And I'm going to share my screen. So, hi everyone. Good evening. Um, I was about to say happy new year, but we also met on January the 6th. So, happy new year again for those who could wasn't around on Janu January 6 meeting. Um,
we do have a pack agenda. We um I'm introducing welcoming everyone and then we're gonna have um our uh DPAC chair Crystal gonna be taking over and we're going to be um approving our minutes from January 6 meeting and our we're
going to have superintendent's report. But before Dr. Mike's going to speak, we do have two students here tonight to do their soapbox speeches from PS1 129 and then Yolena will also be stopping by later. She is our budget director and then she will be here to um hopefully
answer some of some of those questions that we had from last month about the 1% spenders spending plan and then we're going to announce some upcoming meetings and open for any questions. Um Crystal, I'm going to give the floor to you.
>> Good evening everyone. It's Crystal. Um our meeting norms, we start and end on time, one voice when speaking. This is a safe space to speak. 1 2 3 and then me. If you spoke already, allow three people to speak before you speak again. Respect
all. Be present. Be engaged and involved. And now we're going to have the approval of DPAC minutes. And it's going to be read by Jamie Wong, our DPAC alternate. Jamie.
Approval. Approval for the minutes. >> Jamie, you can begin reading the minutes, please. >> Oh, just a second. Okay. Um yeah, let me see.
Um meeting minutes dates Tuesday, January 6, 2026 time 5:00 p.m. uh local location virtual zoom first call to order and welcome. The meeting was
called to order at 5:00 pm by Jenny chair member were welcome and it was noted uh that due to pack December schedule 2D pack meeting will be held in January January 6 and January 28 2026.
Second review and agenda and meeting norm uh the agenda was reviewed including approval of prior meeting minutes. The superintendence report a guest speaker from MS uh suta
fender reputations NYC kids rise update title one reminder and open form meeting norm oh we
something anyway whatever okay three approval of November 2025 meeting minutes. A motion to approve the November 20, 2025 meeting minutes was made by Angela Harris and second by
Darin Jackie Fent PS 154Q. The motion pass for superintendent monthly report for Dr. Michael Dona.
Dr. Michael Dantona provided district update including community building activity and holidays celebration. District 25 elementary school basketball allstar games student voices
in initiative including project soap box enrollment and application timelines. Introduction of the new uh chancellor karma Samuel instrual focus on MTSS and little C
interventions upcoming family workshop and events wellness kindness and community initiative. Uh keep going. Oh okay. Uh, District 25 DPAC meeting Crystal Gonzalez. Uh, chairperson Jamie Wong.
Alternate vacancy secretary five uh, guest presentation. This person's name I have a hard time to say it, but anyway, the CEO and
founder of OM SU TI. Uh the person presented on the OM uh Suta family engagement workshop which focus on social emotional learning seal
success attendance and uh strengthenist family school partnership OM sutra is a certified MWBEN NYC DOE approved offender. Six, NYC kids
wise FLC share the NYC kids wise save for college program for awareness. Seven, announcement and reminders. Title one 1% set aside planning reminders will share the next
DPAC meeting is scheduled for January 28 2026 uh 8 adjustment there being no further business the meeting was adjourned follow the com completion of all agenda items.
Can we get a motions from um to approve the minutes from January 6th meeting? >> Motion to approve. >> Approved. >> Thank you. And thank you. >> And um before we head the floor to
Superintendent Dr. Then um um Dr. Mike, do you want to give the floor to the students first so that they don't sit, you know, around >> so I will I will definitely intro them. So welcome to Sophia and Jacob who are here from PS129. I'm super excited that
you guys are able to join us and I know they're also joined by their teacher and I do not want to mispronounce your last name. So do you mind quickly introducing yourself because if I fumble over it, I will not be happy with myself. So, uh, can you just please quickly introduce yourself? I want to recognize that
you're here, too. >> Oh, can you not unmute? Hold on. Let me try to ask you to unmute. Let's see if that'll work. >> Hi, good evening. Uh, I'm Melinda Defiligibus. >> I would have definitely mispronounced it. So, thank you, Mr. Filibus, for for
introducing yourself. Um and you know so so parents you know that part of what we we have been asking in our schools I share this pretty routinely and Melinda Willins from our team is here as well. Uh she does not miss any of these opportunities where our kids get to
share a soapbox speech. Um but it's so important for us to to be able to allow our kids to talk a little bit about things that they are passionate about. And what I'm seeing more and more in our soapbox speeches is that um the soapbox speeches are becoming more things that
are personal to our kids um and that is relational to them. Uh so Sophia is going to be talking about something and I I think some of our parents that are on this call right now are going to be able to relate to this in one way, shape or form. Uh and that is about the impact of road rage. Um, and you know, so
Sophia is going to be talking a little bit about that. And then we also have Jacob who's going to be talking to us a little bit about uh the high cost of family activities and his call to action around ways that we can um maybe perhaps
adjust our own approach to um to doing family- based events. So um I'm going to bring Sophia on board. I see her camera ready. Uh so Sophia, welcome. I'm super excited that you're here to join us and we're going to give you an opportunity to share a little bit about your uh
soapbox speech with our um with our parent community here. So, you're free to come off of mute and take it away and share a little bit about your your soap box. >> Thank you. >> You're welcome. >> Hello, my name is Sophia Milano from PS129 and I'm going to be talking to you
about road rage. Do you ever wonder if we could stop road rage and save more lives? Well, we can. It's in our blood. People just do it without thinking and it's a big safety hazard. Today I'm talking to you about the dangers of road rage and the many lives that have been lost due to this issue. Imagine a world
where people had the opportunity to live till a really good old age. Well, then we have to put a stop to road rage and this senseless act. Road rage has affected my family personally. My brother lost one of his close friends due to road rage. He was on his motorcycle when another person on the
road became angry with him. So the other motorists banged into him with their car and my brother's friend went flying. He died instantly. He was only 20 years old. I watched the effect this had on his family, friends, and classmates, especially my brother. It was hard to
see him so sad. Did you know that over 100 people die a year because of Roidge? In just two years, that's already 200 people out of this world. Just this past November, a father in California died from a road incident, leaving behind nine children. Just imagine being one of
those kids not even being able to say goodbye to your dad. In a 7-year period, rotary caused thousands of injuries and hundreds of deaths. 80% of the United State drivers admit to aggressive behavior such as honking and yelling in the past year. If you don't want to see
families hurt by this type of behavior and have more people in this world, then you should stop the madness. Nice ones over mean, good prevails over evil. Come on, let's breathe in the good stuff and exhale the road rage. I know we can all do it and make this change together. So,
next time you're driving and get mad, just think before you act. Be more tolerant and forgiving of others. You never know that person may be having a bad day. Thank you. job well done. That was awesome. >> Thank you, Sophia. What a what a great job you did conveying your message to uh
to our district community of parent leaders that are on this call. And you know, your your um entry point here is so important and it calls to a bigger a bigger picture. you know, aside just from the way that we are are driving our
cars, it's just the way that we treat each other on a daily basis and and know the importance and the value in being being kind to others. And I am so sorry to hear the experience that your brother had. And um I can only hope that um that
over time, you know, uh the the family members can can figure out ways to do and deal with their grief in in a positive way like you're bringing forward to us tonight. So, I thank you so much for for being here and sharing your story and more importantly is allowing me to think about ways that
maybe, you know, at the district team we can contribute um to thinking about this in a larger scale other than you just talking to us tonight. Maybe we can create a uh a little um a bigger space for your voice. So, thank you so much,
Sophie. I appreciate you being here. And I don't know if there are any other parents that that would like to say anything. I know I get excited when our kids speak. So, um, if there's anyone else that wants to to share anything, please feel free. >> Can can I just chime in? That was
excellent. I'm so glad that um, you know, this was brought up, too. And I appreciate that, um, you're considering maybe, you know, bring this to a bigger audience because I feel like um, we're a
lot of us, the students and parents, we're affected, too. I can't tell you how many times um you know just personally me driving the road rage has impacted us um and also kids students
crossing um streets and my personally you know we have experienced my kids have experienced road rage too and you know cars trying to they almost ran over us multiple times different cars so yes I think I think this has much wider impact than maybe many of us realize
guys. So, thank you. >> That was awesome. Thanks so much for sharing that. Anyone else? >> Thank you for reminding us about the importance of like staying calm as we're driving. I myself sometimes get a little upset. I'm going to have you in mind.
Um, and I'm going to talk myself down. Thank you for that. Thank you so much. This was very important. >> Love that. Thank you so much. Um, so Sophia, you are are free to hang on and listen to one of your peers who's going
to be going next. Um, um, and we're going to welcome Jacob uh to the screen. Jacob, if you can join us, that would be awesome. Uh, so thank you for joining us, too. And Jacob's going to talk a little bit about um the the cost of of
things and its impact on on family events. So, Jacob, I'm going to turn it over to you so we can listen in a little bit on um on your soapbox speech. >> Good evening. My name is Jacob Aruj. I'm from PS129.
Have you ever been with your family at home scrolling on your phone and then you see a cool ad to go with your family, but to go it costs $700, but then you get annoyed because it's so expensive and you realize your family
can never afford it. Today I'm talking to you about how much it costs today to go out with your family. The average cost for a family of four to go to Disney World is approximately $6,000 to $15,000.
For a family of five to go to the 2026 World Cup can range from $10,000 to $50,000. A simple movie for a family of five in the United States will likely be cost between $80 and $115.
If you include snacks and drinks, it could add up another $40 to $60. Let's make the cost to go out with your family to go down. No one says, "Oh, $10,000 is so cheap to go to Disney World with your family." This is unfair for the families
that doesn't have that money to pay. By you listening to me can help get all these families one step closer to experience all the things that life has to offer. Parents, let's bond together and take our families to the only affordable familyfriendly attractions.
This will hope show other businesses that there's a large market out there for families with a limited amount of money just like you and me. Oh my god. Oh my god. Way to go, Jacob. What a great job you
did. I truly appreciate you sharing that. And I think um you know all of the the adults on on on uh this call right now would tend to agree with you around the cost of of living today is uh is certainly to a point where it gets to be
unmanageable. So, um I really really appreciate you sharing your your perspective and also knowing the the the the mindset that you have and the importance of of um looking out there for those affordable opportunities that hold some of these bigger companies
accountable for what it is that they um that they do in terms of the the cost for their events. So, I really really appreciate that. And I do think that your your topic just as much as Sophia's is way bigger than maybe perhaps you
guys even think um because it it calls to societal uh scenarios that need to be adjusted to make sure that things are affordable uh and certainly that are become more tolerable too in Sophia's case. So I thank you guys for for being
here and and sharing your perspectives uh and more importantly your passion for what's important out ahead of us. So, I thank you guys both. Does anyone else have a have a word to share with uh with Jacob and his soapbox speech?
>> I just think they they did an amazing job. Like just I'm speechless. I'm speechless and I speak a lot. Amazing. Like that was awesome. >> I just want to say we're just so proud
of both of our students. um you know they're they're leaders themselves and they're they're stepping up to and using their voice to create change and they work so hard uh for their soap box speech and we're so very very proud of them and uh their teacher as well Miss Diligibus who worked with them
tirelessly to support them and help them through this process. Thank you so much. Thank you everyone. >> Thank you Daffany and Dafany is the assistant principal from 129. And I am also getting huge shout outs from uh Principal Hulet who is texting me. She
she's listening in, but you might not recognize that she's there, but she's super excited. She's uh she's listening in on you guys, too, saying go Jacob and go Sophia. She's giving you huge shout outs. I'm getting text messages uh all the way through your speeches. So, um
you know, congrats to the both of you. I'm super proud of you guys. And uh Mr. I see. I knew I was going to mispronounce your name as I Mr. Fellow. Oh goodness, I blew it. Miss D, I congratulate you on uh preparing your kids for for being here tonight. It is
not an easy thing to speak to others in this type of format and you guys did an amazing job of conveying your message clearly um you know enunciating your words when they needed to be um and making sure that your point was well taken. So um I appreciate you and this
will not be the end. I will be communicating with with your school about some next steps that we can perhaps take together. So, I thank you guys so much for being here. >> Yes. Very well done and I really appreciate your passion as you gave your speeches.
>> Very precious. >> Thank you. Thank you for having the kids. They've worked so hard. It's so nice to be recognized and be able to share it with all of you. So, thank you so much for having them tonight. >> All right. And just know Miss D, we're going to be in touch because we're going to have to figure out ways that we can amplify their voices even more than just
tonight. >> Great. Great. >> So, thank you guys. You are free to stay or you are welcome to go back and enjoy uh whatever is in front of you, whether that is doing some homework or doing some um or having dinner with with your
family. Whatever is ahead of you, you're welcome to do now. You do not have to feel like you have to stay on. Okay. >> Thank you so much. Have a good evening everybody. >> Bye. >> Bye guys. >> Thank you. Bye. >> Thank you. >> Awesome job.
>> So I don't know. Am I picking up right with my report after that, Jenny? Yes. Okay. So guys, this is was a a portion of the report that uh is just so important uh to me and there's a question that I have for you guys uh at the end of my presentation that's
associated with this. So today, Miss Williams was getting flooded with a whole series of soapbox speeches that were happening throughout the day. Uh, one around the dangers of bullying, of cyber bullying, uh, the dangers of of gateway drugs, which our CEC heard last
month. Uh, paying attention to teen mental health and the impact of peer pressure, among many others. Um, you know, and I I really do get excited about the fact that our kids are thinking deeply about things that they connect with as individuals
to then create a a deeper uh opportunity later later on. So, I do have a question I want to pose about that as we get towards the end of my um my short presentation with you guys tonight. So, let me get going here.
And I have you guys on my slide with the soapbox speeches, but I will I will come back to that. Just a couple of celebrations of celebrating our kids for the Queens North spelling bee. Um really very proud of our of our students and the work that has happened here. Uh Miss
Willins is central to this work as well. She's been doing it for a really long time um for district 25 and continues to through her support is able to sustain this work across uh across Queens. So, we have had uh two of our students um
were uh third place award winners in this round here in Queens and they'll be moving on to the citywide um spelling be along with other peers uh that placed in the top 15 here in in uh in our district community. So, really excited for them and looking for them to do even greater
work at the citywide spelling be moving forward. Uh but really proud of our students. Uh, as you go guys know, MLK day um has come and gone um over this past week. Always encouraging our kids to recognize the importance of Dr.
King's message um and the power of civic engagement and voice. Uh so more to follow on that regarding things that our schools have done. Just a reminder that we do uh welcome our new chancellor. his message around being safe, academically
rigorous, and integrated is a huge part of uh our chancellor's message. And one of the things that he's challenged um us as uh superintendent on is really thinking about the why we do what we do. Um and you know, the importance of
conveying that message to all of our community members. So during our president's council meeting just a couple of days ago, I did reiterate to them, you know, why it is that I do what I do um as a superintendent, district leader, educator, parent, um and what
kind of drives me even from an early on space of myself as an educator when I first started. So what I what I shared prior to the president's council members was, you know, when I was a student, elementary school and middle school, I did pretty well. And then high school,
um you know, there were other interests that I had. And I wish I can say out loud that that um you know, I did as best as I could. I did enough to get by. I was an 80 mid80s student in high school. Uh but there were certain things
that really stuck out to me that reminded me around the importance of um of belief in kids um and why it's important to always convey the message uh that we think that our kids can do more and do better and that we know that
we have those high expectations for them. So, when I was in high school, I did have a couple of of teachers that didn't necessarily see that. And some, believe it or not, that even would say things in so far as saying, "You know what, Mike, you don't have a serious bone in your body."
You know, I would venture to guess that most of you on this call would probably find it hard to believe that an educator at that that you know would say that about me given the current space that I'm in and the way that I try to conduct myself um as a uh educator and a
district leader. But those were words that were shared with me once. I had other teachers that try tried to even have me removed from their class and not because I was a a behavior problem. Uh but because they didn't think that I maybe perhaps I can meet up to their expectations and it wasn't because I
couldn't. It was because that's what they thought. And as a as an early educator, it was always part of my belief that I had to do things that were going to push our kids forward, not hold them back. And I also do what I do because over the
course of time I've had family members um that have had their struggles in in class and um you know knowing that when they picked up a book in classrooms it was probably the hardest part of their day because that was hard for them.
Reading was hard. And unfortunately, if we don't send the message that we are looking to send to our kids, that we believe in them and that we're going to do all that we can based on the information we have to give them the best chance of success, then we're not
doing what we need to do. And in one of the cases in my family, uh it was not necessarily what was done. um you know the the the child that I'm referring to, you know, the teachers didn't look at him as all of the things that he could
do. They were looking at the things that he was having a struggle with and look to have him moved on from the the classroom that he was in into another one. And all of those things have an impact on our learners. And it's why I do what I do. Why you'll hear me talk about the importance of reading. Why you'll hear me talk about the importance
of MTSS is to make sure that our kids are being supported the best way that we possibly can. And when we see a need that we're working towards addressing it. So I just wanted to give you that little bit of a of a backdrop just so that you guys you guys have a further connection as to why I emphasize the
things that I emphasize as a district leader. Okay. Um so moving on just into some events and reminders. Um just recent events that um that have taken place. You guys know we did um a math event, we had a special education event.
Those are all archived and accessible to you. We have after this meeting, believe it or not, we have a math session around multiplication and division uh with um our two math points from the district. So if you still have enough energy after this, I encourage you guys uh to hop on
to those meetings as well onto that meeting as well as it will be very informative. I mentioned to you last month we do have a a session that was organized by Wing our social district social worker around uh managing uh management of stress um
that will be uh supported by the child center of nor of New York on February 10th. We've also secured another session around impu improving family communication. Uh that will be pre be presented by Marvel Health on March 10th and we're looking to add additional ones
in April, May, and June. Also, uh so we encourage our families to participate as much as we possibly can. District math family night. Big shout out to 129. They're getting lots of shout outs tonight. They had two of their students here and they also were our hosts for our district math family
night. We had uh well over 150 participants um that part that uh joined us on uh on January 22nd. Um I was able to be there and participate a little bit with our community members. Uh big shout
out to 129, our uh principal Hulet, her assistant principles, uh teachers from her school, and also teacher volunteers that came from outside of 129 just to join us in on the event and support our kids. Uh so big shout out to them for hosting.
Did want to give you an update on arts funding. Um we have secured uh residencies for a series of our schools. I've targeted uh some of our schools with budget concerns and constraints. Uh so we have upwards of um 11 schools that
we've been able to secure with the small amount of funding that I've received to offer uh residencies. We will also be offering uh family arts events that are associated with Heritage Months between now and the end of the year. Those dates will be coming soon. And I also want you
to know that we have four schools that received additional arts funding based on my collaboration with uh with the central team. So we have PS20, 499, 2011, and 219 all receiving additional arts supports um this year as well. So,
we have upwards of 15 schools both with funding issues and those that have um additional uh supports from the central team that are receiving additional arts funding this year. Uh just a reminder, we're in the towards the tail end of our diagnostic
assessment window. We have some resources here through these archive links to help our families with any questions that they might have uh regarding Aadians for K and one and Aadians in grade two. uh our enrollment reminders, just a big
one really for everyone is that uh the kindergarten application window um was available and has come and gone. So in the event that there are any families that that miss that uh just to let them know it doesn't mean that it's the end for them, they will still have an opportunity to um to get a kindergarten
seat, but the application window has come and gone at this time. Uh we are just awaiting for the releases in high school, middle school, um and uh kindergarten offers coming soon. 3K and preK, the window closes on February
27th. As I mentioned the previous sessions, I always remind you guys because this is just important information to have. Um our soapbox speeches, as you just heard, brings me to this last part of what I have a question for you guys on.
So, we're doing these sessions. Uh, we're in the process of the first set of speeches that you heard was around digital safety and I am in process of working with the student from that school to do a a PSA video with the
student that presented on that day so we can send a wider message to our district community uh around the importance of digital safety. which raises a question for me around how we can leverage our civics for all work these soapbox speeches to establish communitywide
projects. So when we hear things like from Sophia around the concerns around road rage, what can we do as a district community for that or even at the local school level community where we're working with our kids as parents to
support that? And my leading question for all of you is what do you think about that because this is at the nasonent stage this idea but it's something I do want to explore and I'm wondering what you guys think about building on this because it creates an authentic opportunity for our learners
to to really take what they're passionate about in conjunction with our parents to make it something where it becomes widely known and supported. So love for you guys just to be in that space of reflection just for a moment. And if you're willing to share what you
think about that idea and if you have any thoughts, love for you to come off of mute and share some of your perspectives. >> I think it's a good idea. I'm just trying to think of how to execute. >> Yeah. Yeah, and I think Angela, that's
something we can work on together between CEC, President's Council, um, the DPAC, which we are on right now, and then certainly all of our SLTs and DLTs. It doesn't have to happen tomorrow, but I think we can lay the groundwork for
making these soapbox speeches come to life a little bit more. Uh, and maybe it's not all of them, but maybe we can decide, as we were talking about as the CEC members, maybe we can decide on some. they can come to us as as community members and we decide which
ones uh in consultation with students that we want to say this is going to be one that we really bring across all of our schools any other thoughts anyone >> I think it's a great idea as well and I think um as you said like deciding on
which ones we want to use and hope host local events with them. I don't know just to get them out there. I think these are like the kids are doing amazing jobs and just you know having their voices heard on different levels at different levels. Um just thinking about what other events they can prevent
their soapbox speeches. >> Yeah. And and we do do a share fair at the end of the year. Um, and I think all of this will be kind of forward thinking um, you know, for the work as I hear them. You know, I'm going to start organizing with the kids myself because,
you know, uh, I get excited about them. So, wherever I can help amplify their voices, I will. Um, but I think a longer term becomes how do we make this an opportunity that continues to grow in a space that we're all on the on the same page and really pushing to have those
student voices mean more than just the speech. uh because I think there's so much learning that exists inside of this uh for all of us, for adults, for kids, for community. So, um yeah, I love I love uh both of those comments, Angela
and Crystal. >> I have another uh question like can we do something like social media like video social media and video to get their voices heard beyond just, you know, at schools? >> Yeah. So, that's kind of what I was talking about with the student from uh
IS-25. We're going to be doing a joint public service announcement. So, he and I are going to be doing one that you're going to see a little video clip uh that's shared widely to all of our district schools based on that soapbox speech. So, it's kind of getting the the ball rolling on in the direction of
where I want it to eventually go. >> Okay. >> Yeah. Go ahead, Robin. >> Hi. Yeah. No, I think this is a great idea idea, too. Um, I'm a fifth grade teacher and I'm starting to notice that um, when kids write their soap box speeches year after year after year,
they kind of are starting to run out of ideas and they're also getting I feel like maybe lacking a little bit of motivation. >> And um, as fifth as uh, fifth grade students, they do a take action project. So every year all of our fifth grades get together, all of our students, we
pick one of the causes that one of the kids wrote about and then we all get together and we try to do something about it. they take action and then they get an award at the end of the year for participating in that. But I think it would be great if the other classes did that as well. How about all the fourth graders take action? Why aren't the third graders and the second graders? I
think this could really help um motivate the kids and if they see with their own two eyes that yeah, we all can get together, choose one of these great causes and we can make a difference. >> Yeah, I love that Robin. And I think, you know, with with Melinda here as well, it can be something that we start
organizing the criteria for what that would be cuz it will be difficult to get 23,000 cuz that's how many kids we have, 23,000 action projects that are off the ground that everyone gets to do. But we can come up with a an approach to decide on which ones that we agree upon across
our schools that maybe everyone contributes to uh to make it a really really uh in-depth action project that all of us can kind of sink our our um our teeth into or it's just one that at the local school level here's what we're going to do because it's important to
this community. So that's something we can work out but I think it's a good start to the process. Um, and I think, you know, me just organizing with a couple of kids will hopefully be the springboard for that mindset.
Yeah. All right. Well, that concludes uh what you about today, >> Dr. M. There's a comment in the chat as well. >> Okay. Yeah. >> Yeah. From PS21. Yeah. >> Oh, soapbox fair. Yes. So, we do do um a soapbox uh a a uh civics fair which
includes soapbox speeches at the end of the year and kids get to share across uh across uh schools. Um and parents get to sit in from across schools to see that. I think maybe perhaps we can start expanding on that too a little bit. Um but yeah, that's awesome already. That's
that's something that's part of process that maybe we need to kind of get out there a little bit more widely. Okay. >> Well, thank you guys. I appreciate you uh and uh for for taking the time to listen in on the things that I have in mind and always welcome what you guys
have to say because it it'll help us make it better. So, thank you guys. >> Thank you, Dr. Mike. Thank you for coming. Thank you for joining us tonight. >> Okay. And now up next, we have Yolena, the budget director.
Um, so Yena did mention she's going to be popping by at 6 o'clock. So, let's let's Yeah, let's continue our >> It's okay. >> Let me pull up my
screen. Let me go back to the Title One DAC members. It's myself, Christ Gonzalez, uh Dpac Chair, Jamie Wong, DPAC alternate, and we have a vacancy for uh DPAC secretary. Uh the
DPAC secretary vacancy duties and responsibility of a DPAC secretary are the recording secretary shall prepare meeting notices, agendas, signin sheets, record the meet the minutes at all meetings, Next slide, please.
I was going to ask if we have anyone who will be interested in running for the secretary. Okay, I'm going to pull up my If you are, just let us know. Okay, let me pull up the screen one more time. Sorry. Okay. And we have
>> Oh, >> so these are >> Oh, sorry. No, Crystal, go ahead. >> These are the D25 title one schools for 2526 school year. We have uh PS 20,
PS21, 22, PS 24, PS25, PS29, PS32, PS 107, PS120, PS129, PS1 154, PS1 12 uh 163, PS1 164, PS1 165, PS well
uh death leaker 185. We have 189, 194, uh, 200, 2011, 214, 219, 237, 242, and 24, 244, 250, and 379.
Um, just a little bit a little update from um from me. So, all our schools that you see on this uh list do have a title one pack chair. So, we are 100% in compliance with the pack chair. But some
schools, we're talking about three or four schools do not have an alternate. So if you are that school and you need an alternate, maybe you can try to see if there's a parent who want to run with you. So that would be great. So we do have a few schools that do not have an alternate.
So, you want me to um Crystal, can you hear me? I'm sorry. Can you hear? >> I didn't hear I didn't hear you before. >> Okay. I'm sorry. Title One parent engagement in New York City DOE vendors. Uh we have Elevate Education.
Um, Rampo for Children, Child Mind Institute, Center for Integrated Training and Education, Child Center of New York, the Leadership Program and TooBo, and the Game Show Experience and Amutra.
>> So, these so these are the vendors that we have invited to attend our meetings and some of them has also be working with our schools in district 25. Some of them also work with other schools and in other district um these these are all DOE vendors they have a DOE number.
So if you feel like they fit into your program your school's need feel free to reach out to them for a um for a you know for the for a list of the price to see how much they charge for their sessions. and Yolena will be coming by
um very soon to talk about that 1% parent engagement money and maybe bring up some scenarios why it might be rejected. So that will be uh coming from Yolena. Crystal, Crystal, you are muted.
>> Can you hear me now? >> Yes. >> I'm sorry. >> Yes. >> Our 2025 and 2026 meeting schedule is as followed. Tuesday. Well, we had Tuesday, September 30th. Uh, Wednesday, October 29th, Tuesday, November 25th, January
6th, and today, Wednesday, January 28th. Our next meeting is February uh 25th, and the following meeting is March 31st. Um, the one after that is Wednesday, April 29th, Tuesday, May 26th, and
Wednesday, June 25th. And all of the meetings are at 5:00 p. p.m. >> Yeah. So all title one schools are are asked all pack at the title one schools are asked to have a minimum nine meetings in the school year from October
to June and the same applies to a DPAC. So we are also having our nine meetings in the school year from October to uh June. On the last meeting of June it will be an election. Okay. So, I'm going to add that, you know, um, next to the
date it will be in an election. Additionally, we have the President's Council meeting dates, and they are as followed. All meetings begin at 6:30 p.m. unless otherwise noted. Their next meeting is Monday, February 23rd at um
6:30 p.m. Uh the next one is March 16th, April 20th, May 18th, and June 15th. And that will be the president's council election. >> Yeah, thank you, Crystal. And then we have the
CC. >> And the meeting dates for the CEC are as followed. All meetings are at 700 p.m. unless otherwise noted. and their next meeting is Wednesday, February 4th. The following meeting is March 4th, April
15th, May 6, June 10th, and July 1st. So, all CEC and SLT members must attend in person. CEC and SLT, they do follow the open um office um open um open
meeting law. So they must the members must attend in person to be counted as the quorum and there's a hybrid link for these meetings for the community to be uh listening in and observing the meetings if they would like to. So before we say thank you, let's stop
and I'm going to see if Elena is here. Oh, hi Elena. Perfect timing. >> Hi. Good evening everyone. Good evening Elena. >> So I have we have invited not I and Crystal and I and Jamie have invited
Elena to join our meeting and I would also like to clarify a term that I've been using in the past for our meetings and I apologize for that confusion. I've been using the word family engagement a lot in the past presentation and Yolina
was like Jenny you can't say that. So I was corrected myself. you need a colctomy and I want to clarify it's parent engagement. So that 1% spending plan and the money that is you know set aside fund is only for parent engagement and
then Yolina is going to come and and clarify and give more details in how sometimes the you know how some of the activities might get rejected. So Yolena I'm happy you are here. >> Thank you. Thank you for having me. Uh my name is Elena Nagimov and I'm a
senior grants officer for Queens North and one of the district uh districts that I work with is district 25. So you know uh schools had a deadline uh to submit the plan on how they going to be uh spending the 1% set aside that is uh
from federal money that title one money and 1% of the school allocation goes toward parent engagement. So when I was reviewing the plans, a lot of the plans I had to unfortunately reject because
they do not reflect the spirit and intent of the funding. The funding is supposed to bring parents in to help students with academic achievement. So all the parent activities have to be geared in improving student outcomes and
improving student achievement. So one of the you know a lot of the things should be gear it toward the instructional support for parents then they can help they uh children at home with homework
uh with state standards you know a lot of schools are doing meetings right before the state uh exams to go over math curriculum to go over ALA curriculum so that's what the funding should be focused on a lot of The schools submitted the plans where they had yoga,
where they had um um winter festival, where they had puzzle night, uh animal show. All of those plans unfortunately have to be rejected. If the schools wants to do enrichment activities with
parents and students, it's okay to do, but with different funding. Title one 1% set aside is for students to help parents to help their kids to achieve. We can use some of the money for uh bullying prevention. Uh you can have uh
technology classes for parents so they know how to help their kids with the homework using computer using the iPad, using internet and things like that. We can have ENL classes for parents that need that so they could
help their children with the homework. We can use ALA and math support classes. So again the parents are prepared uh to work with the students to achieve better. We uh you know um you can have uh something that talks to parents
importance of the school attendance because it directly correlates to student uh academic performance. We can talk about social and emotional support like I said before bullying prevention. Uh maybe having a teacher or a guidance
counselor. Uh have a workshop with parents talking about a stress reduction. We have a lot of kids with anxieties especially before the state tests. So if we can have a session with parents on how to help kids with
anxieties right before the state test that's also allowable. All of that helps students to achieve and perform better. So all of those kind of activities are highly encouraged. Uh unfortunately we cannot do Broadway shows. We cannot do
trips that have no educational value. We cannot do uh end of the year celebrations or all kinds of other celebrations where we spend a lot of money on nonacademic related activities.
um a lot of schools, you know, um I did make a few notes because most of the plans that I was reviewing for the district I had to unfortunately reject. Um
you also brought up a good point to me the other day about the cooking class. So cooking class will be okay because that's going to, you know, you learn how to cook healthier food. >> I had a school that put the whole allocation into the nutritional in class. So we cannot just talk about
cooking the whole amount and not talk about student academic performance. A little bit of allocation just for variety of of supports would be okay. Maybe one class and you know talking about uh importance of the correct
nutrition for students. But we can't spend the whole $5,000 that the school received just talking about the cooking class or nutrition and class. Again, we I'm not going to say no if it's a part of comprehensive plan, but where the money is spent just on that one
particular um event would not be correct use of money. >> We have one in the chat already. Do you want to >> Okay, so I'm going to read the question. can even then be exclusively related to stress reduction or must be combined
with academic achievement in a more strict sense. So if it's one one event for the whole year and all of that money is spent on that particular event then it cannot be exclusive on stress reduction. If you have a series of
events let's say December is the math month we could have a math meeting with parents. uh January's ALA math, then we have ALA meeting with parents. Let's say right before the state test, you have stress reduction class. Um and it will
be, let's say, I'm not sure about um but you know, you could tie it to the, you know, stress prevention right before the test. So it it should be a part of comprehensive support but not just that one particular event and all of the
money that was given to the school for parent engagement just to spend on that one particular event. Am I making sense? Okay, great. Uh any more questions? >> I have a question. >> Sure. >> About the game show experience. So
my question is this game show experience can be tied to academic learning. Um it's an instructional tool that bridges the gap between academic standards and specific social emotional needs. Um >> I actually I'm sorry I I don't want I
didn't mean to interrupt you. I had a school that had a game show experience and I approved it because it was um learning math in ALA through the game show. So they were putting a standards uh academic standards but making it a
fun way. That plan I approved. There was another plan that I actually disapproved that was just had a family game night. So that was >> disappointing. The wording the wording. Gotcha. >> Because it had no it if if I if New York
state um the reason we started going with the plans and this is the second year we will have to review and approve the plans. When uh state uh came in and wanted to review the plans and look at the how uh uh DOE is spending money on
um parent uh engagement and parent involvement. A lot of the things were disallowed >> because they had no educational value where the plan has let's say you have a game night but it's all tied to curriculum and it's in the fun way for
parents to learn about curriculum. There's no just dry lecture about curriculum. You know we parents are already tired of the full day of work and we don't want to put them to sleep. So that is okay. But when it's just a game night or a celebration, that is not
okay. People do those things and it's fine, but not with that particular funding source. >> Understood. So, it has to be tied and the wording has to be tied in there when they uh >> correct because I am not so for me to approve it, I am not there during the
game show night to see what is actually being done. But you're describing for your game night what exactly is going on and if it makes educational sense I will approve it. >> Understood. Thank you so much. >> Of course.
>> We have another question in the chat. >> No, it cannot be for students because that funding is for parents direct parent engagement. uh a lot of the plans where they had expenditures for students, those plans have to be revised
and you can pay for students separately out of different funding source. Uh but uh for parents that funding is only for parents. Schools receive title one allocation. The 99% of it goes to
student. That 1% set aside is for parents. And uh just one more thing uh you know um when I read the plans and it says uh the school community approved it just because the school community approved it
that does not mean it's you know um to the letter of the title one legislation. You can do what school community wants to do with other funding sources. This particular funding source is for teaching parents how to be academically
engaged with the students so the students perform better. Sorry, just one more um bit of clarification needed. Um I understand the money uh should be targeted towards parents. Can students be there as well or is that
>> if you have a family night and it also directly benefits both parents and students and increases academic performance. Yeah. >> Students can be there but you cannot pay from that particular funding source for the students to be there.
>> Okay. Okay. >> Okay. All expenditures have to be for parents. Do we have any more questions? I know. Do we have I know now we have Yolena here. Come on, guys. Ask all the questions that you have. >> Um I have one question. I know that um I
think on the list I saw that we're not allowed food and beverages, but >> you are allowed. It's $3 a person. Light refreshments. So like just providing water during the the academic workshop or anything else would be okay. >> Yeah, you could buy water, coffee, a muffin, you know, within $3
um uh rule for the DOE because we also even though you want to do parent night, we still are operating under starting operating procedures with the DOE and the purchasing guidelines also have to be uh observed and it's a $3 uh a
person. So, if you have um 100 parents, you can spend, you know, $300 on on refreshments. Okay? You can buy coffee, you can buy water, you can buy maybe on your cookies, muffins. If you go to BJ's, um
that's within, you know, you might make it within $3 a person. >> All right. Thank you so much. You're welcome. >> That's the rule when we want to feed parents is $3 per person. Because we're not providing them a dinner, right? We're providing a light
refreshment. So when they come in, you know, they want to grab coffee, whenever they want to grab cookie, that that's fine. Just make sure you also have a sign-in sheet because when the auditors come in, they want to see how many people were there and how much money you spent and is, you know, uh if you have
less turn turnout uh than you planned for, just you also will show the invitation list that shows you invited 100 people, you bought for 100 people, but unfortunately it was um rainy night or snowstorm and only 50 people showed
up. But at least you invited 100 people and that's what you planned for and that's what you purchased for >> or 100 people responded to your you know yeah to a Google form that they attending right >> if you didn't have a Google form you have an invitation of course if you have
a Google form saying that they you know planning to attend that's even better >> okay >> not everyone has that so at least you have something that you show that you invited that many people H maybe on our next session we can have
Louis show parents on how to create a Google form through our you know uh Google workspace. Does anyone have any more questions for Yolina? Please ask all the questions you can because most of the plans had to be
disapproved for district uh 25. So I ask all the questions. So when you come back to your school communities and the plans have to be reworked. Uh so you equipped with the knowledge to rework the plans and resubmit them. >> What is
>> I learned a lot. Oh sorry go ahead. >> What is the deadline for resubmitting? uh the deadline was uh December 23rd to submit the plans but now that I'm reviewing it uh once you know the principal or or I finished the district
25 uh with the exception of one school I wanted my colleague to look at the plan just to see if they're agreeing with me all the principles that submitted the plan received the feedback so now they will have to um some of them already
resubmitted the new plan so that's good Um and um >> if the plan get rejected, what is the deadline for them to resubmit? >> There's no deadline. They should do it as soon as possible because we're approaching purchasing deadlines
>> and budget modification deadlines. So that's why you know it's very important for the schools to work it within you know um short time frame because the DOE deadlines are also approaching not just the plan deadline.
Is there anyone from uh Q22 is I'm not sure if it's a PS or uh middle school. >> Um I did not see someone from PS22 here tonight. >> They have not submitted any plans. So
that would be if if you know um >> Elena, I'll reach out to the school tomorrow. >> Okay, awesome. Thank you. >> 22. >> I have what may be a general question if I could ask. It's also 200. I'm sorry. And 200, Jenny.
>> 22 and 200. You got it. You got it. >> Go ahead. >> Um, so if we were short this year in meeting our numbers to be title one eligible in the responses, so what happens? I was informed that we would
still be grandfathered in for next year, but it's the following year that we would drop off of the quality. Is that accurate? Okay. So, were you a title one school this year? >> Yes, we were title one. >> I'm sorry. What school are you from? >> 32.
>> Okay. So, yes, you were title one school. And you didn't make it up to 60% of the free lunch forms, right? Students qualify for lunch form. >> Yes. For next year, you will uh get the funding for one more year like a transitional year. We call it grandfathering.
If the following fall you're not going to make it again to 60% or whatever the threshold is going to be uh that year right now it is 60 then the the the next fiscal year you will not get a funding.
>> Oh okay excellent. So we do still have the opportunity >> one year as a buffer year >> as a grace year. Okay. >> Okay. Excellent. And I was just wondering out of overall, do you know if this was something that affected most
schools that did most schools not meet the threshold? We were having a hard time this year compared to previous years and we're not sure if >> it was just a lack of parents wanting to provide any information. >> No, that's not that. We had some of the schools that collected 100% of lunch
forms, but they're still not qualified because uh only students eligible for free lunch accounted toward that uh um becoming title one school. So if it's the student is qualified for reduced lunch, they're not counted, >> right?
>> Um okay. >> So year to year this year, we had less schools qualified. Um um not by a significant amount but there were like few schools that did not make it this
year in district 25 and in district 26 and couple of schools in district 30 and 24. So it's kind of especially the schools that I every year are around that 60% mark.
>> Gotcha. Okay. So it is very important especially for the schools that are always in the high 50s percentage and then maybe low 60 percentage year to year that they you know um change. It's very important to collect 100% of the
forms because one or two forms will either make it or break it. Yeah. >> For the school >> because it's all or nothing. If you make at 59.9% it will not count in you have to make it
60 and above. >> Right. Okay. >> There's no >> between 59.9 it's not rounded up. >> Yes. >> Okay. >> Yep. >> And that's clear for everyone. Right. >> Uh is it possible to know for PS 165 if
we made it for that? >> Uh uh 165. I have to pull up my files and um if >> you told me this morning that they were proof. >> No, that's that's she's talking about um make it over 60%. Is that what you
>> Yes, for the lunch? >> Yeah. Uh listen, it's after my all my files are closed. Um if your principal didn't get an email from me that they did not make it, then they did make it. >> Okay, great. Thank you.
>> Yeah. So talk to your principal, but um are you a parent or you're from the school? >> Uh title one pack chair. So I'm a parent tech. >> Okay. So you talk to your uh principal to remind me. Send me an email and I'll confirm. Okay.
Because I don't I have 167 schools. I don't remember every school from the top of my head. >> I understand. Thank you so much. >> You're welcome. Any more questions? >> I I guess we're good. >> Okay. So, just in case I do advise schools on a funded programs, which is
title one is one of them, reimburseable money. So, if you have questions around that, around regular title one, you can ask me. Um if not then um going once going twice.
All right. >> I can't think of any questions right now. Unfortunately, I'm I'm a processor. So like whatever you say tonight, I process it and then my questions come. Usually that's the case. >> Then you can talk to Jenny and Jenny will >> I will reach out to Elena.
>> Okay. I was going to ask if we could reach out to her. Okay, got it. Thank you. >> Yeah, you will reach out to Jenny and Jenny and I will talk. Gotcha. Thank you. >> Okay, >> Elena, thank you so much for all your precious, you know, for your precious time, your advice, your guidance. It clarified a lot for us, even for me,
myself. >> Um, >> oh, wait, there's a qu very good question actually in the chat. >> Oh, I missed that. >> 91% is for parents and 99 is student title one funding. Do parents have say about how 99% is spent? No, because it's
a school budget and it's decided by um the principal and the um SLT on a budget and also they're looking at the student data looking at what supports because title one is for
supplemental services and what support academic support student needs based on the test scores based on the performances based on other uh criteria in the data. So but but decision is made uh with the principal and the SLT
especially when they you know uh write the C goals principal always works with the SLT and SLT has um teacher members and have um uh district 37 members DC37
members and also parent uh representatives. So it's done in coordination with the school community but it is based on what uh student students do need. All right. So
Janny, back to you. >> Yes. Yes. Oh, I think our meeting is um is we are we good, right? I think we finished our presentation, our deck, and then you came in. So, thank you. Thank you so much, Elena. You're welcome everyone. >> I know I can't thank you enough to to
have you work, you know, o over time. So um if no one have any more questions for Elena, Elena, you're good to to close the the meeting and then that's it. I'm not going to bug you. >> So yes, the answer to the last question
is yes. If the parent is the own, they have opportunity to give the input. Yes, it's again it's the coordination of the school community because and the parent members of the SLT are school community. All the parents of school community but you know SLT represent all of the
parents. >> Yina, what is your last name? I missed it when you first came on. >> Nagimal >> one more time. >> Nagimal. >> Okay, thank you. >> I know it's mouthful. >> Got it. Thank you. >> You're welcome. Good night everyone.
>> Good night. Good night everyone. >> Good night. Thank you. >> Thank you so much. Bye-bye. >> Um Crystal, you want to see if everyone on this call want to turn the meeting? >> Are you guys right?
Is everybody ready to adjourn the meeting? >> I'm okay with that. >> Yes, I'm good with that, too. Thank you. >> Thank you. >> Have a great night, everyone. >> Good night. >> Have a good night, everyone. Thank you. Bye. Bye. >> Good night everyone. I'm going to stop
recording. >> Good night.