We'll start in a moment. If folks can take their seats. Okay. Good evening. Uh, if we could all take our seats from the day I'm sorry, ma'am. Okay. Yeah. Good evening. My name is Craig Slutskin and I'm the president of
CEC 2. I will call this calendar meeting of CC2 to order. Uh if the translators would like to make their announcements, if they'd like to come up Gracias. Thank you. A little
ging. I'm going to start by congratulating the newly elected members of CC2 who will start their term on July 1. Craig Slutzkin, Gavin Healey, Gloria Chu, Erin Carr, Tam Reed, Allison Bowen,
Cody Linquist, Daniela Edgarov, Hong Lee, and Syn Cynthia Rosario. I'm now going to turn this meeting over to Rebecca Rosado from the DOE Office of Family and Community Engagement. She will be reading the meeting norms
tonight. Thank you. My name is Rebecca Rosado and I am the deputy I am the senior director for the office of family and community empowerment. Before we begin today's council meeting, I would like to address
a couple of important points to ensure a respectful and productive session. I'd like to thank the council for the opportunity to speak. First, I would kindly ask all members of the audience and the council to maintain decorum throughout the meeting. This includes
refraining from shouting, cursing or yelling that interrupts or prolongs the meeting both between audience and council members or amongst the council while on the deis. Secondly, while the council's meetings are subject to open
meetings law, which promotes transparency and public participation, we must also respect and safeguard the privacy of our youth participants. Therefore, we kindly request that no one records nor photographs
students during the meeting. This measure is in place to protect their privacy while allowing them to freely engage in the public comment section and other proceedings. I want to repeat that last part. While the council's meetings
are subject to open meetings law, which promotes transparency and public participation, we must also respect and safeguard the privacy of our youth participants. Therefore, we request, not demand,
that no recording nor photographing of students happens during the meeting. This measure is in place to protect their privacy while allowing them to freely engage in the public comment section and other proceedings. Thank you for your cooperation, both audience and
council, and understanding. And I turn it over to the meeting chair. Thank you. Thank you, Rebecca. Appreciate your help. Okay. So, now next we have the presentation of resolutions. We're going to start off with 275 resolution to affirm CEC2 support. Oh, I'm sorry. I
apologize. Uh we I apologize. We need to do the roll call. Uh I you want to do it? You want me to read it? Okay. Uh apologies for that uh mistake. Pre-buperai. Pre-buperai absent. She'll be late. Allison Bowen. Allison Bowen is also
absent. She is coming. Daniela Egarov. Daniellea Edgarov is here. Gavin Healey. Gavin Healey is here. Charles Love. Charles Love is not here. Maud Maron Maud Marin is not here. Sonel Patel. Sonel Patel is here. Jessica Savage.
Jessica Savage is here. Sarah Shaka Erinberg. Sarah Shaka. Erinberg is here. Sabina Sarin. Sabina uh is excused for the evening. Uh she had a medical issue. Leonard Silverman. Leonard Silverman is here. Craig Slutzkin is here. Laya Jason
Llaya Jason is here. Alexander Stillman. Alexander Stillman is not here. Do we have a quorum? We have a quorum of seven. Okay. We will now go to the presentation of resolutions. And we'll start off with
275 resolution to affirm CEC CC2 support of NYCPS's guidelines to support transgender and gender expansive students and resolution 248. Who would like to speak on that? Council member Shaka Arinberg, I think.
All right. Is this on? Can you hear me? Sort of. kind of only kind of little better. I got a lot of anger, so this is good for me. All right, it's been over a year since we've been
introducing this resolution to resend 248. And I think I've done this introduction about four or five times. It's a big blur. You know, I was going to come here all happy and calm because hopefully this is the second to last time we have to introduce this um you know, the election and the new CC
members. who focus on fairness and equity and inclusion. They won out on the hatefilled rhetoric of 248 should be wiped from CEC history. I mean, it's sad. We're in a museum for our hate. That's really an impressive feat. I'm
sick and tired of the assumption. I think the world but Sorry, I wrote this when I was angry. Um, the world's on fire and I'm really tired and I think we're all really tired. I'm sick and tired of the assumption that we're quote just asking questions or that we want to have a discussion about the exclusion of
kids in sports. We don't have discussions about who is entitled to civil rights and we don't have discussions about who's entitled to equity. Not a single person in this room is above the scrutiny of the people who want to strip away rights from others. They start with trans people, then they
attack gay people, they attack Jewish people, they attack women, they attack brown and black people, immigrants, people with disabilities. I have described every single person in this room, including on this stage. Not a single one of us is in any way somehow protected. Unless there's a secret
billionaire in the room, I don't know about. But you better be aligned with the cristofascist regime that's taken over. And to say you just want to have a c a conversation, you're siding with people who want to strip away all your rights, destroy the earth, and destroy your children's future to make those billionaires happy. I hope you're proud
of yourself. I hope you're proud that you back this conversation and the the rest of us will continue to protect you even though you won't protect yourselves as your rights are stripped away as your safety and your security is consistently infringed upon. The Supreme Court's decision today in scrum about states
taking away basic medical care and rights because of bigotry. It's terrible and it won't end there. We should end this term on a note of responsiveness to community concerns and respect for the students and dignity rights and dignity of our students. We should resin 248 and
put this painful chapter behind us so we can begin to heal. Next resolution is resolution 276, resolution affirming values of the DE D2 CEC and New York City public schools to ensure all students are welcome and safe regardless of immigration status.
He's going to speak Council Member Healing. Um, good evening everyone. Thank you for coming. Um, okay. How's that? Thank you. So, first I want to note that since we submitted
this resolution to the agenda, it has been reported that the student um the 11th grade student at Grover Cleveland High School in Ridgewood, Queens, who was seized by ICE at his uh asylum hearing, um has been moved to a
detention camp in Texas. This is an 11th grader seized from uh a New York City courtroom. um taken to Texas against his will, away from his family, um separated from his family.
And um we also know of Dylan um a student at a uh Ellis Prep, a high school in the Bronx who was also seized at a hearing um and since was taken to New Jersey, Pennsylvania, Texas. I think he's back
in Pennsylvania now. Um but still in detention, unfortunately. I doubt that these two students are the only New York City public school students who will be detained by ICE and separated from their families and their
school communities. We know we have at least another three and a half years of this to go and we can expect that there will be more of this. That's just I think the reality that we're facing. And so for this reason, I think it's important for New
York City public schools to do more long-term proactive planning. We can't just be reactive. We have to proactively work to protect our students. And that's what this resolution is about. First, as parents, as educators, as community
members, we should be pushing our chancellor and our mayor to work to secure the immediate release of these two students so they can return to their families, so they can return to their sto school communities, so they can return to their state.
Um, second, we should reinforce the existing supports for students who may themselves be going through the asylum process, um, and or may have family members who are going through the asylum process. By doing so, we give them the security they
need to show up for school each day and apply themselves to their studies, to do what students should be doing, which is going to school, studying, meeting their friends, playing basketball, all those things. Um, and so I want to say that this resolution, I think, builds on some of
the work that this council has done. Um, this council did last term passed a resolution supporting um, students in temporary housing and students seeking asylum. And we also passed an important resolution last year um urging the mayor
to resend his 60-day uh rule, a 60-day limitation on shelter stays um particularly for families with students in uh public school. Um so I hope that we can continue to work together as a council to uh protect our students. I I
want to also add that this this resolution does not, you know, ask for New York City public schools or the city to to flout the law in any way. It just asks for us to double down on the protections, on the supports we have for our students. So, I hope that everyone up here can agree that this is an
important thing to do to ensure that our students have the same safety and security to go to school that we had to to come into this meeting today. So, thank you. Resolution 277, resolution in opposition to Donald
Trump's executive order entitles reinstating common sense school discipline discipline policies. Who would like to present? Would you? Thank you. How's that? I'll go louder.
Uh so we know that exclusionary discipline practices that suspensions and expulsions from school disproportionately target students of color, students with disabilities, students in temporary housing, and LGBTQ
students. To give a few data points, last year in New York, black students made up less than 20% of overall enrollment, but received 45% of superintendent suspensions. In the 23 to 24 year, 43% of superintendent
suspensions went to students with disabilities who were only 22% of the population. And about one in every 32 students in shelter were suspended compared to one out of 49 of permanently housed students. LGBTQ students have been found to be up
to three times more likely to be severely disciplined than their heterosexual counterparts. And we know that such disproportionality has been found to exist in our district. Uh as was brought to light um again in the superintendent's presentation a few
months ago, we know that students who face exclusionary discipline practices are likely to suffer a whole host of negative outcomes, including falling behind academically. They're more likely to repeat a grade. They're less likely
to graduate. they're at an increased risk of entering the juvenile justice system and later on the adult prison system. We know this from tons and tons of research. And a lot of work has been done to try to address this problem since a light was shown on it um
federally by the Obama administration, then again by the Biden administration. And now this executive order specifically rolls back the previous presidential administration's commitments to address racial disparities in school discipline practices by replacing what it calls
equity ideology based discipline policies which are policies grounded in commitments to address racial disparities with so-called common sense discipline. The only thing common sense about these changes and that they will perpetuate illegal discrimination in our schools.
The executive order does this by threatening federal action like taking away federal funding against schools that have adopted discipline reforms addressing racial disparities and working to create more inclusive schools. It's also important to understand that despite big threats in the executive
order, students remain protected from discrimination by federal civil rights laws. So, we're proposing a number of actions in this resolution, including just that as a CEC, we state outright that we oppose this executive order, that we affirm our support of the New York City
public schools stated commitment to ensuring equitable and non-discriminatory discipline programs, policies, and practices. And we're also calling on the New York City public school system to take steps to further help remedy the existing disproportionality in exclusionary discipline practices. Some of those
include formally investigating, collecting data, showing um what classrooms or programs students with disabilities who are suspended from schools are in. So, for example, we don't know right now, are they in general education classes? Are they in
ICT settings? And to make this data public, when schools ensure that all students feel seen, heard, and valued, that's how we create truly safe spaces that allow all of our students to thrive. So, let's not let ourselves get bullied into accepting and perpetuating
discrimination in our schools. Let's continue to work towards creating positive school environments by fighting for equal educational opportunities for all and disavowing this executive order. Thank you. Next resolution is 278 resol resolution
urging NYCPS, NYED, and the New York State Legislature to expand financial literacy education instruction for middle school students. and I will speak to this. This resolution urges the DOE and other parties to expand financial literacy ed instruction for middle
school students. It's a sort of a sister resolution to the one passed last week by the citywide council of high schools and I want to thank them for all of their work on this issue. The resolution highlights several reasons for this urgency. Only 38% of high school New York high school students are required
to take a personal finance course. New York adults scored lower than the national average on financial literacy assessments. New Yorkers carry high average credit card debt and significant significant student loan debt. Research shows financial education leads to
better lifelong financial outcomes. New York State received a D-rating on the nation's report card on financial literacy. There are multiple bills in the state legislature and resolutions in the city council which aim to enhance financial literacy education. This New York State Education Commissioner Betty
Rosa and state control controller Tom Denapoli have called for financial literacy to be taught in all New York schools. And middle school is a crucial development stage for forming money management habits. I would argue actually elementary school is as well, but you know we'll we'll
take middle school. The resolution highlights several reg uh the the resolution proposes eight actions to address these issues. fully funding a financial literacy mandate which is providing adequate funding for curriculum development, teacher training, program implementation,
emphasizing higher order thinking and relevance. So teaching foundational skills and project-based work that addresses basic financial concepts appropriate for middle schoolers like what is a bank account, what is a checking account, what is a credit card, how does that work, is it just this magical thing you never have to pay
back, student loans, budgeting, integrating across subjects. So having it into math, integrate into math, social studies, English language arts, literacy standards using a multi-disciplinary approach, align with the program for international student
assessment framework, require teacher training and leadership, support legislative action, and incorporate across all middle school grades with age appropriate curriculum. A few hours ago, the DOE did come out with an announcement about a financial literacy for youth initiative, which
coincidentally addresses some of these items, and district 2 will be one of the piloting districts. I'm sure we'll we may hear about that in the superintendent's report, but I think having this codified by our C CEC will be most helpful. Thank you. The next resolution is resolution 279,
and I know we have a number of people who are going to speak about it tonight. resolution regarding PS33, which is where we are today, and the proposed redevelopment of the Fulton and Elliot Chelsea Houses. This resolution addresses the concerns of the CEC regarding the proposed
largescale redevelopment of Fulton and Elliot Chelsea Houses by Essence Development and the related companies. This directly will impact PS33 because many of those buildings are right around here. I want to make it clear, there are still many discussions and debates over
the direction of the redevelopment. Some say rebuild, some say repair and redevelop what's already here. The CEC will not take shouldn't take a position on that. It's not really our purview, but we want to take a position on how it impacts our school. So, it highlights several issues. The
impact on PS33. This redevelopment plan, which is going to cost about $2 billion, does not specifically plan for the effect on 33 despite the school being located within the Elliot Chelsea Houses redevelopment area. And just one one more thing, PS1 138, which is a D75
school, is also part of this campus. There are numerous environmental and construction concerns. There's a lack of a mitigation plan. The master development agreement, which was approved back in October of 2024, focuses on security, pest control, and repairs for the housing, but lacks
significant and specific planning for 33. Meetings with developers and local officials have not resulted in any commitments for the school. Parent and community concerns. The PS3 33 PTA has requested a number of concessions including capital improvement funding,
daylight and sunlight studies, traffic studies to prevent disruption, noise limits during school hours, a community construction leaison, protecting students covered by student art. Parents are concerned about the loss of student of direct sunlight, potential
enrollment decline, and the prolonged disruption given a recently given a recent extended scaffolding uh period at 33. This redevelopment could be anywhere from 15 to 20 or even longer years, it's going to be a very long redevelopment. In addition, if there were all these new
apartments, if they put in all this new housing, which is a good thing, new housing, but where will all these new kids go with the class size requirement? The school may need many long many more seats long term and just there is a precedent on the upper east side. Memorial Sloan Ketering provided
provided over $5 million in faculty and facility upgrades and a $500,000 contribution to the PTA due to a nearby construction because they're putting up a new building over there. Therefore, the resolution resolves to urge the DOE in the New York City to create an to
create and implement a detailed mitigation plan for 33 incorporating input from parents, educators, and administrators. Publicly disclose any potential health risks and the mitigation plan for the area around the school. require developers to build specific and measurable benefits for 33
such as financial support for the school building improvements, enhance safety resources for school for students. Request that office of district planning study the long-term need for school seats in the 33 zone and develop a plan for protected shortfalls. requests
regular meetings with local effect local electeds, PS33 leadership, parent leaders, CECD2, and community board 4, and include essence and related representatives to monitor progress and strongly urge the state and the city and
I guess it would be NICHA to consider requiring Essence and related to potentially construct a new school building on the 33 site given its age. is an I think 82 year old building something like that and potential capacity challenges that I just discussed especially if the area around
it consists of all these new buildings and potentially request that the DOE temporarily late 30 relocate 33 to a safe suitable and accessible nearby site during the redevelopment in close consultation with parents and guardians.
Basically 33 needs to be part of this redevelopment. However it plays out, the city, the nicha, the state, they need to use this opportunity to get the developers to take a leadership role here, including potential funding. So that's resolution 279.
Thank you. Oh, sure. Sorry. I didn't L, you're not doing your job. I don't know. Whatever. Uh, okay. So, the next on the agenda is the presentation for this evening, the annual contracts for excellence presentation. I believe it's going to be
led by our two deputy superintendent. Uh, Reggie Higgins, I think, is leading it, and Kelly Shannon. And I may need to move because my head may be in the way. So, let me give you my mic.
Thank you. Good evening everyone. I am Dr. Reggie Higgins, Deputy Superintendent, and tonight we will be co-f facilitating the contract for excellence presentation with my partner, Deputy Superintendent Kelly Shannon. We do this on behalf of
our Superintendent Kelly Magcguire. Next slide. There we go. There we go. boss. Next slide. I want to briefly share some important information about a part of our school
funding called C for E, which stands for contracts for excellence. C For was created back in the 2007208 school year. As part of New York State's budget, it says that part of the money schools get from the state called
foundation aid must be used for certain specific purposes. That means this funding has to go toward programs that help students who need the most support. This includes students learning English,
students living in poverty, and students with disabilities. More recently, in 2022, the law was updated. Now, schools also have to follow rules about reducing class sizes as part of how they use this money. So,
in short, C fore funding must be used in targeted ways to make sure we're helping our most vulnerable students succeed and ensuring all students benefit from smaller class sizes. As part of the contracts for excellence
requirements, funding can only be spent within specific approved program areas. These include things such as additional instructional time such as extended school year or extended school day programs for multilingual learners like
expanding bilingual resources that are available. Full day prek and kindergarten implementation class size reduction which may involve hiring additional teachers. initiatives to attract and retain highquality
teachers and principles in high needs areas and high school restructuring such as expanding access to advanced placement programs. Districts may also propose experimental programs. However,
these must be preapproved by the state education department. So, while the funding supports a range of needs, every investment must align with one of these approved areas. Let's take a look at what's happening
with the C4E budget this year. First, the C fore budget is growing. It's increasing by $286 million, going from $82 million to just over $1 billion in
the upcoming school year. Most of this increase, $241 million is brand new funding that must be used to reduce class sizes. Another $45 million is funding from last year that's now being
added into the C4E budget and will also stay focused on class size. So, how will this $1.089 billion be used? It's broken into two main parts. Number
one, discretionary funding, $487 million. This part goes directly to schools. Principles and their school leadership teams will decide how to use it based on what their school needs. Most always sticking to the C fore
rules. Schools can continue using it for programs already in place or they can shift their focus to new priorities. Number two, targeted and maintenance of effort. $62 million. This part is
already set aside for specific programs. These funds are directed to schools that have high student needs and the ability to run these programs. Well, here's how that $62 million breaks down. $241
million for reducing class sizes, $45 million continuing from last year's class size funds, $183 million through fair student funding, $87 million for integrated co-eing, that is where
general and special education teachers work together. $30 million for summer programs, $9 million for full day prek, $7 million for classrooms that support students with autism. Together, these
investments are focused on meeting student needs, supporting equity, and helping schools maintain and improve essential programs. This chart gives you a snapshot of how the total 45.5 million in funding is
allocated across categories. You'll see that just over 33% our largest share is dedicated to class size reduction which is a direct mandate. Another 33% is discretionary, meaning schools have some
choice in how to spend it, but again, it must fall within one of the approved program areas that we just discussed. Other significant allocations include funding for co-eing classrooms, bare student funding, and summer programming.
What's important to note is that while schools have some flexibility, the majority of funds are targeted and are tied to specific priorities that are critical to our mission of equity and academic support.
Before we wrap up, we want to make sure everyone knows that your voice matters. Right now, the city is still working on finalizing the C4E plan, and they want to hear from the public, including families, educators, and community
members. If you have thoughts, ideas, or concerns about how this funding should be used, you can share them by email. The deadline to send in your comments is July 8, 2025. Just send your feedback to contracts for excellence at
schools.nyc.gov. Your input will be considered as part of the planning process. So we encourage everyone to take part as required. Almost there. A draft version of our contracts for excellence plan has been publicly posted. This is
part of a transparent process that invites the public public feedback from educators, families, and our broader community. Once the public comment period ends, we'll work with both the teachers union and the principal union to finalize the plan. By law, both
unions must review and sign off before the plan can move forward. The plan outlines both school level and central office policies ensuring we are aligned at every level of the system. As we look ahead to the next school
year, I want to share what's included in the updated plan for class size and how it supports our schools. First, the planning process was led by individual schools working closely with their school leadership teams. Thanks to this
effort, about 750 schools got funding to hire around 3,700 new teachers. This was possible because of $241 million from the C4E budget plus additional support from the city. These plans were not only
created at the school level, they were also reviewed by the Department of Education along with the teachers and school leaders unions. We're already seeing some progress. For the current school year, 46% of classes across the
city are now under the class size limits, which is more than the 40% required by law for this year. In addition, the city looked at the school building space. Many principles gave feedback, and that review may help
create about 1,500 more classroom seats where space is tight. The school construction authority is also expanding its building projects to help with space and reduce class sizes. Finally, new strategies are in
place to help hire and keep teachers, and more supports are in place to encourage teachers to stay. In short, this plan brings new teachers, more classrooms, and real progress on class
size. All with the input from our schools and community. We strongly encourage input from all members of our community as we plan. Public comments will be reviewed in the coming weeks and we will help guide
final updates. The deadline to submit feedback is July 8th, 2025. Anyone, educators, parents, families, caregivers, or community members can share their input by emailing classsize
at schools.nyc.gov. Your voice matters in shaping how we move forward with this mandate. Thank you for your time this evening on behalf of myself, Deputy Superintendent Dr. Higgins, and Superintendent Kelly Magcguire. have questions.
So, uh, first of all, my apologies and my apologies to the folks at home. We didn't get there was some issue and we didn't get the presentation. I will put it up on the website tonight. I have it now. I will also put it on face on our Facebook page so people can access it there. Are there any questions from the council?
Hi. Um you mentioned briefly um in like the plan where all the money is allocated. Oh, sorry. Okay. Who's the loser? Oh, you went Okay. Um you mentioned um specific classrooms for students on the autism spectrum. Um, I
was just wondering if we'd hear more about that and like are those already in place at some schools and if so like how many and then also I don't think it said specifically how much of the funding would be allocated to that. Do you have that specific number? I'm just curious about that.
More information about the autism So, we have our colleagues from the budget office here. They don't have that information now, but we'll go back, get that information, and then provide it to you. Thank you, L. Any other questions? Gavin.
So, I I've been hearing um um some some stories from from parents in the in the district. They're talking about ICT classes being being over capacity um overs subscribed. And so I'm wondering um how will this um C3 funding like
affect that and how will that help alleviate that problem in the district? right now as we're going into the hiring process uh with reduced class size for the class size mandate. Um one we believe that's one way in which we're going to continue to address that we
have the appropriate uh percentage of students wi who have IEPs and gened students to make sure that we are not going over the cap. And in other places, we work we work very closely with our a from the district if there are individual schools that have ICTs um
where there are more students than um should be programmed in and then we work with the individual schools to address those concerns to make sure that we can rectify that. Council member Silverman. So, um thank you for your presentation.
I thought that was great. Um, if my first question is if we subscribe Well, let me do it this way. Um, there's no question that enrollment am I correct in assuming that enrollment in district 2
has gone down. Is that true or is that not true? Sorry, Stephen. Yeah. Uh, enrollment in district 2 over the last two years has increased. Um, and if we would, but it is lower than what the historical high was. Sure. And
and would you attribute that increase to the influx of uh migrant students? I can't hear your question. Would you attribute that increase to the influx of migrant students in district 2? Um, we have had an increase in migrant students
in our district. students from families seeking asylum. We have also had increases uh from students are are when we look at the breakdown of students who are attending school in our district. Yes, the number of students who are living in temporary housing that might
be a number that would indicate um the number of students that are seeking asylum in our district that number has increased but we also have seen increases in other populations as well. What what other populations have you seen increases in? Students who are not
living in temporary housing, um 3K and preK, um students in elementary school. In several of our schools, we did see a trend, especially right after the pandemic, of cohorts of kids that were smaller. And those cohorts are now in
fourth and fifth grade, but we see much larger numbers in our early grades in kindergarten and first grade. So those I think are places where we can point to an increase in population of students attending our schools. Well, I I've
asked you a couple times over the course of the last term, I guess, which is two-year term. Um, if you could estimate at various times, what the population of migrant students is in this district, and you've given us different numbers. You've said it's kind of fluctuated. Um, but so my first question is what's the
most recent number? Just out of curiosity. I'm sorry. I I I may what is what's the most recent number of migrant students you could estimate are presently students in district 2. I I don't have I that number is not tracked. We don't
track students by their migrant status. Uh we we do keep a number of students who are living in temporary housing in our district. Uh prior to large numbers of students attending our schools who are living in temporary housing, we had
a number that was below a thousand. At times over the past couple of years, that number has increased to over 2,000. That number now is uh just above a thousand again. Okay? And and I don't want anyone to suppose that by my questions I'm opposed to migrant
students attending school in New York. What I'm just trying to get at is in our specific district, a fairly significant proportion, would you estimate at least 5% happen to be students in temporary housing, the majority of who might be migrant students, at least the trend over the last two years. We've seen an
increase in the number of students who are living in temporary housing. We've seen an increase in the number of students who are attending 3K and preK. And also in many of our schools, we have larger cohorts of kids who are now in kindergarten and first grade. Now, are the students in temporary housing, the
migrant students, are those numbers starting to decline? And are you starting to see an example of they've declined? They have declined quite a bit over the past year. And as they've declined, has that reduced the amount the class size numbers in our district in any significant way?
Uh, does it reduce the class size number? Yeah. Well, if the number of temp students in temporary housing in our district is going down, I'm in some places in some places that's true. Okay. And if that is true, does your analysis in the way that you're allocating money factor that in? Does it factor in the
fact that you had significant numbers of students in temporary housing that were maybe were residing at the Roosevelt uh hotel, you know, whatever in our district, whatever, that are now no longer in our districts. It's a bit hard to answer that question because these are central New York Citywide numbers um
that uh were adopted, you know, across all districts. these weren't adjusted for the numbers of students who might have left district 2 or other district schools over the past year. I guess I'm not exactly sure. I I recognize that I might not be answering your question,
but I'm not sure that I'm understanding it correctly. Again, we're we're basing the whole presumption here is that less students in a classroom is better. I mean, I would assume correct. I mean, that's the underlying presumption of this whole law is that less students are better. We have more students coming in.
That number fluctuates for political reasons, goes up, goes down. In our district, it's going down, it sounds like, because for whatever reason, whether it's ICE activities. Yes. Okay. So, again, uh, also the teachers that you're hiring, are those newer teachers on average or you getting more
experienced teachers? Well, I I can't I don't know exactly, uh, how they break down. I can say that our schools, I checked in with them just this week and to see how it is that they were doing with their hiring and our schools are doing very well with being
fully staffed or close to fully staffed by the end of the year. Yeah. And and last question is, is there any correlation in this whole analysis that you'd get in the district that shows that these reduced numbers or these new teachers you're bringing in will actually result in increased performance
in in student outcomes? Are are you linking the C for E? Yeah, I'm saying refers to that. Well, I alluded last time, you know, we talked about PTA money, one of the last resolutions we had. You know, I see more money is being thrown at a problem and
the more money is doing is presumably going to reduce class size. I just want to know if if you're anticipating that reducing class size is going to result in better outcomes, either higher scores on tests, better grades. Um I think yeah I think we can say that reduced class
size will have a positive impact that can be measured in many different ways. Okay. Uh and has that been measured before in our district in any way? Just the the class size correlation to better performance or outcomes? That's all that's it. We have not conducted a study
on small classes versus large classes in our district to evaluate that. In fact, that's not a study we've done. Okay. Thank you. you. That's always Sorry. Thank you. Um, Lynn, I'm happy to find research available for educational
professionals in many peer-reviewed journals that show that smaller class size is in incredibly important to uh increase success for students. I I don't I don't expect Kelly to pull out uh journals right the second, but I'm happy to Google for you. I got a little time
tomorrow. Um, and the the continued uh uh confflaguration, is that the word? There's a lot of teachers in this room. Tell me if I used it right. Um, of um talking about unhoused students or students in temporary housing and our newest New Yorkers, there are a lot of
reasons that students are in temporary housing. Um, and to say that they don't deserve the best education possible, especially here within D2, is disgusting and and disturbing. Um, I directly work
with people receiving public benefits in Manhattan. I work with a lot of families who both who live in Manhattan in their own in permanent housing and stable housing and students who families who live in shelters who are our newest New Yorkers and they all deserve the best
possible school. Sidebar, not charters. And we are here in this panel to support that and not go into some granular thing about whether this child is going to only be in our school for a little bit so they don't deserve a small excellent
class. So I mean I'll find you the studies. I know it's out there. It's not going to be a study that's published in the New York Post but it'll be a real academic study by real academics. So thank you. So um
see um so so I um yeah I want to say just about the smaller class sizes. I mean it's the law. The law is we need to reduce the class size. It passed overwhelmingly in the state legislature. So let's not hem and haw about the law. Let's just comply with the law. Um I I I
have one specific question um related to class size and and I think this pertains to C4 as well. Um, and I this may be also for for Kelly or uh uh our deputy superintendent. Um, I'm hearing reports that there is that there's some um uh
like capacity problems at 267 um is like very long kindergarten list. So, is some of maybe this is something you noted in the superintendent presentation, but I'm just wondering to what extent is some of this funding um going to help with a school like 267,
which which might have a a kindergarten, you know, sort of, you know, a problem with with having enough. I'm sorry if I didn't hear the full question. Um I think you asked about the long wait list for kindergarten at PS267.
Yeah. Uh they do they have a long wait list and um there are like a couple of things going into that. Families who are on the wait list have been offered another seat
a seat at a different kindergarten. um they always have the right to return back to PS267 as their zone school when a space opens up. Um PS2 267 is
physically a very small school. Um and uh has been very popular amongst families who live in the zone. Um every single year that I've held this position uh we have had to um work with the
weight list. Um and um and the school the classes have been entirely filled in kindergarten. So um I know you asked something more specific. I guess what I'm saying is that the the way that we do it is that we offer a seat in a kindergarten class
that has space in the general area and um manage those weight lists and spaces as seats come available. The building itself at 267 uh is too small to open an additional section. Yes, Sarah, I just wanted to respond to
you. Um I never said that students aren't entitled to the best education or things along those lines. So So you know, you're putting your argument or your analysis is in my opinion unfair in terms of what you just said. Uh what I
do want to point out is that we tend to have a uh we tend to always think in terms of money and in terms of budget and throwing more money at situations and hoping there's a correlation between throwing more money and then we try to put the money in here and the money in there hoping it's going to result in
better outcomes for students and that's not always the case. And then we talk about reducing class size but then we do things that increase class size. So, I'm just trying to again understand what the approach is and see if there's a correlation in terms of how the dollars are spent and whether or not that's
going to actually uh result in uh in a better outcome because again, as Daniellea pointed out, I think at the last meeting, New York City currently spends $33,000 I I guess on average per student. It's one of the highest in the country. And we don't really see um New York City
students be being the highest performing students in the country by any uh any rubric that you want to use any whether it's graduation rates, whether it's performance on exams, whether it's um whether it's completing grades on time. So that's why I bring that up. But I think it's unfair to say to sinuate
that, well, you don't want certain students to be here. That's not the case. But I do find it odd that we talk about reducing class size at the same time we increase class size. So, um that's that's all. Okay. Thank you.
And thank you to the deputy deputy superintendent. Uh you did a fantastic job with your presentation. Thank you. Um moving on, we have the uh first public speaker session. Victor will bring me um a signin sheet.
Yeah. So, we have Okay. So, we have Okay. We have another ton of people. Okay. Um each speaker will get two minutes. Uh Pri will be our time can be our timekeeper. Len will call out the names of individuals. Uh we do have a number of people who would like to speak. Uh we do we are going to let the
uh young people in our audience go first tonight. Victor is going to hold the microphone or give you the microphone. It's over there. And then I will start off with I'll give it to uh Len. Why did I get nominated? Okay. So, we're going to have Amaly
first. My name is Amaly and I'm in third grade at PS33 and I support resolution 279. I want to talk about how students need safety when it comes to construction.
What will happen if the buildings are made? What will happen during construction? Without consideration, if the building is too tall, a thing that will happen is is that it can block sunshine away from my school. We want
sunshine in our windows and at recess. We do not want a bunch of shade. If there is no sunshine, which is natural light, there will be a lack of vitamin D. Vitamin D comes from sunshine. This
is an example of what will happen if these buildings are made too tall without consideration. One thing that will happen in construction is is that there would be sound and there would be dust in the
air. We do not want sounds in class and dirty dust in our faces. The reason why we don't want sound, it can distract us while we are doing tests at our learning something important. Another thing is
that dirty dust can get us sick. These examples all show that we want safety with construction. If there is dirty dust, we can get sick. If there is no sunshine, it is a lack of vitamin D.
Please vote yes to resolution 279. Thank you. Before we go to the next person, Amaly, you wrote us a letter and you sent your your mom sent it to us yesterday, right? Did you write us a letter?
You wrote the letter yesterday. That was one of the one of the be by the way this is one of the best letters that any of us on the stage has ever received from a student or a te from a parent or a student. You did a wonderful job and we commend you did a we're very proud of you. Thank
you. Okay, next we have Theodore Lee. Hello, my name is Theodore Lee. I graduated from PS33 years ago and this fall I'll be attending Styverson High School. I've lived in Chelsea for 11
years and I'm here today not just as an alum, but as a neighbor, as a brother to my sister Sophia, who's currently attending the school uh at PS33. I grew up surrounded by friends from all backgrounds, learning to celebrate each other's cultures. Our teachers and staff
made everyone feel seen and valued, creating a warm, welcoming environment. Thanks to the dedication of the entire school community. What I want to emphasize today is simple but important. Children in schools are not just another stakeholder in a commercial development. They deserve more care, more protection,
and we should value them with a deeper sense of responsibility. That's why I respectfully ask the 12 members of the CEC2 council to vote yes on resolution 279. These towers next to the school are now set to be demolished and rebuilt. But this isn't just a change to our
area. It could directly impact the daily lives of the students inside. Looking back, I can't imagine spending my elementary school years surrounded by constant noise, dust, and blocked windows. That kind of environment would have made it hard to focus and hard to feel safe. If construction isn't
unavoidable, students deserve a calm and supportive place to learn. A serious mitigation plan is the least we can do. My father's an architect, so I understand the value of smart development and urban renewal. But when construction disrupts children's learning and well-being, there must be a compelling reason. and thoughtful
support to help them through it. Every student beginning their journey at PS33, including my sister, deserves this same chance to grow, to learn, and to feel proud of where they came from. PS3 should remain a place where beautiful dreams take root and flourish. This is why through this resolution, safety
regulations and the beneficial revitalizations to the school helps students um preserve their learning experience through, during, and after the re the revitalization of the area around PS3. Please vote yes on
resolution 279. Thank you. Thank you. I think those are the last two students. Principal Cindy in the back, could you stand up for a second? This is the principal of PS33. You are turning out wonderful, wonderful
students. So, this is also a testament to you. Both speakers were great. You're doing a great job. Thank you. Our next speaker, our next speaker is MCO. Uh happy Junth and happy Pride Month.
Uh council members, please support resolution 279 regarding PS33 and the res redevelopment of uh Iliot Chelsea houses. My family has been commuting to PS33 from from the upper east side since
2016. Why? Because we fell in love with the beautiful truly diverse community that PS33 offers. Many students live in the Elliot Chelsea houses. Many others live in temporary housing or come from all
over Manhattan. In the morning, Ninth Avenue gets vibrant with families and dozens of school buses, including buses for PS1 138, a district 75 school colllocated in our building. Just last Friday, we
celebrated Junth in this auditorium. Over 600 students from ages 4 to 11 learned that Junth was about unity. organized by our PTA co-vice president Charet.
I don't know if she's here. She was gonna come here. Um, of course, um, the DJ was our other co-president. Um, Dei, he's going to Oh, there. Hey, Dei. Um, so why is the DEIS of the redevelopment
ignoring the massive impact on the PS33 community? There should be a better community engagement and better impact mitigation plan. This is a 16-year construction plan. Many kids will spend their whole childhood during the
construction 24/7. Just to clarify, we are not supporting or against development. We just cannot be ignored and neglected. So, please vote yes to resolution 279. Thank you.
Also just to note there a little earlier we never for the records that council member Bob Baray is in attendance late. So next we have Uridas Uris followed by Tasha. Hello everyone.
Council members, please support resolution 279. I understand the need for redevelopment of the Falton Elliot Chelsea houses and the large benefits the improvements will bring to the community. I've been part of the PS33
community since my daughter attended the first grade. And one thing I know about our students, our teachers, our staff, and our parents of PS33 is that we care about our neighbors.
Neighborly love is the quiet strength of a strong community. While I advocate for our neighbors, I am also concerned about the potential impact that this will have on our children's learning environment.
The renovations at this at these buildings are likely to create dust and noise which can be disruptive to the learning process of our students. As a parent and a member of the PS33 community, it is imperative that we
unite in safeguarding the welfare and safety of our children during this potential period of transition. For these reasons, I am advocating for resolution 279, which calls for the development of a
mitigation plan to address the concerns of our school community. This plan will help minimize the negative effects of the renovations on our students and families, ensuring that they can continue to learn and thrive in a safe
and supportive environment. Resolution 279 calls for us to all come together to be a strong voice for our skill tr for our school children and to be compassionate
and supportive of the Fulton and Ellie Elliot Chelsea community who we also deeply care about. Tasha, I want to say that I think the resolution shouldn't happen because our
city's perfectly fine the way it is. And I believe it should stay this way for a pretty well time. Thank you. All right. So, next we're going to have Annabella Roierro followed by Joe Vitali.
Of course, my phone. So, today the Supreme Court of the United States passed down a 63 ruling upholding Tennessee's ban on gender affirming care for trans youth. This ruling is a grievous loss for our community. We'll see many families
fleeing their homes due to this. There will be many more who without access to resources to flee from this act of cruelty and some will leave this world before their time. There was a rally at Union Square protesting this ruling and yet I
decided to head here instead. This is not because I don't see utility in rallies but because I believe the screetti ruling makes every bit of ground we can win even more important. We need to either get the scrutddy rule overturned or neutralize it. And to
achieve that, that requires us to build power and change the culture of our country. The CAC D2 election is a victory for us. But not merely a political win. Policy nor culture are downstream from each other. They both feed back into each other. Embedded in
this political win is the groundwork to further push the culture towards valuing equity. For evidence of this, we only need to look at why our community started showing up to these schoolboard meetings. Moms for Liberty were able to leverage small political wins with into
tools to change the culture of not only our city but the country as well. We are not yet done. There exists other boards in the city with monster liberty scum on them. These malcontents must be
voted out of voted out and excised from the trappings of power. Even then, there are far greater goals we can achieve. When in our city, there are city council elections, state assembly and senate elections, and
congressional elections. Our work is not done, and it won't be done until the executioner's blade is no longer hanging over our throats. So, we have Joe Vitali and after Joe is going to be Walter Masterson. Hello. I've spoken before. I'm a female
athlete who has been sponsored. Again, I'm going to support resolution 248. And again, the minutes aren't accurately reflecting what I support and what I oppose. I support 248. I oppose 275. I
oppose 276 and I oppose 277. And to the members of this audience who are conducting their usual disrespectful buffoonery in the back, there's children here today and you're showing how little respect you have for
freedom of speech when freedom of speech does not go your way. Additionally, I'm dedicating my speech today to Dr. Lynn Finn, who is a scientist who is exposing how a lot of current science, including peerreed
stuff, is co-opted and corrupted by the pharmaceutical industry. Last month, Sarah spoke about science, but she did not even cite a source. And I can tell that you oftentimes don't
know what's really going on. Fiser, the pharmaceutical company Fizer gives money to the board of education. So it doesn't come out of nowhere that a bunch of kids, especially girls, now think they are quote unquote born in the
wrong body. It reflects the pharmaceutical undercurrent and the pharmaceutical push. Schools are becoming unsafe places for the same. unsafe places for people with common
sense. Schools are actually physically structured like prisons. And because Superintendent Maguire couldn't answer your questions very directly, Mr. Silverman, I will. Teachers, quality
teachers are leaving the system. Homeschooling is on the rise and throughout the world, a New York City public school education is getting the reputation of being the worst in the world. And we New Yorkers know that nice
niceness can often be just a smoke screen among other smoke screens. Right, Superintendent Maguire? Thank you. Uh, next we have um Walter Mastersonson. And Walter is going to be followed by
Shannon. Check. Check. Okay. Um, I'm going to start with a great gotcha question. What is a woman? Right. Great gotcha question. An adult human female is a biological state of being which is also socially
experienced. Right? What is a woman? An adult human female. What is an adult? Right? What is an adult? America says 18, South Korea says 19. Uh Thailand, New Zealand says 20. Uh Matt Gates
thinks it's 17. Charlie Kirk and Matt Walsh uh think a 12-year-old raped by their father is ready to become a mom. So you cannot define a woman without using a social construct.
All right. The Olympic Committee used to test female athletes for sex verification. They had to discontinue this practice because female athletes were constantly being disqualified
because of chromosal chromosomal abnormalities. All right. And they finally discontinued their practice concluding that the complexity of human genetics meant that not all the cells in a person's body have the same genotype.
All right? As a parent, you naturally want to protect your daughter, but if your daughter runs too fast, jumps too high, throws too hard, she will be transvestigated. Okay? The size of your daughter's hands,
her hips, her feet, the sounds of her voice will be transvestigated by grown adults. Don't believe me? Look up any comment section on Michelle Obama of Venus, Serena Williams, Dwayne the Rock
Johnson, Whoopi Goldberg. Okay. The members of this board from Placeen NYC and Moms for Liberty want you to obsess about trans people in sports to distract
from them implementing school choice. What is school choice? School choice is a wealth transfer. It is a way to take tax dollars out of public school. If you could wrap up your remarks, please. School. Okay. So when they ask what is a
woman, they are trying to pick your pocket. Thank you. So next we're going to have Shannon followed by Chrissy Rose and then Omar Vera. Shannon. Yep. How you doing y'all? I'm Shannon. You
know me. I've been to a whole bunch of these. This week's been interesting. Um 248 was on the ballot and I think the will of the people is pretty clear. We also lost big today. Uh a truly terrible
Supreme Court ruling has created a situation where kids will be unsafe. I want to be real clear about what's in this room and what's not in this room. cuz 248 had somebody leading it. They
say the captain is supposed to go down with a ship. I don't see her. I don't know where she is. I don't know where Monster Liberty is. But what I do see is a sinking ship. And some of you are on a different ship.
Thank you. Some of you are still on the sinking boat. And that's public record. The will of the voters is that New York remains a safe, affirming stronghold.
And make no mistake, what has happened in Scot and what is happening in this country does not defeat us. It does not send us back to the closet. It makes us angry. It makes us full of fire and
passion and turns us into steel. We are not going anywhere. Trans people are not going anywhere. Trans kids are not going anywhere. The question is, do you want to sink
or do you want to stand up for what's right? Choice is yours. So, next we have Chrissy Rose, who's going to be followed by Omar Vera. Hi everybody. I am Chrissy Rose and I'm here to ask you to rescend resolution
248. You've spent the last year ignoring the clear demands of your constituents, and now the natural consequences of these actions have come to pass. And a bunch of you lost your seats. This month is your last month to do the
right thing, because next month, if you don't, that decision will be in more deserving hands. So, if you'd like to be remembered as something other than a bigot who bullies children, now's the time. But honestly, that's as snippy as I'm going to get tonight because not because
you don't deserve it. You haven't earned grace from anyone in this room. But it's more important to me to show you that there is room over here for you. Even though you have been in the wrong and you have hurt people, you can still do better. And that would matter.
But if you won't do better, we will elect people who will. And I want to remind us all that we didn't win this because we're right. Although we are we want it because we fought and there are going to be times when we
don't win and that has nothing to do with the justice of what we are doing. When we don't win there is one message that we need to take from that above all and that is to get up and keep fighting. Now, we see the light at the end of this
particular stupid tunnel, and we are going to celebrate, but what we're not going to do is slack off. There is more work to be to be done. We're going to support resolutions like 276 and 277 so all kids can feel safe at school
regardless of their immigration status or any other identity that they may hold. We are going to get out and vote in the mayoral election. We're going to keep going because we are not just here to protect trans kids. We're here for
all kids. So, thank you. Thank you. Thank you. Thank you. Thank you. So, next we have Omar Vera. Okay. I said it looks like Omar Vera. Yeah, thanks for having me back here again. You remember my speech last month
calling out like the um the failure of this board to um resend resolution 248. Um but like the previous speaker said, you have a chance now to correct correct this abomination,
resend this awful resolution and accept that trans rights are human rights and human rights are trans rights. And um like I said, I want to say I like to congratulate the people who stood the right thing, especially on this side of
the board, all of you. And um and yes, and of course the number one transphobe here, Ma Marin's absent because she's she's a sore loser who couldn't accept the fact that she had been voted out.
Where are you mod? Empty chair right there. And um yes. So starting next month onward, we're this board and and the general department of education is going to be
one of for by the people, not for not for moms for liberty or should I say moms for subjugation. And um and I hope everybody here everybody here like votes to rescend 248
because that needs to be rescended now. again. Do it now or or the or the present board will forever have the saying of of shame. Okay. So, recent resolution 248 and
equal rights for all and justice for all. Thanks. Now, watch this. Our next speaker is Elena Daniels. I had to get it right. I had to get it right. For the for the record, we practiced
before. We practiced. Hi everybody. Whoa. Why does the Y never work? Hi everybody. Guess what? We did it. I I can't quite hear you. Guess what? We
did it. 1618 I've lost track um months ago when our favorite Daniela tried to ban this book and there were only you know three or four of us standing here. This seems sort of like an impossible task. But we also warned them we'd be
back next month with more people. 16 months later we've been back every month with more people. We were back this month with more voters. So, thank you to all the Get Out the Vote team, you know, who did all the
work uh canvasing at schools and talking to parents and just letting them know what was happening up here. Um, but I also want to say that from the beginning, we said we were just getting started. We said that resending 248 was just the t just the first step. We want
to make schools schools that are safe for everybody. We've heard a lot of talk tonight here about how schools are spending money and last month we actually heard a lot of talk about how faith did not do a great job getting folks out to vote.
Personally, I think that's a question of priorities. It's a question of where we choose to spend our money. You know, I don't think it makes a lot of sense for there to be two people in the whole DOE working on LGBT kids. 40 uh people whose
job is to lead all of the governance stuff face. Wow. Still that there. And the And right now the DOE is trying to hire 400 new baby cops. They're trying to hire a bunch of junior school safety officers
ages 17 to 23 and are about to put them in elementary school classrooms for I believe it's $36,000 a year in a salary. And yet somehow we don't let the 17-year-olds on this board vote. Could you wrap it up? Oh, was that the buzzer? Thank you.
Cool. Um, so what I want to say is please keep organizing. Please come out. And I will be passing around a flyer about a rally for next weekend. And we're trying to get New York City to move money from cops and into care like trans communities and keeping Ken Lord open.
Thank you all. Bye. Um, next, uh, it I'm going to try to pronounce this. Looks like Dei Deimmy. Sorry. Thank you. Good evening everybody.
Uh my name is Jimmy and I have two children here at PS33 and tonight I strongly support the resolution 279. And I saw speaking tonight not just as a parent but as someone who strongly
believe that children deserve more than just survival. They deserve safety, dignity, and the opportunity to drive. Be said it will sit at the center of a
two billion development plan. Yet somehow our school have been left out of the equation. No protection plan. There is no guarantee of investment.
And this isn't just about construction. It's about the potential for decades of descriptions with constant unfiltered noise above legal limits, shadow cast over our classroom and playground
and toxic soul beneath our children feet. There is no clear mitigation strategy, no commitment to a new school building and no relocation plan if it become unsafe,
just vague promises and vanishing sunlight. Let me be clear tonight. We are not against progress, but we are against being ignored.
And we know responsible development is possible because we've seen it. When Memorial's learn Karine build its cancer center next from PS 183 on the
OPE side, they didn't acknowledge the disruption, but they act. They invest over $5 million in the school upgrade from playyard renovation to the school air system. They use
electrical grain to reduce noise monitoring air quality on real time and donate over $500 to the school PTA. That wasn't just mitigation. That was respect.
the right thing to do and therefore we support the resolution 279 because our school deserve better. Thank you. Hey, I'm Mark. Uh, I didn't hear them spell my name. I'm a little bit hard of
hearing. Um, happy Pride month. And I think it's kind of awesome that Mod's not here because that means she's not going to clog up everybody's speaking time like last time where we only get 30 seconds because she yapped for quite a long time. And I think that
it's great that we have the chance to actually maybe kill this bill or and I'm really happy that there's so many people here. And I'm I'm really happy that so many people care about trans kids like
me, kids who just want to play sports. I can't play any I've never been allowed to play sports at any of my schools in my life. And I hope that the freshman go who are coming to New York City high schools in the fall or trans freshmen
are able to play whatever sports they want. That's all I want. And I hope that they all feel safe. And I just want to say happy Pride Month to everyone here. Happy Juneen. And yeah, that that's basically it.
Also, yeah, Charles Love is in here. Allison Bowen is in here. Mod Marad is in here. So like the vibes in here are a lot better than usual. Like that's all Thank you. Hi everybody. Thank you for
being here. Hi, superintendent. I'm so delighted to see so many people. My name is Kristen Clifford. I am a proud mom of two trans kids and I thank you all so much for supporting trans
kids. I am here again to say please rescend 248. I am here to remind you that your actions here on this council are
directly related to national actions. I am here to remind you that a trans district 2 student committed suicide last year. I am here
to remind you of that again because you need Will you please look at me? Thank you, Allison. I look forward to seeing you in September. Also, a student committed suicide and you are still trying to pass anti-trans
legislation in this district. It is shameful. It is horrible. I have two trans kids and I worry about them all the time. I want to say thank you to Alexandra and
Lila, Laya. Sorry. I want to say thank you to Aunties for Liberation. I want to say thank you to Transformative School. I want to say thank you to Jessica, Sarah, Sonal, and Gavin. Craig, Daniela, and Allison. We'll see
you in September. Discrimination against one is discrimination against all. And all of these beautiful people here are here to help all kids. All kids, not just trans kids, but all
kids to feel safe at school so that they can learn and be their true beautiful selves. And that's all we want for all kids. Thank you. Thank you. That concludes the uh first
public speaker session. Uh I have three Victor Victor to you. Where's Where's this Victor? Is there another Is there a second sign? Did they sign the wrong sheet? Give Victor a second.
Is it just the four of you? It's fine. It's fine. It's fine. I don't Okay, it'll be okay. It'll be just these five, but we're not going to add anybody else at this point. Hello. I've been attending these
meetings for over a year, encouraged by friends through the blatant transphobia on display in our New York City public schools. I've seen members of this CEC group shout at each other and at us, having full-on meltdowns at times. I've seen them run from their duties in the middle of meetings. It's been
embarrassing to see and frustrating to see and heartbreaking. I come from a line of New York City public school teachers. My mother recently retired after decades of teaching math to middle schoolers and my grandmother taught me reading before her. I've come here to be a witness to be a supporter of my trans
community and especially of trans children. In this wonderful city I call home, it was ghastly to me that parents would weaponize anti-trans talking points in order to push out grade schoolers from sports participation and social transition. But I'm here to say to say thank you to people like Ma Marin
and Charles Love. These are people who are put on this earth to teach us how strong we are. Um they've brought us together because our love of ourselves, our peers, our students, and our kids is so much more powerful than the hate that they spew. Ultimately, they're going to
be a bad memory. And we're going to have each other celebrate our wins and continue to uplift trans kids and adults because all we've ever asked for is equal rights and kind treatment. And that's not too much to ask for. Here's to us. Here's to our champions on this
school board. Thank you. Um who has spoken and stood firm for trans kids. Here's to the students who spoken even when it's scary. And for us who've been here for each other. Let us always remember that fierceness and love got here. We will protect what we love and
we will and they will try to destroy us with hate, but we'll just keep coming back for each other. Thank you. Hello, I'm Collab. I go to Stson High School and I'm a co-president of the GSA there. And I've been coming to these meetings
all school year um starting in September and nearly every month I think I've come and I've spoken to defend and fight for my rights and those of my community. And it really it really hasn't been I don't really enjoy this. You know, I've been bullied, I've been heckled, I've been harassed, generally made to feel awful.
And so one of the members of this board, not to name name, I will name names. Ma Marin, who just lost the election uh to several much better candidates, um has sought me out at school events at my school, stared at me uncomfortable
uncomfortably. She's um she's recorded me directly with her own phone without my consent. She's hired a camera crew that recorded me without my consent and against the advice of the superintendent. And I, you know, I don't like that. I I really just don't like that. That's I hate coming here, but I'm
really really proud of the whole community that's kind of that's sprung up around these meetings and around this effort to repeal 248. I I think it's so amazing to see the same group of of people coming back here month after month despite this constant
onslaught on all of our rights just to show that we're here, that we're fighting, and that we won't give up. Most of the people that I see in front of me have a better attendance record than Mod Marin. So, that's something to be proud of. Um, I'm really proud that we were able to get the two most out of control bigoted
members of this board to lose the election. I'm I'm I'm really happy about that. And um I think that you guys really give me hope. That's what that's what I feel when I'm here. Even though our community is under attack, our rights are under attack,
even though the Supreme Court ruled today that our care can be restricted, I have so much hope for my future and for all of our futures being here and seeing you speak and seeing you stand up for us. Thank you so much. Hi. Y'all know me. I'm Carrie. Uh I'm I
don't know. I've been here like 14 15 months, month after month. Um I'm a parent. I've lived in New York City for 34 years, raised two daughters, mostly in D2 schools. Uh and as a mom of a trans youth, today my social feeds were
filled with sadness, rage, and advice on how to leave the country. Not something to smile about. Len, did you know you can get a visa to live in the Netherlands for $5,200? I didn't know that until today.
And Craig, as you brag about your 600 votes, winning this seat. I want you to know how much harm you have caused our community and my family with your continued support of resolution 248. abstensions are support and your
repeated lie that you are just asking for a conversation. It's such a convenient excuse for bigotry and transphobia. With those words, you betrayed your own lived experience as a gay man and your own lived experience and the history of
your ancestors because you know what's next. Today, children all over the country, children lost their right to receive lifesaving healthcare. It's not something there's no joy here for me tonight as a mom.
You know, it's I know it's life-saving because I have lived this with my daughter, but you don't listen to me every month when I come here and tell you that. And the difference between you and me, Craig, is that I didn't turn my back on my kid or any
kid. I didn't have to ask for a conversation that would put her or any trans person in danger. I fought for her just like I would for your kid. I would fight for your kid. Would you fight for my kid? I guess not.
So I ask you now that Ma and Charles are gone and Allison, we still see you. Is your kid going to be proud of you when their transpears are dead or move to the Netherlands? Shame on you. Resend 248. And for
everyone else, look at what we did. We are ragtagged and underprepared. And you better be really worried about how organized we'll be for the next time. Hey, good evening. My name is uh Michael. I'm a D2 parent and this is my
sixth CC um sorry community education council meeting. Uh last month when I spoke I discussed some serious attendance and voting issues, but last month we had full attendance
and votes were taken on more resolutions that night than in the previous four meetings combined that I attended. So I want to say thank you to the council. Sincerely, thank you to the council.
I also want to say thank you to the community. As the parent of a thriving 20-year-old beautiful trans woman, I'm especially grateful. Many of our community don't even have kids. And yet, they feel it's important
enough to show up to the community education council meetings to fight for the next generation's rights. Maybe that's because some of our community knows exactly what it's like to grow up trans.
Maybe they just want better for the next generation, just like all parents want for their kids. So, I hope our council will continue to listen to our community. Please resend 248.
Thank you. much. Thank you so much. Thank you so much. Um I'm obviously going to need Okay, hold on. Um a toast. I think that we've earned it. I'm so sorry. I tried to bring more
bottles of apple cider, but I assumed that we would have a much smaller crowd. I just have a tiny granny cart with me. We can get drinks afterwards if y'all want to come to Henny's. were doing after party there. Um, but I kind of want to read something that would feel
important to me as a trans kid who was not able to transition and I felt like I was dying on the inside and I didn't know if I'd make it to be the happy loved person I am today. So, I'm going to read this. It's from um surviving
transphobia. They are adults bullying the vulnerable, rejecting science in favor of transparent bigotry. And their strategy is so very plain. Incite hate, violence, fear, and despair. Silence our voices, minimize our access to services, limit
our ability to exist in the public sphere to generate votes and establish president later to restrict any form of otherhood. They choose as part of their extremist coup to create white supremacist Christian nationalist fascist America. Our community is
already increasingly traumatized. To them, I say, not happening. You forget that we are fierce. We reject your attempts to eliminate us. We refuse to vanish just to make it easier for you to ignore your uncristlike intolerance. We
have confronted the gender binary and transphobia since the earliest moment of recorded history, and we will still exist ages after your attempts to eliminate us ultimately fail. Get over it. the dissenters
and happy summer. Perfect timing. Thank you. Uh moving on is next the president's report, right? Yeah. Okay. Uh thank you and good evening everybody. I want to thank PS33 for their hospitality. Thank you to principal
Cindy Wang and her staff. Uh I want to start off by acknowledging June acknowledges various communities. June is uh immigrant heritage month. It's Caribbean American Heritage Month. Of course, Pride Month and also happy Junth. A few announcements. G&T offers for
grades 1 through 4 are now available. I'm sure everyone who has applied has checked to see their offers, but please, just in case you didn't, please check my schools. The 2025 2026 calendar is out. It's been updated. I think there are a couple of changes. You can access it from the DOE
website and I'll get it up on our website this week. The first day of school is Tuesday, Sep uh sorry, I think that's Thursday, September 4th. A reminder as we conclude this school year. The New York City Schools free summer meals program provides free breakfast and lunch across all five
burrows to anyone 18 years of age or younger. No applications are required. And for more information on uh locations and dates, please visit.nyc. nyc.gov/summer meals. Couple of items from our district. As the district thinks about
compliance with class- size mandates and the best use of space and how everything ties together, there have been discussions about the future of our two two of our middle schools, 75 Morton and Sulk. Superintendent Maguire can talk more about this. I want to emphasize
nothing is decided, nothing is happening for this fall. Again, I'm going to let Superintendent Maguire talk more about this, but right now, the district is just having preliminary discussions with all of the affected communities to get feedback. We will monitor on the CEC.
This CEC overwhelmingly pass a resolution 10 to1. There was one person who voted against it, urging the board of elections to cease the use of public buildings for early voting on school days. One of the affected schools is Lab Middle. I've and I can tell you because I was voting yesterday and we kind of
did get in the way. uh voters of the students. I've been in conversations with the department of educa with the DOE who has in turn been in contact with the board of elections for months and I've even identified a personal a possible alternative site. I did some leg work on this. I'm pleased to report
that it's looking good for moving early voting in the fall. I got an update on Monday that the plan is to relocate. Uh I'm not going to say where, but it's not that far and things will be finalized after the primaries. It's not a definite yes. I don't want to say it is, but it's
certainly the right track. I'll continue to monitor. I'm glad our work has paid off and we'll continue to look at alternatives to Wagner because there's also early voting there and they wind up losing their gym for like two or three months a year. I would take take a second. I know
Superintendent Maguire will probably speak about retiring principles. I do want to take a second for my be selfish a little bit. Uh my assistant principal at PS340, Rachel Rosenbound is being stolen by PS2. She will be the new acting uh principal at PS2. It is a huge
loss for PS340. A massive gain for PS2. She is absolutely wonderful. We we will absolutely miss her at PS340, but I'm sure she will flourish and bring PS2 to new heights. I just wanted to take a second for that. Finally, I would like to thank each of the council members for
their hard work and efforts this term. We clearly had a controversial term and we don't agree on paths forward on a lot of things and policy, but we all want the very very best for district 2. We got much accomplished bringing back the honors and screen programs in several of
our middle schools. We had resolutions protesting the 60-day shelter limit of the mayor. We had resolution addressing anti-semitism and one asking for Norcan access and daylight pro one advocating for daylighting provisions. resolutions on funding librarians and lice checks,
asking for enhanced data on non-compliance for services to students with disabilities, several resolutions on school safety, protecting the chessat, and finally something we received well over a thousand emails asking for restoration of geographic priority for some of our high schools,
alleviating a stress point for many of our eighth graders. Many times resulting that have resulted in pushing kids out of the New York City school system. So, I want to thank my council members for their hard work. I would like to thank Laya and Alexandra for their hard work.
I know Alexander's not here. They have been fantastic. They have been fantastic advocate. So, I want to thank both of you. I want to wish you both well in your future endeavors. Do you want to share where you're going next year? You don't have to. Okay. Why? You know,
um I'm going to NYU and I'm going to be majoring in global public health and biology. So congratulations and thank you so much for your service to the uh students of this district. I would also want to particularly like to single out one person, my friend Len.
Len has served on the CEC for six years after I think it's a decade of service as both a PTA president as well as the leader of the District 2 President's Council. Although there are rumors it's actually not 10 years, it's probably about 30. Uh
Len will be moving on. His uh sons are are out of district 2. Um and they're doing all three of them are doing wonderfully. They're doing some great things. Um his oldest his middle son is serving our country. Um Len has been a tireless advocate for years and our
district families owe him a debt of gratitude. So thank you Len and we will miss you. You got to remember 10 10 years doesn't get paid anything. He's, you know, countless hours when he was running the president's council that was coordinating I 40 50 PTA presidents.
It's not an easy thing. I can tell you I just I just want to say when when I finished my terms of PTA president, I cried. I literally cried. I will not be crying tonight. Okay, just just so we're clear. But it's been a pleasure serving. It's it's been a pleasure serving with all of you. um includes everyone on that
side of the room. I'm pointing to you guys, includes you, includes all everyone. It's really been a pleasure and uh and I hope that the next council can find the common ground on enough issues to hopefully uh get get some things accomplished. So, that now as we move to the future, I look forward to
working with the new council. And with that, I'm going to turn it over to our superintendent, Kelly Maguire. Um I do think that the amount of hours and time that you put in uh as service to the district is very worthy of
appreciation. Uh, and um, we have certainly not always seen eye to eye, but um, I appreciate everything you've done, Len. Thank you. Um, and to all the council members who are not returning to our board next year, um, maybe you'll come and join the crowd here out uh, in
the audience. Um, never know. Uh, but thanks so much everybody for uh, welcoming me here tonight. Um, a couple of weeks ago we held our gender sexuality alliance summit um at 75 Morton. The summit was a
gathering of all GSAs from across our district to schools. The GSA celebration was funded by council member Botcher uh who brought a bunch of toys and uh different treats for our um students. He
also helped to sponsor a tour of the Stonewall National Monument and it was just a great day for uh our students in district 2. Uh yes, we have three principles that are retiring this year. Uh Darin
Espazito of Manhattan New School, Savannah Ang of PS2, and Ronda Perry from the Sulkq School of Science. Uh I have worked with these folks for quite some years. They are not just uh people to whom I go when I need advice uh and
encountering challenging situations. They're just very very smart folks who have had a huge impact on our district and I will be indebted to them for quite some time. We are welcoming in uh three new interim acting principles. Amy
O'Brien is the currently the assistant principal of PS290. She's been there for over 20 years uh and is excited to take on the IIA role. Rachel Rosenbomb uh as president Slutskin mentioned is currently the assistant principal of
PS340 but she's been a PS I'm but she is moving to PS2 as the interim acting principal. Uh she had previously served as an assistant principal in Corona Queens for about 11 years. She has strong background in working with students who are English language
learners and their families. and Marsha Wallace um has been the assistant principal at the Sulk School of Science. Marsha has been at SulkQ for over 20 years as well. So, we feel very very confident that the strong work of these
school leaders will continue uh in their new schools as interacting principles. As we move into our year two and year three of our NYC reads and NYC solves programs there we're going to continue to make sure that we are strengthening
the core curriculum and we're doing that in partnership not just with our school-based supports and coaches but the great minds organization who are the publishers of the witten wisdom curriculum as well as new visions uh who
has been supporting us with mathematics and the implementation of illustrative math. We're going to continue to work with them and they're going to provide direct coaching both to our teachers and our school leaders. Uh we see great things ahead uh for our district as we continue
to work with these partners. We are also working to strengthen our intervention and enrichment programs. Several of our schools are instituting uh a special period in the school day called a what I need or win period. The
win periods are really opportunities for students to participate in homogeneous groups focused on skills and strategies that are closest to them and are uh most directly connected with what they need to grow in. Uh we are also going to do a
couple of different things uh to help to really enrich our two curricula in with the NYC reads curriculum throughout the year. What we've seen is an increasing number of schools that are taking advantage of museums and special celebrations and opportunities around
the district. Many schools have participated in field trips that are directly connected with the modules that they're learning in literacy. Uh I shared earlier in May that we visited the Museum of the City of New York which
is actually that museum is actually instituting a whole new exhibition that is aligned with our wit and wisdom curriculum. So we're just very happy to be able to partner with the rich resources that are here in the city in mathematics. Uh as I mentioned we're
going to continue to grow our math enrichment. our students are going to be participating in a uh district-wide and actually a statewide math olympiad which includes some different competitions and opportunities just to celebrate and have
fun with math. Uh so we feel good about these two initiatives moving forward into the coming year. Next slide. So uh as uh President Slutskin mentioned we have been in conversation with both the Sulk School of Science and 75
Morton. These are very very preliminary conversations but we know that the Sulk School of Science has done a tremendous job of providing a program to communities throughout the years. uh the Sulk School of Science every single year has several
hundred applicants for a around a hundred seats. We think that we can both strengthen opportunities for families by increasing um the number of seats and one way that we might be able to do that is through a partnership with the 75
Morton school. 75 Morton has a a short history but it is deep and enriched. When I began as principal of uh the Greenwich Village Middle School back in 2005, many folks at that time were looking for
a middle school in Greenwich Village. And we actually looked at the 75 Morton building 22 years ago as a possibility for an expanded middle school. So there's a long and rich history of uh families in the Greenwich Village
neighborhood working toward a middle school. And there are several members of the 75 Morton faculty that have been there since day one. And it's important to bring all voices together should we uh decide to figure out how it is that we can might partner together either
through a collocation, a merger, maybe there isn't a plan that we can move forward with in uh for the fall of 2026, but this is certainly a conversation that we want to get started. We also know that there are class- size
legislation that is coming down the pike. Uh, and we really need to think about how it is that we can preserve uh, seats here in district 2. Uh, the PS40 building, which is a shared building with both PS40 and Sulkq, uh, is at
about 140% capacity. So there's really no way for that building to be able to uh support the number of students that are currently attending PS40 and Sulkq. So we think that there's a way that we might be able to partner these two schools together uh to move forward with
a plan that preserves great seats and opportunities for kids in our district. Again, we are at the very beginning plan, very beginning conversations. We just needed to get these ideas out there to families so that we could begin talking about them. The next step is
that we are working to bring together teachers and parents from 75 Morton, teachers and parents from the salt school uh and can bring them together to meet a couple of times throughout the summer and then engage in more conversations with the public uh in the
fall and hopefully we can work towards something that would be mutually beneficial for both schools. Uh we think that there is a great opportunity there. Nothing is happening for the 2526 school year. We don't know how long the um
timeline would be for uh any kind of work, but we do know that we've got um some real needs coming up and there have been lots of great oper options that have been put out there on the table, a lot of great ideas that have been shared with both schools uh in regard to um a
plan forward. So, we're looking forward to having that conversation with that community. Uh, at our last meeting, uh, someone had asked how it is that new teachers in district 2 are breaking down in regard to um, elementary, middle school, and
kindergarten through 8ighth grade. This is the way that those are uh, that 127 teachers are breaking down. Uh, 81 of them will be in elementary school, 13 in K8, and 33 in middle school.
Next slide, please. I was also asked for a little bit more data and information in regard to um suspensions in our district. Um so we have 48 schools in our district and we
have two prek principles, one prek program. Very happy to report that we didn't suspend any prek students this past year. Um chalk it up for a small win. Uh but this come this in this past year we had 45
fewer suspensions uh than the previous year and in 36 of our schools we had fewer than 10 suspensions and in 12 of our schools we had zero suspensions. Um so unfortunately though we do still
have a lot of work to do. Um, as we have stated in the past, uh, we have a real goal, uh, around reducing the number of suspensions of our black students and our students with disabilities. Our Hispanic students are not suspended at
quite the rate as our black and students with disabilities. Um, but all three of those groups are the number of suspensions is uh far more disproportionate than that of our white, Asian, multil- language learners and
students without disabilities. So, this is a goal that we would like to work with our um both our schools and our upcoming CEC on. Um we think that there is some opportunity here to build um conversation. We think that one of the
things that's really important to focus on especially for our students with disabilities is how is it that we are providing strong supports in the classroom uh to support all learners. We believe that if we can create the
classroom as a really positive place for kids where kids feel that they belong and kids feel supported that school will become a place uh in which they thrive. Um so this is definitely work for us in the coming year.
As an update to um work that we are doing here in the district, uh we have been briefed and several of our principles have recently or we've pulled together our principles to remind them of the rules and regulations regarding the treatment of non-local law
enforcement um here in our schools. Um there is some concern about announcements that are coming out of Washington in regard to New York City uh as being a target for increased um presence of non-local law enforcement.
Um, our school leaders, our parent coordinators, our school safety agents have been reminded and briefed again on this policies and procedures for how it is that we uh address that situation
should schools confront that summarizing is coming up very very quickly. uh PS6 130, PS2 131, PES slip, 75 Morton, Roosevelt Island, PS11, and Eastside Middle School. All of those
schools are hosting summer rising programs. Uh these are just fantastic programs that are offered to families free of charge that include both academic and enrichment programs. Um we're excited about this coming up. We've got a lot of families that are
currently on the list of students to be in uh to be participating. We hope that they all show up. Um and um we're asking families to make sure that they attend on day one and that they're communicating with their summer rising site.
Uh Junth is tomorrow. Um and our last day of school is June 26th. And then as Craig mentioned, September 4th is the first day of school for the 2526 school year. Um, again, welcome to our returning uh CEC members and to those
who may be watching online. Uh, we welcome you and look forward to working with you in the coming year. Um uh as president Slutzkin also mentioned uh the city made an announcement in regard to uh a financial literacy initiative um
that is um uh the city is going to be developing. And I'm very proud of a group of our middle school leadership conference students. We have a small group of students from a few of our middle schools that actually have been working on this project for the last three years. uh and they have actually
met with the chancellor's office uh in regard to ways that we can increase financial literacy across our district and infuse that curriculum whether it's in core instruction or an advisory. Um but we're very excited that our district is one of the pilot districts and gets
to participate in the new financial literacy work. And with that, I thank you uh and I'm happy to take any questions. Um so it's the second year of NYC reads but it's my understanding correct that is the first year of implementation of
wit and wisdom in our district everywhere right every school right and so I would love to know what are the lessons learned of this first year of implementation of Witt and Wisdom and specifically what can we do about
schools that are still making kids read uh letter level books which my understanding is that is not align with the science of reading and is not the best practice um but there are still schools recommending kids to read you know they
test you're at level M you need to read books level M which I my understanding again I'm not an expert in this area but my understanding is that that's not best practice. Um so what I can say is that you know we
have 37 elementary schools uh we have a couple of practices that we are still working to root out. uh and um we are working closely with um those principles to move fully in in full alignment with
witten wisdom. Yeah. Uh what are the main lessons from the first um year of implementation? Um so we've learned a lot um about how it is that um we can assess students not
just at the end of a module but how it is that we can collect student information from students on how it is that they're per performing throughout a module. Um there are some smaller assessments that are built into the curriculum and um we're making learning
to make better use of those and understand what the data and information from those really means. Um we have some schools that have done a great job and because it's been a part of their routine for a while of implementing um
routines like the Socratic seminar um and uh dis school classwide discussion. Um we are learning of different ways that we can make sure to strengthen um those practices uh as well. Um, we've
learned a lot about um, what it is that, and I know this sounds a little bit general, but like what it is that we can keep and what it is that we can cut out and what it is that we can move through quickly. We were actually just talking today um, about uh, ways that we can
help teachers recognize when if there's a series of five questions that students are asked. Sometimes you don't have to answer all five to recognize that kids get it and you can move on. Um so that is going to
come with uh continued, you know, teaching and understanding and knowing the curriculum. Um there's a lot of things that we've learned and also learned a lot about how it is that we can do a better job of engaging families uh to know more about the curriculum.
So, um, we just had a a big debrief on that and we're looking forward to it in the coming year. Just that you mentioned the queuing system which we you know think of mostly in that early childhood kindergarten through 2 grade.
That's actually the place where we feel best about the shift in practice. Like that's been pretty universally accepted that that is not a way of helping kids um read words that they didn't necessarily
know. Um so the phonx and phmic awareness work um in those early grades is we feel very good about where that is. That's uh so so a couple questions. Um one is I I hear reports about some schools
lacking lacking omniards for students and like some some schools lack Omniards like they they have run out of OmniCards and so students who who lost their Omniard are not able to get uh a new one and so I wonder um uh have you have you
been hearing that in some of our schools and who is the the responsible person to do um I know Kelly if you've heard it directly from people I mean I think we know so we have heard that we've worked direct directly with parent coordinators
when that's come up. Um there's a few issues. One, they are not nearly as durable as the old cards. And so when they they are easily either lost or um damaged and so just the rate of trying to replace them takes a little bit of time. And um our our district family
advocate um have worked with individual parent coordinators. If there's an ongoing issue, then we're addressing it school by school. And then the one other question is uh well actually a couple other questions. Um, one question is about the I I was
really really glad to see the uh to hear you mention the Museum of the City of New York and the initiative to go there and in particular I I hope that the students who if students go there they will go see the activist New York exhibit which is very um very rich very
interesting exhibit and it actually um I would also encourage everyone here to go because it actually does feature the opposition to resolution 248. You can see it right there in the in the exhibition. I've been I've been a couple times. Um I'll probably go again in the
summer. Um and then the um I I also just want to add in respect of Sulk and 75 Morton that you know 75 Morton is a great school. Um some of you in the audience may remember we had one of our meetings several months ago in 75
Morton. Um they do have capacity. Um, and I hope that um you'll work with like uh the community board 2, community board 4 because I know that there is some some interest in having expanded middle school options in that area. Um
and then um uh in and finally in respect of respect of ICE um I I do appreciate you again repeating the um the the guidance from the chancellor from the schools about dealing with non-local law enforcement and I'm wondering that on
the ground in our schools here in district 2 are you hearing reports um about about sightings or or rumors about you know ICE activity you know, near our schools and and if so, is there is there a channel or a
mechanism that that gets, you know, reported and and tracked at the New York City public schools level? Um, so yes, we have not heard of any non-local law enforcement uh coming into
interaction with any schools or having anything to do with any students or families uh around or near schools. Um, what I can say is I I put this on the deck because um we
wanted to reiterate to families um the the protocol uh I'm sorry, reiterate to principles the protocol for um how it is that we address this. But we also added that um principles or any staff uh who all have our cell phone numbers should
contact one of us immediately should um they suspect that something is going on in the neighborhood. Um and um it's a concern. It's a concern at you know all levels I think here in the
city. uh we want to make sure that we're being in we're providing as quick as support as fast as support accurate support um to schools should that become necessary. I'll also just say that um in the uh upcoming summer rising program um
that the second half of the day is um supported by the department of youth and community development um and uh the city hall is communicating with DYCD uh to make sure that they're aware of the protocols as well because we do have a lot of students from families seeking
asylum who attend summerrise. Yes, I I'd like to get some more information or clarity on what you mentioned about Saul and Morton or middle schools combining right with increasing seats. I kind of got that part. Is it also if there's space would
there is there potential to have a 6 through 12? I'm just throwing it out there. Um if there's space available because there's not that many schools we have, right? We have a very few that go up till 8th grade. There's none that actually combine middle school until
12th. That would be very open. Nice. Um yes, several families have mentioned the 6 through 12 option. I think I heard it from the community board uh in the area as well. Um it's a very popular
idea uh and um I need I put it out there to our office of space planning to see what it is that might be possible. Um for those maybe Laya can talk about what it's like to attend a 6 through 12 school uh as a
graduate soon to be graduate of Clinton. Um but um we know that that model of school is very popular amongst families in the district. It's great. She says it's great. Okay, got one vote. Um two questions. The first is related
to the uh financial literacy program. So, I'm not familiar with sort of the content of that program, but I'm curious if you could speak about um how much of that program really focuses on things like consumer protection and fraud and
you know, not just how not just how to invest a dollar, right, but how to protect your dollar, you know, and I because I think when we talk about financial literacy, I think it's also important to educate the children and families on on consumer protection.
section. I I actually don't know the full curricula, but I think that that's a great idea. Um, and it is def it's definitely um, you know, not just about uh investment, although I do know that, you know, as a part of the save for
college program uh, with the, uh, city's investment in a college fund for all kids when they're really young here in the city. um they use that a bit as a model or um helping students to model out how it is that they might end up paying for university when they get
older. Um but uh that's a great point about protecting because um yes, I think that's one of the concerns is that kids can fall victim very easily. Kids can get themselves into debt very
quickly. Um but yeah and then the second question is about PS281 281. Um so as you are aware so as you are aware there has been a note of vote a vote of no confidence on
against the principal and I just before I ask my question I just want to read from the from the actual vote the letter. So um this is PS281 the river school. The conduct that um is occurring
at the school includes deliberate targeting of students and staff who are part of a legally protected class such as people of color and persons with disabilities. It also includes unprofessional physical contact with students uh unfair labor
practices and you know and other things. There is a litany as you are aware of that conduct. It reminds me very much of what is going on at PS3. And I think that what the families of PS281 have asked of this council is some
accountability and a plan from the um from the district. So I have a number of questions based on that for you. Um, I understand that there is some kind of an investigation planned or ongoing. I know that there is
some concern about teachers leaving, teacher retaliation, families leaving, and these are serious allegations of racial discrimination of, you know, lack of compliance with with with uh services for students with disabilities, but
really just animous and inappropriate conduct towards both those groups and probably others. So the question is if there is an investigation going on, what are the typical steps that the DOE takes that are involved in investigation of
this kind? Um so I can't comment on anything happening there at all. I want the contents of the investigation. What is what is the investigation? What does it entail? Sure. any any parent, any child, any staff member can initiate an
investigation based on something that they've experienced in the school. Uh there are three different organizations in New York City that handle investigations of this type. The uh office of equal opportunity, uh the special commissioner of investigations,
and the office for special investigations. um when those when a case is sent to them, uh sometimes they choose to uh initiate and well they have to do something with that. Um but sometimes
they choose to keep a case like that and investigate it on their own. Um sometimes they choose to do some preliminary investigation and then send it to our office for further followup. Um sometimes they send it to our office
immediately. Uh and there's a range of different things. There's no there's not like one set timeline in which an investigation is completed. There's a range of different things that take place after an investigation is initiated.
An investigation has been initiated as far as you are aware. I'm not going to talk about anything in relationship to that. I I mean I I'm not going to talk about any what I what I would ask is this. Um, another question from the community is, will there be an opportunity for community input in
either of these three different processes of investigation? Yeah, I mean, I have already spoken with um teachers at PS2 281, the PA parents at 281. I met with the PTA this morning at 281. I have I met
with a group of parents for an hour and a half after that PTA meeting. I made myself very available and continue to make myself available should anybody want to share more different experiences, their own child's experience, their own experience at 281.
I'm very open to that. I I understand and and you listen and you take all this information. The the simple question is what next? What happens? Where is the accountability? What is what's the next step? Again, substantive investigations
aside, can you give some I mean, we have members of the PS281 community, many of them online and and in the audience here as well. So, just give them something that this is actually being addressed
because you do have conversations, you take all the information, you hear, you hear, you hear, but it has happened before where there is no follow through. Yeah. Well, I I mean for especially for a family that
feels as though their child has been discriminated against or they have been discriminated against for any reason like it is very natural. It it makes total sense that people want to hear something immediately and quick and I am
committed to giving out whatever information I can as per the direction that I receive. through these in through different investigations. That's that's the process that has to be followed. There are some things that I can share. I
wouldn't share any information about anybody's child with another family. I wouldn't share anything public um about uh a individual teacher or staff member. Um, some things just need to be handled
between um, some things are just handled directly between myself and a staff member if that's the the situation that is um, being investigated. But really what we need to do is just follow the process,
which I will do and see what where that goes next. See what it is that I am able to share. you're asking me to share something that I cannot share and so I can't share anything further on that. Is there is there a timeline for the process? We're reaching the end of the year. We have a new school year
starting. I I understand staff works through the school year to in the summer to prepare, but what's the time frame? Yeah, I mean we want to move as quickly as possible with this, but I I can't provide a specific timeline. Can you just please then give the PS281
community, the members that are online, the members that are in this office your word that you will follow this through, continue to stay on it, not let it dwindle like it has happened in other situations. I think they just need
somebody who's going to follow through, do the right thing, listen, and actually take action. Yeah. And that's why I was there this morning. I think he said yes. Was that a yes? I think they just want to hear a yes. I don't know what the question is. The question is, do they have your word that
you will follow through and stay on top of? Yes. Yes. Absolutely. Thank you. First I I do want to thank you. I know we have had our disagreements, but it's been a pleasure working with you over the years and um I'm uh I'm I'm going to miss that aspect
of this uh position. I do have a couple questions related to um a couple things that you've said. Also, we have a resolution number 277 on the agenda tonight that kind of leans heavily into the the concept and to use
the sponsor's words disproport there's a disproportionality in terms of uh superintendent suspensions for example black students being suspended more than their proportion as uh proportion in the in schools. the same thing for a
disproportionality students with disabilities as well as um students in shelters and LGBTQ plus um students. So I want to ask you just a number of questions about that because I think your answers will be helpful to framing the debate that we're going to
have in a few moments. The first question is could you just explain what a superintendent suspension is and how that differs from let's say a principal suspension and that's the first question. Um, a superintendent suspension is typically a longer suspension for a more
serious incident. Um, despite its name, it is not me making the decision uh about a suspension. There is actually a suspension office that reviews the uh evidence from a case
and makes a determination on whether or not a longer suspension should uh ensue. There is also a because it's a longer suspension. There is a um a hearing that is uh included as a part of that.
students might be suspended for a couple of days initially and then a hearing and then a determination um down the line as to whether or not that should be longer. That number of days and that process is facilitated by an office of suspensions in Manhattan.
A principal suspension is uh a shorter suspension. It could be one day. Um uh it could be up to two. I don't think that I've seen a principal suspension for anything more than 3 days um in our district. Uh that is a shorterterm
suspension that a decision that is made by the principal. Uh the student is uh remains in the school um but may be pulled out of the classroom uh spending time in um the office uh or some schools
have what they call a save room uh with the dean of students. Um, it's a shorter term suspension for a less serious incident. So, so my next question is, you kind of alluded to this. Can you just explain what safeguards and what due process
protections there are for students uh in terms of a principal suspension and a uh superintendent suspension? I'm sure you follow rules. You follow must follow guidelines. It's not just arbitrarily applied. Can you just tell us what the due process protections uh
are for those what that involves? Um there is a there are chancellor's regulations that specifically relate to how it is that um students at different grade levels. Um how it is that a school
might respond to a behavior infraction, a misbehavior, something naughty. uh how it is that schools might respond to that kind of behavior. Um the chancellor's regulations lays out both different options for how it is that a school
might respond to misbehavior as well as parameters um for how it is a school might respond. Um if a student gets up and walks out of the classroom, you can't initiate a superintendent suspension. Um, so there
are parameters that are connected to those chancellor's regulations. And so a school has some choices based on um a bunch of different factors, based on the seriousness of the type of incident, uh
based on the whether or not the incident was the first or second uh behavior infraction of that type. Um, and Not all of the different not all of the
responses that are on this list of potential actions are um suspension or removal. Uh we include counseling as one of the options. We include a phone call to parents. We include a conference with the child. We
include a restorative circle. We include meeting with the guidance counselor. There are lots of different ways in which um student behavior is can be addressed um that is uh different than suspension or exclusion.
Now we're going to get to the heart of the uh the questions and as a superintendent in this district for a number of years now. Have you yourself seen any evidence of any bias or implicit bias that you've been able to determine in the in superintendent
suspensions or in principal suspensions in district 2? And what do you do or what does what do you do at the administrative level to ensure that there isn't any bias in terms of how those suspensions are um either
administered or allocated to various members of the student community. I will say that if I ever witnessed or even thought that there might be the potential for bias, then I would initiate one of these investigations that council
member Patel um spoke about as would uh my colleagues here for sure. Um what I can say is that there are students in our schools um that
thrive on the kind of attention and support um that they need to meet their unique learning needs um there are it's not just students with disabilities or not just English language learners.
There are kids who um need to feel a sense of belongingness in the classroom. Uh and it is work that we are doing and need to do more of in order to make sure that those kids feel
as though the classroom is a place where they can thrive. I think that there the suspensions do point to an area that we need to work on. I think that the it they it does point to
training that more training that we need to do with school-based and district staff. Um I don't think that we would see such disproportionate suspensions. um or I do think that we will see a
reduction in the disproportionate number of suspensions if after doing more training and support with our teachers. Is is the training that you're talking about more geared towards restorative justice or is it geared towards just
maybe trying to find an alternate solution to a suspension? That's uh not just more alternative suspension. One thing that's one thing that's important to note and I don't know if your question if you you're you're asking it specifically about restorative
justice but 90% of restorative justice is about building strong relationships between teachers and students. Um people often think it's just you know the final circle where you sit down and negotiate a disciplinary con consequence which is
actually not what really happens anyway but 90% of that is around thinking about how it is that we can create these relationships and build supportive environments for kids. So yes, improving our restorative practices is
one of the things that we would do, but also some of the things that council member Edgarov pointed to in terms of strengthening curricula, making kids who are sitting in classrooms receiving instruction without the supports without
without high quality instructional practices. I don't think anybody's going to find themselves uh very engaged. the number of people who left after I started talking. People if I was more engaging, maybe more maybe fewer people
would leave. But uh but um but um you know, I think that that's part of the kind of environment that we want to create for kids. We're getting the and and just are are suspensions punitive or are or is it are
they there to protect the community or is a combination of both? I mean, when you when you when you suspend a child or a student, is that to kind of punish them or is it to just say, "Hey, this child might represent a threat because of the infraction or whatever the the
behavior was." Um, I tend not to think of suspension as a way of protecting the community. Um I think there are many other things that we can do. If in a very rare case we
think that a student uh does pose a danger in some kind of way then there's a lot of different things. We are actually we we talk about this a lot. How is it that a school can create the kind of environment that is going to protect the students who are there as
well as address specific incidents that might occur with the student. Uh in some cases a student is suspended as a punishment. Um and um you know even if students are suspended
the most important thing that happens after a child returns from sus or there's a lot of important steps that happen after a child returns from suspension to bring them back into the community. Do you feel there's any evidence that any executive order issued by the
president of the United States is going to affect the way that suspensions are administered uh in district 2? I I'm not familiar with the executive order. I don't know. Yeah, you're not. Yeah. Yeah. The
question was, are you aware of any executive order or any order issued by the president of the United States that might somehow affect how suspensions are administered in um in district two? Do you have any other Okay. Thank you. Thank you for that conversation. Any
more questions on this? I I have two questions. kind of followup question. Go ahead. Go ahead, Gavin. Um, go ahead. So, um, my I guess my follow-up question is actually I would also encourage Len to, uh, and anyone here to to watch our last students with, uh, disabilities committee meeting. We actually had a
presentation uh, by Rohini Singh, who is the director of the school justice project at Advocates for Children, which was all about suspensions and disproportionality and particularly the way it impacts students with disabilities. And so my question pertains to students with disabilities
who who are um facing suspension. And one of the things we talked about at that meeting was uh you know manifestation determination reviews where um you know there is a is an investigation into whether the um that sort of the behavior that triggers the suspension relates to the student's
disability and then there's a different procedure to follow. And we know that you know students with disabilities are disproportionately um incurring suspensions. Um and um one of the things that came up in that meeting is that the actual rate of of a
sort of favorable outcome in that manifestation determination review like determining that the you know the the behavior relates to the student's disability is actually extremely low. Um, and it's almost impossible um to get uh an outcome uh sort of a favorable
outcome for the student um without having an advocate there to to sort of represent the family and to to make that case and so you know most you know families don't have that resource and they are you know um sort of disproportionately impacted in that
process. So, I wonder if we have some some data from district 2 about manifestation determination reviews and to what um and what percentage of them result in um sort of a finding that the particular behavior that triggered a
suspension relates to a student's disability. Um I don't but I I I think we could get it. I uh I um I do think that's one of the areas in which when we talk about improving our
knowledge and capacity to support students with disabilities that strong understanding of the manifestation determination legislation and rules and regs related to it uh is one area in which we could grow.
Um, I'm going to respectfully disagree that sometimes suspensions are not to protect a community. I think it's concerning that this is being said when the recent history of our district, a child was almost killed at the cafeteria, had to leave an ambulance,
require multiple surgeries, and we only know this because the parent talked to us before the lawyer got that parent and said, "Stop talking because you're going to get a massive um deal with the district when you sue." And of course
that those parents sued and we know there is a a written track record where the child that was that committed that crime and had created multiple problems at that school uh there was not enough
punitive measures. There was not enough measures to protect that community and there was literally parents who sent emails to the principal somebody's going to get hurt in that building and it ended up happening. So I do think that in some cases and it has happened very
recent in our district. It is very important to have more uh measures to protect the community because the physical safety of our students has to be paramount. Um so that I just want to make sure that this is on the record
given what has happened in our district in the recent history. just just to to clarify is that um I'm not saying that in certain situations we don't need to do more to
protect the safety of all students. It's always something that we can look at. I'm just saying that if we're only looking at suspending a student as a way of creating a safe environment, then I think that we're missing out on lots of other opportunities to create a safe
environment. Thank you. I have two questions. Uh the first one you may have said in your report and if I you did I apologize if I missed it because I was doing slides on the summer rising. Did every how many students did not get an offer into
summer rising that applied? Do you do you have a sense? Okay. But there were I'm looking at Reggie. Sorry. Because I think Reggie's the one who has the answer. So it's it's it's a it's several
that did not get an offer that applied. Did not get it placed. So, there's nobody on the wait list at this point. Anybody that wanted a spot got a spot. Sorry. There were certain schools that um had students that were on the wait list.
They took them off the wait list and parents had three days to accept the offer. So right now it's really on the families to just accept we've actually overenrolled in a lot of our sites and that's based on historical trends because once we open up the enrollment
families don't show up right so it sound sorry so it sounds like sorry Reggie u Dr. Higgins. Um, it sounds like it there people may not accept, but everybody who wanted will get an off will get an offer. May many
of the families there might be a small amount. It may just not be an offer to the school, their first choice school, right? Because schools are under enrolled. Do you think about that next year when you're putting locations together? you know, PS, it's not I I
know you don't have one at my school, but PS340 was this year severely underenrolled. So, next year we're not going to do PS340. Is that does that come into the calculus of of the enrollment rates of where you place these locations of of where you locate the the programs?
Okay. What's go what's going on? And Okay. Okay. Thank you. Uh the I'm not done. Sorry. The other the other question. Sorry, make you come back. Sorry. Sorry. Um,
just on we talked about lessons learned from Whiten Wisdom. The other thing that was new, but sort of wasn't new because it came back this past year was this were the screen programs in the four middle schools. What lessons have you learned having
gone through it now for a year? And what feedback have you gotten? What avenues have you taken to get feedback from the parents and the students of those programs of what worked in those programs this year? What didn't? Because I've heard anecdotally, so there's no
study or anything like that, but I've heard antecotally things ranging from it was really good to nothing bad, but you know, the sort of so. So, what what have you done to reach out or what will you do and what have
you heard so far thus far? Um so we have gotten especially feedback from Baroo and Wagner um that the programs were very popular. They're very popular again in the coming year. Um we have
begun to get some some feedback from um the school leaders around how it is that we want to strengthen curricula uh in addition to math. We know that there's an accelerated math component that's built in. Uh we want to think about how it is that we can accelerate and
strengthen uh opportunities in the screen programs in other curricular areas. Um we do have a debrief planned with both principles and teachers. Um we also need to plan a debrief with with students as well. Um so it is more to
come. Um but um the feedback was good in this year. Um it's obviously continuing and there's a wait there are wait lists at the schools for the coming year. Um and um
we're going to continue to improve it. One of the things that we talked about last month was math was the accelerated math and you mentioned this in in the DT the district leadership team meeting on Monday of potentially bringing actually bring steps towards bringing geometry as
an option for students who can who are ready for it and I know I think there was announcement at lab today that they might be doing something can you talk about what steps you've taken and what plans there are and in which schools Um so we held a meeting with all of our middle schools about the possibility of
introducing geometry. Um you know the challenge is is that the schools feel as though the number of students that would be ready for geometry uh in each school is you know probably less than 10. Um
however uh there are a few different resources that we've looked into. Um and I think it is likely in the very near future that um there will be an option almost like an elective
um at some of our schools for geometry and for middle school uh geometry. Um there are a few schools that are very interested in getting something like this going. Um, I don't know the degree to
I don't know the degree to which they've uh talked about it with their communities yet. So, I'm going to let the principles, you know, talk about that in their communities. Um, but we did explore some options. We got some
great info from our um central team. uh and we think that we can uh do this in a way um that doesn't necessarily uh impact um the other programs that we have going on
that it could be a complement to some of the other programs that are happening in our middle schools. So this is okay. It's working. It didn't work for a while. So, um I you only have 10 in every no more than 10 in a school
because Wagner is a very big school. It's hard to believe that only 10 kids in all of Wagner. I mean, how many students are in each grade at Wagner? I mean, and Baroo has like nine sections also 350. So, yeah. Right. So, what is
that 3%. I you know I'm it just not found kids in each school but we're we're trying to figure out how it is that we might make that a possibility long term because I know it's harder to do in the fall this way but long term wouldn't it be more ordinal so then seventh grade was algebra eighth grade
was you know there was a there was more of a specific track that they start off in in six when they get in in sixth grade I'm asking I don't I don't know wouldn't that make as a long-term solution wouldn't that make more sense There are different ways of doing it. Um
because right now I think the way you'd have to do it is you're taking algebra and geometry together, right? If you're that doesn't make sense. Yeah. Okay. Um some of our schools have different ideas about how it is that they might want to
go about doing this. Um so, you know, we don't we don't have like a plan just yet, but I'm just saying that we we've been talking about it. Um and um I do think that we're going to be able to do something in the district. Okay.
Did you want to ask me? Yeah. Okay. Um so with in terms of the plans for the geometry, I wanted to make kind of highlight that um some of the schools have brought up having algebra starting in sixth grade,
right? sixth and seventh dividing the curriculum into sixth and seventh. So there's two years of algebra and then they're ready for geometry for eighth grade. That's a potential suggest suggestion. I also wanted to bring up the fact that you were mentioning we
have waiting list in some of our middle schools. Why not open those programs that we were only able to offer for five middle schools to some of the other middle schools as well? I I think that would help with the waiting.
Um there is room in our schools that have screen programs to open up additional sections. They are just determining whether or not they can open additional sections. Also maintain a certain standard for grade point average. Uh we should set a standard for
the grade point average that kids need to have achieved in order to qualify for the program. Um so but we will open additional sections if we have more interest. I'm delighted to hear that you had a meeting with all the middle school principles to talk about this based on
everything that's been going on in the city. So, thank you. Um, what I'd like to encourage and request is that you have a similar meeting the next time you get all the elementary school principles together to talk about advanced curriculum and accelerated education in math in the upper elementary school
grades. because the only way that the students are going to be ready for this track is if they are doing additional math at an earlier level rather than going to outside sources or coming out of one of the G&T programs. I see this very much right now. Uh my oldest is a
sixth grader at lab and I see a very wide difference in the ability of even um within a single classroom of of 30 plus kids of who's coming out of one of the elementary G&Ts, someone who may be
coming out of a zoned elementary school and is doing Russian school and math or getting tutoring and someone who is not. Um students are all capable of doing the same work but coming in at very different levels. And if we can offer this to more students in their zone schools, then more students are going to
be in the pipeline. And I agree with you, Craig, that it's way more than 10 at a at a Baroo or a Wagner. Um the the just just percentage-wise. Um so I I would like to request that you would do the same thing the next time you have
the principles schools together. Will you do that? Um, we're always talking with our principles. I don't understand. It was working. I don't stand over you really ominously. Okay. Hey, um I just want to know
because we keep talking about our concern about um test scores. Maybe this is more rhetorical, but if we're going to spend all our energy on shoehorning uh kids into geometry or whatever we're going to be doing, um how is getting the
highest performing kids already testing well, spending energy on them? are we ensured that the energy is also in the finances and the resources all those things can be ensured to support all students and bring all students up and not just those kids. So, um, maybe it's
a question, maybe it's just a concern, but I think that if you know I hear a lot about test scores from everybody at this table, maybe not Laya, she's she's cool. Um, but people talk about test scores and um, this is not going to
impact our precious test scores. So, I just want to put that out there that maybe a rising tide lifts all boats. Thanks, Do you want to comment or no? You didn't ask a question, but
uh just a follow-up question to something you said. Um boy, this is really loud. You you had said that um had you found evidence of bias in a suspension, you would perform an investigation, correct? How many investigations have you performed based
on that? I'm I'm I'm not going to comment on that. I'm not going to comment on that. Any other questions for the superintendent? Any other questions for the superintendent?
Okay. Thank you. This time you can sit and really can Yeah. Yeah. You can you give it to me. Thank you. Thank you. Okay, moving along. Uh the approval of the minutes. We have
a number of minutes that have stand unapproved. We're going to pull up the date. Yeah, I'm going to pull up the actual ones. Um can we do all outstanding minutes or do people want to do batches?
But you know the April and May are okay. So we will do we will do the first batch on January, February and March if you will notice on all the on the website the the minutes uh all documentation was there. It's included
in the minutes at the back. Now, uh, if somebody wants to say that I made up emails, uh, they can they can say that. Okay. But anyway, that's there. So, we'll take a mo a motion. Um, I'll make a motion. Len, you want to make a motion
to approve the January, February, and March. Motion to approve January, February, and March minutes as printed in our packets. Second by preoperai. Let's take it to a vote. Prioperai.
Pre-boper. Yes. Allison Bowen. Allison Bowen. Yes. Daniela Egarov. Daniela Egarov. Yes. Uh Gavin Healey. No. Gavin Healey. No. Charles Love is out. Mod Maron is out. Sonel Patel. Sonel Patel is no. Jessica Savage. Jessica Savage is
no. Sarah Shack Arinberg. Sarah Shack Arinberg is no. Leonard Silverman. Yes. Leonard Silverman is a yes. I'm a yes. Grace, let's uh Laya Jason, you can you can but you can abstain and doesn't it's up to you. You can abstain
that totally fine. Absention. Uh and Alexander is not here. Uh the motion does not pass. Five to uh five to four. Yeah, we'll fix it. But I I know what it is. Okay. And then we'll take a Can we
have a mo motion for the uh April and May minutes? Like to make a motion to approve the April and May minutes as included in our packet. Have a second. Great. Do you want a second? Poparay seconds. Second to a vote. Poparay.
People paray is yes. Allison Bowen. Daniel Alison Bowen's yes. Daniellea Egarov. Danielle is a yes. Gavin Healey. Gavin Healey is a yes. Uh, Charles Love is out. Ma is out. Sonel Patel. Sonel Patel is a yes. Jessica Savage. Jessica
Savage is a yes. Sarah Shack Arinberg. Sarah Shack Arinber is a yes. Sabina Sarin is out. Leonard Silverman. Leonard Silverman's a yes. And Craig Slleskin is a yes. The motion passes. Uh, what? Four, five, six, seven, nine to zero. Nine to zero.
Oh, Laya. Jason, she's a yes. Okay, good. Good vote. Okay. Uh, are there any report of committees? Okay. Well, we're going to move to discuss. Oh, before we go to discussion
of resolutions, if anybody wants to sign in for the second speaker session, please do so. If you're not sure if you signed the right sheet, please see that guy there. Victor, you can raise your hand, but you got to it's no qu. It's not the question. It's not a question answer time.
She is present. But yes, but there are no questions right now. You can speak in a public session if you'd like. So, uh, discussion of resolutions. Resolution 275, resolution to affirm CC2 support of
NYCPS's guidelines to support transgender and gender expansive students and resin resolution 248. Is there anybody that would like to speak? Is that a yes? Yes. Okay. Yes, I think you have the one. No, I
was just looking to see his hand. Yes. Okay. And and it's maybe appropriate that I'm standing over these two gentlemen here because um I I guess I'm I'm speaking to the audience, but I'm really speaking to these two gentlemen in front of me. And and this I want to
say um Len and Craig, this is your chance. This is your chance to end this to to end this term on on a positive note. To end this term on a note that we are looking forward to the future, to a better future, to a more inclusive
future, to a more humane, to a safer future for all of us. And I really want to personally appeal to both of you to um you know to deeply consider this to to vote to approve this
um and eventually we will approve this resolution. We will resend 248. I mean that was very clear from the results of the our election. Um but but we don't have to wait for the new term to start next month. we can we
can implement the will of the people, the will of the community right now. And so that's what I'm asking you to do. Thank you. So I just want to point out we had um earlier a student speak on behalf of the resolution relating to PS33
and you know there was as should have been she was very eloquent and we should listen to the voices of children. We have had over the past year multiple students of all ages come and speak out against resolution 248. and the warmth
and the coddles and the looks and the congratulations and the shout outs that a student received for a resolution that was supported should be the same exact reaction, the same exact listening, the
same exact feeling of every student that came into our meetings for the last 16 months and spoke to you about resolution 248. The hypocrisy I want to say it's implicit bias but the bias is so
explicit that it is worth mentioning it is shameful and then to ask a question as you did about suspensions. Have you seen a suspension where there's bias? Plenty Len plenty. And if you care to show up, if you came to the committee meeting, if
you care to learn, then the answer is a clear yes. But back to this resolution. If for no other reason, if you're swayed by children, the voices of children, the ones that we are here to represent, then let those voices sway you tonight.
Any other comments? Okay. Resolution 276, resolution affirming the values of the district 2 CEC and New York City public schools to ensure all school students are welcome and safe regardless of immigration status. Does anybody wish to
speak about that? Um, yeah. So, obviously I think it's so important that we kind of keep reaffirming this, especially with this current administration. We see horrible things happening in the news every day. We see families being taken apart. Um, but you know, I'm sure some people are going to say, "Oh, this this council is
about education and this seriously is a matter of education. It's an issue if students are scared to come to school because they're worried that they're going to be um taken. They're worried that on their way to school or on their immigration hearing. So, I think it's so so important that all students feel
welcome, feel safe um because I mean this district is so diverse and I think that's what makes it so special. So, I think, you know, just confirming um continuing to affirm the these values, um just making sure all students, no
matter their immigration status, feel safe to go to school and to learn um because if students don't feel safe, they're not going to go to school, they're not going to learn. Um and every kid deserves an education. So, I think that's so important. Yeah. [Music]
And so I mean I I think you know there are some concerns perhaps in our council about what this resolution means. And so this resolution essentially is just asking for protection for these students and for us to reaffirm that you know
students you know students get caught up in the sort of the immigration drag net. the students students are and I mean whatever you think about the legality or illegality of immigration I mean is is
is kind of immaterial these students just followed their family they came came to a place they came to a school and I want to add these students were doing nothing wrong these students were apprehended when they went to a hearing
they went to a court they fulfilled their responsibilities as part of the immigration process and they were entrapped. They were caught in that process and it's it's really really
harmful for them. We talk about the impact of of attendance. These students are not attending school. you know I if you are suspended at you know I mean it's of course if you're suspended you're not really you're not in your classroom with your teacher but you're
in an alternate site you are getting some I don't know worksheets or something but these kids in an ICE detention center 11th grader in Texas sometimes are cuffed hands and feet and they are not educated and our job is to
ensure that our students get their full education And so I think this is this resolution is you know is really about that. And I think if we go back and look in our own you know family histories we look back you know we talk about you know many
people will say well well we we came the legal way we came the proper way but you know most of us don't really know a lot of us don't know. And I think that the legality illegality of that is completely immaterial to this. What's
important thing is that we are protecting these students rights to continue to go to school. And these two students in particular need to be released now. One of them is named Dylan. He's a student at Ellis Prep in the
Bronx, a transfer high school, high school for newcomers. The other is a student in Queens in Richwood, Queens. He needs to be released now. An 11th grader, you know. So, I think that whatever we can do as a council to send
that message to our mayor, to our chancellor, to all of our elected officials that we support those students and we want those students back in their schools and in their families is is really important. Thank you. So, uh, as Gavin knows, I had reached out to Gavin or Gavin had reached out to
me on this one. Um, again, I have no problem with items one, two, and three. My only issue is with the last uh item because I think it's a little too broad not providing assistance um to ICE in the enforcement. I think that's already the policy of the DOE.
The DOE sets that policy. Uh, I just am not comfortable with the language in item four, but I don't know. Yeah, I mean, you know, it's it's number four. I think that I
think what Lenn is saying is that the not provide to provide assistance to ICE in the enforcement of federal civil civil immigration law. I think that's what is that what it is? You know this is our current this is the current policy
until and I'm not I'm not necessarily disagreeing with that. I'm just Yeah, I'm not necessarily disagreeing with that. I'm just not comfortable with that specific language in terms of um not assisting a federal agency. And I
get it if there's a not coming onto a school premises. I get that. Not advocating letting anyone into a building without a school premises. There's been no examples of people coming into a school building. So you can, you know, make whatever argument you want, but people to come into a school building before you're going to
vote for this resolution. You're going to wait for an ICE agent to see as a kid in a school. Again, I'm just not comfortable with this line. Do you want to offer an amendment? Yeah. I mean, I'm okay with the rest of it. I'm okay with Yeah. Yeah. Well, I'm also not uncomfortable. I'm sorry. I'm also not
uncomfortable suggesting we don't cooperate with federal authorities. You might be. You disagree with a lot of things, but I'm not here to engage you. I'm here just to reach out to my reach out to the other people. Okay. Okay.
Okay. So I Yeah, no. Let Let Sono speak. Please let son speak. Please let son speak. Maybe it's better here. I like this just so I'm clear. So we have a uh whereas for therefore be resolved
that the DOE not provide assistance to ICE in the enforcement of federal immigration law and not permit ICE to access facilities or personnel except in the rare instances in which NYCPS is provided with the criminal warrant. That
is the same exact policy that currently exists that Superintendent Maguire clearly displayed. It is the policy of NYC DOE. Are you saying you will not vote for this resolution because you are uncomfortable with the policy of the DOE
to not permit ICE into buildings without a warrant to vote for this resolution with that language in there? So, the answer is yes. Okay. So, it sounds like you are okay with ICE coming into school buildings without a warrant.
I'm just trying to understand the rationale. I'm not asking anyone to explain themselves. Okay, that's fine. That's fine. Okay. Sarah, please. Claraara, no. No, we're we're not going to have screaming
and we're not going to have screaming. Okay. Okay. Okay. Okay. Let's Let's everyone take a take a time out. Let's everyone take a deep breath. Okay. Okay. Let's everyone take a deep breath.
Okay. We have a we have 30 we have 37 minutes left. We're not going to get through any of this if if we don't if we don't get through it. Okay. I mean, so would let me let me ask would would L
would you be comfortable if we take out not the whole four but just uh not provide assistance to ICE in the enforcement of federal immigration law? So leave the permit ICE access to the facilities. So it's not all of number four.
Okay. So it's not all of number four. It's just for the first part, not provide assistance to ICE in the enforcement of federal ci civil immigration law. No, no, he won't that. Hold on. Resolution
277. Resolution in OP. Does anybody else have any comments on this line? Okay. Resolution 277. No, Jessica. Okay. I I'm just going to be brief because
at this point I feel like people are are making up their opinions already. Um this the executive order is attempting to chill efforts to prevent discrimination in our schools. It is not trying to keep dangerous children in
schools. It is not trying to um yeah uh we create positive school climates by ensuring that all children feel safe and welcome in schools. We do not need to punish children. That is not actually part of this discussion. But common
sense discipline is code for finding other ways to discriminate against certain children in our schools and preventing them from getting educated. The point of us sitting up here is to help our children get educated. That's all. 76 or 277. Sorry. 277. Oh, I thought we were still on 27. I asked if
there's any comes at 27. Sorry, you're on 277. Sorry. I couldn't hear. No, no, that's fine. Okay. I just I moved on myself. Okay. Sorry. Okay. I was very confused. Okay. Any other comments on 277?
Okay. Any comments on 277? Okay. Any comments on resolution 278? Resolution urging NYCPS, NYSCD, and a New York State Legislature to expand financial literacy education instruction for middle school students. I want to explain why I'm going to vote
no on this one. I don't think that the state legislation should be passing laws about mandating specific subjects for all schools. I think schools should have the freedom to tailor their curriculum
to the students that they have. That's why we keep advocating for advanced math because we know there are some students who are ready for that. When we have such high levels of math illiteracy and of kids who cannot even read that grade
level, I don't think it's the more prudent choice to mandate financial literacy across the board for every single middle school student. So I'm very for financial literacy education but I am not sure that the right answer
is for uh people in Albany to be mandating like specifically um you know it's almost an elective um curriculum choices for all middle school students across the city. Uh so that's
why I I'm going to vote no on this one. Anybody else? So, I I I will just say I I was recently talking to a high school student who had no idea what credit how to deal with credit card debt, had no idea what a checking account was.
Um, and I think that that's setting them setting them up for disaster. We have a student loan crisis. We need people to understand. We need kids to understand what this is. We're not asking for an intensive, you know, an 11-year-old to take an enhanced an intensive economics
class. We're asking for some basic financial literacy which I personally think is very important and I think is a great foundation. Um 279 resolution regarding 30 PS3 and the proposed red de redevelopment of Fton and LC Elliot Chelsea houses. Does anybody have any
comments? I didn't. It's okay. So I I just want to say the reason we have a student loan crisis in this country is not because our students lack financial literacy. And you know the reason why New York City residents have such high credit
card debt might be because New York City is really really expensive. So, I mean, I I I think that, you know, I I've often found in my my life that the the people who have the least amount of money are often the most financially savvy because
they're the people who really know how to stretch a dollar to its like absolute like breaking point because they have to in order to survive. So, I feel like the resolution kind of makes this argument that like well people are poor because they lack financial literacy. Well, you
know, maybe that's kind of a strange bias, but it's maybe the bias of of the, you know, wealthy folks in the council. Thank you. Comment. I'm not even going to comment.
You don't know how I grew up. Um, so any other comments on 279? Okay. father worked seven days a week on his feet all day for 40 years. Um, okay. Um, we have the second public speaker
session. It's already 9:30. Uh, how many people do we have? Because we do have other things and we do have some business in the working business meeting because it's the end of the year. I'm sorry. Okay. Okay, so we have 17 people and less than 30 minutes left and we have to
be out of here at 10:00, which means the meeting has to be over so we can clean up at least, you know, 5 or 10 minutes before. So, can we say 30 seconds each? We just don't have a lot of time, unfortunately. Okay. 17. Okay. So, we'll do 30 seconds each.
Okay. Okay. Thank you. Have you seen please? What? Ma'am ma'am ma'am I understand you're I understand what you're saying and I and I I totally I actually do emphasize I
this is the pl the Okay ma'am ma'am I highly highly suggest I highly suggest you speak at community boards two or board 4 because they are the ones who are going to talk about land use. We do not have that purview.
Thank you because you Thank you. Okay. Thank you. Okay. People talk. Okay. So, okay. So, we're going to line it up. I'm I'm going to call four people if
they can line up. Annabelle Riierro, Joe Vitali, I think Joe's still here. Shannon, and Rachel, 30 seconds each. So, I just learned tonight that Craig, you're gay. Yes, I'm late to the party, everybody.
Um, you know that poem, first they came for the socialists. You want to know where was left off that? Uh, first we came for the trans people and then first they came for the gay people. You dumb After they're done with us, they're coming for you next.
Well, we see where their argument is with all their cursing. Is this my gone? Is this mic on? Okay. So, I spoke previously. I spoke previously. I support 248 and I oppose 275. I oppose
276 and I oppose 277. My sign says CIS equals can't imitate sex. And Gavin, I'm glad you said law is law because currently there's an executive order that says biological males should not be competing in girls
school sports and that has the impact of federal law and 248 cannot be rescended because it's already gone through its life cycle. Gavin, you're like a rapist who can't understand the word no. How many times have you brought this up and
people are saying no? I was interrupted by this nonsense. So I just want to end with one final comment since I was interrupted by this nonsense and that and that is talking to Superintendent McGuire is like trying to nail jello to
the wall. No, no, please give it to me the microphone. Okay. We are not going to start dancing and on top of people when we're doing it. That's not appropriate. We will stop this public session.
Um, I'll make this quick. I'll only have one question for you all to think about. In 10, 20, 25 years, when your kids know that you voted for ICE and against trans people, are they going to be proud of you? Think about it.
Hi. Hi. Thank you. Um, I'm going to speak quickly and speak on some of the themes that we've heard here tonight. um about a safe, productive learning environment that impacts all students and provides dignity to all humans. Um what I'm going to speak about is really a microcosm of what so many are saying. But hey, I've been here for three and a
half hours, so I'm just going to roll with it. Um I'm Rachel. I'm a mom and a PTA president at the River School, PS281. We're all the way down on 35th Street and First Avenues. So every on the east side, come say hi. Uh we're a beautiful school and a wonderful community, but right now our community
is in crisis and it is time for us to address it head on. Our dedicated teachers recently cast a resounding 93% vote of no confidence in the current leadership. This is not just a cystic, it's a desperate plea from the heart of our school community. Imagine the courage it takes for our educators to
speak out so overwhelmingly. They've done so because they're witnessing firsthand. My time is up. Okay. Three and a half hours later. Supporting our our school means advocating for change in leadership in our children. Our children's future depends on it. Thank you.
Um, oh, I got Yeah. 30 seconds. Okay. If you vote for a resolution 279, you're approving a demolition that the tenants are against. We don't want this demolition. It will be a demolition against our will. It's not a done deal. Do not vote on a resolution. we can push
this whole proposal away. Um, please contact the elected officials. Do not believe the false script that they're um that they're um telling people. Um, let's not cave into the greedy private developers. Help us protect the kids of this community. Say no to mass
demolition in Chelsea. Okay. So, hello. My name is actually Renee Kit. I'm actually the resident association president of the LA Chelsea Houses. So, we were told that you were going to vote on a resolution, but at the same time, if you don't have
information and you keep saying you don't have information, how do you vote on something? Understand this. Related is the same people who wanted to do a casino in Hudson Yards. It was no longer financially feasible. What happens? They decide to try and do that. So, what are
we doing? You will not get to school. You will not come back. Let's be quite real. The proposed demolition, they want the block. It is the easiest. We are the people. They want to try to get out. We do not want a demolition. I was elected on an anti-demolition platform. I was
specifically said, "We do not want it. If you do this, you are basically telling them you're going to help them take the block and help them demolish us. Help them erase us from a community and signaling urban renewal is fine. So if you don't have information, you
should not be voting. You need to be an informed electorate. And then after that it'll be and I love to dance myself. I'm not dancing for anybody else's flag, just my own. Um, I am here again to say
protect trans kids. Keep protect trans kids. Keep ice out of our schools. And thank you everyone for being here. Have a great summer. Mark.
Hey. Um, so I started this meeting with more positivity, but I've seen some I have seen some crazy crazy from these these guys. We're advocating for ICE in schools. Really? you were
uncomfortable by the idea of voting on it. Are you kidding me? Who gives a if you're uncomfortable? You don't get to be uncomfortable when there's actually kids who have the right to be uncomfortable who like they should actually be uncomfortable. Not you. You uncomfortable because you don't want to
say that you're pro ICE. Anyway, protect trans kids. Happy Pride Month. Hi Allison. I see you're back. want to express my vehement uh support for 276. It is completely reasonable to ask ICE to follow the letter of the law.
They are required to give you a permit, not a permit, a warrant signed by a judge to enter interior spaces of schools. That's reasonable. And I want to address your incredibly transparent line of questioning earlier. Maybe maybe class size increases because of migrant children and maybe maybe they are
decreasing because a lot of them have been taken away. If that smaller class size is more important to you than a child's safety, home or life, I cannot imagine what harm you are doing elsewhere. I'm very glad you're leaving this board.
Please vote for this reasonable resolution. Thank you. and go. Okay, I timed it so it's less than 30 seconds. Um 30 seconds is not enough for any of the things and some of it is a data thing and I think the Super Nintendo's gone anyway, but uh we talk a lot about race and disability when you
talk about um discipline. Uh a lot of that also really intersects with queer and transness and I know some of that we don't have the data on, but particularly uh gender non-conforming, fem presenting and um uh students of color are way more disproportionately disciplined and all that. So, we need some of that data. But every again, I hate to keep saying it,
every issue is a trans issue because when we talk about disability, it overlaps. When we talk about race, it overlaps. A lot of things around suspensions and whatnot. Uh yeah, the dem I mean, yeah, no demolition. Uh the only shade that needs to like that the kids here need is uh you know, the
not sorry, the stuff that the council needs. And uh yeah, and the only ice they need is for when it gets hot out. Okay, bye. Okay. Um, maybe you all forgot that none of us got to pick where we're born. And maybe you forgot or you don't know how
uncomfortable it might be to upend your life and come to a new country and have spent your money coming here for a better life. And you're uncomfortable with picking a side with not wanting
children to get deported. That makes you uncomfortable. And everyone here has been uncomfortable at some point in their life and they've gone ahead and they've done the thing and their life is probably better for it and you cannot vote in support of a very simple thing
that is already what is happening. Thank you. I'm Anna Roas. I have been attending these meetings virtually since my grandson started school in D2.
I had a lot of things written down because over all these years that I have been participating I have not seen most of you. The majority of this council
is not doing their job which is taking care of kid every child. Please please you heard these kids come. They have so much courage. Have the
courage Len, please have the courage, Craig. Please have the courage to stand up for our kids, to stand up for kids that are immigrants. This this this council
before you guys actually told my daughter that they didn't care where she came from. Please care. Please care. And not about charters, not about choice, but about each and every child.
Thank you. Um, shout out to Mama Dukes because that's where this all comes from, the roots. Shout out to this side of the council has who has been doing their part. Y'all really got to get this out of the better. Um
I'm going to talk to you, Len, cuz yes, when I was on this council and during Hispanic Heritage Month, trying to voice the fact that I was from Venezuela, while many of these students were coming in, I was told by someone here that they didn't care where I came from. a blatant
explicit racist comment while you were par parliamentarian and you did nothing. So, so it doesn't surprise me that you don't know racism or bias, whether implicit or explicit, when it's
literally slaps you in the face. So, no ICE in our schools because that is literally what our chancellor has been invoking since that federal order was put out. And if you paid attention to
anything that the literal the school does, you would know that that is not okay. You need to literally be up here advocating for every one of our students. The Chelsea community was not engaged when this resolution was formed. And it's just a clear indication of
where you guys are not going, which is not really engaging in the community that you supposed to represent. I hope those of you coming back tonight. Thank you. I will keep this very quick. Um, you
know, Ren 248 for the love of God, please. Um, I I work in schools. I'm an educator. I'm an educator here in district. Where do I have to stand? This not up. I'm going to use my voice. So, I'm an educator in in district two. You've all been having a conversation about child safety and
about punitive actions and all of these weird things. And what I don't hear you talking about is how do we pay our teachers more? How do we get more teachers in classrooms? How do we get more guidance counselors in our schools? How do we get more social workers in our schools? How do we get more staff
members for the kids that don't react well to the systemic way that we make them learn? Those are the answers. Please, next term, let's talk about some of that. Thank you all. It is wild. It is wild for you to say
that it is inappropriate for people to dance, that you are uncomfortable with part of this resolution, but you are comfortable with ICE coming in and taking students away and putting them in deportation centers in Texas. You are
uncomfortable with people dancing, but you're comfortable with that. These students, no matter where they come from, whether they are migrant students or not, are your constituents. You should care that they are being kidnapped. And if you're uncomfortable,
this is not you're not being asked to break the law. Len, ICE is not allowed to come and take someone without a judicial warrant. I don't understand what the problem is, what you are uncomfortable with. It is wild. Okay. Uh, the vote on resolutions. You
ready? Okay. Resolution 275 to affirm CEC2 support of NYCPS's guidelines to support transgender and uh, gender expansive
students and resin resolution 248. Uh, can I get a res make a motion to accept that resolution? I'll make the motion. Gavin, I'll second it. Fine. Free boperai. Pre-oper abstain. Allison Bowen.
Allison Bowen. No. Daniela Egarov. Al Daniellea. No. Gavin Healey. Gavin. Gavin Healey. Yes. Uh, Sonel Patel. Sonel Patel. Yes. Jessica Savage. Jessica Savage. Yes. Sarah Shack to
Arinberg. Sarah Shack to Arenberg. Yes. Len Silverman. Len Silverman. No. Craig Slutskin abstain. Motion does not pass. That is Yeah, it's fine. Four to five.
Sorry. Four to four to one, I think. Two. Four to four to two. Okay. Resolution. Next resolution. Hold on. Use this one. This is better actually. This is actually better one. Resolution 276. Resolution affirming the values of the district 2 CEC and New York City
public schools to ensure all students are welcome and safe regarding of immigration status. I will make a motion to accept the resolution. Gavin can second. Motion to approve. Sorry. Fine. What do you care? Uh preoperai.
Boparai. Yes. Allison Bowen. Allison Bowen. No. Daniela Egarov. Daniela Egarov. No. Uh, Gavin. Gavin Hilly. Gavin Hilly. Yes. Charles Love is out. Ma Marin is out. Son Patel.
Son Patel is yes. Jessica Savage. Assuming that's a yes. I can't hear. Jessica Savage is a yes. Sarah Shack to Arinberg. Sarah Shack to Arinberg is a yes. Len uh Sabina is out. Len Silverman. Len Silverman abstain. Craig
Slutskin is a yes. The Craig Slleskin is a yes. Motion, it is a motion does not pass. Six to two to two. Oh, sorry. I apologize. Sorry. Sorry. Hold on. Sorry. Hold on a second. Sorry.
Sorry. I apologize. It's just so much going on. Sorry. Sorry. Let's go back to 275. Laya J Jason. Lla Jason is a yes. Okay. 277 276. Laya Jason. Llaya Jason is a
yes. And I apologize. It's just so much going through. It's not It's not about It's not about disrespecting you. Resolution 27 Resolution 277. resolution in opposition to Donald Trump's executive order entitled reinstating common sense school
discipline policies. I'll make a motion to approve. Do I have a second? Gavin Healey can be a second. Prioperai. Pre-boper is a no. Allison Bowen. Allison Bowen is a yes. Daniela Egarov.
Daniellea Egarov is a no. Gavin Healey. Gavin Heale is a yes. Charles Love is out. Ma Marin is out. Son Patel 277. Oh, you can you can change your vote until
the vote is closed. So Allison Bowen two, we are on 277. Allison Bowen is a no, not a yes. Okay. Sonel Patel. Sonel Patel is a yes. Jessica Savage. Jessica Savage is a yes. Sarah Shack to
Arinberg. Sarah Shack Arber's a yes. Leonard Silverman. Leonard Silverman is a no. Craig Slutkin is a no. Motion does not pass. Four to five. Oh, Llaya Jason. Laya Jason's a yes. And Alexander is not here. Uh so it's four to five. Are we
missing one? Yes. In the middle of a vote. Yes, you can. Yes. Resolution 278, resolution urging NYCPS, New NYED, and New York State Legislature expand financial literacy education
instruction for middle school students. I'll make a motion to approve. Do I have a second? Daniellea Edgarov will second preop. That's Robert's rules. Rob Poperai. Pre-oper is a yes. Allison Bowen. Allison Bowen is a yes. Daniellea
Egarov. Daniellea is a no. Gavin Hilly abstain. Gavin Hilly abstains. Son Patel abstains. Son Patel abstains. Jessica Savage. Jessica Savage abstains. Sarah Shack to Aaronburgg.
Sarah Shack to Arinberg abstains. Leonard Silverman. Leonard Silverman is a yes. Craig Slutzkin is a yes. Laya Jason. Laya Jason is a yes. Motion does not pass. 4 to one to four.
Resolution 279. resolution regarding PS33 and the proposed redevelopment of Fulton and El Elliot Chelsea houses. I'll make a motion to approve. Do I have a second? Do I have a second? Danielle Edgarov seconds. Poparay.
Yes. Pero is Yes. Allison Bowen. Allison Bowen's a yes. Danielle Agarov. Danielle Edgarov is a yes. Gavin Healey. Gavin Healey is an abstain. Son Patel. Son Patel abstains. Jessica Savage. Jessica Savage abstains. Sarah Shack to
Aaronburg. Sarah Shack to Arinberg abstains. Leonard Silverman. Leonard Silverman is a yes. Craig Slutskin is a yes. Laya Jason. Laya Jason is a yes. Motion does not pass. 5 to 0 to 4. Is there any new business?
Okay. This meeting this meeting is adjourned. Thank you very much. We're now going to go to the working business meeting. Can we take attendance to the work the business meeting? Okay. I'm going to call this working business meeting to order. It's 9:56. We're going to do this very quickly.
Prioparay Poparay is here. Allison Bowen. Allison Bowen is here. Danielle Agarov. Danielle Agarov is here. Uh Gavin Healey. Gavin Healey is here. Mod Marouin is not here. Charles Love is not
here. Sonel Patel. Sonel Patel is here. Sonel, say you're here. Okay, thank you. Jessica Savage. Jessica Savage is here. Sarah Shagarberg. Sarah Shagarberg is here. Leonard Silverman. Leonard Silverman is here.
Craig Slutskin is here. Laya Jason. Laya Jason is here. Alexander Stillman is not here. We that we have a quorum. Treasures report. I think the only thing and you may correct me if I'm wrong, please everybody get your expenses in this week because they need time to
process. So please get any reimbursements in by Friday so this way the uh Victor can enter has time to enter it in and uh the SEO can can make sure it's done. Okay. I'm assuming no school leaison updates. Superintendent
evaluation. I sent everybody an email for the superintendent evaluation. Please get it in by Friday. This way I'll have time to process everything and get it in. Um, new business. Any new business?
And with that, we are adjourned. I'll take that.