. The C timeline is exactly the way it has been in the past. The DC

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timeline you have there uh and um uh what is it July 31st. So uh basically the evaluation the feedback will take place uh in August and uh you'll uh come back in September and finalize it

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according to this uh here. Um the same goes for the engagement policy 100.11 plan. I'm told that um A655 is going to be finalized by the end of June. That's what I've been told and I

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hope that that's the case. uh that has repercussions for uh DTS and DCS going forward. Um that will become public and you'll you'll have it uh to uh utilize

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um CS um um at the school level. Um I did send out um on progress monitoring tool uh schools that have lag behind um in terms of um you know filling out those forms. You have to put in your SLT

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materials for April, May, and June. Um, and the same goes for packs, uh, and DACK stuff. I'm putting in the DT uh, materials. Uh, be mindful of that. One thing that's important for schools to realize and please let your colleagues

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know, let the principal meetings, those lists that come out, you get on the list if there's a blank anywhere. So, uh, sometimes, uh, schools are very, very, uh, conscientious about filling

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everything out, but they leave one blank cuz they didn't put an NA in it. And they come out, you know, um, uh, uh, on the list. And then what happens is they they they, you know, call Gus and they say, Gus, I did this. I know I did it,

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etc. And then what Gus has to do is he has to go through every single line of the blasted document and find where that blank is to tell them uh well this is the reason why you're on the list. I've been going back and forth uh you know

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with schools you know throughout Queens North with this. So that's why I'm a little sensitive to it. So please tell everybody to put that NA in. I don't like it. I tell the the I plan folks, uh, you know, why don't you come up with

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a a system where, you know, that's not a flag, but it's technology. That's the way it works. >> I think if um and it's the same with the submission. I'm sure you'll do the alignment. You're always the the first

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or one of the first districts to meet all the guidelines, and I'm very proud of you uh for doing that. Uh and um that's basically it folks. >> Awesome. Thank you, Gus. >> All right, we're going to go through our

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uh constituent groups um and high school soup report. >> Yes, if you could if you would please go to queensnorthhs.org. I am also the web developer for Queens North high schools and so we have

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hs.org. So, the two major announcements are we have a a new um Oh, no. The do the announcements. Yeah, that's those were the announcements, but you can go back. You can hit refresh or close it uh >> and reopen it.

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>> So, we have a a a new 600 seat 9 through 12 high school in College Point. We're going to have a design session here on Wednesday, June 17 from 6 to 7:30. And during this interactive session, we will provide opportunities for participants

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to share ideas, offer feedback, and contribute to the design of the school's educational programs, culture, and overall student experience. We're also looking for um teachers and a leader for this um upcoming uh new brand new high

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school at uh it's going to be located I don't know if you're familiar with the College Point area where the old uh St. Agnes used to be located. So, um the application uh is also on on our website. So, the next announcement is

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we're hiring teachers. Uh we're having our hiring fair. It's going to be at Queens College. Uh easy to register. Just scan the QR code or click on that link. And uh that's it for me from uh high school updates. >> How has the registration been for the uh

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high school? >> I don't know. I have to meet with Kela this week. >> No, no, no, no, no. Not the for the for the school the um >> for the design meeting. >> For the design meeting. Oh, I have to check. Um let me see. >> Cuz I blasted it out. >> Oh, thank you. >> Yeah. No, I definitely saw come over.

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>> Oh, yeah. Probably >> you should have a lot. >> I should. We're excited about that. >> Okay. And then that's all for me. Thank you. >> Thank you. And we did host a um a town hall meeting a week or two ago. Um and

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we had a nice nice turnout, a lot of good feedback from kids and from parents. Did >> they see the next and also on our website we are highlighting schools. Uh we um if you scroll down uh I call it school spotlight. The next school to be highlighted will be Flushing High

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School. There will be a ribbon cutting ceremony this Friday for a pre- N nursing program at Flushing High School. So we're very excited for that program coming to our district. >> That's awesome. Yeah. >> All right. Thank you. Okay. Um,

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President's Council report. Anything? >> Um, we have our meeting coming up next Monday, the 15th, and we will be holding our elections for the 2026 2027 um board. We're all looking.

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>> Are you saying? >> Unfortunately, we did not meet quorum at our May meeting. So, we are having elections at our June meeting which is on the 17th. >> Oh, >> so I will not be eligible to run for

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>> Yeah. What? >> Just break the rules. >> So, come September. We have to run have elections again. >> Got to have an expedited. >> Um, what do you mean? What? >> Her school hasn't done elections yet. >> I'm not president. >> She's not president yet. >> She can't run.

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>> We got to fix this right now. immediate election right this second. Can you change the date? >> Close me. >> Can you change the date of the elections for Can you change the date for the elections on the 15th so they can give

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time for her? >> We're all want it again. >> We have an emergency meeting. >> If you don't meet court, it's just 5 days. >> Wait, but here's the real question is if she wants it again. >> Oh, I know.

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And I just strong Rachel. Yes, you must me when I'm in 32 districts. You're like, you're staying with >> Oh my goodness. All right. I had a little bit of a failure going on. >> Um, all right. We need to work on that.

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Other than other than that meeting that we have on June 17th, Rachel, is there anything else that you have? >> No, that's that's I don't think we have any guest speakers for the 15th, which just the elections, which Crystal is going to has graciously offered to help

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us with Crystal. >> Um, thanks. And so, yeah, >> Crystal, you're welcome. >> All right. Yeah, we're going to work on it. >> He's going to make something happen. >> Changed the date. >> High school president's council not here. CC. >> Okay. So this Wednesday is our annual

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awards ceremony slash our monthly meeting cuz we have to call it that. Um it's going to be hosted at 194 again um which has been the last two years now. Um so we're getting very excited for that. We have everybody in place and ready. So we're looking forward to that

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event. And then our July meeting will be our annual elections for next year. Um and this is for everybody going into their second term. And just a separate update, I did run into Sujin yesterday from Senator Lou's office and June 28th, they are having an event at Francis

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Lewis for the 4th of July. It's going to be hosted there. They're going to be getting hot dogs and snacks and stuff. I have the flyer. I will send it over to Dr. Mike so it can be pushed out. >> We have two students that were identified. um they had submitted a speech um or they're going to be readers of a

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speech for for that day in celebration of um the 250th birthday in the United States. So uh two of our kids were were uh submitted and they will be part of the um celebration as well. >> This was all during the food festival at Bell Boulevard yesterday. She kind of

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stopped me was like here you go. So she will be there and we are looking forward to the uh CEC awards night. It's always a a very special time of the year for the district. Um so looking forward to that. >> Uh Crystal, >> uh June 24th is our next DPAC meeting at

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5:00 p.m. We're holding elections. Um there's going to be uh there's a vacancy for DPAC chair. My term is up, but I plan on running again. Um, if I'm voted in chemistry 79, my signs ready for you, too.

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>> And he's like, I got my line up. >> Also for secretary. >> I have to get reelected again. >> This >> for the board. >> You're fine. >> Oh, yeah. You're not. >> No, I still got a year for that. >> Two year term. >> But the board positions might change next year.

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>> And also, we have a vacancy for secretary. >> Yes, that's it. I do a PTA president at another school next year. >> I'm all over the place. >> 25 fifth grade and >> PTA president. >> Oh my goodness.

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>> At least I'm only treasure at Cardosa. No longer co-president for next year. >> So she she got a little bit off her plate. >> Have more time for us. A little bit. Yeah. >> She's like I DON'T KNOW IF I WANT TO answer straight. You're right, Rachel. >> All right. Mr. Marino, anything from

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CSA? >> Um, I want to thank our president for working hard to make sure that the um city's holding all schools harmless contributes to that. And also, >> show me your money, Dr. Mike. What is going on with this budget? Why not? I need to know how much money we have for

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next year, especially with the class size. >> Yeah. So, they are anticipating uh so just so that everyone knows budgets, they anticipate release uh hopefully uh early next week uh so that you guys have a picture of it. Um, and the idea of the whole armless was to make sure that you

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guys were good and set with similar type of allocation that you received this year to start the school year. So, um, which I think is is a good thing. Where class size fits into that, we'll have to there's not a definitive on how much money you guys are actually going to get, but that really matters.

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>> Yeah, of course. >> The budget issue though is creating a lot of issues with the hiring even because I know a lot of people are waiting on everything. People are waiting to get calls back. >> So, those those budget allocations will happen. um by next week. I know that you know the timeline of the way that everything rolled out from uh from state

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to city to then you know >> so the class will not be determined by next week. >> So I I'm not exactly sure what that allocation is going to include. Rough. Okay. >> I know that it's part of the the conversation but I think the first part that they wanted to make sure that they could announce is that you know where you were this year is where you will be

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going into next year right uh in terms of budget allocation. So if you had dollars to sustain your current scenario now, that's what you should anticipate going into next school year. >> For context, we knew about class size uh in March last year. We went down to big >> press conference. It was great. And this

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year it's like ah >> y >> we'll get to it. >> But I do think a part of that allocation is is what you've had in order to make sure that you can do what you did this year, >> right? >> Um so we've been planning as if it's not going to be nothing's being improved and

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>> we'll see. I think I think the the hold harmless is a really important part >> um because it's it's not based on the the numbers that you that you >> might have versus what you were projected to receive. >> So um I think it it will

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it's it's a better thing to than to think that you know all of those dollars would be removed and then you had to for sure. So I think that will ultimately kind of help even things out. I think that's one of the concerns I've heard is like, hey, after all these staff we hired, are we now going to not have that money to keep them? >> Yeah. >> So, those dollars should be there and

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accessible to to sustain the the the work that's happened this year. Now, what happens when kids uh may or if they do not show up show up and we have a reduction in enrollment, what that means for midyear is still yet to be determined. I don't know what that means

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yet. Um, but I guess they'll have to play that by year when when the time comes. Um but happy that that budgets will be released um so that our schools can really start, you know, getting that next leg up on planning. I know that they've been eager on it. Um I don't have anything from uh from Lamar. He

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didn't share anything specific with me. Um I do know that they did have some headway made with the um with retirement. I think it they reduced it to 58. >> The tier six stuff. >> The tier six. I think it was from 62 to

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58. So I know we talked a lot about that at previous meeting but um other than that I don't have anything else from Omar and DC37 >> um okay so for one um PC appreciation day has been extended to a week this was

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the first year and going forward it will be an entire week um parent coordinator served as a vital role in the school community so I'm glad that they are appreciated in that fashion um on Friday there was a PC conference um that had um some training and acknowledgement where

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they did announce that the day is being extended to um the week. Um it'd be nice for next year to have um some more PCs from district 25 attending as well. It's an informative day. It's also planned by parent coordinators. So the training sessions and all the um the tableabling

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and that's done is um planned largely in part by a parent coordinator advisory group um from PCs across the city. And so I think it's always impactful when um you know you're given this opportunity and you see um other panointers enjoying you know the fruits of this labor all

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year. Um and then in regards to tier six for DC37 members the contribution bands were lowered or flattened from members who make under 75k to 3% across the board. And so I'm putting it out in the atmosphere when our contracts for the

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economics are renewed and we get our money. Um it will not go into the pension because it actually wouldn't have increased um our checks of the adding do but we are eligible for retirement. So that's is going on. Um just a reminder I will be around all

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summer long. If there are any like EC meetings or anything that you want to bring um ECs together I can meet with them um over the summer. I know they're 1200s as well and sometimes that's a better opportunity with them and a little bit little bit slower.

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>> I like that you added not much more. Um so these things aren't necessarily reflective of of us. We don't have any 2K uh in the district. We do have just so that everyone knows there's an additional center that is opening in College Point um for us.

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There are two prek programs that will be going in there as well as the prek. Um so there is a little bit of an expansion to our um early childhood program in the college point. I think it's off of 20th Avenue. I always get the blue 20th Avenue. >> Yeah, it's right across the street from

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the shopping center for like the alley. >> Really? Alta? >> Oh, is that where that Sears building was before? >> It's on the corner and it has like a playground outside. >> I know exactly where. There is um >> there too often as you saw >> it open up opportunity for future

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expansion. Um it's starting off small group. It can house upwards of 11 classes there. >> Um so we'll see what happens and how many >> is that starting >> how many children we have in our Yep. That starts in the fall. How many children we have in our community that

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>> you know will require 3K. 3K. Um it is also pride month. Uh so celebrating uh our LGBTQ community this month uh as well as our Caribbean American Heritage Month and uh immigrant heritage month

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which you know are big things here in um in district. Uh so big shout out. We always make sure that we do that during um our celebration slides which I didn't include uh completely today. So wanted to make sure we gave a big shout out particularly to these months. Really

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really important. Um, but that brings us to a close for our meeting. We have consensus on bringing it to closure. >> Yes, >> guys. Thank you so much for all that you do. This is an amazing amazing school year and looking forward to uh working

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with all of you in uh in July. >> He's looking at in this direction. >> The current the current meeting for July is scheduled for July the 13th. But I am going to ask you if it's okay if we switch it to July the 20th because I am not going to be here. Um on the 13th

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July in your mind I was like wait aren't you not >> July 20th is uh is the date that I'd like to switch that to >> and I'll have had our elections by then too. >> It might not be me. I don't know. >> You got it. It's in the bag as long as you want. You got it. Confident.

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>> I don't know. Steen might jump in front of me. >> We will put that in. Oh, does he want it? >> I don't know. >> Really? You never know. >> He He's been very vocal this year. I mean, I'd like to keep it for my last year.

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>> I mean, we work together. >> I don't try to like take something away from them. >> Louis, when we go into Target again. >> All right, guys. Enjoy the rest of >> Thank you so much. I appreciate you. Great to be here. >> And thank you. Thank you, Chris, for the

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for the breakfast. >> Thank you. Appreciate it. >> I know. My purpose.