Okay. Can you hear us on Can you hear us on the Zoom in now? >> Yes. Okay. Good. Sound okay? Thumbs up. Okay, perfect. Good. Okay. Um, Victor, can you get the interpreters the interpreters them to do their thing?
Okay. Uh, it is 6:41. Sorry for the delay. Um, I think if you can mute your Thank you. Uh, my name is Craig Slutzkin. I'm the president of Community Education Council 2. Uh, if we can all uh we can all start the I'd like to
start the meeting. Council members, I'd like to start the meeting. Sorry. Sorry. Uh, I'm the My name is Sorry about that. My name is Craig Slutzky. Um, I'm the My name is Craig Slutkin. I'm the president of Community Education Council District 2. Uh, I will call this
calendar meeting of CEC2 to order. I'm going to ask the interpreters to come in and make their announcements. And if you can use the mic. >> Hello. Good evening everyone. Today we have services in Spanish. Hi everyone. This is mandatory
announcement. Thanks. Thank you so much. We'll start we'll start off tonight by having the recording secretary, council member R, uh, take the role, please.
>> Allison, Allison Bowen, Gloria Chu, I'm online. Daniela Egrov Gavin Healey >> Gavin. Oh, sorry. Item doesn't
>> If he may come, but if he's not, he gets an excuse, right? >> Because he had trans he had >> he has an excuse reason. >> Um Aaron Carr present and that was Allison Bowen present. Gloria Chu is present virtually and Daniela Agrov is also present. Gavin Healey um will be
here or online shortly. Um Cody Linquist >> here. >> Cody Linquist is here. Sam Low Sam Low is here. Tall Mascha Tall Maschay is here. Rooster Moblin >> here. >> Rust is here. Tam Reed >> here.
>> Tam is here virtually. Sabina Serene >> here. >> Sabina is here virtually. Craig Slutskin >> here. >> Craig is here. Rachel Kenny. Rachel is here. Ethan Quac >> here. >> Ethan is here virtually. And we have a quorum
>> in person. >> In person quum. Correct. And just for the records, the four members who are uh attending uh virtually did provide uh uh extraordinary circumstance have do have extraordinary circumstances. So they they are allowed to participate, vote,
etc. So just wanted to have that for the record. Okay. Uh before we begin, I just want to remind everyone that we are all here uh for the children of district 2. We have student representatives as part of the CEC and may have students watching at home. So, I'll ask all
speakers to be mindful of that when speaking. Reminder that you need to speak up speak to sign up at https uh I'll put the link in the in the chat in a moment uh to sign up for the public speaking session. So, you must sign up for the public speaking session. You
will need to sign up by 7:15. So, it's 30 minutes from now, 7:15 p.m. Before we move on, I want to take a moment to review how we'll be using the chat tonight. The chat will stay open for most of the meeting, but it will be closed during the superintendent's report and during public speaking.
Outside of those two sections, it will remain available. This was a decision made by the council at the last meeting. When the chat is open, we ask everyone to keep comments respectful and focused on the meeting. The chat is public, including to students. So, a good guide
is to write in a way that you'd be comfortable with your own child seeing. You're welcome to raise points or ask questions in the chat. Council members may check it periodically, but our main responsibility is to run the meeting. We won't be watching the chat every moment, and we're not going to see things right
away. We're trusting everyone to help keep the space constructive. If something crosses the line, name calling, profanity, or similar behavior, we may remove someone or close the chat after a warning. Because we're not monitoring continuously, we may not
catch issues immediately, and we ask for everyone's patience and understanding. The goal here is simply to keep the meeting running smoothly for every council members also won't be deliberating in the chat. Those discussions need to happen in the open where everyone, including those watching
on YouTube or attending in person and not in the chat, can follow along. When the chat is closed, participants will still be able to message the host for technical issues. For example, if the sound isn't working, because we still if the sound isn't working, I think it's important for us to know and to be able
to remedy that. So, you'll only be able to to uh chat with us. You won't be able to chat in the open. A quick reminder, the most effective way to make your voice heard is by signing up to speak during the public session. The chat is not the official avenue for raising or debating issues, and it isn't part of
the public record. If there's a topic that you want the council to address, the public speaking session is the right place to bring it forward. So, I thank you for helping us keep the meeting respectful and productive. And I'm going to put in a second. Give me one second.
I'm going to put the link in which I had a second ago. >> I already put it in the chat. >> Oh, thank you. Thank you. Okay. Okay. So, we have that in there. Okay.
So, uh moving along. Um need that. We're going to start off tonight uh with the approval of the minutes. I think everybody had them sent to them uh last week, but they were also in your packets. They're the draft minutes of the January 2025 CCT CCD2
meeting. Does anybody need a minute to read them or can I ask the question? >> Can I read them? >> Okay. If there are any qu are there any uh comments or corrections to the minutes? Okay, then the minutes stand as approved. Thank you. Now we move to the
resolutions. We have two resolutions on the agenda tonight this evening. The first is resolution 200 295 resolution asking NYCPS to request amendments to the class size reduction law. Uh and uh to answer the question in the box if you signed up you don't need to sign up
again for the chat. Um so who is going to be presenting that? You Daniela. >> Y >> okay go ahead. So, this resolution tries to address the problem that uh the class- size law is creating in our district and across the
city. Uh I believe 65% of schools have already implemented class- size law. Every school that has find was able to hire qualified teachers and has a space has already done. the schools that haven't done yet because either they
cannot find qualified teachers or they do not have the space. Um, and we're asking to have amendments in particular for schools that will be forced to reduce enrollment to comply with the
class size law. So the majority of schools that have high class size are the schools that are popular. They're in high demand. They are mostly wealthier than the district and they are mostly higher performing than the district. And
if in order to comply with class size law, we need to limit the number of students that are allowed to go to these schools. we're going to reduce opportunity in our district um and exacerbate the problem of declining enrollment that we already have and we
already going to have to deal with. So this resolution asks for common sense to respect parents wishes to go to the schools that they want to send their kids to and to for commitment for New York City public schools to not reduce
enrollment in order to comply with class size law. >> Thank you. Thank you. Appreciate that. The next resolution is 296 resolution encouraging parent leaders to condemn the use of abbleist slurs. I believe council member
Carr is gonna present that. >> Yes. >> Okay. >> For many years, using the Rword was normalized in our culture. I certainly know I think I'm one of the oldest members on this council and I remember as a kid people throwing that word
around. But over time, we've recognized that that damaging language perpetuates harmful stig stigma, exclusion, and the misconception that people with intellectual and developmental disabilities are less worthy, less capable, and less human. Historically,
its use justified segregation and the denial of fundamental human rights, including the right to an education. As with other slurs, our understanding has evolved as we've recognized the pain words can cause. So why now? Despite decades of progress
led by disability advocates, this harmful language has alarmingly resurfaced in the public discourse. Since the president used the R-word on social media in November to describe an elected official, its use online has jumped by over 200%. Demonstrating that
language choices by leaders influence widespread behavior. Words matter. The language we tolerate shapes the environments our children experience. Sadly, the R-word continues to be a tool for bullying in schools,
leading to serious impacts on students with disabilities, including increased anxiety, school avoidance, and lasting academic consequences. In the words of Katie Nas, the chief executive of the Ark of the United States, a disability rights organization,
I think there's a perception of power of I am powerful, therefore I can use this language. I am powerful and therefore I can diminish others. It's language used by bullies to bully. New York City public schools are committed to providing safe, inclusive, and
respectful learning places for every student. Condemning abbleist slurs is not about limiting speech, but instead re affirming dignity, belonging, and basic respect, and supporting families, students, and advocates who continue to
speak out against harmful language. This resolution is especially timely as we approach spread the word day, which is next Wednesday, March 4th. It's a national day of awareness spearheaded by the Special Olympics and supported by countless national and international d
disability rights organizations. Spread the word day calls on all of us to choose respect and inclusion by pledging to end the use of the rword. As parents and parent leaders, by passing this resolution, we stand with these
disability rights organizations in pledging and affirming that abbleist slurs have no place in our schools, our leadership, or our community. >> Thank you. Okay. Um, just for the for the no records, uh,
Council Member Healey is here. Okay. So, our first uh presentation tonight is from the Office of District Planning. Uh Eric Herman, welcome back. And I know Oh, hi. Um how are you, Superintendent
Vital? Um so, we have uh Eric uh and Sean from the Office of District Planning. We're also joined tonight by the uh Manhattan High School Superintendent Gary Bleman, who is actually here in person. So, thank you for coming. Uh Mr. Mr. Bidleman is a
good is a good friend to district 2. Uh and and welcome to our meeting. Uh the purpose I believe and Eric you can frame it is to discuss um the LMC campus where there are two high schools uh and then the potential closure of one and potential opening of a new one. Uh but
Eric, I will let you uh frame the conversation and uh start us off. >> Yeah, sure. Um thanks for having us this evening. uh you know I think this is just an opportunity for us to discuss two potential ideas that we have been uh
having with the community uh with you guys and I know that there have been some questions that are coming up so we just thought that um having our office here um Sean Rox is with the office of new schools and Gary is the Gary Bleman is the Manhattan high school
superintendent. So, we just figured uh attending your meeting and being able to speak to uh these two ideas uh would be beneficial to the council and to to people who have questions about uh these ideas. I mean, so when I'm talking about
ideas is that we've been engaging about the Broadway Educational Campus. It's located at 26 Broadway. Um and there are currently three schools on the campus. One is a middle school. uh to our high schools and one of which um Urban
Assembly School of Business for Young Women is a very small uh uh single sex high school and so we have embarked on some conversations there about closing that school. you know, it was a hard decision to make, but they have been serving under
100 students uh for quite some time. Um and we felt like it was necessary to um to propose to close the school uh and start having conversations about that. And so we've been doing so with the with
the with the community there over the last month at community meetings and SLT meetings. We had a student meeting today. Um and we also uh met with their staff as well uh to discuss uh this idea. Um
subsequently um the closure of the school would would leave some leave an opportunity and some space in this building uh to meet the needs of district 2 and families around the city. And so we have also been exploring um an exciting opportunity to open up a new
high school uh in this building uh which would be colllocated with the middle school uh and the high school Richard R. Green. Um you know we think we think this is a great opportunity to meet uh the needs of kids around the city uh for
a new rigorous high school. I will let you know Gary and Sean speak to the idea for the new school in a little bit but I want to assure you that you know we've done an assessment of the space there. We believe that there's enough space for both the existing schools uh Richard R. Green in particular to continue to grow
and take on some more students for LMC to meet class size law uh and retain their enrollment uh as well and not reduce enrollment there. And so we do think this is this site is a good opportunity to add uh a new high school
that will not have a negative impact on the existing schools uh in the building. So I'm going to kick it over to Gary who'll speak a little bit more to uh the idea for this new high school and the engagement that's happened and the reason why we're thinking about opening it. Um and Sean is also here uh to
support in that regard. So thanks again for having us. This one >> sounds good. Thank you. >> This way you don't have to hold it down. That one you have to hold down the whole time. So this way you could just talk about >> Thank you so much. Yeah, I was wondering that that was really it was going to annoy me. Um good evening everyone. My
name is Gary Bidleman. I'm the superintendent Manhattan High School's district. Um like your uh CC president said, um big fan of district 2. I'm like the little brother uh down the hall um to the you know such a large um number
of schools and students that you all have. Um we have 35 district 2 schools. So I have 32 sorry 35 schools in district 2 and then 12 schools in other districts. Um so to me
district 2 is like you know an extension of the work we're doing. And so I try to partner with Superintendent Magguire a lot when we're when we're doing work. Um, so I wrote down just a couple notes and I'm definitely gonna time myself so I keep it brief. Um, so we're here
tonight because of one core uh shared belief. We all want what's best for every child in our district. And tonight's conversation is about really explaining opportunities. It's not about replacing what works in our schools. It's about ensuring our students are
fully prepared for the world they are entering. And this work reflects on our district's deep commitment to student voice, equity, and future ready learning, which are all aligned to our district mission and vision. So, our students are already deeply engaged with
emerging technologies, especially artificial intelligence. Um, we have national champion robotics programs. Um we had a um a um F1 racing um team that was in the international competition in
Singapore. Um so we have a lot of STEM that's already happening around the district and there our students engagement in these activities really mirrors the shift that we're starting to see in public
education and in the world itself. Similar to the rise of the internet in the early 90s. um and the growth of social media in the 2000s. Um now there's this need for even more advanced knowledge and advanced um understanding
of generative artificial intelligence. So the question for us is not whether technology will shape learning and experience for students. We know it already is. The question and our shared responsibility is how our schools lead this change responsibly so that all
students benefit, not just those with access outside of school. And so, um, kind of what I'm ready, uh, getting ready to describe came about in a couple of different ways. Um, about almost two years ago, I met with a group of
District 2 families. Craig was uh, one of the folks in the room. a large group of District 2 families here at Tweed downstairs on the first floor with Chancellor Banks, um, Superintendent Maguire and First Deputy Chancellor Dan Weissberg. And the conversation was
about expanding opportunities for students here in district 2 and how could we create more opportunities for district 2 and ensure that um district 2 students didn't have to go to another burrow to another district to go to high school that there were more
opportunities for them um locally. Also in the spring of 2024, I became a Google GSV innovation fellow and that allowed me to study national models of technology-rich learning. And this work alongside our district's focus on
researchbased curriculum design and strong core instruction for all 30,000 students brings us to our central leadership challenge. And it's a um for those of you who are in the business world, it's that um Netflix versus um oh
what was Blockbuster, right? How do we exercise organizational ambidexterity? How do we take what currently exists in our district, our current portfolio, and build on that while meeting the needs of the consumer? Our consumer being um our
students and our families. So, how do we expand our offerings and diversify our offerings so that we don't go the way of my Blockbuster card from and I was a faithful Blockbuster um member. How do we continue doing what works extremely
well while simultaneously designing what must come next? And so, we want to improve the present while deliberately building the future. One of the things we've done the present, we've mandated researchbased curriculum uh to be used in the core content areas and all of our
high schools. So, that's a big thing um in the high school world. At the same time, we've expanded all of our STEM programs. And what we're doing, I I call it uh we're creating parallel programs. So, for every school that all students
may not have access to, we're creating the same program in other schools. um so that you don't have to go to this one school just to have an opportunity. You can go to two or three different schools in the portfolio to have the opportunity. Uh example would be
Styverson and the robotics team. Um so Stson has two robotics teams. I believe there are about 300 students that make up the team, 150 on each team. We also have teams now at Manhattan Center u for math and science. They're a robotics
team. and they go to a national competition every year. We have a robotics team at Gregoria Luperon um school for science and math. They have a robotics team. They're going to national championships um every year. We have one at um Hudson High School for learning
technologies. So in the same way um students can compete at Stson with this very unique program. We create the opportunity at other schools for other students to participate in the program. So we learned from Styverson and what they were doing and then we spread that
to the other schools and it's a sense of pride when students from the other schools they'll always come back and tell me oh we went against right we did well against Styver in this competition that competition it's a a source of pride for a number of students
so we intentionally ask what should we scale across schools what should we stop or redesign what are the high lever opportunities to introduce something new. And so the most important guide to our current work um has been our
students. And in preparation for our district AI summit in November 2024, I surveyed all the juniors and seniors across the district. Um so I sent out a lot of messages using gamma to our students. So I used the gamma system,
emailed all the students a survey and asked them how they were using AI. And it was amazing to me, very eyeopening. Um, the examples they gave, the majority of them were not in school, right? Not
using in school. One student went as far as to say, "I would never use it in school because I don't want to cheat." Um, but there were students who talked about how they were using it to enhance what they were already learning in the classroom. Um and I think a direct quote
is I use it to learn what the teacher is not able to teach me. So there are a number of students once they hit kind of this wall and it's like okay this is what the teacher knows now I can go even further. There were students who talked about using it for coding that they're
um very good programmers and they know how to code. So they said they use it for the simple code and then they do the advanced codes on their own. Another student talking about uh talked about helping his mother with her um real estate company and um helping her on the business side of the real estate company
and creating infrastructure um through AI. So we took these students created a panel and at our summit and at the panel the students talked about the different ways that they were engaged with AI and I brought to the audience's attention that no one talked about learning any of
this in school. Everything was when I go to code.org, when I'm in this club, when I'm in that club, but everything outside of school. Students use it in school. Another student talked about using it as a study
companion or a study buddy. As a parent, I've set my um I have a sophomore in college and a junior in college. And I set my sophomore who had an IEP when he was in school, so two years old all the way through high school um with um kind
of a pair of professionals. So we set up his chat GPT and we set up a notebook LM so that he's able to ask questions when I'm not accessessible and so he's not calling me all the time, right? So he can be self-sufficient and navigate college on his own in his dorm room,
right? And do this on his own. what we would like to do is to give students the capacity to create these systems. And so the line I've been using regularly and um Play Lab has stolen it, but I'm going to sue um is we need
students to be creators and not consumers of technology. Um if we go back to the '9s, we all would say, "Man, if I had knew the dot boom was coming, I would have invested. I would have learned how to code. I would have learned how to do X, Y, and Z. If we
knew that eventually folks would monetize social media, right, and they could make money from it. We all was, "Wow, I would have gotten in on that. I would have been part of it." Lessons learned from the past. We know that this newest technology that's in place,
there's an opportunity for students to get there was no uh bachelor's degree in the internet. there was no bachelor's degree in social media. Um we've had conversations with Carnegie Melon. Um the project director who's been working
with me on the proposal um sent the proposal for this new school we're we're um going to uh put in front of the PEP. And Carnegi Melon said, "Hey, can we talk more? This is a perfect pathway to a bachelor's degree that we offer in
AI." Um so those conversations we're continuing to have conversations with them around that partnership. Open AAI Google um have also uh been at the table and are on the planning team um for what we're trying to do. Our initiative focuses on expanding learning
opportunities, not narrowing them. And our key actions include building digital literacy for students, educators, and family, supporting schools and integrating technology and rigorous academic instruction, expanding pathways
connected to high growth technology careers, and then first and foremost, a proposal to design a new school model. new school models including next generation technology high school and that's the um school that we want to I've described a little bit about it and
we want to put that in front of the PEP part of this is ensuring dig digital literacy is treated as a core readiness skill like reading writing and math. So when we think about digital citizenship um we want students to be ethical
creators um of new technologies. We want them to understand technologies. We really want students to be able to take while still in high school very high levels of college math. We have a number of students who are ready for that challenge. We want to put the challenge
in front of them. And so this is not a replacement for core instruction. It doesn't mean computer screens over teaching. And it does not mean every student must become an engineer, computer scientist or mathematician. It does mean that every student is well equipped to pursue those pathways if
that is their choice. And just in closing, this work is about opportunity. Just as previous generations needed literacy for the industrial and information economies, today's students need literacy for the technology economy. It's kind of um dear to me. I
remember tutoring my great uncle when Ford retoled the plant and they started to put the machines the uh different their older robotic machines but the machines back in the early 90s and he had to pass a math test in order to get
certified to continue working that job. We want to make sure our students are on the front end of this new technology and that we're training them and preparing them for this workforce. We'll continue to listen, move f thought thoughtfully, and partner with families and communities, which is, you know, my
reason for being here today. And our goal is simple. Every Manhattan High School student graduates prepared to thrive in a world shaped by technology, not surprised by it. And so, um, Dr. Rux, uh, can offer, uh, a little bit
around the, um, new school process that we're currently engaged in and what our next steps are. Dr. Rucks. >> Yes. Thank you so much, Superintendent Bleman, and pleasure to be here tonight with CEC2. Once again, my name is Dr.
Sean Rucks. I'm the senior executive director with the Office of New School Development and Design. And and and this is a process that we're we're super excited about. Our office is charged with creating innovative high quality
educational spaces where we actually get it right for the children we serve from day one. And and we go through a lot of proposals. We get a lot of proposals submitted to us from and we we accept proposals from everyone from community members, from sitting principles,
superintendent, people outside of New York City public schools, all in an effort to to garner the best ideas of creating those spaces where we're providing the quality education that the children of New York City deserve and and and rightfully
deserve. And this was one of those proposals that came across to us. we've um been been working with the potential project director. We go through this process of of building out the proposal. It's a it's a it's a long process and things happen at the same time. So,
while we're even engaging in community conversations, we're still brainstorming with potential leader and design teams, talking to students, talking to family members about what makes sense as we create these proposals and new school opportunities. Because the reality of it
is we're not trying to create schools for people. Like the goal is really to create and develop these highquality spaces with people. And we're and we're really trying to be super deliberate with that by sharing these ideas. And of course, nothing's final until it gets approved by the PEP. And we know there
is an upcoming PEP that this proposal will be shared at. And at the same time, while we're while we're waiting for that approval, we still do as much as we can on our end to ensure that if everything moves forward, if the communities for
the proposal, um if the PEP approves it, that we're just ready to hit the ground running as opposed to starting all that work later on. There's a lot of nuts and bolts that go into making sure that we're ready to provide that high quality structure as early as day one. So, so
definitely agree with all of Superintendent Bleman's sentiments and we do this work in collaboration with community, with the district office, with our partners at the office of district planning, office of enrollment, etc. to make sure that we are going to
provide the best opportunity should this proposal be approved. >> Thank you. Uh, thank you to all three of you. I just have a couple of quick questions and I'll open it up for to to my uh colleagues. So I just want to confirm the idea is that this the in theory would open for fall 2026.
>> Yeah. Is that which means that if for the admission cycle if someone was placed in I don't know John Adams High School because I that was my own school. So John Adams High School um they didn't like that or they weren't happy and they were more interested in this they could apply and potentially start there
instead of a John Adams. Is that >> 100%. >> That's that's the idea. Okay. So then um the second question I have and this I don't know if this is for Eric or or for superintendent McGuire. LMC is there now and I is in the space of the of urban I
don't what is urban what is it called again? >> Urban assembly school of business for young women >> right. So so LMC is in that same building and I believe to comply with class size they took two three something like a small number of classrooms but they did take some classrooms. Would
that be still available? Because if not, is LMC going to have an issue complying with class size? >> No, LMC will not have an issue. Um, I believe Eric, you walked the the campus. Eric has been over there, um, has looked at the campus. So, Eric, I'll defer to
you on this. >> Yeah. So, Craig, LMC has the space they need to comply with class size law, and the spreading out into those rooms was not a product of uh, needing those spaces necessarily to comply. was that business for young women has beautiful
rooms that are unused and they had the ability to spread out. Uh >> okay, >> they will continue to have the ability to spread out for some time in the building because this school is going to phase in a grade year over year, right? And so for the next three years, I'm not
anticipating that any discussion will need to be had about retaining those rooms. I would say in year four we should have a discussion about like what makes sense in this building and if shifts need to be made in order to accommodate for the demand of the new
high school, right? like there is 1,000% the space in the building to ensure that a 450 student high school and LMC at their current enrollment and Richard Green with with like to continue to grow a little bit based on their trajectory
and demand um to be able to comply with class size law and that is a lens that our office and the DOE is taking whenever we issue proposals is making sure that like we are not adding schools to buildings and it will negatively impact school's existing ability to
comply. Um, and so I can assure you that adding this school here is not going to hurt LMC's ability to comply with class size law. >> And there was no discussion or no or was there any thought, this was a question from the public of um combining LMC with
the new school and having a 6 through 12 or some combination where it's one grand grandiose school. Yeah, it was not um an idea that was on the table. We were looking at starting a high school from scratch and offering another option um
for students. Um I think about a lot of the secondary schools. Um you get to this point in 8th grade where a percentage of students leave, a percentage of students stay, and it's kind of this disruption of culture. Um so we were looking at putting in a new
school. That at least that was my approach to it. and then shared spaces. Any difference between what's happening now, what's what's going to be happening? >> No, the I I believe the building council plays nicely um in the school. I think evidenced by uh the current principal at
Urban Assembly um offering additional space to LMC. Um Superintendent Magcguire was a principal on the campus uh once upon a time, so he could probably speak to um in terms of those shared spaces and what they look like and how they've been divvied up.
But I I've never heard any complaints on the campus. >> Do you have any Do you want to comment? You don't have to. I'm just >> Okay. Um I'm gonna open it up to my council members if they have any questions. We'll start with the council members in the room and then we'll go to the council members online just to make
it simple. Uh are there any questions in the room from the council members? Council member, >> how's that? Um I have a lot of questions actually. Um I wish I had been able to attend that those meetings with um Dan Weisberg and Chancellor Banks and you um
back in the spring 2024. Um unfortunately I was busy fighting you know other battles in spring 2024 as Craig and anyone else in this room can tell you. Um so my first question is probably this is the overarching question. Um but I I mean there's
several others. Um, according to the Office of District Planning, um, Manhattan has an excess of high schools and particularly in district 2. I'm reading straight from the ODP report >> has an excess of what? >> There is an excess of high school seats in all districts in Manhattan,
particularly in district 2. So, we have an excess in high school seats. We have um software engineering programs at the Urban Assembly Maker Academy that that are not filling all their seats. We have another software engineering program at the high school of fashion industries
that's also not filling no all seats and and several other software engineering um high school programs in the geographic boundaries of district 2. So um given all the other things that we need to prioritize um in um New York
City public schools including the class size mandate for the for you know a number of we have a number of schools in district 2 that are at you know 119% 146% capacity. Um I'm just wondering what is the I I just don't see the need
for another high school like when we have existing you know excess capacity. So maybe like you could explain like the sort of the economics and rationale behind behind that. >> I don't know the economics behind it or the I'm looking for the question. What what's the question that you're
>> I think I I think I asked the question. The question is why do we need another high school when we have excess high school >> seats? Okay, that I get that part. Um we have a number of schools I think I have five in my portfolio that are underenrolled. We're looking at instead of rebranding those schools, we're
looking at um interesting new school options and offering those options for students. >> Will the will the school be be screened? >> So, with this particular school, because of the timing of it, when we're going to
open um screened or unscreened, doesn't matter, but eventually the school will be a screen school for this reason. um we need students to come in with a certain level of mathematics so that we're able to offer highlevel math 11th
and 12th grade. So most schools the sequence is algebra, geometry, algebra 2, pre-calculus, right? The four years what we need to get to is we need to get to calculus in 11th grade definitely calculus AB
calculus BC by 12th grade 100%. And so what we're also doing at the same time with this proposal is that we're creating programs for middle schools, elementary schools that can feed into the track that we're starting to create. So we're going to we're planning
backwards from kindergarten similar to what they're doing. I believe um Japan has started this with kindergarten. So, we're planning backwards to kindergarten, offering these programs to our community school districts as they are working with NYC solves, NYC reads
um to move students and accelerate students. We want to offer programming to them as well um in the computer science field as well as advanced mathematics to continue accelerating as well. One of those activities um we're doing a hackathon at Google at the end
of March um for students. So, we're looking for opportunities to better engage students and to not only raise their level of interest, but raise their capacity. And I think probably to your other point, that may be why other schools have not been able to engage or
create a pipeline for students because they're not looking at um before students get in the door, how are we working with students, how are we preparing them? >> Yeah. Uh I mean you're talking about kindergarten but from kindergarten to high school admissions that's like 8 n years. So I mean
>> it's important 8 n years. >> It's an important 8 n years but we're talking about opening up a high school fall 2026. >> So so that pipeline is not there for that high school in fall 2026. It's not there in fall 2027 2028 29 30 year. Uh I don't think we need another screen school.
>> Um so two other questions and and and this is probably a big one for on a lot of people's minds. it's certainly come up for the PEP on multiple occasions um is the is this sort of this sort of focus
on AI um you know I lived through the.com bubble I live through you know those things as well and you know we didn't see social media high schools we didn't see dot high schools and and we shouldn't have we saw a focus on science engineering and technology which we have
programs that do that um and I guess I'm also a little bit um a wary of these sort of industry partnerships. You mentioned OpenAI and and Google um particularly because um well I don't know how if they're if they're also if
there's a financial sort of partnership as well if they're going to offer some some money for for you know our students or our schools. Um but there's certainly been a lot of concerns that have been brought up before the PEP about artificial intelligence and you know
artificial intelligence was actually taken out of a number of contracts recently um pending an overarching sort of like AI playbook which we don't have yet. So if the PEP is not approving you know AI related you know sort of
contracts for sort of curriculum and sort of pedigogy in our schools why are we moving forward with an AI high school? >> So I didn't call it AI high school. >> I mean I mean the website the website for it starts with AI I mean
yeah I I'm not calling it AI high school. Um I'm calling it a place where students will learn to create. And if I had an opportunity to learn how to create when the internet um was launched, I would have taken advantage of that opportunity. Um if I had the
opportunity, the same way Larry Ellison, right, took advantage, Bill Gates took advantage of those opportunities that were there with these new technologies. Um if I had an opportunity like Mark Zuckerberger, um Mark Zuckerberg to take advantage when social media, I would
have taken advantage and not for the financial benefit because of the interests, right? something that that interested me and I would have learned how to create right not use but how to create those um in terms of AI overall
um as a city we've created a closed network and so um in terms of data privacy when we're talking about data privacy issues and going back when I talked about um being a Google fellow and meeting with um heads of districts
from around the country and hearing what they're doing and how they're addressing the problem. Had a great meeting with the Minister of Education for United Arab Emirites and around how they are um
how they're pushing digital literacy kindergarten through 12th grade. We're behind, right? We don't have the the framework. The framework wasn't a framework wasn't presented to the PEP because we're behind and we need to catch up. If we do not catch up, then we
will produce students, graduates who don't have the same opportunities as other students in the United States to compete. And because the world is so small now, we won't we will have students who will will not have the opportunity to compete globally. Um so I
think it's important for us to kind of these parallel tracks. We definitely need like we have an AI um framework for our district. We need one for the city, right? I was on the uh chancellor's committee, previous chancellor um chancellor ais Ramos and in those
meetings with our industry partners with DI our partners at DIIT so we could address it. Um but we do need that framework. We need to have that framework in place so we're all playing by the same rules and we're ensuring that our industry partners who I discouraged they were in the room and I
was like we really don't need the partnerships, right? what we need is to be able to have the capacity to build what we need from the inside and I think that's also with our students in addition to um DIIT and the different divisions who could support that workforce.
I think um I mean I think a lot of the things you're mentioning about about the uh digital literacy and things I mean are things that we talk about all the time in curriculum I mean I think that even in our elementary schools and middle schools we're talking about that
um they don't require a screen school um you know all our students are entitled to to instruction in digital literacy they're all entitled to instruction in science technology mathematics etc. Um and none of those things require uh you know a screen school. I mean I think
it's the job of our schools to teach the students as they come. Um and um I guess I'm I'm very very sort of wary of this sort of sort of industry angle. Um you know we cannot predict the future. You I mean as you mentioned we can we you know
if if we could go back in time and invest in the do industry or or whatever or social media we would have. I mean, I mean, sure, if I could have bought tulips in Holland at, you know, >> 1592, I would have and and sold them, you know, three months later. Um, so I
think there's that there's a I I I just I'm just really troubled by this push to jump on the next gimmicky bandwagon. And it would also be really helpful if when you when you mentioned people like Larry Ellison and and whatnot, you could mention someone who isn't in the Epstein
files. Like that would probably be more reassuring for parents. I haven't read the scene files. >> I I haven't read the epste file. So I don't I I'm not able to make the connection. >> So I'd like to I'd like to give other people an opportunity. We can come back to you if if nobody else does. Gavin, are there any other folks who have
questions comments? Start with Cody then Erin then we'll go around. >> Hello. There we go. Uh who is this school for? It is for students who are interested in really high level math and creating
algorithms um in working with highlevel math in industry. So in technology >> presumably would have to be kids that took algebra and eighth grade. Correct. >> Yes. And we're moving toward um more of
our schools offering algebra in eighth grade. So we're expanding that >> but it won't be a screen school. So to begin the school, it's going to be anybody that wants to do it whether or not they have the math background or not. >> Yeah. With the screen, it will not
exclude. So if a student like let's say there are 100 students who apply, 20 of the students meet the quote unquote screen, right? They have that math. 80 don't. All 100 get into the
school, >> but they're supposed to be at a certain level of math to be able to work within the school. Is that correct? >> That's what we would like. Yes. >> Um I'm I want to bring up a lot of stuff that's going on in the chat. Um I have a
sixth grader. I'm going to be going through this process in two years. A lot of us have middle schoolers, elementary school kids. The overwhelming thing that I'm hearing people want is just a good normal regular school. And I feel like what we're getting is I'm supposed to
decide next year what my reg regular well-rounded pretty good at everything kid wants to do. And the fact that we just keep getting instead of saying here's a 6 through 12 school that allows your kid to maybe mess up in seventh
grade and get a B on science. I don't have to be, you know, maybe they take that time to grow, to get a community, but instead we're pushing these children to specialize themselves. We're giving them anxiety and saying, "You have to know when you're 12 years old if you
want to study AI for four years." Uh, everybody in the chat, a lot of people are saying, "We are screaming from the rooftops. We want good, well-rounded schools that teach critical thinking, math, science. We all want that." and instead those schools were getting
filled up too fast and the only thing you're stuck with is an AI high school. You know, we are about branding here. Parents talk, parents say this school's good, this school's good. It's really hard for a parent to take a chance on a
high school that they've never heard of, that they know nothing about. You know, it it takes a lot. It takes a lot. You have to know a principal. There has to be some factor that they know. And I'm telling you right now, it is going to be really hard to start a school with a
technology that most parents are leerary of that they're trying to teach their children how not to use until they're old enough to understand. You know, AI is not a stackable skill, right? like you're not learn if you don't learn this when you're four years old, you're not
going to be kept out of that learning process when you're trying to treat cancer as a doctor. So, I'm just saying I'm I'm I'm looking at this going, "Oh, great. Another school that I don't know I anybody that I know that will be interested in going to that school."
when we're screaming from the rooftops. So, we want more choice, more things that are closer to us in Manhattan in District 2 that are offering just schools for just normal kids, just regular old school. So, um I don't know if I have any questions other than you
answered, but who is the school for? >> So, I if I could just speak to the school is not to teach kids AI, right? So, that that's not the purpose of the school. It's not to teach them to use AI. um in response to building schools. So when I talked about that
organizational ambidexterity and how we're working on English um math, social studies, science, critical thinking is one of our um key levers in the district. I think of a school like high school for environmental studies um where we put uh a new principle in place
three years ago and there are amazing things happening on that campus. um the A Philip Randolph campus last year where we had two Gates Millennium Scholars and this year we have three finalists for Gates Millennium Scholars and we have the 2023 teacher of the year on that campus as well as a football team
cheerleading basketball, right? All that great stuff. Um we're also building current structures that exist that have a high number of students and we're ensuring their quality options. Union Square Academy and the medical program with dentistry and um the medical
assistance program and the the new capital funding that's coming in there for them to build infrastructure high school for health professions. We have a number of schools in the portfolio that we are working with to continually make them better. They're good schools, but it's that um Jim Collins moving them
from good to great. So, we're constantly working on that. As you know, I have my last one as a senior in high school. So, I've been a high school parent for 13 years. You know, I'm ending shortly, but um I've gone through the process and I know it's like when you have four
different kids who all went four different things and they're spread out at four different schools. I I understand that. >> Are you envisioning this as like a technical college or a technical high school? Like I I know you mentioned, you know, high school with dentistry and and more trade schools are very important
and I think we could all agree that having those trades for not every child that wants to go to college that is needed. Um are you envisioning that that's what this is? >> I think it'll be more what the students make it which is the beauty of new
schools. What I have seen from our recent graduates who are using um who are able to code, who are able to create at a high level, many of them are going right into industry. Some are choosing college, many are going right into industry.
>> Um one of the most um unemployed professions right now are coders. Um that was one of the professions that was pushed on everybody. Learn to loan to learn to code learn to code. And AI is actually taking over those jobs. And so a lot of people who are graduating with computer science degrees right now are
some of the um most unemployed people in the country. All right, I'll pass on to >> I'd like to move forward. I'm not trying to cut you off. I just want to get make sure >> I'll be quick. So the first thing I just want to mention that a lot of the people in the chat are mentioning that there
has not been much communication with LMC parents and that the damage that this is going to do to LMC, right? I think that's something to consider. Number two, I think that, you know, I'd like to echo the points that with the number of high schools in district two, is this
the best use of that space as we are trying to to come into compliance with class size mandates? And then third, to add to Cody's point, in terms of AI, we are in sort of the wild west period still, right? There was a study that came out in
October that nearly 25% of high school students who were using AI in some capacity in school believed that they were in a romantic relationship with AI. I'm not saying that that I AI is an inevitability. It is here. It is going to continue. I'm not saying that we back
away from it completely. But I think that if we're going to build a school, which I understand that you say it's not an AI school, but the website really centers it around AI technology, that we need to have safeguards in place or some sort of guard rails. And I have not
gotten an answer from anyone on sort of what those are or what the plan is for that. And I think that it's potentially dangerous for students to be put into a technology that has so few guardrails. I'm a published author. When I put
myself into chat GPT to get information about my biography, most of it is right, but about 30% is incorrect. I understand that they have sources and then you can go look at the sources. That's fine, but not everybody's going to do it. These kinds of these are the
kinds of things that concern me about the use of AI in schools. Um, so I guess my question is, what do you foresee in terms of a guard guard rails with the AI? How are you address and how are you addressing parents at LMC? And then the third question, I guess those are just
those two questions really. >> So I think the first in terms of guard rails um that closed network where as New York City public schools, we don't allow those models. So, if you were to put
yourself into, we use um Google Gemini, our co-pilot inside New York City public schools, it can't go outside of our network, right? So, we have a very limited wall and there are a lot of security settings in place to guard for
the romantic relationship. a lot of the um uh I forget the name of what it's called outside of creating um fake pictures and and uh inappropriate pictures and those types of things, our firewalls are in place um to ensure that
doesn't happen. But I think our biggest the the greatest thing we can do is to teach students and particularly starting at a young age um digital citizenship um ethical use and appropriate use of not just AI but all technology um of of
ethical use of the internet, social media um because we see that a lot as well right things happening on social media. Um the second point with um the engagement with the middle school, I'll defer to Eric um to respond to that.
>> Yeah, sure. So, we engaged with the SLT of LMC a couple weeks ago to share about both the closure and the new school idea. Um, and I believe we re also reached out to the principal to schedule another time to circle back with that
community uh, moving forward um, to answer questions and to listen the concerns. I can see uh there are some concerns in the chat and some things are bubbling up about what I said, but I wasn't reading specifics and so very much interested in hearing from the LMC
community about what the concerns are uh with with this idea moving forward. I see some competing ideas for the 6 to 12 um here. That doesn't read to me as much as a concern but as like a competing competing need. Um,
and so I guess I'll leave it there. >> But, but just to that point, Eric, if this is something that you're going to be pushing to do for the PEP in March, >> April, >> April, and you're actually soliciting applications soon, right? According to
the website, I thought it was an it was soliciting, you were announcing it or something. If you're doing that in the next two months, it's not a lot of time to engage. I'm looking at you. I'm It's more of Eric, I think. But, uh, to
engage the LMC parents, >> you know, it's is I just want it to be a real It almost sounds like if I I'm not an LMC parent, but if I was an LMC parent, >> I'd kind of think, well, you're doing it at the last minute, so it's kind of a false engagement, right?
>> Yeah. I mean, it's not a false engagement, right? like we like we started engaging about this idea shortly after the new year about about the closure and the opportunity to open up a new high school in this building. We have have not issued a proposal yet and any sort of proposal would need to be
voted on by the panel for educational policy and in that time from issuing a proposal there are plenty of opportunities to have conversations about about concerns right um and so I
would say like we met at the initial meeting what was vo what I heard on the walkthrough that we had at the building as well as the SLT meeting was a desire to keep some of the rooms on the or below. Um to which we said like that can be a conversation and we can work
through it. You brought up a concern about class size law like we we know that we can make that happen in this building by opening up a new high school. Um like very much interested in hearing about sort of what else is coming up
>> from families. Um, we >> So, >> so Eric, I I appreciate that and and I have great respect for SLTs. I was on an SLT for two years, so I I have great respect, but engaging solely the SLT when it's what, four or five parents at
most. You know, I I get their elected representatives and and I again, I have great respect. I'm not trying to demean the LMC SLT. I'm sure they're they're they're wonderful people. But, you know, that's engaging five parents who may or may not have spoke to other parents. I I I don't
know. And and that's that's I think an open question. And if I'm looking in the comments and I'm not reading that, I apologize to the folks. I'm not reading every comment, but the theme seems to be most of them just didn't know about it. Um, so that's that's that's I think the concern and I see some of my colleagues
nodding. Um, are there any other and I'll let you answer that, but just before you do that, are any from this side of the room, are there any comments from or questions from council members? Uh, Daniel. Okay. Um, I'm going to Yeah, I'm going to I'm going to move to to the
uh council members online. We'll start with uh council member Reed. So, yeah, you can mute unmute yourself. Go ahead, Tam. >> Hi, thank you. Um, my question was about just options, right? So looking at Richard R. Green and looking at LMC,
both of those schools are very highly respected. They're well attended. Um they're particularly like recently in the past four or five years, I've seen a mass exodus from some school programs, some middle school programs who do a really, you know, crap job with IEP
compliance and supporting students with disabilities. and retro green and LMC are both tremendously efficient um at supporting those students and really really looking at IEP compliance and inclusion in the classroom. So I know families that are extremely happy at
both of those schools. I don't know why we want to expand and grow those programs by possibly adding if you're not gonna make it a 6 through 12, which I could tell you every single person I've talked to in the district knows we need more 6 through 12 schools, right?
Why not expand and grow those two programs or, you know, have the conversation with the two schools about collapsing them into a 6 through12 or add an ASD Nest program, add an ASD Horizon program. We know district 2 only
has two of each of those compared to the rest of Manhattan which has like 18 and 15 respectively, right? So if they're already doing that work, add those programs because we need them. Like was that ever a serious conversation about really using that space with the people
that are already in the building doing the good work? Um, and the second kind of part to that question is, did you ever consider a dual language program, which is another thing that parents have been asking about and wanting for for a very very very long time. So, I'm I'm
really con I'm confused why we're we're heading in this direction when we already have outstanding schools that could be grown um within the building and we could actually reach a population of students who are having to go out of public school altogether and sue the DOE
for private placement which we know is an issue and these students aren't getting served and they're ending up in D75 because there aren't enough ASD nest and horizon programs. So, why aren't we looking at that population? And what kind of what kind of talks have you had with not just LMC, but with with Richard
Green as well? Could you just speak to that a little bit? Were these serious considerations for the use of space? >> Yeah, I I mean, this is information that I'm taking in, making note of it. Um, I'm an IEP parent. I'm an IEP
grandparent as well. Um I've been attending IEP meetings. I taught special education. Um so for us it's not we are not trying to include I believe we also have nest programs in the Manhattan high schools district um which you know it
crosses over many but I know we were working on one at um Washington urban campus with putting a nest program there. So I again great information. I'm going to take this in um and make note of it.
>> So, is there a poss is it is a 6 through 12 still possible because I mean it sounds like there's a lot of demand for that. >> I don't think a 6 through 12 right now with the way we're looking at things. It's It's not in our plans right now or it's not in the plans for
>> I understand it's not in your plans, but can it can it be? >> That that's that that's what I think people are asking is we understand we know it's not in your plans. I get I get it. >> But why can't it be? If if this is still, you know, a thought and it's
still an iterative process, why can't that be put into the equation? >> Eric, I'll defer to you on that one. >> Yeah. I mean, listen, like we Like we I I know right as someone who has been in the office of district
planning for many years that like six to 12 is something that the the district has expressed the desire for more of, right? And there and there is absolutely data to support that, right? But there is also at the same time data to support
the need for more rigorous science focused high schools, right? And like there are always going to be competing needs for what we need to do uh and want to do in the city. And I think like this is the you know what we
you know we this is what we are thinking about doing right now with this space right like we and like I think we will always continue to assess what our opportunities are um to meet the needs and that can be with expanding nest programming. I mean, I know that we do
that every year and have continued to add more programs throughout the city and and we'll continue to do so. Um, and also we'll continue to assess opportunities for 6 to 12. I think we are like are here today because we think there is this really also great opportunity and this really great
building to to offer this opportunity for a new high school. Uh, and that's what we want to have a discussion about. But >> Eric, Eric, just to add to it, something I can commit to, um, Craig is if you all want to form a working group, I I plan to look at a new school option every
year for the next 3 or 4 years. Um, so if you all want to form a working group and we look at some options for 6 to 12 in different places, I have no problem like meeting regularly with a group of folks on this team. I I get that and I
get what you're saying Eric and and I also get that you know if it's a six through 12 obviously new kids will come in you know not everybody will stay new kids would come in at the 9th grade level and it also adds to the the geographic diversity right because you'll get people from outside of D2 like right because it's all if it's a 6
through 12 it kind of has some level of you know backwards or indirect D2 priority and you want you don't want this to be a g a D2 priority school I get that and that's actually a good thing you know you get add geographic priority for the school But we look I look at Clinton you know with the
Clinton I know it has balorate now in the in the middle school but for years I think it was just baloria was the high school. So you did have a specialty may not have been science special but it did have a a focus for the high school that I don't think it did in the middle school. So I don't think it has to be
mutually exclusive where you know it's a science you want a science and technology school in the high school so you can't do it because you're going to make it into 6 through 12. think you can you know this the science and technology starts to become you know turbocharged in the nth grade right whereas 678 gives
you m multiple opportunities I have no problem with being at a special a specialty school you know in terms of whether it's whether it's science technology or or writing or whatever whatever it is because we have a lot of schools and if someone isn't interested then they go to a different school that that's fine but I don't think that it
can should be discounted that it can't be done at in this that just because it's a 6 through 12, it can't be, you know, you're not going to get people from outside because people will, you know, be people from LMC go to other high schools. You'll get people from other middle schools that
will will go there and you don't have to have that specialty for all seven years. Right. >> Right. >> I think you wanted to say something. >> Um, two points and one might not be for you all because I don't know if you are
actually the decision maker. I question the decision to add school capacity when we have such decline in enrollment. Um like you just said, you're going to look at one new school option every year where these students come unless there
is a massive plan to close under road schools because the district used to serve more than a million students. Now it's like less than 800,000 in K12 and we have not had the adjustment of seat capacity. Uh so I think that is a larger discussion that it really concerns me
unless we're adding capacity that is very specific and really is going to convince parents to come. I got very excited when you said it was an screen school because that we definitely know there is such a need for that. Uh but you then said it's not an a screen
school, right? So even if you haven't done algebra 2, you are going to be allowed to this school. I think if you are actually creating a school that has a real screen, you're going to have a section of parents who really want that and you know not all all students who
are capable get to the SHs or get to like a really uh school that is really far and so that you would get a lot of support but it's not a screen school and so I think parents who are really interested in this will not apply to
this school but also you're not so I I think like you're not actually pleasing any group. Uh I would prefer that you guys like made your choice and then actually go full throat with it because if you tell yes you need to have done
algebra 2 then I mean you would get a group of parents who like yes we want this option here you know it's it's there is there is need for everything. There are people who want well-rounded school a lot of parents who do not want well-rounded school. believe me, they want like a very specific schools where
there are no kids who are behind grade level in math. Uh we already have this problem in middle schools here. We keep asking for five years for for superintendent Khali to give us back screens. We don't get that. We have kids reading novels at math class because
they're bored to death. So like I think make a choice and then go full thro because then you're going to get a lot of support. But I think also the district needs to think about the question of capacity. We have too many schools for not enough students and
kindergarten applications are going down. I mean at every single grade level it's going down. >> Yeah. >> No, great points. Thank you. >> So I just have a couple of followup questions. I actually actually agree
with with um Daniellea on one point is that we you know I'm just reading from the ODP report which is based on the 2022 2023 audited register that shows um high school seat need table. District 2
has 41,922 high school seats um enrollment of 32,471. So there's there's an excess of 9,451 seats. So I guess my question is what are what are you doing to make the
existing programs we have more desirable? >> That's what I said. That's what I was talking about. Like we in addition to creating new schools, we're working on our existing schools that are in place. We're working on um new programs at different schools. Uh new opportunities for students at those schools. We have a
lot of I think we have like um I can't think of the number of STEM programs that we have CTE programs that we have partnerships with future ready. We're bringing in partnerships with a lot of the CUNIs um into place. So we
are working on those existing structures as well to ensure they're desirable for our families. Right now we would get a lot of students from Brooklyn. We get a lot of students from Queens. There are high opportun there are opportunities high interest opportunities that are
being built in the outer burrows now for those families. So we have to ensure that our schools are strong so that families continue to choose our schools. >> Well certainly families from Queens are coming here because there's a there's a deficit of high school seats in Queens that you know that we know. Um but I
just wondering there's a you know for every new school there's a germination period right this this you know school does not take off does not mature right away and if if we if you are sort of opening a new school opening a new program every year then it feels like we're not giving enough time for these
programs to really sort of like hit their stride. Um we're sort of like we're sort of chasing the next thing. Um >> we don't we don't so let me stop there. We don't chase when it comes to kids education. So we don't we don't chase the next big thing. Um because we're trying to prepare students for life and
we have to prepare some for a post-secary experience, others for are going to go right into life. So we don't chase the next big thing just to offer kids something. So I I just my apologies, but I just want to make that clarification. >> I I guess I understand your
interpretation of it, but my interpretation of it is chasing the text thing. Um and I so also you mentioned that um there are a number of there's demand for a new STEM school and I would
really take issue with there being demand for another screened school. I don't think there is. Um but um could you share with us the data the complete data that shows this this demand for a new STEM school?
>> I don't have anything with me. I came prepared to have a conversation. >> I mean, you can email it to us later >> or we can we can meet later if you want to meet and you want to talk. I'm I'm definitely open to that. Um I could leave my email address and we could save some time and we could really sit down
um with district planning and we could go through um the numbers. I just didn't come for that prepare for that level of um presentation. I'm sorry. >> Do you want to say something council member? >> Press the button. This was very specific data that you
were talking about that you know this demand and so like that's a little bit different from the high school applications. >> Yeah. >> Yeah. >> Okay. Um so I think the followup is to have that data you know to have that conversation. Sorry. have that
conversation. >> Yeah. Yeah. Definitely open that conversation. >> I really do want to follow up with and with to make sure that the LMC parents do have a meeting within the next I think it has to be the next couple of day next week. You know, this is coming up in the end of April. I mean, we can't
wait a month for this. There has to be a Eric, when is the com the conversation scheduled with parents? >> Uh March 11th. I believe it's March. We we reached out and asked for a time to discuss uh and you know and tried for next week. I don't think it works with
the school schedule and so we were able to get time with the school. I believe it's confirmed for March 11th. Uh the email came in on my way home. So, uh >> but I'm I'm nearly certain that that is the date. I will obviously share that information with you and I don't know if
that's been socialized to members of the school yet as as a whole since it's what I just heard. But like we we have something tentatively scheduled. I'm pretty sure it's 100% scheduled for for early March to continue the discussion uh about this idea and so that we can
continue to um you know we definitely want to hear about the concerns about uh this idea to collocate the new high school uh with them in the building. And can you uh can you come next month to our next month's meeting and give us
a status and a report on where we are? >> Of course. >> Okay. >> Um yeah, I mean I don't see what why not. >> And then and then and then just to confirm, we don't have this schedule. This is not scheduled for the PEP yet.
It's expected for April, the April P. >> Yeah. So we would need to we would need to post a proposal. no later than March 6th for a change to happen for the for next school year. >> So that that that is that is next Friday. Um and
>> make it happen, >> right? >> So we plan the plan is to issue a proposal before then um so that we can continue the discussion about this. I think this is this is similar to >> wait
sorry you you have to post by March 6 but you want to post something before March 6th which is in what a week I just want to make sure I >> saying a proposal needs to be posted by March 6th for >> it to be in the April meeting for it to be in the April >> for it to be on the April P for any
>> that's what I meant >> yes that's correct >> okay so you're proposing a proposal I just want to I just Under I apologize. I want to understand the timeline. >> Yeah. Yeah. >> Just want to make sure >> I'm I'm a little foggy. So March 6 is
when you have to post it by the proposal to post it to the public >> for it to be in order for it to be on the April PEP agenda. You're meeting with the parents on March 11th. And then in theory, this would be in the April Wednesday of April.
>> It's April 29th. >> Okay. April 29th. >> That the meeting is scheduled. So it's on April 29th. >> Yeah. Yeah, I just didn't have like we can have the parent meeting. We could schedule a walkth through with members of the panel for educational policy and others to continue this discussion. Um
it is not just a parent meeting and then a vote, right? Like they're >> and and have you and have you briefed the man the two Manhattan me specific members of the PEP? There's obviously the burough president appointee and then the CEC designate. So Naveiv I I don't
remember what the the woman's name is that's works for uh the bar president. >> Have we because I think that they need to also we have briefed elected officials on this. I am nearly certain that we have brought up all these proposals to the PEP. I um but we have
opportunities on like a rolling basis to meet with them to discuss proposals. So >> okay. Um, you know, I think it's obviously always worthy to be able to like as engagement flows on, we want to make sure that people are aware of the
the concerns and the conversations that come up. And so we we do have meetings uh >> to share information with the PEP members. So, so, so the the electeds are aware. So, parents at this point or families I should say, not necessarily
parents can actually start calling to the electeds also to express their opinions. I just want to make sure >> they can always do that. Um, but the electeds will know what they're talking about. That's what I I want to make sure >> they absolutely should be. Yes. Um, >> okay.
>> So, point of clarification, I actually spoke spoke to the PEP chair about two weeks ago and and it talked about this issue. I think it was shortly after the CCHS meeting where you spoke and um you know he was certainly aware of proposals
to um to close the uh the urban assembly school at the at the campus but not at all aware of this proposal for this nextgen school. Um and I don't think many other PE members are aware of that and that's actually been a common
complaint about them. they they will say that you know they'll they'll say that oh OP tells us that they have done this this there of a community outreach but then the community is upset and we haven't heard about it and we get it sort of you know very very late and then the other point is just just to go back
to that data um it would actually be I think more helpful before a meeting to have it in like visual form because so I'm a very I'm a footnote guy and I sort of want to see you know >> we could probably sit down and go through it together if if you're talking about like data meeting with me we could sit down and we can go over it together,
have conversation, >> get a chance to look at it first before going into a meeting. That would be that would be super helpful. If you could circulate it to us like prior to >> if you want to meet, I I'm happy to meet and we could have a conversation and we could go through data and we could talk about it. But I'm in terms of putting
together a presentation, it's probably better if we just sit and we talk. >> I mean, it's okay if it's kind of raw data. >> Yeah. >> I mean, I'm I'm fine with saying raw data, but I kind of need to see it in like visual form like like before before a meeting. like that to be meaningful and if I mean if you can't share it with
us you can't share it with us but >> I was c I was offering to meet with you that we can meet that's >> I'm asking is is to have the data and be able to look at it review it and come prepared with questions that would be a kind of a meaningful kind of review
>> okay okay bunch of to-dos and we'll be in touch thank you Gary >> no problem at all and I do appreciate the time that you all have given us and the consideration the country is built on debate and if we
can't be in rooms and we can't have conversations about what's the best for our country then we are not doing what the country was built on so I do believe this was important to be here it's these conversations are important descent is important agreement is important as long
as we remember the common theme is we're we're trying to do this for kids >> for the for the March 11th meeting are you going to be there >> I will that >> can you be there? >> I would be out of town on March 11th. >> Can Do you I don't know if you have a I don't know how it works if you have a deputy. Do you have like a like He has a
deputy. Do you have like someone from your office has to I mean I got I guess >> Yeah, they I'm I'm handling this specifically. I'm the hands- on person. >> Understand that, but there has to be someone from the high school superintendent's office at this I mean at this point there are a lot of questions that I think only you or
someone from your office will will know. Are you going to be there? You Yes. Oh, Kelly. >> No, no. I think No, you know, the reality is it has I think it has to be a very I think it has to be a robust meeting with with I mean, and Eric, I
know I'm assuming you'll be there because it's probably your meeting and I and I have all with all due respect to ODP. A lot of the questions that I think the parents are going to have are not ODP questions. There's they're questions of the district 2 and the CCH and the uh the high school superintendent. Sorry,
not CCHS, the high school the Manhattan high school superintendent, you know, and I I think this with a lot of questions and I think if Eric goes there alone, I think Eric's going to have a with all due respect, Eric, I think Eric's going to be not able to answer a lot of the questions that the parents are going to have, and it's just not
fair to the parents, and that's honestly not fair to >> Craig, we just found out about the meeting a couple minutes ago, I think. Like, >> no, no, I I understand. >> So, like, let us let us let us put our minds like Yes. >> We we want the meeting to be productive. I I understand that people >> But you get where I'm coming. But you
get where I'm coming. I don't want to put you in an unfair situation either because that you're going to say, "I don't know. I don't know." >> We want we I appreciate I appreciate you. I want me I want we want the engagement to be meaningful. Um and we want people's questions to be answered and we want to be able to have
>> an authentic, you know, robust conversation as much. Then you have to have the right people there. So if so if the 11th you know we will figure that out you know or if that doesn't work we will figure out another time y >> uh to do so and if that is >> thank you
>> at this meeting >> I didn't mean to put the two on the spot but I just want to make sure I I see I I'm starting to read and I can send you the chat also so you can I think you should see the chat I know you're not looking at it now I think superintendent Bman you should see the chat to see what people are saying okay
>> um but I you know a lot of the comments here. I think parents are going to want to speak to the two two affected superintendents because, you know, that that are going to be in the building >> and and I definitely want to, you know, go back to >> to talk about future proposals um to
engage you all on things, ideas that you all may have and things we could do in the future. >> Okay, >> I'm off the hook now. >> No, but you can leave. >> Thank you all. Have a great day. >> Thank you, Superintendent. By the way, I don't understand how you're a
grandfather. >> I'm a grandfather. Yeah, I have a kindergartenner. My oldest is 28. I'm in my 50s. So, yeah. >> Okay. Thank Thank you, Superintend. Thank you, Sean. Thank you. I appreciate it. And we'll be defin we will definitely be in touch.
>> Yeah, of course. I mean, if there are any other questions that come up, feel free to email me. uh whether it's about process or concerns like you more than welcome to do that. >> Yeah. And I appreciate it and and and and we do have a bunch of other things that we have to get through tonight. So I'm sure
>> do want to want to move on. Thank you. >> You're welcome. >> Okay. >> Thank you. Be well. >> Thank you, Sean. Appreciate it. >> I think his name was Sean. >> Um sorry. Um okay. So, uh moving along. Our next presentation and I I I I'm thankful that you waited is uh from the
Office of Nutrition Services. I don't I'm looking. Is that's Who is that? She's She I let them in. Denise, is that you? Denise that Where are you? I don't see Denise on here still. Is Denise still on or did Denise give up on us?
>> Um I >> was afraid we were going to grill her. >> Okay. Oh, yeah. She Okay. She She was She was a host before. Now I'm promoting her. There you go. Denise. Denise, can you uh speak now? Can you Denise, you there?
>> Hi. I'm sorry. I had some technical. >> No, no, that's fine. No, that's fine. Is there anybody else that you need me to pro? I know there were a few people. Is there anybody else you need me to promote? >> So, I'm here with Janelle Jerome. She's my co-supervisor. >> Yep. I'm going to promote her as well to co-host. >> Yes. >> Okay. So, she should be Give her about
15 seconds or so. And then uh so I'd like to thank you. Office of Nutrition. I think it's food and nutrition. Office of Food and Nutrition. >> Yes. Correct. >> Okay. Thank you very much. You've come here or your department has come here as for an informal presentation. So, I'm gonna give to you. Thank you.
>> Thank you so much for inviting us. Um, this is my first time in one of these meetings. So, thank you for letting us in and present our department. I just want to give a little overview of what OFNS does. Um, we offer breakfast, lunch, and afterchool meals for all
public and non-public school students in New York City throughout the school year. and we uh thoughtfully create our menus to ensure that the students get the nutrients they need to get um throughout the day. So we are
um in charge of 27 menus across the city. We have a snack program, we have supper program, Saturday program, and our fresh fruit and vegetable programs. We also have a plant power program which we include weekly. We have a date um just for 100% plant-based um items on
the menu. And we have also across all high schools coming throughout the years um the next two years. We have an initiative called the CE program. This is the cafe enhancement program which supports the cafe and service
improvement citywide. Our next live date will be on March 9th for our New York City Lab Middle School located on um West 17th Street. And um we also have our summer programs which we feed all New York City students
under the age of 18. No ID required. We have uh that in the schools and we also have our public parks, our libraries, our pools, and some of the community sites open throughout the summer to feed some of the New York City students.
Um I'm going to pass it over to Miss Jerome so she could elaborate a little bit on the SYP program that we have for some of the students. Good afternoon all. Um my name is Janelle Derome and I'm the co-supervisor of district 2 food and nutrition services along with Denise Carbio. So we
have our DYCD initiative which started about maybe two years ago. And with this initiative we what we do is we partner with the department of youth and community development where we have summer youth um teams that come in and work with us during the summer in our
kitchens. They work throughout our whole 10 week summer program. Um, and they come in and they work with us, which is a very good experience. Is there any questions at this time? We're open to questions or concerns that may need to be addressed.
>> Questions? Um, >> are there any questions from the council? >> Any uh any questions from the uh council members um online? Okay, thank you. Hey, I think we don't
have any questions. >> Thank you so much for the invite. >> Thank you so much. I appreciate you coming. It's always good to hear from your your department. Thank you. >> Okay. >> Okay. So, uh Okay. So, moving along. Where's my where's the agenda?
Okay. So, uh moving along, we have the uh president's reports. Let me just get to that. Okay. Okay. Um, good evening everybody. I hope everybody had a good break uh last week and stayed safe during the snowstorm.
Um, a few quick reminders. PreK applications and 3K applications both closed on Friday. Uh, preK offers are released on May 12th, 3K on May 19th. If you have any last minute questions, uh, or your schools, parent groups, and of course,
our council are here to help. Um, Chancellor Samuels is hosting the uh conversations with the chancellor across the city to hear directly from families. I'm sure there are uh lots of comments uh from parents tonight that they'd like to express to him. Uh there are two
Manhattan sessions. Uh one is on Saturday morning, March 14th at the MLK educational uh campus. I think it's in the you can go on the the website that I'll give you. I think it's West 50 something street, 59th Street, something like that. Um the second is Monday,
March 23rd. It was rescheduled from uh Mon Monday or Tuesday night of this week. Um it's Monday, March 23rd at 6:30 p.m. at the Manhattan Center for Science and Mathematics. I think that's 107. It's by the Costco off of the FDR. That's, you know, that's how I know where it is. Um you can sign up
at.nyc.gov/chancellor conversations. Um our district 2 town hall will be held next Thursday, March 5th, 6:30 at 131. Uh 131. Um, I guess MS131, sorry. Uh, check our homepage for details. We've already sent some
information out via email and we'll we will send it again. For those of you who haven't experienced the town hall before, it's our opportunity to speak directly with the chancellor about issues that matter to District 2 families. We're currently formulating questions, but you can still submit yours online. Uh, again, go to our uh
website, cd2.net. Um, all public questions do get forwarded, all questions do get forwarded to both the superintendent and uh the chancellor. I remind you that the school survey is now live. You can complete it at New York nycschool survey.org or ask a parent coordinator.
They're incredibly helpful. Um, they provide valuable feedback to your principal, the superintendent, and NYCPS. Summer risings. Summer rising applications open March 3rd. They close on March 27th. All New York City residents in grades K through eight uh
for the 2526 school year are eligible. What Summer Rising is, for those of you who don't know, it's a partnership between uh the DOE and DYDC offering academic support, enrichment, field trips, arts activities, outdoor recreation, free breakfast and lunch.
And the programs run in July through the middleish of August. Uh you can find more information at schools.nyc.gov/summerrising /summerrising or of course feel free to contact your parent coordinator. They'll be able to guide you through the process. Um before we continue, I do
want to acknowledge the celebrations and some some of the celebrations and observances this month, Lunar New Year, which is the year of the horse, I believe, uh Ramadan Mubarak and Black History Month, of course. Um so I want to take a moment to recognize all three
of those and there are many others as well. So with that, because I know we have a full we still have a bunch of things we want to get through tonight, uh I'm going to turn it over to the superintendent. Uh as we discussed earlier, I am going to shut the chat off. So you however, I'm going to leave it on in case there are issues. You can
start the the council members will see the uh what's in the chat. So if there are any issues with sound or anything, please feel free to um you know, note it inside. Super Magguire. >> Great. Thanks. Thanks very much. And just a reminder in terms of tech, do I
unmute on Zoom or just just speak right in here? Okay. And my two colleagues that are online that are going to share a little portion of the >> Okay, great. Great. >> Thank you very much. Um and I do want to just acknowledge that I too got the email about March 11th. I will be there.
It is on the calendar. Um and um I also want to just acknowledge a couple people had asked me um about uh what happens when a deputy superintendent moves to another district. Um and so as you know our uh beloved colleague Reggie Higgins
is now the interim acting superintendent in district 3. Um he is moving right now through the process in district 3. Um as the process is open to applications. Um I just want to wish him very well in that process and uh just also
acknowledge uh the strong leadership that he demonstrated in the face of a very challenging um and very hurtful uh event that happened online in um the CEC3 meeting a few weeks ago. Um and also just want to acknowledge the the
strength and power of his uh letter to the community. um when we are uh you know in situations where often feels like the messages get fuzzy his was very clear and I think very much appreciated by by the community um it says that I
cannot share my screen can I share my I'm going to send my request yeah that's not turned on. That's Yeah, it's I don't It's saying that I'm not a host. I don't know. Did I go through? It's
good. Okay. Yes, there we go. Great. Um, thanks very much everybody. Uh, and thanks the council to the council for giving me the chance to speak with you all tonight and share a little bit about the work that's going on in the district. I'm happy to answer
any questions that you have um coming up. Um we've had a very busy uh past few weeks since our last community education council meeting. Um we held world readaloud day. Uh we were uh lucky enough to have the chancellor um visit
PS3 uh along with Pam Allen who was the founder uh and developer of the world readaloud day. Uh we also had a great event at um PS 347 uh in which we were able to bring together families to sign up for uh the
Save for College program. Um so World Readaloud Day was a bunch of fun. We had a lot of our district team members who were able to go out to different schools and read kids um across the district. Uh we also held uh our second community coffee and conversation in the Chinatown
neighborhood. Um it was a really fabulous event. Um got some great pictures here. Um you know what we realized I think during this community coffee and conversation was um we learned a little bit from the last one in terms of how it is that we could
truly engage community members. Um and as a result when we prompted people to talk with us about things that were going well in the in uh the neighborhood in the Chinatown neighborhood, things that they wanted to improve. um we got
into a real conversation and it was great to move past um issues of just being nice and saying kind of broad strokes of things and to give us some real ideas about how it is that we could improve um that work. It was also feel like I mentioned him every this was probably the last time I mentioned Renie
Fong but um uh that was his last day uh as uh principal of PS130 and um Bina Thomas is currently serving as the interim acting principal there but it was a nice way to celebrate him um as well. Again uh we held uh an event for
families at PS 347 um our American Sign Language School. During that event, we signed up 18 new parents um were who were able to register their kindergarteners for the Safe for College program. Um our new burough president, Brad Hyman Seagull, joined us there. Uh
and we had a little conversation with um kindergarteners about um just their future and things that they were really interested in and ways in which they might um even at age five begin to think about, you know, career exploration. Um, a lot of our schools do very fun events
to um, help our youngest learners think about that. And then today, I didn't get a chance to put it into um, the deck here, but um, we held our final school spotlight visit for the year at Yorkville East Middle School. Yorkville East is a small middle school that's at
capacity. Not small because uh, they can't attract students, but um, a small, very full, very um, high performing in all kinds of different ways. um middle school um that is a top PS1 158. They serve an incredibly diverse community.
Um what we saw uh today was that they highlighted work around math and reading labs uh in which they did small groupoup instruction for kids um that was really diversified. So it was it was a great visit. Okay. Um I've got a couple of colleagues
with me today. Um we have on our district team student services managers. Um, and if you think about, you know, the staff that exist in schools, we kind of have a mirror version of that staff on the district team. And so, um, Tegan
Castanza and Sarah Myolo work on our district team as student services managers. They connect monthly with our guidance counselors, but they do all kinds of work around helping schools to build positive climate and culture. Um
and so during our last um CEC meeting, I did share some of this work um around uh our district priority goal number two. Um how it is that we were observing uh a reduction in the number of suspensions. Um how it is that we were still working
to address disproportionality um between black and Hispanic students um and our white and Asian students who are in our district schools. Um and a great idea that was brought to us around how it is that we could give the work of
this goal a little bit more life um was that of um trying to highlight a case study uh what's actually happening in some of the schools um and what does that specific work look like and so um I
invited uh Tegan and Sarah to join us today and um really uh think that they'll be able to give a little bit more uh context text to um the work that they do uh and the work of the school that they're going to highlight which will remain anonymous um but they will
uh be able to give a little more life to that to that work. So um Sarah and Tegan I will um turn it over to you and I'll be your slide advancer. I don't know if there's an official term for that but >> well thank you so much Kelly and uh thank you for having us um on the call
today. Um, and just like you said, like we're just going to give you like a little a little snippet of um looking at one school um and just highlighting some of the work that we did um that is um enhancing uh some of the district goals
um that um that you had mentioned that for our for our schools. So we can go to our next slide please. Um so um like you said um we just kind of dug into one school and we looked at the data for
excuse me 24 25 school year um and we looked at it in three different ways. We looked at what we call material incidents. So these are incidents that um are violations of our uh chancellor's regulations AA3 uh 2 and AA31 which um
are around um bullying and harassment. Um so any incident that could be around that it it forces an investigation and um if it is substantiated um then it becomes a material incident. So uh at
this particular school there were 10 total substantiated incidents for school year 2425. Um and we looked at level four and five incidents. Um uh the our infractions in our um uh um disciplinary
codes uh go from level one to five, four and five being the most serious. Um so they had uh 26 incidents last year of level four and five. And then we also looked at bullying and respect for all complaints.
These are when parents fill out an online uh bullying complaint form which gets alerted to our district office as well as to the school. Um and um you know we become involved and try to help um work through any issues between the
school and the parent to kind of dig a little deeper um as what's going on at the school. So um this was some of the data that we looked at for the last school year. Um and we'll go to the next slide to highlight some of the interventions that we put in place and I'll turn it over to Tegan.
>> Hello everyone. Um so I'm going to talk a little bit about what we implemented based on that data. So at the end of last school year, we began engaging really um deeply and intentionally with the school leaders around um the culture and climate of the school and developing
their practices in those areas, figuring out what are their strengths, what they're doing well, what we can build off of, and then what areas we need to improve upon. And so what we implemented going into this school year um starting with the planning over the summer was um
a an advisory program, an evidence-based curriculum in an advisory program across all grades in the school. Um and that started in September and has been ongoing. And then I also engaged in weekly coaching with the school
counselor at the school. Um we also have trained a number of the staff members at the school in TCIS which is therapeutic crisis intervention in schools which is um a a schoolwide system a mindset right
around um how we engage with students who are having challenging behaviors and using a trauma-informed lens to um deescalate and um avoid escalations in behaviors. and really using like this therapeutic
lens in um intervening in in crisis situations and preventing crisis. Um and then so we've been we've trained a number of staff at the school in TCIS. Um and then we've been providing ongoing support for the school leaders at the school throughout the school year. Um so
Kelly, you can go to the next slide. I'll turn it back to Sarah. >> Yes. And so um so we've been monitoring the data for this year and um and comparing where we are now compared to last year this time. So in terms of
material incidents um as of February 2025 when we were looking at it last month um or earlier this month um there were five and as the same time last year um the let me say the last last year in
2025 this time there was five and as of this month um we've only seen one. So we're seeing an 80% decrease which we are very happy to see. And now looking at level four and five incidents as of February um 2025 last year there were 18
at this at this point in the year but now looking at this year we are seeing five which as you can see is a 72 uh.2% 2% decrease. And in terms of um the parent complaints coming in through the
um respect for all um online um Google form um we have seen three this year coming from two diff two families. Um which is also a decrease from last year. Um so um we're noticing that some of
some of the interventions and the work that the school is doing is having an impact and we can go to the next slide. Okay. So we see that um the work that we've been doing with the school has been having an impact on these measures that we're looking at. Um but we still
have places to go next, right? The work is never done. So what we're going to do next and where we go next is continuing to build out the advisory program. So we are expanding that um over the next couple of years to um just to build it out more fully. Um we are beginning to
fade out the coaching supports for the school counselor as the goals are being met that we were working towards. Um Sarah and I are running three to four TCIO TCIS cohorts per year and we are going to be prioritizing training more
staff from target schools. Um and then continuing professional learning around tier 1CAL for school leaders. Um as Kelly mentioned earlier, we do a lot of professional learning for our school counselors and our school social workers and some for our school leaders. We want
to just continue to to build out the learning that we're doing for the school leaders around tier one um social emotional learning. >> Thank you. >> And I think if it's okay with the council if I can just continue with the report and um Tegan and Sarah will hang on and if there are questions you want
to ask them at the end. Great. >> Sure. >> Um thanks very much. Um, I also just want want to say that uh we did want to give you a little bit of data in regard to where it is that we're currently we currently stand in regard to our district goals related to math and um
English language English language arts. I have a couple of snapshots of those data. Broadly, these are based on um academic screeners. So they are not um a perfect picture of how it is that our students are currently performing, but
obviously we want to see increases in proficiency um across all of our students and as well as subgroups. Um I do have a note on this slide here letting you know that um our academic policy uh professional Dan Mason is going to join us um for our March
meeting and he'll be able to give a more in-depth look at um the data surrounding academic screeners. So um as a whole in reading we want to see greater numbers of students who are proficient. We want to see smaller numbers of students who
are well below the benchmark. Um and then we also want to see students who are at or above grade level. Um so these are just uh data here that I'm sharing as a uh a broad picture uh in regard to the entire district. Um this is again
based on the difference from the fall academic screener to the winter or midyear academic screener. So I'll just let you look at that. What is DC? >> Oh, DC is uh in each school there is a C
like a con comprehensive education plan the set of the goals that are documented and this is a district. Yeah. And then on this slide um I took a p took a snapshot of a couple of our subgroups. So on the left as you're looking at it um are students with
disabilities and on the right are English language learners. Um again um these are um based on screener beginning of the year to middle of year um performance and again we want to see decreases in the student the percentage
of students who are well below benchmark increases in the percentages of students who are above grade level and of course um overall and just when I say that reading district as a whole is plus 4% that's for just for students with
disabilities. not um students without IEPs. So again, happy to go back to this slide at another point if you have additional questions. Um but wanted to provide that bit of snapshot because it is does reflect a little bit of the work uh in terms of where it is that we currently
stand um in the district. I also um was able to get some data in regard to um students in temporary housing in our district and I I thought that this was particularly interesting. Um we are not yet in a place uh the audited register
numbers are something that do get published. Um I couldn't provide specific numbers um for um the percentages and numbers of students in temporary housing. Um but as we all know in district 2, we have served and
supported many um students from families seeking asylum um over the past few years. Uh and so these are um just some general numbers that are we were able to pull uh for our district starting um
from 2022 to the current moment. Um so uh and these reflect um only students who in temporary housing. Um so the numbers here are only students in temporary housing not students um who are living in permanent housing who transferred into the district. So all
students in temporary housing regardless of their citizenship or immigration status. Um and this is um again only from this time from 2022 to the present. Uh so from 2022 to now um we had about
5,500 unique admissions um to our district 2 schools um of students who are living in temporary housing. Just to unpack that a little bit, that doesn't necessarily mean that 5,500 students who um are living in tempor 5,500 new
students um came into our district 2 schools during this time. Um, if we had a student who uh transitioned from one school to another, either because they moved from one shelter to another or because they moved from fifth grade to middle school, that would count as two
admissions. Um, but just then I do think that what this data does, I mean, you can draw some of your own conclusions and questions from it. Um, but what I do think that these data as a whole does is that it shows a little bit of the impact
on our district over the past few years and especially the impact on particular schools. Um, so the schools that were zoned for shelters had the greatest number of admissions. There was there were schools that had 600 um different admissions uh unique student admissions.
Let me say that. So, um, as I think that maybe I have said in the past, we had, you know, schools that were, um, in the catchment or zone of one of the shelters and the principal would call me and say that, you know, this week we admitted 30
students, but we also discharged 30 students. Um, again, this is just kind of giving a picture not just of um the way that our the work that our schools were managing. Um, I also think we're getting a real picture into the lives of
um, families living in temporary housing um, and uh, the transitional and uncertain nature of um, their their housing uh, arrangement. Um, now currently there's about 1,400 students living in temporary housing. Um and uh
what's um a again a big impact as well is that um almost in almost all of our district 2 schools any number of students that they had admitted during this time period of students who are living in temporary housing um in most schools 50%
of them were no longer there but in most of the schools 70% of them were no longer there. Um so again I uh it highlights both stories, right? The stories of our schools, the stories of the families living in temporary housing
um and um the the change in and that we we we've seen in the district. And I guess I just to my final favorite uh just the the four big um four uh items coming up in the near future. Um,
as uh, President Slutskin mentioned, we have the chancellor town hall next week. Um, the chancellor family engagement uh, no school on the 20th for Eid Alfetier. And um, April 2nd is the first day of spring break. And with that, happy to
um, take any questions. >> So questions for you or for Sarah or Tegan who are still on. >> Sarah, Tegan, you're still there, right? >> Are they here? >> Okay. All right. They haven't fallen asleep yet. >> And I I'll just go first and I don't have a I don't have a question. I just
want to say because I I've spoke I've seen presentations from Sarah and Tegan before. They are absolutely wonderful. They were they're we're very lucky to have them in district 2. Uh I think they've been in district 2 schools before or something. They they >> um Tegan been assistant principles and
um guidance counselor, teachers, MSW. We've got they've got great credentials. So, um, so questions from the council, uh, council, councilman, uh, member must council member Russov. I can I know your last name. It's been a long day.
>> Thank you, Mr. Uh, circle back to your colleagues presentation. I'm just curious about data. So, how do you guys usually um get these family complaints, bullying complaints? Do they go directly to the office or
they go to school first and then to your office? Try to understand the data analysis. >> Um do one of you want to answer that question? >> I'm looking at you up there. You're not there or here. >> Um so on the DOE website there is a web
page um where families have the opportunity to um fill out a a bullying complaint form. Um, so that is one way that we get alerted to um, you know, if a family wants to fill out in out that
form. Um, it's also another way it's it's not only if they want to alert us, but it's also another way that families have the opportunity to let the school know that they have a concern. So, so those go to us at the district office, but as well to the school. Um, and we
also just work with the school, you know, just to ensure that, you know, they're following through, which our schools are really wonderful about doing, um, and support if needed. But yes, that that, um, is on the DOE website. It is, um, an an a way that
families have an opportunity to, um, express a concern if if one arises. >> Thank you so much. But uh so as for schools do they register these complaints and transfer this data to you? >> It goes it sort of through two pathways.
It goes directly to the school and um directly to our office. The other thing too is that if a school you know discovers a incident of bullying, a student comes to the assistant principal principal. Um when
the principal assistant principal puts that into the system, they have to click a box saying that this is that same kind of incident. >> But do they have to put it in the system or >> Yes, they have to put it in the system. Yeah. >> I know we have a question from a council member online, but before that, any other questions from council members?
Oh, go ahead. No, I think she was pointing to you. Do you have a Did you have a question or >> teach Alison and after? >> Okay, go ahead. >> Thank you. I wanted to go back to the conversation that we had before about the LMC building and talk to you about
what your involvement has been, if any, to date in the plans for that building and whether or not going forward in the next month. Um, this all seems very hurried, frankly, to me, but it seems like this is our moment if we're going to have an opportunity to advocate for a
6 through 12 school. Is there an opportunity for you or can you create one if you want to create one, too? Uh, because we see in this district uh that Clinton, which is a 6 through 12 school, is the most overs subscribed school in
terms of middle school applications for sixth graders. There's over 400 students perennial on the on that waiting list for a 100 slots and um you know we could all talk about anecdotally what we hear parents want but that is a concrete
number that really tells us what it what a parents want in this district. So if you can talk to those two questions that would be helpful. >> Sure. Um to date I haven't had too much involvement with the work. Um I was obviously the principal of LMC um before
becoming superintendent. Um so uh the principal has reached out to me a couple of times informally mostly to understand um the uh the context in which like this proposal is being brought about. Um I did lift up the question in regard to um
the classrooms that are on the fourth and fifth floor of the building that are currently um part of the proposed new school. um and uh suggested that like those are important spaces for the school to continue to be able to use um even if
it's for this phase in period. So that's I did talk about that. I am fully in favor of 6 to12 schools. I think that um there's a bunch of different models and different ways in which we could do that in our district. I made that pretty clear to the office of district
planning. Um and um would love to be able to expand that opportunity for um schools in our district. Um as far as uh the proposal for um the high school that Superintendent Bidleman was speaking of
um you know he is making decisions that he feels are in the interest of the um high school population. we all of our elementary and middle school students in district 2 will at some point be high schoolers. Um he's more connected to the
ground of that work. Um I am hopeful that during um any upcoming engagement periods that there will be an opportunity to lift up um both benefits of a school um such as the one he's talking about, but also the real challenges of um having a school um like
the one that he's proposing in the bill. There are, you know, kind of like some um there are spaces that are currently in the um uh in New York City public schools that are allocated to, you know, my superintendency. Um and then there
are spaces that are allocated to the high school superintendency. Uh and that is a space that is currently allocated to the high school superintendency. Do you see any opportunity in the next month as we are having these sessions to advocate more forcefully or in a way
that could rally some support from um the high school superintendent's office for the office of planning for 6 through 12 school being this location with LMC there with the opportunity for the additional space and the fact that it is very much deeply in the heart of
district 2 just about as far as you can get from any other district in Manhattan that it seems to be a a clear location um for this opportunity. And I think um Craig you said earlier the goals of the high school and the district to
elementary and middle school families don't have to be mutually exclusive. you know, we can create this high school that has rigorous academics, that looks at math, that achieves a lot of the things that we talk about on a regular basis here about what parents want in middle school, um, in a way that gets
that high school built and also serves what we need as District 2 parents, which is a sense of continuity and certainty when our kids, like Cody, you mentioned, like everyone's concerned, regardless of whether or not your kids's in kindergarten or your kids's in sixth grade, where they're going to high
school. And that certainty is so important for parents to choose public schools and to not move out of the city or move out of the district. And so, um, I'd like you to help us create an opportunity to really advocate for that over the next month.
>> I am going to regardless of the whether it's this building or any other building, um, will continue to say that a 6 through that 6 through 12 programs. Um, and you know, it's a little bit It's the continuity is great. Um, middle
school is such a short period of time. As soon as, you know, kids come in, they're starting to think about high school in the very next grade. They're touring schools in October of their seventh grade year. Um, and so, you know, that's that's part of the reason why I do think 6 through 12 are are are
great. Um, and in our system, I think that they um provide a lot of continuity as well. You know, I'll be at these meetings and provide information. Um and uh regardless of how this particular situation turns out or not, um I um have
been in district 2 for a very long time and um feel recognize my role in serving and supporting the students here. >> We need you to do more than say it. >> Okay. >> All right.
>> Thank you. Yeah. >> Um I I have two questions. Uh one on the the academic screeners that you showed uh it looks very good. Do we have comparison what was the improvement the
year before to see if this is much better, worse, the same? >> Yeah. I the academic screeners are not a great measure. Um and for example when a kindergartener takes this is and this is
you know kindergarten through 12th grade these data. >> Um when a kindergartner takes the fall screener they are introduced to twice as many skills in the midyear screener. So you're not comparing apples to apples. Um, we obviously
so like the longitudinal look is the best way to go and these screeners are still pretty new to the system and I wouldn't rely on that so much. Um, I did want to make sure that I'm like giving you a little bit of of a picture in
terms of how it is that what is that we're seeing because there are action steps that we take as a result of these really specifically in regard to individual students, groups of students um and um so they're they are useful um
but it's not as um useful as like a state exam would be in terms of looking at and we know There's even variability in there too, right? But um uh but in terms of being able to look at the data more longitudinally >> and then on the data on the students is
temporary housing, do we have the breakdown of that uh 5,500 by year? Because I mean my understanding the newspapers, we don't have so many uh uh newcomers coming to the city anymore.
And so I would love to see that breaking down by the by ear so we have a sense of what is the trend there. And then um I mean it seems to me that then this might be the first year where actually we have more stability right where we have less
of this constant shuffle of students per schools and then maybe this is helping some of the schools that have been most uh impacted by by this trend in the last five years. >> Yes, I have that and can share it. Okay, great. That would be great if you could
share with the council. >> I also just want to highlight really quickly is um Tegan and Sarah um they they I have access to the same data, but they're a little bit more experts in terms of how to um pull data on um
incidents that are particularly related to climate and culture. Um and um during our last council meeting um some questions came up around the manifestation determination hearings in regard to suspensions for students with disabilities and um they are working on
those data. Um it is not some of these things are super easy to pull. They were in contact with our central team um that uh has um some of that more granular data or I think that they have that granular data. It's got to be kept
somewhere, but it wasn't data that we had um at our fingertips. So, >> any >> uh Tam, >> that was actually my question. I was just following up Kelly on that on that request because it was made um during
the last term by um Council Member Healey and then by myself at the last meeting. And so I know that it's information that we really want to see and data that would really, you know, give us some context um moving forward. So thank you to you and your team for
for digging into that. But please just make it a priority to get that to us if you can. >> Yes. Yes. And Sarantiga are here and they came to me yesterday and they said we're having trouble getting it, but um they were still working on it. Any
other questions for the superintendent or his team? Oh, Russ. >> Yes. Yes. Thank you so much. Um, Mr. McGuire, you know that there is very complicated situation with backlip school now and the shelter that was recently opened like in a click. Uh, so
what is the position of district 2 in this situation? And just want to listen to your position here. Thank you. >> Sure. Um so um next door to the Pexlip School the the um Department of Housing uh services has opened um a uh safe
haven safe safe haven shelter. Um so we've been in very close contact with um principal Casey Corey um who has been in very close contact with both the mayor's office um the house department of housing services um and the management
organization um breaking ground that is um serving and supporting that shelter. Um >> sorry I just want to specify that this is a shelter for addicted males and uh this is like a safety concern. It is not necessarily
um for people who are um addicted to substances. Um the criteria that has been shared with us is that it is adults who are I can't remember if they landed on 55 or 60 years old or older uh and
had multiple comorbidities. So multiple factors in their lives that were life-threatening. Um the shelter was opened um as the city was observing a real increase in the number of people who are dying on the streets and um as
of today our understanding is that there is a very small number of um folks who are staying there. Um the last I heard was I can't remember if it was six or eight. Um we had a meeting in the shelter with both um people from the mayor's office um and also breaking
ground and department of social services or housing services and um you know nobody knew you it would just seem like an empty building to us at that time. Um the city has we we as a public school uh
employees and staff, we are there to serve um our students and community, but we also um work in this, you know, broader, um city system that has many different agencies that do all different kinds of things. Um and so, uh we are
not in charge of deciding, you know, where shelters go or where they don't go. what we are in charge of doing is making sure that um the students and families and staff members um are well cared for and that we're able to run a really um incredible program. And I will just give a shout out to Principal Corey
who has um made sure that a couple of different things happen um some both some even construction and physical modifications to the building um in order to uh create a better environment um for her students. Um and she's also
advocated with um both NYPD um our school safety division. Um and I don't see that you know changing. Um what we have heard from breaking ground is that there is a very slow um ramp up
uh to um the number of people clients um that the um shelter can serve and support. Um we're going to just continue to work with other agencies um and systems to make sure that um Pexlip can continue to be the excellent safe um
fantastic school um that it is and um we've got everybody's number um we're not uh you know we're using them regularly um and we'll continue to do that to make sure that the the school runs well. >> Thank you. Thank you for your answer.
Go >> ahead. Um, I just want to follow up and say, um, my neighborhood, House Kitchen, has, um, I I believe I might be fact checked on this, but I think it's the largest amount of supportive um, housing and shelters in Manhattan,
or at least in our district. I could be wrong, but it's pretty close whether or not it's the most. Um, we have a lot around all of our schools, and some of them are run better than others. And I will say uh if the community support is
there and they're working with the principles and they're working and they're run well there they can be wonderful parts of our community with no incidents. Um, obviously how shelters
are run um can vary widely and we've had some um incidents for certain areas that haven't been run quite as well with supportive services. But I would just encourage everybody to um
not necessarily say not where I live, but to to make sure that everything is being run in a way that helps everyone because they are part of the community. And if it doesn't go near that school, it's going to go near another school
somewhere. Um and just, you know, something to think about. Obviously, we want everyone to be safe and we want uh our children to be safe is the number one thing. Um but they can they can coexist quite well in communities depending on how they're run.
>> Yes, I I totally agree with you totally. But it is a very long story with this shelter. Uh it's supposed to be as a shelter for addicted males and the entrance to the shelter is within 5t from the entrance to school. So it was a very long story and yeah it's more
complicated. Yeah. >> Yeah. Just in general how things are run is really important. So pay attention to that. I think that's an important way to move forward. Yeah. >> Right. >> Okay. I just want to remind people we're coming up at 9:00. We do have a few more things to go through the resolutions. We
have some stuff in the business session. Um sir and the public spe speaking session. So uh I'd like to move on. So if we if we can. Thank you. Superintendent Magguire. Thanks. Um, we're going to talk about the resolutions now. Um, again, just
reminding everybody that we have the public session coming up. Uh, so, you know, I know we have a lots of opinions. Uh, can we keep everybody Well, let's why don't we just can we each keep it up to, you know, two minutes per person on each resolution >> that I I know not everybody's going to
speak, but it'll it'll even out. Um, okay. So, um, resolution 295, resolution asking NYCPS to request amendments to the class size reduction law. Does anybody want to speak to it or have any
have any comments? Aaron, go ahead. >> Sure. I promise. I'm watching the time. Okay. Um, so I don't disagree fundamentally with the points raised in the resolution. There are a couple of things that I have concerns
about. Number one is would adding a two-year extension actually change how it's been handled. I don't I think we would end up in the same situation 2 years from now. Um I I do think that there needs to be more support from the district in terms of
guiding principles toward a plan. And from the feedback that I've been getting from principles, it has it has been that they they are a little bit they're not really getting that support. That's the first thing I want to say. Okay. And then the second is just a question. In the introduction to the resolution, um,
council member Agrov mentioned that the schools that are having the most issues with class size reduction are the popular schools and wealthier schools. And I I wasn't quite sure what the wealth of the demographics
and what that has to do with class size reduction. Uh if you read the minority report, they went through all the data. The schools that have the tend to have high cl high class sizes are the schools that serve mostly uh high income students. So this
law will mostly uh impact schools that serve uh a higher average of you know or a lower average of low-income students. Um the vast majority of schools that have high class sizes are the schools
that are very high demand and they tend to have more uh less low-inccome students. So if you read the minority class size which I highly re minority group minority report um it's really really good and it goes through all this
data. >> Yeah. Um, so it seems that this resolution, and we've had a resolution like this last term, but it seems like this resolution is really, um, you know, basically an extension of the minority report. And I mean, it's the minority
report because like out of a group of what, like 49 people in the class size working group, eight didn't like the conclusions. So I don't know why we're sort of prioritizing the views of those those eight people over the views of the other
40 you know people or so. I also don't understand why this is a law that passed 59 to4 in the state senate 147 to2 in the state assembly. This is the overwhelming like desire of you know the people we elected to represent us and
represent our families. Um, also I'm very um like just some of the language in here is is just I think it's just very distorted. Um, this fact that this is like a rushed implementation. I mean, this class- size law was born out of the
New York Court of Appeals campaign for fiscal equity case that was back in 2003, which determined that New York City public school class sizes were too large to provide students with their constitutional right to a sound basic education. So, you know, none of our,
you know, current New York City public school students, um, you know, had even been born in 2003, as far as I know. Um, so I I wouldn't say this is rushed implementation at all. I'd say this is long overdue. If there is a rush aspect
to it, it's because the previous administration under Chancellor Banks, under Mayor Adams, you know, basically bet its money on, you know, kind of dragging its feet and getting um, you know, an amendment when they should have
been, you know, ramping up school construction. They should have been, you know, finding solutions. Um, so that's why we're in the situation we're in today. Um, I want to say in Manhattan, community boards one, two, community board 4, um, also community boards 11
and 12 have adopted resolutions supporting the class size mandate as of CC's 4, 5, 6, 10, 15, 19, 21, the Manhattan high school president's council, and the citywide council on special education. And one of the things that I noted in this resolution is is
this concern about like, oh, there may be not space for, you know, special education services. But I mean, the citywide council on special education, you know, supports this class size mandate, as do, you know, the um the current and former um chair of the
students with disabilities committee. Um I mean, going back decades, families have prioritized lower class sizes in the in this in the surveys, in the school surveys. And that goes for the school system as a whole. It also goes
for the schools in our in our district as well. Um so I think that um I really don't think we should be prioritizing the views of this minority report. They are out of 46 members I believe of the working group there's
eight who descended from that report. Um six of them published their own report and a couple of other people you know whatever signed on to it as well. Um and I want to note that I I just want to note that among the you know people in
this minority group there is no parent advocate for students with disabilities and in a school system with where threequarters of the students are black and Hispanic there's not a single black or Hispanic you know parent in this minority you know report group. So, I
mean, I think that families around our district, families around the city have spoken loud and clear that they want lower class sizes. And, you know, I I don't I think the time is is right for us to be ramping up our efforts to ensure compliance rather than trying to
drag it out. >> Any other comments? >> Um, we were just also talking about how we have 200,000 people that have left the school district. So presumably we have space to move people around and have smaller class sizes. Isn't that one
of the benefits of having the population? People are leaving some schools but then there are a lot of schools that are in very high demand and people are not leaving those schools and these are the schools that we're going to have a really hard time reducing class size because there's no space. How are you
going to reduce class size at Styverson? Stson has not seen any decrease in enrollment. How are you going to declement class size at lower lab? Lur Lab has not seen any decrease in enrollment. So the schools that are really in high demand, there's no space. But we have tons of schools that have
plenty of space. They have class very low class size because nobody wants to go there. And >> I I would say that's not not that's not true that nobody wants to go there. >> Well, okay. Not enough parents want to send their kids there for us to have
>> we have regular class size >> neighborhoods. What we see from the data of actual preference about where parents are signing up to send their kids, we see on the data they are choosing schools that have very high high class sizes because these are the higher
higher performing schools. I would I would just respectfully say that they've had time to think about how to shuffle and move and eventually they're going to have to do this. People choose schools, like Gavin was saying, based on class
size. People go to private school because they can get two teachers and 20 kids. And if they have 35 kids in a classroom, a lot of people choose schools. And and by the way, I will say that there are some um exemptions that
have happened and they I mean, Mayor Adams just dumped like 30 million exemptions right before he left office. So there are certain situations where there can be exemptions and those are noted and we've already had some of those and I'm sure those will continue for certain reasons. But I I I think
class size is one of the single best ways that we have um helped reading and wring and math loss after co. So >> we do it. >> One final comment. It might be your opinion that class size is important. Please show me one parent survey where
this is the number one criteria for choosing school because every single survey particularly for New York City the number one criteria for parents choosing school is safety. That's the number one reason why parents for example move to charter schools because they are safer. And the second is
academic rigor. There is not one parent survey particularly in New York City that shows that class size is the number one criteria for parents choosing a school. That's all I'm going to say. Right. >> So,
we really hasn't spoken yet. Number one, and number two, if we keep going on, we're going to have a minute for person for the public. >> Well, Daniel, I had to understand. >> She was responding. She was responding. >> Oh, is that me? >> You're Tam. Sorry, I'm running to the
pharmacy to admit some medicine, so I might sound scratchy here. Um, I just wanted to say to, you know, to Daniellea's point, there are longitudinal studies, decades worth actually, that shows that a reduction in
class size leads to safer schools, leads to a reduction in bullying, harassment, incidents of violence, you name it. So, you want safer schools, lower class sizes. That's definitely one way to get there. The other thing I wanted to acknowledge is that, you know, the
reference to our popular schools are are often very overcrowded schools, right, that are popular. The principles at those schools want to implement this. They I mean, you can go talk to the principal at, you know, at Clinton. The thing is that they don't know how. They
really need guidance. They need hands-on. They need people in the building. You can, you know, talk to the school leaison. They know. It's not a matter of not wanting to do it. They see the value in it. They see that their their ICT classes are overs subscribed, that they're breaking a law every single
day when it comes to ICT. You know, they know they know the mental health benefits, the school safety benefits, but they need help actually getting there. I don't necessarily think that this resolution is addressing the issues at the core of that, right? I think that that's it's it's not getting there. But
what I would say is I really don't understand the inclusion of the reference to a comment that a council member made during the January meeting. I think that you're setting a precedent whether you named the council member or not to open up future resolutions to
reference something that council member said that you didn't like or that that provoked or incited anxiety. Um, there's lots of things that people say in this space that make me feel very anxious, but I'm not going to include that in a resolution because it it's just not it's
not very professional in my opinion. And I think you're opening the door to to future references. And I don't think it really does anything to aid the the resolution in a positive direction at all. Like I think it would be the same if you took that out.
>> Any other comments? Okay. Um, sorry, my computer just died. Um, sorry. No, no, it's fine. Okay, so we're going to move to the next resolution. Resolution 296, resolution encouraging parent leaders to condemn
the use of abbleist slurs. Does anybody have any comments on that? >> I just one go ahead. >> One brief comment. I think we've I mean we've seen the resurgence of this you know recently it's been well documented
in the media you know a number of you know prominent people um have have used these these terms and it's kind of like I think normalizing it um you know anecdotally I hear reports that that you know students are hearing these these
terms more often and so I think this is an important resolution uh for those reasons. Okay. Any other comments? Okay. Um, give me one second. Oh, Tam, go ahead.
Sorry. >> I mean, I I think people will already like assume how some of us will vote on this. Um, you know, and I' I'd love to have a hearty discussion on it, but I'm hoping that the lack of a hearty discussion just means that, you know, we
can all get on board with recognizing the importance of this. And I I think that the harm that's documented um when you're looking at the history of people with disabilities in this country, it's it's not in the so you know, it's not long gone. It's it's still here. You
know, if you look at the use of that word, that's what led to the install, you know, institutionalization of so many Americans with disabilities and taking them out of schools and putting them into hospitals, sterilizing them, you know, not being able to have rights
under the law and definitely being barred from a from a fair public education. And if you look at the books now, I mean it was so depressing to work on this resolution to be honest to look at those stats and to see that currently in this country there are 31 states
where individuals with disabilities with intellectual disabilities and developmental disabilities are still there's still forced sterilization against their will for sterilization and 17 states allow the forced sterilization of children children minors with
intellectual disabilities. So this isn't something that, you know, is no harm done. the harm is there, you know, and just on a personal note, like the kids hear this, they hear the rhetoric, they hear the public discourse, they're all tied into the computers, they're they're
on social media, they see it, they see Elon Musk, they see like all these hits, they see the the Rword everywhere and it goes into the schools, you know, like my own kid had had was called the Rword for falling when he came out of the resource room and his bag opened up and his glasses came off and some high school
students, you know, walked over him and said, "Look out for the little you know, and he came home and asked me, "Mom, is like is it one of those words that's like cool again? Like it's like a a good it means something good now." And it was really heartbreaking to have to look him in the face and say, "No, it's
it's not." And they didn't mean it in a nice way. So, I just hope that you can understand the history a little bit when you vote on this resolution. Pam. >> Hey, I I agree that it's important to um call this out, but I I do have a
question about there's a one of the one of the points here says people have the right to express themselves, but free speech does not mean freedom from consequences. What kinds of consequences would be implemented if if you know it's some
some kid in middle school or elementary school Yeah, I'll take >> this type of behavior is >> we're not we're not imposing any consequences and we don't have I mean there everyone can has the right to say whatever they want. I think the consequences part is that there are
consequences for people who are affected harmed by it and there are consequences often you know what happened at CEC3 when people speak in certain ways and and people get offended um and rightfully so there can be consequences for that person. These are not
consequences that we implement. We're not t telling anybody, you know, if you say that you're going to be punished or we're not doing that in any way. But I think that, you know, the call from all of these disability rights organizations is, hey, this has made a resurgence from high leadership as, you know, people in
positions of leadership. We're asking you to take this pledge to to say like, let's not use this word because it hurts people just the way that we did with the n-word, the way that we did with like the f word for for gay men. like there's a lot of, you know, there are a lot of
slurs against a lot of different ethnicities, religions, um, abilities, etc. And, and I think that like as parent leaders, we want to set that example for students that like our we should be mindful of the way that we speak. You can get your same sentiment
across without using a slur. So, yeah, as far as the consequences, that's not I mean, that's not for us to decide or do out in any way. >> Okay. Interesting. I I must have read it wrong. I just >> it it was more that I think that the sentiment was part of what if you go on
to the um spread the word sites on Special Olympics or many other organizations what they're asking is that they are supporting people on calling it out by saying like hey let's not use that word because it hurts people. So that was my understanding of it based on on what these organizations
are asking you know leaders to to pledge to do. It's really just sort of to like bolster this message that they're asking people like us to do. >> Other questions? Okay. Um good. So, let's move on to the
public session. Everybody will have two minutes. Just Everybody will have two minutes to speak. Um, no, two minutes to speak. No, two. Two. Two minutes to speak. That's she can are online. That was
approved as two. So, um, we will start with the people who are in the room. Uh, and then we'll go to the folks online. So, the first three people are Annabelle Rogerio, Omar Vera, and Ivan You wanna
go ahead. >> You'll start the timer, right? >> Okay. All right. So, today I'd like to talk a bit about Placeen NYC. I was going to ask, but people online can't respond. But by show of hands, who here is from
place? I'd like to note that D2 President Craig Slutskin has not raised his hand. He's the current treasurer of place. His bio on places site says he's the second vice chair of CB5 or community board 5, but I
don't see him listed on that board's site. Someone should figure out why that's up with that. But I digress. Let's talk about the minority report cited in resolution 295. At least half of the six authors of the minor minority report are place NYC affiliates. Deborah
Alex Alexander who's the current place co-secary Alyssa O'Shea former place co-president she was even co-president at one point with everyone favorite place co-founder Ma Marin and Steven Stowe he appears on a place
podcast along with Deborah Alexander Josh Cross and Yaten Chu discussing the minority report about two weeks ago on that podcast Steven said what the proponents of the law want to achieve they want the allowed to be a backdoor way to quote integrate New York City
schools. There was no push back from the podcast hosts. Glad to know you folks recognize that you're on the pro segregation side and aren't just mods unwitting pawns. Anyways, let's switch things up. I support resolution 296
because I'd like to talk about how places co-president Yaten Chu is relevant to 296. A month ago, Yatin wrote a tweet about an article talking about the return of the Rs slur. Maybe people are tired of the language police. It was common to
call close friends and family rworded back in the8s. I don't think it was used to hurt people with disabilities. Except she actually wrote the word out. If you genuinely think that though, if you don't think it was hurt used to hurt people with disabilities, you're stupid.
See, easy to not use a slur. Anyways, you should ask Yatin why no one knows that place endorsed Cuomo last year. Okay, >> Ivon is still here. Daniels, Miss Daniels,
>> should I time it on my phone? Okay, that's okay. Evening everyone. Um, it's been a while since I've met at this mic. Um, today is the official 2-year anniversary of when Dr. Megan Madison founded the Aunties
for Liberation by coming to CC2 to talk to Daniela about why she was trying to ban Megan's book. have my bag. Sorry, forgot to bring it up. A month later, she invited me to attend. That was the month y'all passed MOD's resolution 248, which attacked the DOE's guidelines for
trans kids. We've been in every CC2 meeting since. For 18 months, a joyful team of rabbis, students, and social workers danced the Macarena, ate cupcakes, and did get out the vote, connecting with over 5,000 District 2
parents. And guess what? mod is gone and this new composition of this council resided 248 in September. We won. Thank you to Gloria, Tam, Tall, Sam, Gavin, Cody, Aaron, and Tam for voting to
resend 248. And thanks to all seven of you and Rust for voting that same month to pass resolution 284 calling for schools to be safe regardless of immigration status. Since September, uh, TFS policy fellow staff and I have
been quietly sitting at the back of the room while Dr. Megan has been joining via Zoom from Uruguay. We were curious to see what this council would do to ensure that all students in district 2 had access to schools where they can thrive. We watched you pass more resolutions than you manage all of last
year and also changed the bylaws making meetings hybrid and more accessible. Thanks a lot. We appreciate it. We've also watched as you spent mo most of your time proceverating about whether or not students can access what you term highly selective schools rather than
ensuring that all D2 students have access to schools where they can thrive. We've also watched you vote over and over and over to restrict the public's ability to speak at these meetings. Like what the hell folks? Who do you think you're accountable to?
During that time, everyone here has experienced as the bully in the White House dismantled democracy. And since my application to sit on this council was rejected, y'all on that side of the table are the ones with the power. And so, let's see you do something. Let's see you do something
for democracy and stand up. And so, we're calling for y'all to follow through on what you keep saying you want and allowing the students on the board to vote and participate just like the adults. They're the experts. They're the ones who go to schools. They're the ones
who um you know, >> y'all, you know, you've cut off our time. We used to have four. You can let me finish. Got two seconds. Um so, please change your bylaws. Include them. Let them make resolutions. Let them vote. Let them be part of this council,
you know, and let's make this place a great laboratory for democracy. Thanks, >> Stacy Bert. Still here? Okay, Mitch. >> Okay, we'll put her we'll put her on then. Okay. >> Okay. >> She listed that she was here. Go ahead.
>> Okay. Um after me then. >> Go ahead. >> Uh thank you for your time, council. I do wish it was the three minutes that I thought we had agreed on when we cut it down to one session. Um it seems like as before we've come down to the general
question of are we here to support all the students or just a narrow subset of the students. Whatever the um learning abilities of the students may be or the learning approaches of students may be they still need to be supported and we need to
adopt language that goes toward that. As far as the AI school, those here just uh speaking earlier, I really wish that we had a clear understanding of exactly what we meant by that. I'm a technologist. If we were talking about
introducing kids at the high school level to um optimization algorithms, to um classifiers to genetic algorithms, that would be one thing. and I would have very different
concerns about it, but it is conflated all the time with generative AI, large language models, and those are extremely different things. And well, as mentioned in the chat, although now that the chat's been
cut off, I can't see it. Uh there are there are severe limitations on how AI can be applied to learning that I have concerns about it. There are significant studies showing that it impairs students
ability to learn and when they rely on it more heavily. It um still consistently gets things wrong and it feeds into massive corporations that are changing things all the time
anyway. Since they're designed to be easy to pick up and are changing all the time, how much benefit do we actually get from training kids on it? Please get clarity on that. Thank you for your time. >> So that's it for the in-person speakers. So we'll start off.
I'm going to ask could you go into the to let them speak to >> uh so Valerie is it Stacy Burke. And then the next speaker after that is Natalie Lucant. And I apologize if I mispronounce it. It says to
>> Yep. Press it unmute her. >> She has to accept. Okay. >> If she If she's not in front of her computer, then she >> Stacy, if you're there, can you unmute yourself? >> Oh, okay. I'll do it. Okay. We'll get you'll speak. >> Okay. So, why don't you speak? Why don't you go ahead now?
>> Yeah, go ahead now. Hey, CC2. Uh, good to be back. I missed y'all. All of you, I promise. Um, here to talk about students rights. And I'll make this quick and short because frankly, I got to get to Jersey. I got a pet that's dying, which kind of sucks. Um, at the start of the meeting, Craig,
you said that we are here to serve students. I've spent a lot of years in nonprofit work, and one of the things I have learned is that it's not service to a community unless that community has a say in how they are served. I know there are people on this council who care about student voices. I know there are
people who do not. For those of you who care about what students have to say, we empower students by giving them the ability to have some say, some kind of control in their lives. Right now on this council, they don't. Their vote
isn't real. It's symbolic. Needs to change. This is how we empower students. Thank you. You >> uh so try Stacy, are you there? Okay, the next person is Natalie Lucant.
Is Natalie there? >> Just type in the search Natalie. >> No. >> Okay. An Hager. >> Yes. >> Yeah. >> Hi. Um, my name is Anne Hager. Um, and I am the parent of three children who
currently attend uh NYC DOE schools, two of them in district 2 as well as one in high schooler. Um, I would like to strongly urge CECD2 to vocally support the expansion of LMC middle school into a 6 to12 school. This high school
closure presents a rare opportunity to add something that the community really wants and needs, more 6 to12 schools in an incredibly efficient way. Um, given the challenges of shared facilities between schools, having leadership in common between the middle and high schools seems like an obvious advantage
and by far the most efficient use of the space. LMC has leadership that's extremely well respected by parents, students, and staff. All it takes is a quick glance at school survey results to see how well the school is run. Having just had my daughter graduate from LMC last year, I can personally attest to
the common sentiment that three years is just not enough time at this incredible school. What I hear from parents of many perspectives is what they want more of is 6 to 12 schools. Please support us by amplifying this. Based on tonight, it seems clear to me that the plan is to push through the proposed AI high
school. And I would hope that our CEC would speak out against this being done without more community input. Um, in addition, I would also urge you to oppose resolution 295 and instead support the class size law as written. I can't say enough about how much improved my child's children's experience has
been with the progress in reduction already. I finally feel like they're getting the level of indivi individualized attention that all kids deserve. Finally, I also urge you to vote in support of resolution uh 296 because I'm disgusted with the abbleist and archaic attitude that some people defi seem to find acceptable when they
use derogatory language and offensive language that deeply is deeply hurtful to students with disabilities. Thank you. Bye. Hey, the next the next person, >> sorry, Sarah Calderon. >> Hi, I'm Sarah Calderon. Um, my child
goes to LMC and is an eighth grader there. And so, we just went through the high school process. Um, I'll start with, you know, just sort of mirroring everything that an Hagar just said. Um, but really I'm disappointed at the lack
of data that has been presented for this case for creating a new 9 through 12 school and not even asking LMC for a 6 through 12 school. Um, I know the data exists in the DOE. I used to work for the DOE. Um, and the inability of the
high school superintendent to demonstrate knowledge of that data and come to a meeting like this without it is is to me unacceptable. Um, I think that LMC needs to be asked if and supported in creating a 6 through 12. I think to Ann's point, the shared
space is a a real consideration, especially given the lack of um gym space that the the school currently has in in the building. The community clearly wants this. Students want it. people are moving uh from the public
schools to the private schools because of this transition time and trying to find high schools and the the process and and how they view the um the lack of certainty that they experience through it. And finally, I would ask us to again look at data and look at the research on
student achievement and academic achievement and how it differs between kids that are in 6 through 12 and kids that are in 9th through 12 schools. Thank you. >> Thank you. Uh the next person and I'm just going to read the next four just so we ha have it are Katie Landa and
Michael Welsh Walsh will be next. Shannon actually just spoke already. Lisa Marx and Jodie Wilson spoke. So Katie, you can speak. >> Oh, okay. Thank you. I'm Katie Landa, a resident of this school district. I
taught uh middle and high school for 10 years and I've studied the impact of school organizational structure on educational quality and equity and I um am here to really oppose uh resolution 295.
My experience has taught me that class size greatly impacts the degree to which teachers can individualize and differentiate instruction to ensure that each student is met where they're at and can grow. It's my understanding that
unfortunately the the last city administration never developed a comprehensive plan to fully implement the maximum class-siz law. We now have a new mayor and a new chancellor. And in so instead of passing a resolution
asking the New York City public schools to amend the law and delay implementation, I would want a resolution encouraging the mayor and the chancellor to develop a strong and comprehensive plan to implement this law. And I also support
um 296. Thank thank you. >> Thank you. Uh, so the next person, uh, Lisa is not on. Mitch spoke. Uh, Jody. Jod Wilson. >> Okay. Um, Naja Galloway.
>> Excuse me. My name was called Michael Walsh. >> Oh, Michael. We missed Michael. >> Michael, I'm sorry. Michael, go ahead. >> Oh, great. Thank you. Hi. Thank you CEC for uh for welcoming us tonight. Um, I'm Michael Walsh. I am the current co-president of the LMC PTA and um I
won't repeat the wonderful sentiment sentiments that my previous uh LMC speakers have said but I support everything they say and my biggest concern is is I just feel this whole proposal uh is being rushed without very much time to look at anything and uh and
I I feel like that the and I understand that we're dealing with with two different districts which means absolutely zero to parents in the system care that what superintendent controls what space. I think parents care about what's best for their children and I
think that having approaches without even giving any consideration to to the needs of LMC or expanding LMC uh which I will reiterate is is a very popular school. Um we we have a very strong leadership team and our kids are doing
great and uh I encourage you uh to look into this. I I am I I I I am not leveling any accusations. I have been trying to look through Chancellor's regulations A190 and I am concerned that um that this process is is going way
faster than the regulations imply and I think there should be more time uh for comment and discussion among the colloccated schools in the building. Thank you for your time tonight. Thank >> Thank you. So, uh, Jody is not on not on
Carrie Keenan. >> I'm sorry. Could you Did you say It's a little hard to hear you, Craig, because you're not on the mic. Can you just repeat? I just don't want to interrupt. >> Okay. Thank you. Um before you start the clock, I just want to say that I have been muted
uh throughout the period of time where people were allowed to comment on the chat and I'm just wondering why that is. Perhaps it's just a mistake, which is fine, but can you please check that out? I've sent you some messages about it. And uh when you're ready, I'm ready.
>> We're ready for you. >> Thank you. Um I'd like to urge the council Oh, sorry. Let me put on my camera. Sorry. Uh, I'd like to urge the council to vote no on resolution 295. This resolution is vague and misleading. The class- size working group was comprised of 48
members. The cited minority report consisted of only eight, really only six and two signing on of 48. Uh, it was also published in 2023 and we're now 2026. So, I'm curious what
took so long for this resolution to come forward. In the fourth paragraph, you say that uh implementation to date has resulted in hundreds of exemptions, numerous programmatic trade-offs, and increasing evidence that classiz law is exacerbating inequities. Uh but you cite
no source for this statement. Uh no data. You should strike this paragraph or provide the data to back up your claims. Personally, I find it interesting that the lead author is Placeen NYC co-president Lisa Marx and Craig Sledkin is also on the board of NYC. So I asked the council, are you
here to simply advance the agenda of place NYC or is there something more proactive we all might be able to do to suggest to make this law work for our community, our students, and our city? I
also want to support uh 296. My brother was born with intellectual disabilities and I have heard people disparage him for 50 years. It was unacceptable in the 80s and it's unacceptable now. How is it that this council isn't even even has to
have such a resolution? Again, maybe place NYC and documented comments by sitting current council members. If this resolution fails, I ask the sponsoring council members to bring a similar resolution to the council
every month with a different slur inserted each time so parents and the public understand what is and is not an acceptable slur for council members on CEC2, on the record, and immemorialized on
YouTube forever. Thank you. Okay. And the final speaker is Jennifer Bechum. You should be able to unmute. >> Hi, this is uh Michael Beichum on for my wife Jennifer Bechum. We're the parents
of two young boys in the DOE system. Our oldest is at Lower Labs and uh we were quite concerned to hear about some comments from the last meeting about potentially moving Lower Labs to Chinatown and we just wanted to come on
and just voice our concern about the uh rushed nature of that comment and and our hopes that that does not reflect the council's actual view or intentions because Lower Labs is one of the special gems in this city. It's the top ranked school and one
of the most soughtafter kindergartens in the city for a reason. And I think it's um you know something that still keeps a lot of families like us that are on the cusp of maybe moving out, maybe not because of how special it is. And I I hope we instead look to give the team at
lower labs the fantastic staff, teachers, principal there the space to continue to do things right instead of trying to move them in a knee-jerk reaction based on some of these halfbaked plans around class size changes. Um because it it it really
could have a major detriment to the city and I think exacerbate all the issues we're seeing with families leaving including ourselves. Thank you. >> Thank you. Uh, I just want to try one more time Stacy Burke because she's still on, but I don't know if she's away from her computer, but I just want to give her that
opportunity. Okay. Um, that concludes the uh public speaker session. Thank you everybody uh who uh spoke tonight. We now move to the sorry, we now move to the uh vote on resolutions. So, I'm going to make a
motion to approve resol >> turn the chat. >> Oh, I'm sorry. Yes. Thank you for the reminder. Still getting the hang of this. This is new for us. Chat. Okay, everybody should be able to chat now. Okay,
we start off with resolution 29. I'm going to resolution 295. resolution asking NYCPS to request amendments to the class size resolution law. I will I will make a motion to approve. Do we have a second?
>> Second is Erin. Uh Council Member Cart. Let's take it to a vote. >> 295. Resolution 295. Allison Bowen. Allison Bowen is a yes. Gloria Chu. No.
>> Gloria Chu is a no. Daniela Egrov. Daniela Egro is a yes. Gavin Healey. Gavin Healey is a no. Aaron Carr is a no. Cody Linquist. Cody Linquist is a no. Sam Low. Sam Low is a yes. Tall Masilche.
Tall is abstaining. Roo Mlinov. Roo is a yes. Tam Reed. >> No. >> Tam is a no. Sabina Serene. >> Yes. to Sabina as a yes and Craig Slutskin. >> Craig is a yes. Rachel Kenny.
Rachel is an abstain abstainment. Ethan Quac, >> yes. >> Ethan is a yes. With six yeses, the um resolution does not pass. >> Resolution 296, resolution encouraging parent leaders to condemn the use of
abbleist slurs. I'll make a motion to approve. Do I have a second? Second, council member Carr. Let's take it to a vote. >> Voting on resolution 296. Allison Bowen. Allison Bowen is a yes. Gloria Chu, >> yes.
>> Gloria Chu is a yes. Daniela Egarov. Daniela Egro is a yes. Gavin Healey. Gavin Healey is a yes. Aaron Carr. Aaron Carr is a yes. Cody Linquist. Cody Linquist is a yes. Sam Low. Sam Low is a yes. Tall Mascha. Tall Masilch is a yes.
Roo Moblinov, >> yes. >> Rustam is a yes. Tam Reed, >> yes. >> Tam is a yes. Sabina Serene, >> yes. >> Sabina is a yes. Craig Slutzkin, >> yes. >> Craig is a yes. Um, unanimously passed.
And then Rachel Kenny, Rachel is a yes. Ethan Quac, >> yes. >> Ethan is a yes. Resolution 296 passes with 12 yeses. >> Okay. Uh, I report on committees. It's 9:39. So I
So report our committees. >> Our our school safety and climate had a discussion and we will be proposing a a meeting that will be an open meeting. Um TBD this spring. >> Okay. uh adjournment. All in favor of
journing calendar meeting is adjourned. So I'm going to go right into the working business meeting. Call to order. Let's do a roll call. Allison Bowen. Allison Bowen is here. Gloria Chu >> here. >> Gloria Chu is here virtually. Daniela
Egrov. Daniellea Egra is here. Gavin Healey. Gavin Healey is here. Aaron Carr is here. Cody Linquist. Cody Linquist is here. Sam Low. Sam Low is here. Tall Maselch is here. Rust Mavanov >> here.
>> Rust is here. Tam Reed >> here. >> Tam is here. Sabina Serene >> here. >> Sabina is here. And Craig Slutzkin. Craig is here. Rachel Kenny. Rachel is here. Ethan Quac
>> here. >> Ethan is here. We have quorum. >> Okay. So, sorry. It's just easier on my right. I'm not trying to take it away from you. Okay. So, uh we have a couple. We have to be out in a few minutes, but um we
have the town hall next Thursday. Um as a reminder, there's a run of show planning with uh that space face space is hosting tomorrow at what time? one. Okay. One o'clock. Uh so anybody who'd like to attend can attend. Um we
need to get our questions together. Um the links I sent you all each of you should have since see have the links at least to see what the public sent. That's both from face the face question the face registration and the um uh CC2
regist uh question uh inquiry. Um my suggestion because we get an hour maybe an hour if he goes stays for another 5 minutes after that but but it's an it's an hour so I think that it behooves us to try to get as many questions in as possible so we each get an opportunity
but that would mean that our questions that we're asking we shouldn't filibuster give long speeches because if I give a 10-minute speech or intro to my question it screws everybody else. So my s this is my suggestion. The question should be no should take no longer than
a minute to read. Um we will try to get the chancellor to and his team because sometimes he farms it out to four minutes but there's no guarantee the chancellor can speak as long as the chancellor decides to speak. Uh with no follow-up. So if I ask him a question he says something we just move to the next
next person. Um the more delays that we have the less questions we can ask less opportunities. Does that sound reasonable? Okay. >> Sorry. If we um we have we're not going to be able to get through all the questions that were submitted by the public.
>> No, no, no. We're not. So, the public he So, the chancellor has all the questions that were submitted by the public. So, he he sees it and he he may speak about it >> or he may they may the DOE may follow up. >> We can choose whatever we those questions form the basis of can form the basis of what we want to ask.
>> Okay. That's what I was saying if I mean we don't I don't want to be redundant if we all have similar questions. That's why it would be nice if we could see because there were some from the public. I was like, "Oh, I would like to >> No, that that's why I you should have a a link >> so that you can pull that and put it in one of my top three. I can steal a question from
>> You can steal a question." Yes. Yes. Absolutely. How? Yes. Absolutely. >> Um so, but does that sound reasonable? Okay. We'll go through the run of show tomorrow. the chancellor will make it the chancellor does speak by the way. Uh so the chancellor will give like a five
minute introduction you know um I think I int I introduce him we'll go through this tomorrow I am not going to make a a speech because that takes a very long time so I will do my the introduction that is given to me which is intro basically introducing him um and we just
need to come up with an order of questions. I went through it and of course now I scrolled all the way to the wrong place and I tried I this is my straw man and I tried to change things up a little bit and sort of change you know who's speaking and and like sort of
alternate between people's you know thoughts and perceived you know where they stand on things. Uh I've also tried to balance it out with people who are new to the council versus people who have been on in on in the council for a while. Um Ethan and Rachel are going to
also have an opportunity to ask a question. They are working together to ask to formulate a question that will be of interest uh to them and and their constituency as well. So this is my this was my straw man. Uh starting off with Russ, then have Rachel and Ethan ask the
second question. Danielle is the third, Erin's the fourth, Craig's the fifth, Tam's the sixth, Allison's the seventh, Cody's the eighth, Tal's the ninth, Lori is the tenth, Sam's the 11th, Gavin's the 12th, Sabine is the 13th.
And it sort of balances between different people, different constituencies. You know, if we don't make fil don't filibuster in our questions, we can get through a lot of we might be able to get through a lot of questions. I think at CCSE last year they got through most of their qu can
confirm but I think they got through most of their questions. I don't think everybody was there, but but they did get through a lot of questions. >> I'm I moderated when was Banks >> and I encourage you to cut him off. When I thought that he was just going on I
was like time we need to we have a lot of questions. So I think like it's very if it was rude to interrupt the super the chancellor but I encourage because otherwise you know they just go on and on. I will I will I mean I I don't obvious we obviously don't know Samuels
the same way we know Banks was a talker. I mean Banks was also Banks was a talker. I don't know that I don't know maybe Samuels is as well. I I I've only watched part of one town town hall with him. So and the president was actually more of a talker than than Bank than Samuels was. Um
thoughts? >> Um you mentioned something happening tomorrow. What was that again? >> Sure. So, tomorrow at 1:00, which I don't I know you're in you're in class. Face that's over there. Face is going to do what's called a run of show. They're basically going to explain how it works.
It's basic, you know, we start off with this, then we do this, then we do this. Um, if you you and Ethan, can you make sure that they're on the invite list? I you're probably going to be in class as will Ethan. I I I get that. Um, if you would like, we can set up a call afterwards with with Ena and and I and
we can go through that same run of show with you. It's just basically going through the the the what goes first, what goes second, what goes third. So, it's not policy or anything like that. It's proc it's going through the process. So, you're welcome to you're welcome to join. You're welcome to have a call afterwards after after school the
school day is over. Tam, >> if the I know we don't have follow-up questions, which I think is a great idea. Um, but I know that >> Can you repeat what you said? >> Yeah. >> Start over. I know we don't have follow-up
questions, which I agree is a good idea. Um, one thing the CCSC did during their town hall last year, last term, was if we got like a just a complete non-answer, like there was no substance or they just didn't have the answer or
it was just a nothing burger, like that was that was clearly noted by by the chair, right, or the president like we we want followup on X, Y, and Z. And it was sort of the same language that we used each time there was like a non-answer. Can are you gonna be able to
do that, Craig? >> If if the council would like me to do that, I will do, you know, I I will not do it unless the council wants me to do it. If the council would like me to do that, I'm happy to do it, but I don't want to do it without, you know, you folks telling me to do that.
>> I mean, it could either be you do it or, you know, the person that that asks the question. It's just like I expect a response blah blah blah. You know, >> I'm happy to do it because this way it's a central person and I'm also sitting next to him. So, you know, I can kick him under this the table if I have to, I
guess. But, um, probably not. It's it's whatever you you folks want. Do you want me to do it? That Okay. Okay. Yeah. Thanks, Tam. That's a that's a good suggestion. I I suspect though that you know there's going to have to be some leeway because you know we're not
going to get answers that we want for every question. It's just you know it's the nature of the be beast. Okay. Um okay. Uh afterwards generally speaking it did not happen at CC2 last time because Chancellor Banks ran out of the
room but afterwards they usually do take a picture with us. So please do not run out. There was one nice happy you know nice happy picture and one happy family. So, okay. Uh, good. So, we'll move there. Uh, anything on the treasures report?
Folks should continue. I know some people have, not too many, but some people have submitted some expense reports. Please do so. >> Yeah. If you have any expenses, please let us know. You submit this reports. We're still, you still can do expenses within the budget, so just let us know. >> Yeah. And and Victor will send out the
deadlines. The deadlines are in June, but you know, please do not wait till the end of June to do it. Please do not wait until 3 hours before the deadline. There is no extension. And if you get it wrong, if you process it wrong, there is
nothing that that I could do and there is nothing that Victor could do. And this happened with people last time that they submitted it the last day. The form is kind of weird and complicated. So, it did not get through. So, please do not wait until June 20, whatever. Right,
Victor? Victor is looking at me funny. Um, okay. Um, Tam, did you have a question? >> Yeah, just really quick, Victor, are if you're at the town hall, would it be possible to bring hard copies of the expense reports or of the the thing that
we need to submit? Just because sometimes online, like I have a harder time than when I just do it in person on a form that's printed out. So he's not he's nodding yes. And you should also >> Thank you, Victor. >> And and you should also know that he actually does bring it every single one
of our as well. >> Thank you. I appreciate it. >> So I think it's actually might be in our folders as well, but either way, definitely speak to Victor. He he's the man. Um leaison school reports. I know you went today. >> I went to the Clinton.
I visited the Clinton school today and I'm visiting one of my schools, I don't remember which one, next week. So next time I will have a report but I do think that there are valid things that are being brought up at the school leaison meetings specifically about having more support from the district with class
room reduction class size reduction rings. >> Okay. Um new business any new business Gavin? >> Um so this is new business pertains to the the chat tonight because I'm hearing that some people weren't were muted in
the chat. I'm not sure. I may have been muted in the chat for some point. I I could actually see um some messages in the chat on this this screen, but not on my on my Zoom as well. So, I just wondering what is what is going >> I have no I have no I She's next to me.
It's either on or it's off. I mean, I don't I can look into it. It doesn't go in but it doesn't go by individual. I can tell you right now it is either it's on. I will show sitting next to me. So, I'll show her what I'm doing. If there's something I am doing wrong, if you look
here, participant can chat with there's three options. Participant can chat with no one. Participant can chat with coast and co host and co-hosts. And participant can chat with meeting group chat. Those are the only three options. It is not specific. It's for the whole
thing. And right now it's on meeting group chat chat. And I think everybody I I checked it before. I actually did put in the chat a moment ago. Can everybody >> check in chat? Uh Carrie who said she had a problem. Yeah. And I didn't get a response back.
So I don't know if she's able to >> get that or not. >> No, I did it after. >> Is she still on? She may not be still on. >> Oh, yeah. I see she's still on, but she might not still be there. >> Right. So >> if you were if she was It was not purposeful if she would.
>> No, it was none of it was person. No, I mean it's it's one of it's not person I don't think you I don't even know if you could do it person specific. Like I don't think I can say I don't want Tal to be able to speak. So Tal specifically I don't think I can do that. I will look into it. I I honestly this is the first
time we're doing it like this. So I don't have an answer outside of it looks like. I mean you know >> you see my chat messages about the school survey. >> Yes. >> Yes. >> Yep. There's one, two, three. Three in a row. Like really long messages it. Yeah.
Yes. I didn't read it yet. I mean, sorry. I just haven't been able to. I It's hard to read. You know, as we said, we're not we're not reading everything. I'll read it later. But, uh, anyway, Tam, sorry. I just wanted to say thank you for sending out the email regarding, um,
just kind of clarifying communication about the subcommittees and and how they're, you know, being run, I guess. Um, it's just very it's a very different process, I think, on on this council than I'm I'm used to on CCSE. So, I was just, you know, really thankful to get
that guidance. And I think it's a good idea for all of the committee chairs, you know, myself included, to definitely meet with our committee members before we plan um any presentations or plan um a topic for a meeting just to be cognizant of, you know, the fact that
there are members of the committee that should be a part of that conversation. >> Thank you for your comment. >> No. I'm >> Oh, you were laughing at me. >> I'm just talking. >> Okay. Sorry. Uh, anything else?
Okay. I want to thank everybody. Thank you to our face rep. Thank you to our administrative assistant for staying. Thank you to our uh interpreters and the members of the public. And uh, good night everybody. We'll see you next week. >> Good night.
>> Okay. The whole time. There's the band. Tegan and Sarah. There's a band called >> Okay, I'm gonna I'm gonna Sorry, I'm gonna I'm gonna end this meeting and I'm going to close the close close it. Good night, everybody. >> There was they just had a documentary
about them last year on >> Yeah, it was a whole thing. But they were really popular. If you heard you would remember their songs in the zeitgeist if you heard >> Russ, can you shut that and the and and the meeting? No, on the TV on that. >> But I'm still listening here.
That goes to that. Yeah. No, no, there on that TV. >> Gloria, you know Tegan and Sarah? >> I do. >> How are they involved in this?