make me laugh. Uh, it is 7:03. >> I'll write it down. Don't worry about it. >> Wait, she gave an example to everybody. >> Go for it.
>> Present. >> Present. >> Present. here. >> She's here. I don't know where she went, but she's here. >> Vinc's not here. >> So, I'm missing one person right now. >> Okay. So,
is Tiara online because John's not here yet? They're going to mess if I hold up. EJ, do you see the food stream person on Zoom? >> The food stream person? >> What's the name? >> Tiara.
>> Yes. raise your hand. >> Siara Brian, if you're on, can you just raise your hand on Zoom? I don't know if she was coming in person or not. So, okay, we're trying to get out here.
>> Okay. So when we're gonna jump to Beth then for now and we'll come back for our other >> want her to lead it in. You want me to go and then beat her? >> Yeah, we have her. We're gonna have her go first. So Beth, we're going to let you start since people aren't here.
>> And then when John gets here, we'll have them go next. He should have been here. >> I haven't got any update. >> I'll share it, Beth. No, she's she's a live a live uh >> so just as um as Beth
heads up what what Beth is going to be talking about as part of priority three in district 25 uh which is around mathematics instruction. And so she's going to share a little bit about the amplify math program uh that we're implementing across our middle schools this year uh and schools with middle
school grades. So that includes our K to8s. We have a total of 12 schools that are implementing uh amplified mathematics uh for children in grades six through eight. We also have nine schools that's p that are piloting the program in elementary school um with the
goal of being prepared for and supporting us in rolling out uh amplify in our elementary so that we have a common curriculum across all of our district. Uh but so that's what Beth is going to talk to us about as well as uh the latest research on the instructional shifts. Uh she has talked about the
instructional shifts last year uh with you guys. So, uh, it's the the current space of what the instructional shifts are in relation to growing into amplified math. >> So, >> thank you, Beth. >> Everybody, so happy to be in person and actually see everybody that's here at
the meeting. Um, thanks Dr. Mike for the introduction. Um, again, as you said, just here to talk a little bit about our amplified Desmos mathematics curriculum that's being implemented across all of our middle schools and piloted in some of our elementary schools.
So during the presentation, um I'm going to just revisit the math shifts a little bit, talk, um ground us in our D25 vision for math. I'll talk a little bit about the curriculum, how it highlights um how it supports student
learning and then what families can also expect at home and any um questions answer any questions that you so did a lot of work around the shifts last year with um families also had a parent workshop around all the New York
City math shifts. Um these have um New York City public schools released these about two to three years ago. Um, and the idea is that you really want um to be moving away from more of the traditional style learning where it was that modeling piece um lots of
differentiation in whole group instruction um and back and forth between teacher and student. Um and always thinking about like what the students don't know to more opportunities where students can make sense of the math on their own. Begin
with that productive struggle. um engage in tasks that allow them to um to meet them at the level that they're at but then also grow to where they are. So those shared low high ceiling tasks and then the idea that conversations within the classroom would be um not just
teacher to student but student to student and allow for that um learning to happen for students to work in collaboratively in groups and and students really to drive the learning in the classroom. And then when we're thinking about our students needs,
focusing more on what their strengths are and then how we can leverage those throughout um to support the areas that they need more support with and through in order to make all of these h things happen. Um, the city really
believes that having that shared high-quality instructional material that allows for these things will support the teachers and the students in being able to make sure that this type of work can live inside the classroom and then also ensure that equitable experiences for
our students. Our vision um has been around for a few years now since I've been in the district. So, I'll just give you a minute um to read it. I I don't like to always read out loud, but I'll give you a minute to just read it. And then as we go through, just keep this in mind and
think about how our curriculum um highlights our vision. And so hopefully just even in speaking about the shifts, you can see the alignment of our vision to the New York math shifts. that idea of that inclusive, equitable um and still
rigorous learning environment where our kids are engaged in that real world problem solving, those rich mathematical discussions and that learning is student centered, inquiry based and students are building that procedural fluency from their conceptual understanding. And
again, all of this is in service is um of our students. And the ultimate goal is that we that we have our students be prepared to meet the demands of college and careers in the 21st century and be able to apply math in the real world.
So I'll speak a little bit about our new shared highquality instructional material for mathematics. Um, so Amplified Desmos is a new problem-based digital first math curriculum. It is a hybrid experience. So students do not
have to just be all digital. Although in our middle schools, they do have more opportunities to engage in that digital based curriculum. Um, but just know that every lesson also comes with a corresponding workbook lesson. So they can also do um workbook lessons. They're
not on the computer all the time. In our elementary schools, I want to say about 30% of our three to five lessons are um have the opportunity to be digital. And then in K to2, it's even less. It's about 20% of the lessons because we
believe that um in our we or we know, excuse me, in our elementary schools that students do need more of that hands-on exploratory work with the manipulatives. So, the curriculum was designed to allow for that in the lower grades. Um, it uses that built-in Desmos
technology which is, um, really known for its interactive math tools and engaging lessons. You'll see a piece of that in a little bit. Um, but many of the lessons are um, adaptive to whatever the students do. So, students can put in their own thinking. They get immediate
feedback um, in regards to whatever they put in. And then also it will adapt to like when they put in certain certain numbers um they'll see how that how that how their input responds um in in relation to what the math is that
they're learning. And it's created to help students develop those deep conceptual understanding, reasoning skills, and mathematical confidence. Right? So we can see even then how this relates to our vision that we just learned that we
just saw. Some of the key features are it's hands-on and exploratory. Um, it does have those digital tools that encourage that active thinking. There's a focus on student voice discussion and reasoning. And so even in
our classrooms that we've been going into, we've been seeing a lot of students um having rich conversations about the mathematics um as they're engaging in it, talking about how um excuse me, justifying their answers um
and their thinking to each other. And it's aligned with the college and career readiness standards. So, here's an example of a sixth grade lesson for on ratios and proportions initial lesson just so you can kind of get a sense of what those digital tools look like. In a
digital lesson, they get an they get um to create their own pizza as they're beginning to think about ratios and proportions. They can drag the sliders to see how much sauce um to put how much sauce they'd like on their pizza, any
other toppings that they would have. And then this moves on to like if they put let's say six ounces of sauce to make one pizza. Depending on how much sauce they put on, the numbers would change here. So you can see that adaptive feature. So if they like lots of sauce on their pizza, it might say
like 10 ounces for one pizza. And then I ask, well, how much sauce do you need for two pizzas? They can then put in their work in their in their response, check their work, and it will give them some automatic feedback. Right? So I typed in the answer 18. If I had 6
ounces, um, how much do I need for two pizzas? I put in 18. It will like draw it out and then students will see like, oh, too much sauce. So, they know automatically to kind of go back and think about how they might want to um change their answer based upon the feedback that they got, right? Doesn't
take away teacher at all. The teacher is walking around during this time looking and thinking about what students are doing. So that if I'm in the classroom and I see, oh, this, you know, the student keeps putting in an answer that's too big, I'm gonna go over and say, hey, tell me what you're thinking. How are you coming up with your number?
Right? Um, let's go back to the slide before. What did you notice? So, that's an example of that digital piece. Why did we choose this curriculum? I mean, we felt that it was the best aligned to our district 25
vision for mathematics. Just again as we've been walking around to classrooms, we've seen the level of engagement of students inside the math classroom increased tremendously. I know any students um in my middle schools when they're when they're on the computer especially learning um with each other.
They've been really like excited about it. I've been hearing lots of laughing. They've been talking about the math that's been going on. Um, we also are finding that it's it's creating that idea of equity across all our classrooms. Right? So, in many of our
schools, they used a maybe a version of a curriculum, but it wasn't always the same um uh across all classrooms. Right? So, now we can really ensure with this shared curriculum that all of our students are receiving the same experience.
you know, they're receiving the supports that they need to be successful in the program, but they're all starting at that same baseline. Um, we've also found that for our English language learners and our students with diverse needs that the curriculum has been extremely
supportive, has lots of um scaffolds built in to support them in their learning. Um, in terms of coherence, we can see how concepts build thoughtfully across the grades. On Monday, I had three through five here and we were unpacking a unit. And it was really nice
to do that work together because the third grade teachers could see how their work with multiplication and the area model was carried through the fourth grade to the fifth grade. Fifth grade was working on fractions and they were using area models and the fifth grade teachers could see what the work looked
like in third grade. It's been really helpful for our teachers also just to see how the concepts build across the grades and it is researchbased right it's built on best practices and math education and digital learning I know there's been
some debate around the teaching conceptually versus that um traditional style of teaching we're not saying that there isn't an opport there isn't a time and a place for that explicit teaching for students in mathematics right but when we have our students together for
that whole class learning experience. We want to make sure that all of our students have the opportunity to engage in the same grade level math tasks um because we know at the end of the year they're going to be assessed on that grade level math. So the time for more of that explicit modeling piece of
mathematics um would live in the small group instruction. So what does a lesson look like? We start always with a warm-up. It's often some type of routine. Um, we'll see a warm-up in a minute. That's going to be a dot talk for sixth grade. Could be
things like notice and wonder. There's a three read sometimes that comes in. But the routines that we've been pushing um for our teachers to be building into the classroom are already built in and these are going to what's going to support the students in being able to access the math from the very start of the lesson.
There's then it's often followed by one to three activities. Each activity follows that launch, monitor, connect structure which is really built on the five practices for mathematics instruction that I know Dr. Mike has shared is one of our priorities for our district C. So the idea that
students are working on the same task, the teacher's walking around and then the role of the teacher or where that explicit instruction comes in is after we've kind of seen what students have done, we share their work and talk about the mathematics that's embedded with it and connect different strategies
students have done, how are they the same, how are they different, and how do they connect to those big ideas of mathematics. There's again that use of interactive and or hands-on activities in K to5. We do see the use of centers. There are opportunities for enrichment um and
staff um and supports for students in the middle schools as well. They just don't call them centers um but they can be easily adapted to station type work. Then there's within our lesson, it's followed by a show what you know, which is used to be for that formative
assessment where we can get a sense of what students um grasp from the lesson for the day. That um that excuse me, feedback is designed to be automat like instantaneous so teachers can see automatically did the student
get it right, did they get it wrong, and then think about what the next steps would be for that student. provides guidance for if a student is here, here's what the supports are that you should provide for them. Um, and then there's also practice and additional practice because they've heard from
families and from teachers that they needed additional practice problems. Although sometimes then we think it's so much, but there's additional practice problems that are also aligned um designed to be more aligned to like state exam type questions. Um, and lots of opportunities for student discussion
and collaboration. So Beth, just go through this kind of modeled space and then the supporting implementation part. We'll we'll pause just for a moment, right? >> Yeah. And then we'll come back and then we'll we'll come back. >> So come back. Wait. Yeah. Come back. >> So do this part. Okay. >> Yeah. >> All right. Um so if you'd like to join
the lesson, you have a computer in front of you. You're more than welcome to just type in the join code there. Um, if you're in my document, you can click on the link, but you could just go to studentamplify.com um backjoin and put in the code. Um, and
this will take you to the lesson if you wanted to just experience the tools. If not, I'm just going to quickly walk us through. >> Thank you. Yes. So, this is unit four, which is on dividing fractions, which I know that students struggle with a lot of often,
right? A lot of times they've been taught that rule, keep change, flip or KFC or other other things, but they don't always understand how or why that works. And so think about how um the lesson supports us in better
understanding the um what divi how or excuse me why that di why that rule works excuse me and then how we can use diagrams to help represent um and solve problems by asking how many groups which is really what we're asking when we're
thinking about division. So, I'm just gonna come out of here and still sharing, right? Okay. Um, okay. So, first it would start with this warm-up for the day, which is designed for middle school, it's about five
minutes. Elementary school, it's about 10 minutes. Um, just so you know, the middle school lessons are designed to be about 45 minutes in length. Elementary schools are designed to be about 60 minutes in length. So, a quick warm up. And the warm-up
here says, "How many dots are in this image?" Let me see if I can make it a little larger. So, students would have the opportunity if they're on the digital platform, they can put in, they can annotate on here um how many dots
they see, right? The idea is that like you might see, oh, there's groups of four, and I see five groups of four here, five groups of four here, and use that to help me think about how many dots they can put in their answer. And then,
Whoops. Sorry, I just hit stop share. Ah, okay. They can put in their answer here. And then once they for this slide once they put in their answer they would actually see the thinking of some other students right so they would put in their answer and then explain how they
thought about it. As you can see there's multiple ways that we could think about it. You can think about it just even in terms of groups of four how many you see. Um but really getting students in that mindset of thinking about multiplication and then eventually how multiplication and division are related.
Um, sorry. Then we move into the activity. In our activity, I'm going to read the task aloud to the students. Um, and then they're going to have an opportunity to work on the next couple of slides. So, I
I'll read it to the students. This one is about making trace leches cake. Um, the popular dessert of Mexico and Central America. It's made with three different kinds of milk. In our problem, Alexis needs six cups of flour to make Tres Leche's cake, but only has a two
cup measuring scoop, which if you like to cook, you know, sometimes that's a problem in the kitchen, right? You have to think about how many scoops should I use. So, here they'll put in their answer. Let's just say they look at the numbers and they're thinking, "Oh, I just was doing multiplication. I'm going
to put in 12. they get some feedback and it's like, "Oh my goodness, I have too much flour. Let me go back. I might want to revisit the problem and think about what did I do wrong? How can I Oh, I see. She only needed six cups of flour and I was putting in that she would use 12 scoops,
right? So, two scoops would be way too much. And then I'm going to go back and edit. My teacher at this time can also see what I'm doing. So, that if she needs to come over or he needs to come over and provide me with some support, can definitely come over and see what I'm doing and provide you with support
that way. Then again, we're trying to connect that multiplication and division for our students first with whole numbers before we move into fractions. So, students would think about, hm, what did I just do? What's an equation that I can use to help me figure it out? There's two
different problems here that would work. They could either say 6 / 2 equals what? Maybe they use that or maybe they thought about it in terms of multiplication. Two times what number? They choose it and then um have an opportunity to again explain their
thinking. Their thinking then is shared with other students in the class so that other students in the class can also see is this similar to what I did? How is it different or is that is that thinking what questions do I have about that thinking? And it helps to guide the conversations in the classroom. Students
can be working individually or in groups. We've been pushing a lot for them to kind of be working in partnership so that they can have those discussions with each other as they're working. Now you see we move on in the first
activity still. This is the first activity where they're moving on to working with fractions. So, still that same six cups of flour, but now they only have that half a cup measuring scoop, right? So, they have to think about, well, my size scoop got smaller.
What's going to happen? Again, they would put in their response, let's just even say one because it's easier. We will see what happens. They get that same type of feedback here. They can see up not enough. How can I make it to that six cups of flour?
And then connecting it back because our our um learning goal is around connecting division of fractions to that bar model. So connecting it back to here, they'll watch a video
and think about how the video helps with um figuring out how many scoops of flour, half cup scoops of flour are needed for that six cups. and then ask to analyze the model and explain it back. Right? And while it is asking them
to type, you know, students do have the ability to speak into the platform if they'd like to audio to record it there. So, that's another way that it's providing sports supports for students that might need it. Um, again for some of our students that need translations,
it's available in Spanish, but they can also use that um Google Translate feature for up in Google Translate to translate in in their write in their own language and then have it translated in back into English for them.
And then we move on to fractions um to mix numbers. So, taking that same idea of needing cups of a certain cup of flour, we're working with two and two/3 cups and now we're using a different amount, that one/3 cup. How
would we do that? Same type of thing where they would put in their response. Check it again. Students might want to be thinking about like the bar model. What does that look like? They can draw, they should be able to draw their thinking here. Whoops. This one is not
so easy when I'm doing it, but they might want to draw a bar model, put some put some mathematics in and show their thinking that way. This is activity two. At the end of activity one, excuse me, my teacher should have had a conversation around the learning that the students had. So,
they've stopped, they're recording, what do we learn about division? What do we learn about dividing with fractions? How can bar models help us? Right? And then they move into um the piece where they're thinking about now mixed numbers and dividing by that. So follows a similar type structure. Now they're
giving them two separate models asking them to analyze them and think about how each diagram can help us calculate. So they're making connections between the mathematics that they just did, different visual models, which one maybe
aligns to them, and how they're similar, how they're different, how they support us in that understanding. U and then they're asked to draw their own diagram, right? Again, coming back together, there's card sorts. This is our third activity. This one is, this
one has three activities. it does move at a little bit of a faster pace, but they would then sort to see if they have a division sentence or a multiplication sentence, which ones go together. Um, and so they'd match those there. And
then our synthesis, so our teacher comes back, brings them together. What basically this is like the big learning of the day. What's the big takeaway? What did you learn? How can you use an equation or diagram to help us determine how many half cup scoops you need to make six cups? Right? And then there's
the exit ticket out the door where students get to show um to solve a problem. Teacher gets the information as to what kids did. Again, they can show their thinking on the slide. Um and that helps
me plan for small group instruction or the next day. and a quick little SEO check. Okay, >> so we're gonna pause here for a minute. We're gonna come back to this because I know there are a lot of questions even on Zoom and I'm sure we all have questions. We're going to pause Beth for
two minutes and let Senator Lou speak really quick and then we're gonna go right back to Beth. >> Sure. >> Thanks. >> Thank you, Eden. And >> great presentation. >> Thank you. Thank you. >> Wherever you feel like is a good spot.
>> Okay. I'm sorry my back not to everybody this is good right well it's good to see everybody here you know I thought I I thought that presentation was super compelling and that we apply
lessons to other things right I mean it's not just all math when it comes to pizza >> you know we can apply to physics like how fast you have to twirl the dough so that it remains a lot and doesn't collapse how much angle more momentum
you need to test the mality of or the pH level of the sauce make sure it's just right I think we can teach some history maybe what is the origin of the Sicilian slice versus
slice >> and and maybe even you know some sociology like social equity issues like why does a slice cost 350 in some neighborhoods and $7 in other neighborhoods.
>> So, I mean, I think we can apply pizza to so many different subjects and lessons. And the point of it, of course, is to keep students engaged and to do that in math. Uh, I mean, I was always engaged in math, kind of a math nerd, but math is not everybody's thing. And
so, if it takes pizza or tres leche or whatever to keep our kids involved, I think uh it's a good thing. So, congratulations to Super Mike. I I call him Super Mike Superintendent Dantona and his incredible team for really
leveling up our instruction here in District 25. Thanks to Eden and Shirley for carrying on the torch for this CEC. And uh welcome to all the new CC members. I mean like we have almost a whole new
crew >> and uh it's it's not an easy job you know sometimes the meetings go on late and we often hear about complaints not necessarily when people are happy but it is necessary that people have a great great job and you can see from the
number of people on zoom like I don't know how many people were on now but >> over 100 >> over 100 level of participation >> continues to make district 25 schools even bigger and better. As as Eden and
Shirley know, or maybe not the new CC members know, I'm a product of district 25 beginning with kindergarten. That was that was before they had the prek days. And so, uh, it's a it's a great place to to always be mindful.
>> Um, I know we're we want to get back to the presentation. I just wanted to come by and I want to thank Enid for giving me this opportunity to just just say what's happening maybe in state government. I know our superintendent is telling us what what's going on with the Department of Education. We all know
about the cell phone bans now which we enacted earlier this year in the state capital. Uh had a lot of complaints from students. Uh some complaints from parents. But I I think it's it's been launched pretty well. And I think by the
time November and December come along, I think even the students will have bought in because that's the experience that in every other school that has already long p long past adopted the policy. But students realize, you know what, it's a lot more fun actually talking with your
friends as opposed to texting them when they're sitting right next to >> and uh the classrooms are getting noisier, which you know is kind of a good thing to return to. the the lunchroom, the cafeteria is getting noisy as well. Uh so that's a good thing. Uh on the issue of school
governance, that's another big issue that we're going to have to deal with once we head back to Albany January. The issue of whether may control should continue or not. Different mayoral candidates and it's a pretty heated election. I know everybody here uh is
going to be voting because we have a lot at stake. Education is the number one job city government. So, whoever the new mayor is is going to uh weigh in quite a bit. They may they may be saying a lot of different things right now. I've
heard it all before. Uh at the end of the day, no matter who's mayor, there's going to be a state legislature, the city council, and certainly the parents and the CDC's input. And we're going to do our best to make sure that we have our best best path forward in ensuring
that our kids are well educated. And then the last thing I'll I'll mention is that, you know, I've heard from many principles, you know, some are outspoken, some are a little bit more behind the scenes, uh, concerned about enrollment declines and what it does to
their budgets. So, I know Superintendent Bona has a lot a lot going on here. The chancellor and education, they're also very much on top of it. We're trying to make sure that there's a performance
policy so that uh so that schools are not hurt drastically by the lower attendance level because of what's happening in the federal government. We'll continue to keep an eye on that. And then lastly, with regard to the federal government, we have an administration that wants to eliminate
the federal department of education. with this shutdown that's that we're going through right now. Uh he may very well be able to do that even uh even without the congressional authority to do so because 87%
of the federal department of education has been meaning to stay at home and not going to engage and whether they get pulled back or not at some point when the shutdown is over. Number one, we don't know when it's going to be over.
It could be many weeks and the hotel we don't know for sure that they'll be pulled back and so that's something that we're keeping an eye on in state government and trying to do what can to back. We're not going to look to backill all federal funding that's been cut from
the state of New York, but uh at least with regard to some of the education, healthc care cuts. We're doing our best to to make sure that our schools and people who need the assistance are not hurt or hurt as little as possible. So,
with that, let's get back to the pizza and thank you all for participating. It is your participation that makes our schools the best in the city. Thank you. >> Okay, so we're gonna let Beth finish up and then we'll take some questions as
well. Thank you everyone for bearing with us while we switch things up a little bit. Okay. So, I wanted to share just a little bit about some of the supports our schools are receiving in the roll out and implementation of the
curriculum. First off, here's a list of the schools that we have using um in our elementary schools that are piloting our PS21, 29, 32, 79, 107, 130,
164, 169, 193, 219, and 499. We really asked schools that were departmentalized in some of the upper grades to um if they were interested in in trying out the curriculum this year to think about how they can use that with their departmentalized grades. That's why
you'll see some are using it um in grades five only. They're only departmentalized five. And then we have some that are departmentalized all the way down to third grade. We do have um one school using it K to five. They had used it last year in three through five.
So PS1 went 61 169 used it last year with three through five saw tremendous um progress in the students and then decided to use it in K to2 as well. Um all of our middle schools again are using it in grades six through algebra
1. Um so just know that if you have a student in middle school they are using this curriculum. Oops, sorry. Here's some of the supports that schools who are either piloting or part of the
New York City solves um for middle school what they're receiving. They're currently each um all schools are getting three days of unit unpacking. So to really dive into the mathematics of each unit um to support teachers in understanding the content and how it
connects um within a unit and across the grades even our elementary schools will get a three days of professional learning that's a deep dive um into the a deeper dive excuse me into mathematical content and
the pedigogy that's engaged embedded within there. So things like let's explore the math routines. Um let's dive deeper and think about how the math connects across the grades. Um what what models are being used throughout the curriculum will also engage in some
inter visitations to learn from each other. Um and then middle schools will receive four days of similar type of learning. Um and in middle schools they're coming by grade. So each grade is coming together as a cohort to do
that type of work. In our elementary schools, we have it three through five. Um, and then each school is receiving coaching. For elementary schools, they'll receive four days of inschool coaching from Amplified Desmos. This was a um kind of a
what I'm looking for like a benefit for us for for piloting it, right? They gave us four days of free coaching in schools. Um, middle schools are getting a little bit more coaching because this is part of that New York City solves initiative. They'll be receiving eight to 14 days of inschool coaching. And
then in middle schools, I'll also be engaging in mandatory fall and spring implementation checks as a part of New York City middle school um New York City solves. However, we all will also be visiting elementary schools and doing similar types of checks.
How can families support this type of learning at home? Um families can log on through um student devices. So they can ask students to log on to Clevver and then access the Amplified Desmos curriculum online and see the type of
work that's happening within the classrooms. Just know elementary schools there's not as much online learning. So asking them to bring home the workbook is more supportive um for students. Um, homework may or may not be every night from Amplified Desmos. Sometimes I know
they have I Ready, but there are those practice problems. Um, really when you're working together with your child for homework, emphasis on the learning that's happening in class and having those discussions about the mathematics. So, when students are coming home asking
them, hey, how did you come up with that answer? What made you think that? How does that connect to what you learned today in school? Some support tips are again ask students to show you what they did in Desmos. Encourage them to explain their thinking and then there's also some family
resources that I've linked at the end of this presentation. So, here are some of the family resources from Amplify Desmos. This caregiver hub is amazing. It has um every unit, every lesson within a unit
has a summary for families and then also some um practice problems to work on whether you want to do them yourself or do them with your child. And then there's also an answer key. Um if you wanted to just learn a little bit more about the rating it received, the
curriculum received in ed reports, it's linked there. the rationale behind um problem- based learning inside the classroom and then also like what do we mean by a social collaborative classroom like what does that discussionbased
learning look like? Um and then some success stories. Finally, just a few other resources that you can support um that can support math learning at home. These are just some links. Um, bedtime math is one of my favorite ones. If you want to just go
and there's like a little story that you can talk about, provide you with questions. The questions are for lower grades all the way up to upper grades. So, the questions vary based upon the age of your student, but but still the same story. Um, and then um also figure
this is great. This is from NCTM. This provides with families questions, the types of questions you can ask to support with homework help. And if you're looking for some virtual manipulatives, PolyPad comes from Amplify. That's an amazing resource as well.
Just some updates for me. We do have two more. We have two district U math nights. Um this year we'll have the first one Thursday, January 22nd at PS129. It was amazing success last year. I think we had over 200 fam uh 200
people in attendance. Um and then also we'll have one at the middle school. All grades are invited to attend at each of them. Just put some some pictures of um the learn the activities from last year. You could see all the families are having so much fun engaging in those
math games. Lots of laughter going on, but also lots of math learning. Um and then a list of other games if you'd like to play that address mathematics. for me. I will also be conducting three family workshops this uh year that I
really want to get at supporting families in understanding the concepts of math. So a lot of times it's like how do I support with this? I can give you strategies but maybe you also want some um some some support in understanding the content. So our first session will
be around understanding addition subtraction how that progresses through the grades. How do we move from just even identifying numbers all the way up to working with variables and equations? Same for multiplication and division. And then um everybody's favorite, some
learning around fractions, ratios, and proportional reasoning. We'll look at some of the amplified tasks from there as well. And I think that's pretty much the end of what I had. So I'll be happy to take any questions um that you might have. Do any council
members have any questions first? Sure. >> Regarding the workshop that you mentioned, flyers or anything flyers? >> Um, yes. So, the district will will make the flyers and then we'll post them on the website for families. Yeah.
>> Okay. Awesome. >> So, this is new original compared to what differences. >> I mean this one is research based. >> Yeah. So, so what what has happened over
the course of time, especially in our middle schools, is they started with a base program um that was then included with another base program that was then included with another base program. And then before
you know it, there it became a combination of so many different programs that was not common amongst um schools but sometimes not even common amongst some of our of our teachers in certain cases. So um the the range of
program varied from building to building which for us here at the district and the context of New York City solves. What was important for us much like going and trans moving forward with New York City reads was to make sure that we establish a common curriculum across all of our schools so that we can have
common conversations around the mathematics. Where are our kids doing really well? Where are our kids struggling? um and then we can engage in that discussion around in a common space rather than of so many different angles of of of approach into the mathematics.
So that's one thing. The other thing that you'll notice is the entry point is a little bit different. The entry point is going to bring them through some type of a routine to really build their muscle. You know, some of the questions that were in the chat were around uh foundational type of mathematical
skills. Those are all embedded as part of the the work that's going to happen inside of this program. It's just done a little bit differently. It doesn't change the fact that kids still know need to know how to add, multiply, subtract, and divide. All of those things are still embedded as part of the
program. Just the approach is a little bit different. Uh it's more experiential than um where kids will have just follow these steps. and having a ninth and 11th grader that at times struggle in mathematics. One of the reasons why is
because they learn very much so through follow this algorithm, follow this step. The problems that we have to solve are often not as simple as just follow steps. when we change the problem just a little bit, if they're not equipped to
think through that problem, they wind up getting lost and the algorithm doesn't necessarily help them because they can't do the thinking to help them come to a solution. So, that's big part of the difference that you'll see in these programs. So, one of the links there that you'll also see from ED
reports was the research that went into um Amplify in the selection. For those of you that were not on the council last year, we had council members from the CEC participated in a district-wide math team. Um that engaged in the analysis
and review of three specific programs. Um one was I Ready Mathematics, Illustrative Mathematics, and Amplified Mathematics. Those are the three programs within the New York City solves um I know bundle I guess. I don't even know what what you were kind of refer to
that. But part of that whole approach was visiting classrooms, seeing it implemented in classrooms, having the vendors come and present and um having folks give feedback in the process. That's teachers and students alike um so that we can make a really informed
decision around uh where we were going to go next as a community. Now there was a question also in here about uh am I worried about implementation of a new program uh and what its impact can be? Of course, you know, I I you always
certainly worry about that, but I do believe that uh you know, our teachers are um are equipped with what the the math content is that has to be taught. The content is the content. This is just about organizing the information in ways that gives access to children
across um across our school from children that might be struggling math learners to children that are those that um need a little bit more of that enrichment space and it helps meet be kids where where they are uh with problems that allow them to to really
enter in different ways. So there was a lot of of uh connection with with our parent community, student community, staff and building leaders uh to make this uh to make this choice. But always anytime there's a new program much like we did with uh New York City reads, you
get a little bit nervous about implementation. Uh but we have been seeing progress and in in district um while we didn't necessarily grow by the 6% we did in reading, we did grow a little bit in math. We're just under 70% performance in math, which says that
we're doing okay, but we have a lot more room to grow. Um, and it's for those kids that currently are not meeting the mark that we're really working on and towards. Uh, other questions around devices. Um, so we do have some schools that are 2 to one scenario, but not all.
Um, so any issues with with those types of things and needing of of those types of resources, that's just about connecting with the building leader. Um if there's an issue there, you can certainly contact us at the district office and we can certainly support uh to make sure
that you guys have uh the access that you need. Um so I just saw a comment my child is in grade four is enjoying amplify and sharp contrast to another program >> also. >> Also can we obtain workbooks be
workbooks for >> uh for the amplify? >> What about Yes. >> Yes. >> Every all grades. Yeah, all grades have um have workbooks that are associated with you know and sometimes I think you know because we wind up showcasing a lot of the digital platform which by the way
there was another question around assessment. Assessment is embedded and in fact that's one of the things that I like about the program the most is that it gives teachers feedback as students are learning going through the problems. So it's not let me wait till the end I see an exit ticket. It's through the
implementation that they're seeing how many children were were successful or not. What was their thinking in terms of solving this? How do I help child A versus child B get to the end goal that you're hoping for. Uh so we have seen a lot of of students provide us with
positive feedback thus far. Um, we're also going to continue to grow with that as time goes on um through a partnership that we do have with uh with a research organization to help us gather uh additional supports for our teachers and students. Um, I think I touched based on
on most of them. Let me go back to these questions. I was gonna touch that because I know my daughter is using it in fourth grade this year and I know the teacher said we're learning alongside her as she's learning but we haven't seen any of the books that they're using.
>> So I think that's where that comes into play because the books have not come home at all from what I've seen. Um yeah so when I meet with um teachers I'll share some of that feedback also there they should in the lower grades they should be able to at least to at
least be posting the um um the family resources for each unit so you can see what each lesson is within the unit. Um I get I'll tell you why they most likely don't want to send them home. They're heavy there. there's two
volumes and they're like super thick the workbooks and so with all the computers and things like that like personally I would not want my child carrying that home. Um but thinking about then what does what does that school to connection for mathematics
look like? How can we support the families in understanding what's happening with the students and then also um have a sense as to what what our students are how they're doing in the mathematics curriculum. Um, they should, I don't want to misspeak because I know
there's a little bit of differences between elementary and middle school, but I feel like they should be able to also download workbook pages and post them to a Google classroom so that you can also see um the workbook lessons uh on the on the Google classroom. So, I'll
make that um suggestion to families so that you excuse me to to schools so that families can see what what students are doing. Awesome. >> Yeah. There was also a question in here just about um you know for schools that aren't necessarily piloting it. You know we we're we're connecting with all of
our teachers in terms of training. Um we have two Elizabeths, one goes by Beth, the other one goes by Liz. They happen to both be our math team. Um but both of them are working collaboratively to make sure that teachers across our grades are receiving access to training. Um so that we are hitting the ground running
wherever it is that that we are within this space. um certainly different from those that getting a chance to implement it today versus those that might have to wait until next year. The entry point is a little bit different, but our goal for all of our schools moving forward is
that we provide them opportunity going into next school year to access practice a little bit so that they're ready to go for September when we hopefully have implementation for uh for all schools going into next school year. And I say hopefully because we we do have to see how it gets rolled out through the
elementary school level. Reason why it's a pilot is because right now New York City solves for us is at the middle school level, but we had some schools that were interested in piloting it based on the feedback we got from kids and from staff, which is why they brought it down to some of our elementary school grades.
>> And and the curriculum is really just a tool that can be used to support us in implementing those math shifts that I started with. So even our elementary schools that are not implementing it, they're they're using things like mathematical instructional routines to support that sensemaking with their
students and to support those discussions. We're also having conversations around what that assetbased support looks like using the curriculum that you have. So all of those things still live within the schools that maybe aren't using Amplify. It's just that um sometimes it puts a
little bit more work on the teachers to go find some of those things. And so the the curriculum does does some of that heavy lifting for the teachers which is which is nice as well. So >> is there any other questions? >> Uh it was just a couple about the the
one really mostly about the the print out between home and the workbooks and making sure that there's the connection between home and school. >> So it's something we'll have to make sure that we're reviewing to make it clear across all of our buildings. >> That's great feedback for that. Thank you so much. Um and listen the yes this
there there are digital resources that are present but it does not mean that's all that the kids are going to be doing. >> Uh it does not mean that 100% of the work is going to be done on a computer. >> Um there are going to be a balance between the both. And just so all of our families know our students are held
accountable to completing an assessment in April May that is on the computer. they do need to know how to make sure that they can do things with with the tech tools in order to be successful on the state exams in uh at the end of the school year. So, part of that is also uh
building the muscle of our kids to make sure that they feel really good and confident um using the devices when when the time comes. So, um you know, in terms of devices, our schools are typically in a in a good place. If you're experiencing otherwise, that was a question in here. You can certainly
let us know. Uh we're we're consistently tapping into our schools to see where they are with resources. Um so those you can connect with us on at the district level and reach out to Jenny from our team. Lewis, if you can put Jenny's uh contact information in the chat um and
we can certainly support. >> Thank you everybody. >> Thank you Beth. So, just to check with the council real quick before I do anything right now, the person from Foodstream does not seem to be online or here. Is everyone okay with allowing our
borrow president representative that's here to speak? Anybody have any issues with that? So, I can have her come speak instead. >> Awesome. Catherine, I'll be >> we don't know where she is. Yeah, you're good. Awesome. Hi everyone. Good evening. My name is Katherine
Zupat. I'm the burough president's director of education and services. Very excited to be here on his behalf. Um we are making a round across our CC tonight and I want to congratulate and relay our ongoing acknowledgement of our uh CEC
appointment this year Mr. Steve McKendle and we have Mr. Kenzo. So we're very excited to have join you for the next term represent the world president here. Um a number of things we've been working on but we just held the high school fair
where a lot of your families came out. So, we're very excited for that. We also released our uh fiscal year um 2026 um allocations. Um in total, this district in the past three years has received 5 million. I do want to leave
my card with you all. We do retain um tours of schools and really want to acknowledge that there are some pressing needs across the burrow. So, if there's a school that you feel like I should relay that to the federal president, please feel free to reach out to me. The fiscal year 2027 application for
resolution A, which is the grant that principal will fill out at the beginning of next year, will be out January 1st. Um, this year, the burough president did add an amendment, you could say, where each principal will need a uh PTA letter
of support for their priority. Um, so that is in addition. We will have parent workshops and community stakeholder um briefings um and participation for you all to know what that looks like. Um in addition, we're hosting a college fair
tomorrow at John Bond High School. We're very excited for that as well and just having working partnership with you all. Please feel free to let us know how our office could be more supportive, but also how we can partner um in collaborative events. And thank you for having me as well Eden and
Superintendent Dantona. Um, it's always a pleasure. So, feel free to reach out. We leave it to our appointments to relay any outgoing issues. But, thank you once again. >> And we want to thank you guys for actually helping us fill those seats because I will tell you in how many years, Shirley, now we have not had for
president seats filled. >> Wow. >> Well, we're glad. We're glad we're not having two seats filled. >> You know how to get I got the easy. >> Okay. So, >> yes. Yes.
>> Dr. Mike's gonna love me, but I'm going to put his timer on. >> Oh lord, I'm getting time. >> We're gonna turn the board. >> Oh my god. >> He really has a timer out. Oh my goodness. >> Oh man, I'm feeling a little bit of
pressure right now. Hold on. >> Hold on. >> I'm giving him a chance to get started before I press it. >> All right. Um, hold on. Let me go. See, now you got me so so concerned here. I'm in the wrong I'm in the wrong slide deck.
Make sure I'm in the right one. Okay. >> Okay. >> Okay. >> Go. >> Go. >> All right. Good evening everyone. I appreciate uh one. Thank you so much for the the comments and the and the questions in the chat. We'll make sure
that we review any perhaps that that I didn't answer uh in the process. those that mentioned the whole the whole notion of of device issues. I do encourage you Lou has put into uh from my team put in the chat uh Jenny's contact information from our team as
well. Uh so you're more than welcome to reach out to us and we will connect with uh with your schools to get to the bottom of what resources you do need. Uh so thank you for for your contributions uh tonight. I appreciate it. So, a couple of the things that um that
we always always do in our district meetings is this space of connection before content. Um we talk a little bit about district goal updates around baseline, parent survey, student survey. I'm also going to give you guys some updates around enrollment, when those enrollment dates are um because they are
important for you guys to keep in mind. Now, um this because I I am on a on a on a clock. Um we always do this little getting to know you type of space um just with conversation cards and we're asking all of our schools to connect
with our kids uh on a routine basis where we're engaging conversation cards and things that we're calling connection before content. Actively connecting our kids in relationship building before they begin any of uh our work. hoping to do this at least once a week where our kids are learning to work with one
another and engage in relationship building types of conversations. So, here is just a very small entry. Um, is there something you are afraid to try and why? And don't mind my little bit emmoji don't panic guy that we have on there. Um, but we what we do what we
would do here in small groups or in partnerships would just you know think and reflect on this little question then and then kind of answer out loud. So because of of the clock, I will just share mine. If anyone else wants to share theirs, no problem. Uh but one of the things that always kind of the idea
of it always made me a little bit nervous is the idea of skydiving. It's not something that I I don't think that I would ever necessarily get myself to be able to do. Uh I know people love it. I know that people really enjoy it, but for me, when I'm thinking about
something that I would be afraid to try, that would be one of them for uh for myself. I don't know if anyone else has anyone a quick one that that comes to mind. You're welcome to share before we move over. Yep. >> Ziplining. >> Ziplining. >> Why? Because I'll be like, are they
doing inspection this month? >> Why me? >> So, ziplining is a hard no. >> Yeah. Bungee jumping, too. >> Bungee jumping, ziplining, and jumping out of the plane. So, and I'm not when you say I'm afraid of heights. I'm not necessarily afraid of heights, but >> afraid of heights.
>> Oh, you got roller coaster at the top. >> So, listen, these little activities are intended aren't intended to be long. Uh, but in class, it can promote and provoke a nice little chat amongst kids. Um, and more importantly amongst our adults as well. It's not just about our children.
It's about everyone growing in developing positive relationships. This is something that's really important to me and something that I I'm I'm asking our schools to make important to themselves as well. Uh so this month we had a number of things. It's breast cancer awareness month. It's national principles national
principles month and national bullying prevention month. Uh so for all of us that um you know have have folks that that are close to us or that we know that uh where breast cancer is directly connected to you and your family. This is certainly an opportunity to keep
those folks in in our minds. uh but also to kind of raise that awareness to make sure that um all do that what's necessary to try to keep themselves good and good good and safe. Um huge shout out to our principles specifically here in district 25. um
they work incredibly hard for the kids in this community and um you know I appreciate all of them for what they do and the the space around bullying prevention we know is so important for our for our kids and our community to make sure that and you know folks that
are on Zoom what you wouldn't have seen is that this this collective group uh meets with me about a half hour before every session and what we've been talking about is how are we going to promote the space of wellness kindness and community across all of our schools um because of the importance of making
sure that our kids do what's right by each other and themselves. Um so big shout out for all of that. Um September was National Hispanic Heritage Month. Um we were able to honor and uplift history, culture, um and the
contributions of our Hispanic Americans uh especially in New York City. Uh so schools across the district engage in a variety of different activities uh to really celebrate uh Hispanic heritage. This is something that we will connect with um over the course of um of time
throughout the year. Like to bring in some of the the images of what's happening inside of our schools and bring them to you. Upcoming events, uh we are doing a virtual parent workshop series for our English language learners. Um, Wednesday, November 12th,
uh, will be available in English and in Spanish. There'll be trans Spanish translation. And Wednesday, November 19th, uh, focus on this is really around supporting literacy for our for our students, but for our parents to have access to conversations around how to
support their children uh, in becoming really strong readers. uh which ultimately is one of our biggest goals as a district is that all of our children um you know become successful readers um across the their experience here in district 25 special education we
have a virtual parent uh workshop uh series as well uh Nathan was here for last month's CEC is an extension of that um of that meeting he'll be doing that session on Monday November 24th and this is around understanding your child's IEP
parents that are on this Paul, I can't impress upon you enough. If it's not yourself, if it's someone that you have in your family that's not sure about the IEP process, please make sure that they join. They don't necessarily have to ask questions if they're concerned about asking questions, but it's really good
information. We have all of last year's up there as well. They're all archived videos. Uh we do it again anyway just in the in the event that we have other parents that have questions that weren't able to be there last year. So, this is an ongoing routine u and expectation for
uh for me to make sure that our families understand what's going on with the IEP process. It can be a little bit intimidating if we're not sure. So, asking questions is really really important. We are also, as Beth mentioned, going to be having a math uh virtual math parent workshop around sensemaking in math at home. Again,
encourage you. We always get a really really nice turnout for these uh for these sessions. Uh we do try to make sure that we always have translation support accessible for any of our families that need it. Um so I encourage you to participate. Uh what you don't see on here because the date is not
formalized, but every year we do a thanks for giving walk uh from with Diana from our team where we encourage families to bring canned goods and then we engage in a little bit of a walk around uh Bound Park is where we've done it the last two years. Uh we do plan to
do that again. We just have to solidify the date. So, more to come on that enrollment updates. Uh, how am I on time? >> You're good. >> Okay, good. Um, >> 22 minutes ago. >> All right, good. Uh, fall fall 2026, uh,
high school admissions timeline. Um, so Tuesday, October 7th, yesterday, high school applications. Whoops. Let me just narrow this so that I can see. Uh, high school applica application, LaGuardia application, specialized high school admission test registration opens.
Friday, October 31st, SHSAT registration closes. Wednesday, December 3rd, high school and LaGuardia applications close. And Thursday, March 5th, 2026, high school offers will be released. Uh, for those of you on the call, uh, and everyone in this room, I will revisit
this every single month until enrollment processes are done. The reason I do that is to make sure that if someone wasn't here today, they hear it again so that we raise the awareness as much as possible around when do I apply for certain things. So, you're going to hear
me talk about this um on a monthly basis. Middle school admissions timeline. Wednesday, October 15th is the opening for middle school applications. Monday, November 3rd, deadline to register for Mark Twain uh and District 21 talent
tests. Uh, Friday, December 12th, middle school application closes. Wednesday, April 15th, middle school offers are released. Kindergarten uh, kindergarten admissions Tuesday, December 9th, kindergarten
application opens. Friday, January 23rd, kindergarten applications close. And then Tuesday, March 31st, kindergarten uh, kindergarten offers are released. 3K prek. Uh Wednesday, January 14th, 3K
prek applications open. Uh February 27th, 3K prek applications closed. Um and then later in the year in May, May 12th, preks offered and 19th, 3K offer are released.
G&T grades 1 through 4. Tuesday, April 21st, G&T upper grade application opens. Friday, May 8th, G&T upper grade application closed. And then Thursday, June 11th, G&T upper grade offers are released.
Okay. Uh gathering data to support our next steps as a district. So, uh a few of our goals, and this is something that we just went over during our district leadership team meeting, um is around gathering some feedback from our
community. Uh so parents um those of you on the CC and parents that are on the call uh we do have a series of survey questions that we will be sending out to you. This is just in the form of of a Google slide. you'll you'll be getting
it in the form of a Google form uh to gather feedback from you around uh current experiences in terms of parent engagement. Um your ability to attend sessions, you know, whether it's around reading, social emotional learning, math, um or school-based events, uh are
you feeling comfortable about engaging with your school, all those those real important questions that we'd like to know. And part of that is bringing it back to the district leadership team as well as me sharing here two things. what did the data say? But more importantly, what is it that we're going to do to
help support uh additional outreach and and um and connections to our family community? One thing that I can tell you that that um I do as much as I possibly can uh is when I see the information, we make decisions to support it. The reason
why we have so many district-led family events is because of what I see inside of the survey information. It's not just about what schools do. I look at it as what is it that I can do to also add to the add to the work. Um which is why you see so many of these different events
that are coming from the district level. Uh and you'll see continue to see them as the year goes on. Uh this is here just for your information. What I do encourage you to do if you have any questions that you don't see there that you think would be, you know, appropriate or maybe that we should ask,
uh let me know. uh if you can do that sooner rather than later because I do plan to send this out within the next couple of weeks to start gathering some feedback from parents. We will be doing this three times this year. Uh we're going to align our our surveys, the parent survey, and the student survey
which I'm going to talk to you about in a moment with our three windows with which our children take their screening assessments. So we have a beginning of the year, middle of the year, and end of year data set with the goal that by the time we start it shouldn't be looking the same as the way that we finish.
That's what the hope is that we start seeing some progress based on any areas that are deemed as a need moving forward. Um, but I do encourage you um, you know, we just did this with the DT. I've already made a couple of changes to the survey based on the feedback that
they was shared there. Um so and we will do that based on any feedback that you guys might have as well uh in regards to the parent survey student survey. Um so across all of our schools children in grades three through eight uh are being
asked to participate in an SEAL survey. Um this survey covers the five core competencies of social emotional learning. one around self-awareness, social awareness, self-management, responsible decision- making and relationship building. Um, this survey
will also be implemented three times throughout the year uh so that we can gather feedback around what are some of the supports that our kids might need um in order to improve some of their perceptions in this space. One of the components that is typically
the the one that that makes me really focused on wellness, kindness, and community is that our middle schoolers at times do indicate that some of their peers do not necessarily there's not that mutual respect across all of their peers. Um,
so part of our work and our action plan as a district is to make sure that we're doing as many of these connection before content activities as as we can to really bolster those social interactions between our children. Um, so you're going to see that with frequency in the
in the district as well as a greater emphasis on the implementation of mind which is our social emotional learning program here in district 25. Um, was that it? Yeah. Okay. Uh SLT training. Uh this is just for all of our
parents to also be uh aware whether you're on the SLT or not. Um we are organizing our training session. This is for all parents our all parents that are on the SLT, all of our teachers that are on SLT, all of our building leaders that
are on SLT. We have a tenative date scheduled for Monday, November 3rd. We will likely do this session twice. One at 4:00, one at 7 o'clock. And the the content of these sessions will be as follows. Um one, Eden and I will be
doing a little intro and greeting um around connection before content. You'll see it again everywhere I go. Um wellness, kindness, and community. So we'll be bringing what we've talked about during our district and district and CEC collaboration to our SLTs so that we're having this constant loop of
discussion around the things that we believe are important so that by the end of the year we're in a really really solid solid place around where we want to be as a district community not just as a school community but as a district community. So the more that we can engage and have this feedback loop
around the work the more likely we're going to see a positive outcome across all of our schools. So you're going to see that during this meeting. SLT 101 and the chancellor's regulations, those will be also be covered so that everyone knows the governing part of school leadership teams. So that will be
discussed. Progress monitoring really really important whether you are a parent that's on SLT or not. Um where is it that that our schools are? So part of this is making sure that what you'll see from me that that I model and expect is around the idea of a state of the
district. So all of our schools because of that will do things like a state of the school and they'll share the current progress of their schools again of the school against their goals. Similarly that's what is going to be shared during um the SLT training
um MTSS expectations. This is really important. This particular set of slides will be modified based on what we're currently doing this year. uh so we can communicate with all of our school leadership team members uh what what we're expecting our schools to think about and do for children that are
falling outside that sphere of success uh as well as how are we addressing the instructional core for all children in the most important tier which is tier one and that's instruction that all children receive and then lastly it'll be around uh school budgets so that's
just an FYI for all of you another layer of this just So, so that you know um there is something that's called the bianial review that school leaders leadership teams uh would get surveyed. This hasn't come out in in a
bit but it's something that I do um because it I feel that it's important for us to get the most current information. We have new SLT members and what this survey really calls for and talks about are things that are really important for SLTs to do. Is the
progress monitoring happening? Are we functioning as a team? Are we coming to consensus together? All of those things that we want in terms of of a real solid SLT meeting is present in this survey. We will take that data, we bring it back to our district leadership team, and
then we make decisions to help support our schools to make a really, really robust experience for all of those that are on the team. So, more to follow. This is really moreformational for you than anything else. Knowing our students as readers. This I shared with you last uh last month. We
still have a number of our students testing. Uh but we're in a place where I can share just generic. I don't want to share percentages yet because we're not done. Um but K to2 again is Aadians 3 to 8 I ready uh for reading. K to8 is I
ready for mathematics and then algebra 1 regents uh students are taking the math. Uh these happen three times a year as I mentioned. And where we are currently right now with I Ready reading uh similar to um Oops, that should be
that's a mistake. Hold on. This is 1%. Sorry. Let me fix that. I don't know how I did that. Um I ready reading um is similar to last year. It's about 1% higher than the baseline from last year.
uh I ready math similar again to 2024 25 3% higher currently and I say currently because the we still have hundreds of children that still haven't completed it yet. I'm just giving you um a snapshot of where we are next month. Um we better
advance that timer so I have more to chat. um the uh 3% higher currently in math and then acadians is a little 3% lower than where we were um last uh last year at this time. And primarily the the
space that is a little bit of a tick lower than last year's is kindergarten. Uh so the kindergarten entry right now is a little bit lower than what last year's kindergarten uh entered with. Um and but I'll give you more more details on that when uh when all are completed.
we still have about a thousand kindergarteners that have yet to test. So that may or may not be true uh when it's all said and done. So the the district literacy plan um I have this in here. There is a link. I'm not necessarily going to go through this
all, but I will just show you um a couple of things in here that um are really important and part of a commitment that I have this year to in terms of growth. So, we are going to continue our work with New York City
Reads um and our focus on explicit instruction. This is an important piece of our work. Um this is now year three of HMH implementation. We are in a far different place now than we were two years ago. We have a great deal more
knowledge about the program um expectations within the program. So for me, one of the the the places that we're going to continue to learn and grow through is making sure that our delivery around explicit instruction is supporting all of our learners inside of
our classrooms. And to do that, the emphasis that I have, the point of emphasis that I have um this year and point of of our focus is around making sure that we have a real good knowledge of our standards, a real good knowledge of where our kids are in terms of need, and then a real good knowledge of what
the resources are embedded within our instructional program to support our kids uh within day-to-day lessons, not necessarily about the interventions, but this is inclass tier one instruction. what am I doing to think about the kids that are inside of those inside of my
classrooms uh to help them meet grade level content? So, that's just a a small little part of what I wanted to share. It includes kind of our goal setting um and the areas that we're focused on as a district are present in here for for you
to um to review um as you so choose. Oh, wrong slide again. Sorry. And uh lastly, these are just our DCP goals. These I will keep up here consistently for your reference. Uh we reviewed them during last month. I'm not going to to necessarily read them to you
again, but our focus, as I mentioned, is around explicit instruction, making sure that our targeted groups are meeting the expectations that we're we're hoping for. We made a bunch of progress last year, but we have a lot more work to do. uh a group that we're really paying
attention to uh significantly are are our English language learners or also known as multilingual learners. Um we are piloting a um a program for 10 of our elementary schools. The programs called English 3D. The focus on that is
to really elevate our entering and emerging students as fast as we possibly can. of the 5600 English language learners we have in the district, 4,500 of them are within their first couple of years of service. Right? So these are our children that
are that are just coming here that we need to continue to build the language for. So that's what we're really uh in intent on doing. Um and you'll see you'll hear me talk about that a lot uh throughout the year. Again, studentto student relationships for priority 2. I mentioned that mathematics we've already
talked about. uh civics for all. This I mentioned during our last session really quick. It's about making sure that there is um project soap box that our kids get to engage in in um engaging in research and then um being able to share a speech
with their peers and then hopefully much wider than that and getting to the citywide competition uh as well as a take action project. That is something I'm really really um excited about to continue to build as a district community. We did really great work last year and looking forward to doing really
even better work this year with the goal of of earning one point to the seal for civic readiness for all of our eighth graders. That's what my intent is there. And safer college program for all of our families K through four. Uh we're looking to get an increase about 10%. We have only 39% of our families uh last
year that participated in the safer college program. We want to increase that uh by by a minimum hopefully of 10%. Uh participation allows $400 to be added to a savings account for uh for our community. Uh and lastly, chronic
absenteeism. I will say um I know that there's concern about attendance. Our attendance rate right now is 95.5% here in District 25. We're the second highest in New York City. Um, we are point4 away and my goal is to continue to strive to be the the highest attendance in New
York City. Our chronic absenteeism rates are at 11%. >> That's down from around 19% from last year. Now, I'll say that now. >> We wind up running on a on a roller coaster. So, this is where we do need all of our parents to really be very
connected on this as much as we possibly can. as winter comes, get those hands a washing, you know, keep those those fingers out of the mouths as much as we possibly can because we know that the flu and all those other fun things wind up happening too. Um because we do know that the the more our kids are in
school, the greater likelihood they are to learn um and meet expectations. When they're not in school, it does impact. Um while we're having a good deal of success now, even 11% is a lot, folks. 11% of 23 thou over 23,000 children,
we're talking 2,300 plus children that are still chronically absent here in district 25, right? So when you hear 11%, it sounds >> okay, >> right? Comparatively speaking, again, amongst the best in New York City, but there's still a lot of room there that we have to to grow in so that our kids
are as successful as possible. And lastly, for those that are on the call, take advantage of you being uh being on today. I know that we lost some of you, but if you're still on, there's a padlet there. We are still looking for feedback around um defining what wellness, kindness, and community means uh to you
as a parent, what you would want it to mean for us as a district. So, we encourage you to open that Padlet, share some of your feedback to help us really grow in our conversation around how to make that uh a district-wide expectation. And that Am I good? >> I do. Did I mean it?
>> Under. >> Oh, under. This is >> you still had four minutes. >> This is good. This is good. I talked really fast. So, apologies. >> Some questions though in the chat if you want to take a look the one >> that were not answered. I don't know if there's any others and then I'll see if the council has
>> Oh, so in in terms of in terms of counseling, if there are any any red flags, uh certainly our counselors and our school support will will, you know, certainly be there to to connect in any way necessary for a child. So uh the goal is to provide us with support
around what do we need to do in tier one meaning inside of our classrooms. Tier two, are there any children that are showing any any at risk types of concerns? Uh and certainly tier three or you know anything that's more extensive. The survey is not going to necessarily tell us that as much as other behaviors
and feedback that we get from families. Um this is really just to give us a snapshot around perceptions of children. It's not uh overly it's not a diagnostic necessarily. this is just a child's perception of self. Uh so we will use it to to kind of help organize our our
programming. In terms of the SLT, yes, I did receive feedback around um will it be virtual? Yes, we will do it virtually. Um I love in person, but I do know that we have lots of of needs amongst our families and our and our staff that we will do it multiple times
in a virtual setting. Uh you'll be able to choose one or the other. You don't have to do both. Um, but yes, we will make sure that it's virtual for you. >> Was there any other >> I think that was it. I think Egypt got the other stuff because I helped her answer those. Does anybody in the
council have any questions? >> So, >> no. So, this is a district-wide SLT training for any SLT members throughout the district and an invite will go out for that. >> Oh, yeah. Yes. only this the SLT
training is only for SLT parents. It is not a um you know a district-wide where every parent feel needs to feel compelled to go. This is just for school leadership teams. We do it every year. Uh feedback that we had received in the past is that we do it early rather than late. Uh one
year we did it in January and then some of our parents said, "Oh, I would have really loved to know that information in in uh earlier in the year." So, uh that's why we're doing that. And you know, Mr. Heran, I see your comment. it it doesn't work for most parents and I totally get that which is why we made the switch. But there is something about
a personal connection that you get to make in person that I think sometimes we get to we we often miss um you know because of that. So uh I do hear you. That's why we made the change. But uh the reason I like in person is because you make that personal connection with someone that you can't necessarily do
through uh the boxes on a screen. Um but thank you guys. I appreciate you as always. If you have any questions, I'd be happy to answer any of them that you have. Yeah. Um, so on the subject of trying to stay healthy in the winter, I was wondering again with school buildings if the circulation has been
sort of tested there to see if they're preventing, you know, the build up of germs in the air. >> Yeah. So, uh, so our custodians, custodial engineers, facilities managers, they're always making sure they're taking stock of what's going on in their buildings. um if there are any
concerns with uh with air quality or anything along those lines, those are things that they attend to as soon as they possibly can. Um but yeah, it's not it's not something that um that I can give you like say this is room 101, this is when they were tested kind of thing,
but they do attend to that throughout the year. >> They do test it specifically >> if it's if it's necessary. They don't just test every room. if they see that there is an issue going on in a classroom, teachers expressing concern about um you know the air quality or concerns about what's happening in
classrooms, we have everyone is getting sick, they'll make sure that they do their their appropriate cleaning and stuff and things along those lines. Um but specific room testing does not necessarily happen on a they're not testing, you know, room on a daily basis, but their ventilation certainly
all the time. >> Yeah. Any other questions? Awesome. Thank you, Dr. B. >> Sure, my pleasure. >> I'm going to make things very simple. Um, for my report, there's been emails.
Um, council received multiple emails where we've been involved in going to the PEP meetings. We've been going and looking at some of the resolutions that they're passing. Um, so just to give some feedback there that's going on and we will be kind of slowly looking at
that as a council as well. Um there's also a lot of districtwide events that are constantly coming up for us and also um overall for the schools even out of our district. So we're continuously looking at all these trainings that people are jumping on from the council.
So just wanted to share that with the public. Um other than that I don't have anything else right now. Do we have anyone for public speaking? >> Okay. Is there anyone on Zoom that wants to raise their hand that had wanted to speak?
Okay, perfect. So if that is the case, somebody want to motion motion to adjurnn from Shirley. Anybody want to second it? >> 8:33. We're going to take two minutes and then
we're going to start our business meeting. So thank you everyone and have a good night. Thank you. >> To call our business meeting to order at 8:39. >> Everybody ready?
>> 8:39. >> Let's go. >> I'm gonna I'm gonna start your roll call for you. Charlie >> Stephanie >> presine >> Steven >> present >> Vincent >> present
>> Kent >> pres >> and I am here as well. Thank you. Okay, if everyone could take a look at the calendar and business meeting minutes from last month, we can look to adopt those minutes. If anyone has any concerns or anything,
let me know. I know I caught one spelling error. We corrected it beforehand, so it should all be good to go, but just let me know. Does anybody see anything of concern on the calendar minutes? >> No. >> Could we get somebody that is everybody
good with adopting those minutes? >> Yeah. >> What about the business? >> Good. >> Okay. Minutes are adopted. >> Shauna, you have a copy of the budget there if you want to do your treasurer report.
Yes. Uh, now that we have the budget, money is being spent. I received my first reimbursement plan yesterday. So, >> got two in mail or >> in the mail? It'll come in the mail. I just got mine over the last two days also.
>> So, yes, you we'll start sending those. >> It'll start coming in slowly and >> Okay. So, you could just go over what's there. just read this to everybody. >> Yeah, you can read it out. >> Uh, so far reimbursements we spent
$2,500 expenses $88 but I assume $588 >> and it is fixed. >> Awesome. Okay, so next is school visit updates. Did anybody have any school
visits yet? >> Okay, I'm gonna go I'm gonna go around. If you did, just let us know what school you visited and what date so I can mark that down and then just give us a little update about your visit. >> Sure. >> So, Stephen, you're going to go first.
>> Um, I visited the uh district prek center in College Point. Give me one second. I will tell you the date. My brain is a little blank. Um, I visited on This Monday the 27th
>> the 6 >> 66. Yeah. >> I was like this Monday >> the wrong date. Yes. This Monday, this past Monday the 6th I went and visited there. >> Um the the the biggest concerns that presented to me while I was there, but they do have a bathroom that pretty
busted up in the basement like including I took a bunch of pictures of it. uh including uh like the cabinets being duct taped shut and like it it is needed of a pretty massive and it's the only bathroom that the kids have to use in the lower floor when they are at the gym. So, um that was pretty big concern.
I took like I said, I took pictures. I'm happy to share them. Um besides that was the biggest concern that was presented to me was the need to repair them. >> Okay. Um just well we're on me really quick. I have scheduled for PS130
coming up but I've reached out to PS29 and PS1 129 several times to no reply. >> Have you heard from them Egypt at all >> 129 >> 129 and 129. Um I've contacted the parent coordinators directly and also Egypt did on my
>> Yeah. So I want to see if she maybe got replies in the CC box just in case. If you guys do not see replies, please check with Egypt to make sure that she did not get any replies because sometimes they might reply to the CC inbox and we don't know that until she
knows. So check with her when we get to that. I will um you can always check if you do not hear from the parent coordinator still though. We have a copy of a principal list. I can get that out to everybody. Some of us got it this past Friday, but I will get a copy out to everybody. I'll scan it in and send it out.
>> Okay, >> perfect. Who? >> You have an email with the body. You can respond to them. >> Yeah. >> Who is the next one that did a school visit? >> I did. >> Angela, where'd you go? >> I went to the other district 25 prek in
Whiteststone this morning. >> Okay. >> And the two structural needs are the playground needs fixing and or repair. The padding is stripping. It's the Z1. I feel like we just did that bathroom. I
did that playground recently. I think >> the playground I saw. I should have a picture that I did. Um but the the padding around is stripping and I personally think like a kick and scratch like any kind of like you know
or something which is why I want out. >> So Angel is not it. She's she's been out. So that's probably okay. But that that's one. And the other one is at the front door. Um there's a
metal frame which had a h um an awning on it at the time. No, no longer has an awning. So they would like the awning like a new awning put on with proper signage. But if they can't do that, then take down the metal frame and just proper signage. >> Got it.
>> Personally, I would do the on signage, but I don't know. >> Okay. Stephanie, did you have any >> shelter? If if the money could be put on a shelter if someone comes early and it's just standing there can't get in. Right. That's why I think that would be good. >> Stephie, did you have any visits yet?
>> No, I have one for this month on October 21st. I'll be going to PS20 on October 21st. >> Okay. So, we'll cover that in next month. Charlie, did you have any? I have not gone yet. I was supposed to go to 169 and Bell tomorrow, but that got postponed, so I'm going a different day.
Um and 242 I'm working with them to collaborate on a specific date right now. Um we do need to discuss schools after but I will go back to that. >> So I'm going to make a visit to PS21 next week Thursday. If anybody wants to
join feel free to join me because PS21 school was that's one of the uh one of the three schools that we selected to report to SCA. And I spoke with the principal and he told me that it's been almost a year but nothing has been done
and did not hear anything from SCA. So what I'm going to do is I'm going to form a subcommittee to track down the SCA process so that they could get there and get it done. um the uh chief staff
from um councilwoman uh Nikalino they reached out to me because they do also want to help on PS21 because the issue is auditorium chairs I graduate from PS21 I feel like that chair is the same
on one of those >> is your name on one of those chairs >> because it's pretty dangerous because a couple of the chairs are broken and We had to put around that do not enter that yellow tape around and kids are going around and as you know those chairs are
wood but on the side is the wood I mean uh metal so it was sticking out >> and they utilize that auditorium for the book uh reading event and stuff like that. So they can it's not just one chair it's a couple spots. So they want
to do whole um auditorium chair uh replacement. So that was one of our top three issue but SCA did not contact them. So I do want to we could form a subcommittee to
track down and kind of how we could help the schools to get in touch with so that we could exercise to you know start the project at least something we need to hear something from them. So that's my thing. So I will be visiting next
Thursday 9:30. So if you could join, please feel free to join. >> And also PS32, I'll be making um trans uh coordinator she reached out to me. So I believe she's setting up something for me uh next week too, but I'll share so
that anybody who wants to join and who could make it that will be feel free to come and we could do it together. >> That's it. Okay, Fabula, you have any visits yet? >> No, but my goal is
between October 14th. >> And check with Egypt when you get a chance because I think some responses might have gone to the CDC in a box. We did not see any responses. >> Okay. >> So before you leave tonight, just check on that. Um Donna, >> I haven't had any visits yet. Um,
one of the schools was planning on their next slash from >> Vincent. Have you had any visits yet? >> Graduation is 24 which is their >> Okay.
>> Amy, >> no. >> Nothing yet. Okay. So before we move on from school visits, just because we do have Kent has now joined us. We have some of us that had taken on four schools. I am going through that list right now. Um
if you have four schools on your list, can you just raise your hand for me? >> Oh man, those went fast. >> Hold on. One, two, three, four. And I have Okay, >> we need to give >> We could give him four.
>> I can give us five of us here. We're not giving him five schools. >> Or six schools, actually, I should say. >> Welcome, Ken. >> You haven't gotten in touch with yet. >> Yeah. >> If you want to hand one off to Ken. >> Sure. >> And let me know which one it is
>> and let Egypt know. I can also know the breakfast. So, we'll leave you. >> Yeah. Thanks. >> Yeah, I have the list in front of me also. So, Shirley's going to leave her four. I'll stay where I'm at. I'm fine
with that. >> Oh, so on this it's all our school related. >> Yeah, it's actually on the minutes also. >> Yeah, she's brilliant. >> Thank you, Stephanie. >> Oh, thank you. That's all Egypt.
>> Ken's gonna say 29. >> 29. >> Okay. >> If I give Ken my page, he owes me. >> Okay. Angela, which one was it you wanted to give over? >> Um 25 MS 379.
>> 379. Where am I? Oh, College Point Collaborative. Okay. >> College Point Collaborative 379. near the bottom of the list. >> It's middle school. >> Okay. And then
>> you want to give it back >> because if not you then >> should be there MS 379. >> It's at the bottom of the school list. 379. It's four up from the bottom.
>> Um. >> Yeah. Thank you. >> 29 and then we're talking about 379 right now. >> Yeah. Okay. >> That's the one you gave 179 over there. I don't think so. >> You should see you're gonna see two five Q first.
>> Oh yeah. >> And then 379 >> and then >> if you go four up from the bottom >> 379 will be next. >> Do you see it, Stephen? I'm >> 12.5 right here. >> Perfect. >> It actually doesn't say >> 379.
>> It just has the name. >> That's why college. >> Oh, 325 379. Okay. Call >> tomorrow. >> Stephanie, what was the other one? >> 29. We'll call you tomorrow. >> Ken, do you feel comfortable with uh which one do I have? I'm sorry. You have
my uh MS 219. >> Um >> it's 219. It's K through eight. >> K through eight. >> It's right by Queens College. >> PSS. That's why it's PSMS. It's by Queens College. Are you near Queens College?
>> It's an elementary by you or near >> you. Sure. Okay. >> Uh 219. >> 219. >> All right. Awesome. >> Okay. >> So, we'll keep ours as is. >> Okay. So Ken, >> yeah,
>> just so you're aware, Egypt's going to send out a message to those parent coordinators letting them know that you have taken over those schools >> and she'll connect you with them so you could arrange site visits. >> So that's the one part I wanted to make sure we did tonight. Um,
so in regards to our November meeting, I was just looking through the book and I was talking with Dr. Mike earlier. >> Um, back to school visit stuff. Uh, was there any update about parent coordinator for 214 >> if there was one? No, >> there isn't yet. As of the other day, there wasn't yet. I spoke to the
principal. I'll get you in touch with the principal, though. >> Thank you. >> Yeah, I connected you with >> They're going to hire somebody. >> So, that Okay. I sent the email to you that day. I think before the night ended, I promised her I would loop her in. I'll get you connected though. Um, so for
November there SEA projects, we're going to start having those requests come in about like all the projects. So they actually are recommending that we meet with SEA, but before we do that, I wanted to check with Dr. Mike because they also talk about the C4E in this time of year. Do you know if we're due for that again?
>> C4 is usually I want to say it's February >> because they're listing it in like September, October. >> I think >> Well, we do one at the end of the year. We do one earlier in the year. I want to say it's I want to say it's January, February, I think it's >> so we will hold up on that.
>> Um, but >> usually we get alerts for that because it's a presentation that I have to do with Yeah. >> Okay. So, we're good on that. So, SCA, we said we're going to see if Dr. Mike can get Danielle to come next month. >> Danielle Chef >> um from SEA, she's the one who took over
SCA this as of like this year. Um, our previous contact, Ben Goodman, is no longer in that role. Um, the other thing I was thinking about based on looking through this is do we want to see about having somebody talk about middle school admissions? Is there somebody that you have that would be able to do that?
>> Uh, we can have someone from enrollment. You can ask someone from enrollment >> do that. I think that would be because we're getting around that time frame, isn't it? >> Oh, yeah. Yeah. It's right in the midst of >> So, if we could do that for November, I think that would be a good touch point. I don't know if anyone else has any thoughts on things they wanted to add.
>> The date real quick of the the November meeting and I'll email Danielle Sh, right? What is it? >> November 5th. >> Does anybody have anything else they wanted to throw on the agenda? We might have something else after a few minutes of discussion that we might be adding on
>> and then middle school admissions. So, somebody from enrollment >> possibly. We might need to be putting some resolutions on that uh meeting as well, just so everyone knows, which we're going to talk about in a minute. Um because Stephen and I are going to present some items. Uh but other than
that, does anybody have anything else? I know food stream did not show up today. If they reach out, I'll give them a chance to come next month. If I don't hear from them, we're just going to move on without them. >> Um just so everyone knows what I'm thinking. Next month I said to Egypt I
think we're gonna look into wraps for the meeting for food if everyone's good with that. >> We got some veggie options, regular options. >> Okay. 15 minutes. >> Perfect. >> Okay. So, moving on to resolutions. So, after the PEP meetings um that the PEP
meeting that took place and our just some of our discussions, Stephen and I both have a resolution each that we wanted to bring to the council for discussion. And then if everyone is okay with it, we can vote to put it on our calendar meeting for next month to
actually vote on it. So Stephen, I'm going to let you explain yours first and then I'll go into mine. >> One second. >> Yeah, everyone should have a copy of them. >> We're not going to vote tonight, though. We're just going to discuss it tonight
and then agree if we want to put it on for a vote for next month. >> Okay. So, my resolution I'm bringing forward just for uh it's in your folder. Uh just a little bit of background. Uh recently the federal department of education has threatened to withhold magnet school funding from the
department of education due to the uh department of education's uh policies around uh gender expansive students and trans and non-binary students. They have asked them to basically go along with abolishing those. Uh and right as of
right now the DOE asked for an extension to push back on to look at this letter and some of the other CEC's CEC 30 has already passed this resolution in support of students of expansive gender identities basically affirming that we support the DOE in and their council in
reinforcing the DOE's existing policies and that we show support of these students. The reason that I put this forward is our district, we talk about um kindness, inclusivity, and community that should involve all students. No matter what your politics are around gender expansion things, we want our
community to be uh welcoming to all students, no matter what their background is or their identity. So, uh one of the reasons I brought this forward is uh the Queensboro President's Office, the reason Cat came was also to support this resolution. It's I think
this is our chance as a community education council to state in the face of it being pushed back against our acceptance of all students and all kids. So that's the reason that I brought >> and I believe the PEP did pass their own
piece of this that night as well. Correct, Angela? >> They may have done it after I left. >> Okay. She left. I believe I I stayed on till like almost 10 o'clock at night with them. >> Um and I believe they actually did has something in regards to this as well. So, just to piggyback off of what Steve
been saying there on that one, and I have no problem putting my name to this with Stephen. Um, but if anyone has any questions, concerns, you can bring it up >> to share co-sponsorship with anybody who would like to throw their name on it as
>> a there's some sweets. If anyone would like also >> Yeah. >> Let them know and we'll get it updated. >> Let me know. Um this was just >> um anybody else have any thoughts or comments? >> I was with with Steven. >> Okay.
>> No, you're holding on to it. >> No, that that was out so that you could read the >> So you can have it review it because next month we're going to vote on it if everyone agrees to put this on the agenda for a vote next month. >> That's right. And and if anybody had any questions, if anyone has any questions at this point or any comments, I'm happy to
>> I don't have any old school is elementary, middle school, and high school all inclusive. >> It's it's in line with what the current Department of Education policy is. Basically, is just our affirming of the existing policies. We're not changing any policies. It's just us saying as a
community, we stand by Okay. So, with that being said, can we just take a vote on adding this to the agenda for next month for an actual vote on the resolution? E, you want to go through everyone real quick? >> Yeah.
>> Yes. >> Yes. >> Yes. >> Angela, >> yes. Yes. >> Stephanie, >> yes. >> Fabiola, >> yes. >> Yes. >> Do you think it's both on its own?
>> Yes. Yeah. >> Yes. >> Awesome. So, I will make sure that that is on our agenda for next month as well. And then the second resolution that we have here is one that I actually put together. Um, this is something very near and dear to me, which is special education. And I know that the PEP also
did pass something. This is going along the lines of a lot of issues that have come up with special education in the last year. Um, people are not getting services. There's not enough staff for this. And so this is really to push the DOE to make sure that there is access
for all children, working with the families, and really just doing what we need to give ourselves this like family support. Um, so if you want, you could look at it, ask any questions, but I think that we should go along with the PEP as well and follow alongside of them
and stand by them as well as our students that need this. Um, and like I said, this is very near dear to me. My son is in a special education program. Um, so I just thought it would be something that we should be addressing. >> I agree. >> If you're accepting co-sponsors, I'd
love to put my name on it. >> Yes, same. Of >> course. >> Anybody have any questions or concerns? >> Okay. So, we can vote on putting this on the agenda for next month as well. >> Egypt. >> Yes. >> Yes.
Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> And >> yes. >> If anyone does want to be added as co-sponsors to either one of the
resolutions, just email Stephen and myself. We'll make sure to update it before next meeting and then we'll assign a number to the resolution based on what number we're up to. >> Um the sec last thing before we adjourn that I wanted to check on, I know Dr. Mike, we had some student applications. Do you know where we're at with that?
>> Yeah. Um, I have to I haven't done that yet. I will. >> Okay. Yeah. >> So, Dr. Mike's going to connect with those students and I think >> Okay, >> I'll take care of >> Yes. >> Okay. Tell me which one's which. >> No, this is a whole new year.
>> Okay. >> So, anything from this year. >> Okay. So, >> Yep. And then three. >> Okay. So, Stephen, you're two. >> And I'll be three. >> Okay, perfect. That way we can update it
to say which number the resolution is at the top. And does anybody have anything else before we call it a night? >> No. >> Anyone want to make a motion? >> I'll make a motion. >> Okay, Charlie.
>> Second by Christine again. Okay, it is 9:03. Have a good night everyone and I will see you on November 5th. If you remember just if you can't make it to please let me know it with enough notice. >> So Sean the