Okay. Uh if there are no further corrections, the minutes are approved as distributed and corrected. Okay. Moving along is the presentation of resolutions. Uh so we'll start off uh with resolution
297, resolution urging the pep to delay the vote on the sighting of a new high school at the Broadway Educational Campus in District 2. Who's going to be reporting? Council member Chu. >> Thank you. Resolution 297 calls for the panel for education policy to delay the
vote on the sighting of a new high school at the Broadway Education Campus in District 2. The 26 Broadway campus currently has a total of three colllocated schools, two of which are high schools, being Richard R. and the urban assembly school for business for young women. The third school is a 6 to8
middle school called lower Manhattan Community School. Due to low enrollment at the urban assembly school with less than 100 students across its four grades is proposed to be closed at the end of the 2025 26 school year. In this case, a proposal brought forth by the office of district planning and spearheaded by the
superintendent for high schools in New Gary Beetleman is a high as a brand new high school called the next generation high school to be established by September 2026. On February 4th, the office of district planning met with the LMC school leadership team and principal to inform them of the proposed utilization of the
building. A week later, the superintendent and office of district planning attended the citywide council for high schools to present Next Generation Tech High School. that on February 25th, the superintendent and OBP introduced the proposal at the CECD2 monthly meeting. LMC and the greater
community does not feel that there has been adequate engagement to review these changes and the impact it has on current schools and facility closer. LMC has raised concerns that the gymnasium is already difficult to share with even just one of the schools as
Urban Assembly does not even access the gym for their physical education programs. Instead, uses the dance room to fulfill their requirements. Adding a 400 plus high school population will further limit access for both physical education as well as the afterchool programs for the schools. Additionally,
the building's elevators are already underperforming with existing population and the principal has raised concerns especially in the extenduating circumstances when there is a need to evacuate building. This resolution therefore asked the PEP to allow more time in assessing the need for a school such as NGT as well as the location for
the school itself on this campus. We want to ensure that the existing schools and buildings are still able to thrive and grow. Thank you. >> Thank you. Okay, so we we have two program presentations tonight. I will caution we do have um the two presentations. Uh we do have uh a longer
than usual uh superintendent report and we do have a number of people who want to speak tonight uh from members of the public and we want to make sure that they get their two minutes. So we'll hopefully can uh get through uh each of the presentations. Uh the first I'm going to I think she's in the chat now. Sorry I think she's been promoted to
host. We have Angela Foier and I pron if I'm mispronouncing that I apologize. uh from the uh she who is the senior director of summer programming and special projects who's going to talk us give us a little update on summer rising. Angela, are you there?
Oh, she was she was okay. Angela, can you speak now? Angela, are you there? She was there before. She just unmuted. Angela, are you there?
Okay, we can come back to we can we can come back to you, Angela. You're unmuted. She's unmuted. One one more try. Angela, are you there? >> No, I can't. You're on mute. That's why. But I don't know if you can hear me.
>> We can hear you. >> If you can hear me, thumbs up. Okay. So, you can hear me? >> Yes. >> Okay. But I can't hear you. So, I I think I would have to leverage the chat if you have questions. Okay. It's just because I see that you're on mute. Um, so if you need to speak, please unmute.
But, okay. I guess it means I should start. All right, let me share my screen and thumbs up if you can see my screen. Okay, excellent. All right. Thank you so much, you know, for hosting me and asking me to speak on
summer rising. I've been the lead for New York City public schools for three years now, and I am passionate about the program. Today, if there's time, I hope to cover the three topics you see here today.
Overview, my school's offers, and weight list, but I know I have a short time, so I'll try my best. All right. For I know many of you are familiar with summarizing, but I don't want to take it for granted that there are new folks here that are that are not aware. So, let me explain what
summarizing is. Our vision for summarizing is to ensure that students make progress in their learning while emphasizing enjoyable and enriching activities during the summer. We want students to find a safe place over the
summer that is fun and brings to life all that New York City offers. Really, that's what Summer Rising is. It is free. It's a full day summer program for all New York City residents currently in kindergarten through 8th grade. We
receive many inquiries saying, "Oh, if I'm in prek, can I apply? If I'm in ninth grade, no, you currently have to be in kindergarten through 8th grade. Now, I have to mention that summarizing is a collaborative and actually I should
say true partnership between New York City public schools and the department of youth and community development. So we provide academics in the morning and engage in enrichment as well in the morning and then dycdos
provide additional enrichment in the afternoon. They go on field trips. So really great collaboration. Now I want to explain that seats are limited. We have 110,000
seats. I will say it again. We have 110,000 summarizing seats. Now, in situations where the demand at a site is more than the seats we supply, we do prioritize.
Um, so we prioritize based on academic needs, 12 month IP students, and I mean extended school year, G75, autism nest or horizon. And that's what what we mean by 12 month IEP. Not just
anybody that has an IEP, but for those specific programs. And then of course students in foster care, students in temporary housing, students who are connected to a CBO or school that they are applying to. So that's how we prioritize in the event that we have
more demand than seats. I can let you know that um for the past three summers now, including this summer, we've had over 130,000 applications just for the 110,000 seats. So, um it's
a very our program is in high demand, let me put it that way. Okay. So, now I'm discussing district 2 stats and uh bear with me. I know the table on the right might be small. Um but in a nutshell for 2026
there are nine buildings and the buildings were chosen by the superintendent points based on the community needs. Um the CBOS we're still finalizing but right now tentatively we have 15 CBOS that families were able to
apply to or can apply to now in my schools. The breakdown of those CBOS we have ChineseAmerican Planning Council. They have three programs in your district. Majority are from Manhattan Youth Recreation and
Resources. There's one from Stanley Isaac's neighborhood. There's one from the Child Center of New York. And then two from YMCA. Um so that's what we have currently um for 2026. Again, I'm going to explain that the application is still going on.
If I can't um I don't have the demand information as we're still in progress for 2025. I do want to share that there were 4,000 elementary applicants and over 50% were matched. So over 50% of
the 4,000 plus elementary applicants were matched and then um there were 1,000 middle school applicants 60 76% were matched. Now, of those that eventually enrolled, because when we
marched, folks declined and we took people off of the weight list. Overall, let's just say that of those who we ended up enrolling, 85% attended at least once. Um, when it um came to attendance last year, I would say it was
slightly above average. Uh, we still have a lot of work to do when it comes to um summer attendance overall. Um, so that is what we have. When I'm done with the presentation, I'll look in the chat. I'm unable to see the chat right now for questions. Um, but again, nine buildings
and the nine buildings can be found in my schools. Okay, that I usually share a video of, you know, students having fun for summarizing, but I know I have a short time, so I'm going to skip the video. But I'm sure many of you know you know
how amazing in my point of view of course not perfect but how amazing summarizing is. Okay. So I had explained earlier that we have work to do with attendance but I want to you know let you know why attendance is important.
Now we do have researchedbased slogan that shows that show up now stand out in the form. Attendance matters. Showing up consistently makes a difference. In fact, showing up for 20
plus days actually shows impact when students show up in the fall. Um summarizing overall is around 33 days for elementary students and then 28 days for middle school. Instruction though, instruction is just 22 days. And so when
students show up for 20 plus days or more consecutively, we do see an impact. The more students attend, the better prepared they are to succeed in math and reading in the form. Now bear with me because I wanted to I
took this sentence from our research group. So bear with me. I'm going to read it out. And what I'm trying to do here is to be emphatic on the importance of attending summarizing and attending consistently. So this is what it says.
Summer rise in 2025 had a statistically significant impact on stemming summer loss for students in K through8 in math and K through students in reading you know. So again um I hope we can work
together. I hope you can inform your community that those who do get a seat um should intend to attend consecutively especially for 20 plus days. there's value those students will shine in the fall. Okay.
Now, um I want to explain that every summer rising site should have core program components. If you do not see this, please immediately report to or I should say escalate to your superintendent team. Um they are aware and this is the goal. The goal is that
every summering site should have evidence-based curriculum. We work so hard to v E ev evidence-based curriculum and so every site must have that. We do encourage the use of assessments and the
reason being is that summarizing is open to all students. um you we're not zoned, you know, so there's a high probability that that teacher, that school might not know who that student is. And the best way to know that student to target
instruction is through a pretest. And that pretest happens during the first week of school. So it's imperative that students who are serious about seeing impact for summarizing they come during the first week as well so that they can have the pre-est the teacher knows them
the teacher knows how to tailor instruction. All right, moving on. We have daily mindfulness and social emotional learning. Very important. We want students to regulate themselves. We want students to be prepared. And um of
course, I don't need to explain the many benefits, you know, of um social emotional learning. My favorite part is physical activity and wellness. We've worked very hard to incorporate strategies. You might not be aware but we call it move to improve whereby
during academic programming maybe the students are reading learning how to spell they actually doing jumping jacks or whatever appropriate activity. So the goal is to incorporate physical activity. Then we have trips. Um the
goal is you know I mean New York City is an amazing um place to live and of course to go on field trips. We have museums, so many things. So we are encouraging schools programs to leverage that. And then of course we have the
CBOS and the CBOS do plan trips and other enrichment activities. So these are the core components that you should find at every summarizing site. And if you don't see that, please escalate. All right. Um two noteworthy programs.
The goal is all sites should be noteworthy. Um, the two I chose are not from your district. So that doesn't mean that your district does not have noteworthy programs. They do, but these ones moved me. The first is from East Harlem. And the reason being is the
students before any kind of programming, I'm sure they would have been um fed or whatnot, but before any kind of academic programming, the first thing the students do is they go for swimming in the morning. That is the first thing. After swimming they now have social
emotional learning dance you know so they've already done you know activity and regulated themselves even before the program starts to ensure that the students are calm and well balanced. Then after that we provide academic
programming but even within that we provide enrichment such as financial literacy and climate change. So that is what I loved about this program in 2025 and that is the standard. I mean of course not every site has a swimming pool but the goal is to help students
feel prepared and balanced for the day. The next sites that um also caught my attention was in Crown Heights Brooklyn. What I loved about this when I visited I saw how engaging the teachers were with the curriculum. Um, I visited a math
class and I was like, "Wow, what's going on? Is this a Broadway show?" I I, you know, it felt very theatrical and the students were engaged and speaking up. I was blown away. And then an additional um aspect that I loved about this program is they started with bright
start morning affirmation. So that is a similarity with the other program. They really wanted to both programs ensure that those students started their morning right. So with the bright start morning affirmation they started with positive affirmations. I am beautiful. I
am worthy you know. So these it really caught my attention and in addition to that they also this site also provided civics which is a great form for teaching students about advocacy and even you know um improving speech as
well as climate change. Uh so these two programs were noteworthy and um I'm sure district 2 has other noteworthy programs but I wanted this team to understand you know how hard we're working for summarizing the benefits as well as um
what they should expect again not every site has a simple okay important dates we are now in the application period it opened March 3rd it will close in two is so families if you're interested in
summer rising you you need to apply and I should be clear the main round because we do have the weightless section but the main round closes in two days closes on Friday March 27th please so inform your entire community if you're
interested now is the time to apply if there are questions the first point of contact should be your school we've worked hard to provide schools with information. But you know, hey, we understand, you know, not everyone is perfect or whatever situation, you know,
can warrant you wanting other means of contact. So you can also reach out to the summer inbox that is summerschools.nyc.gov. I will put it in the chat after this presentation. Um, so after the
application closes, offers will be sent out to those who applied on April 21st. Now, this is important. Between April 21st and May 5th, families need to accept their offer if they're
interested. If they're not interested, you can families can decline or do nothing. Do nothing means you are declining. The only time you are going to secure your summer rising seat is when you accept by May 5th. Again, the
offers come April 21st. you need to accept by May 5th. If you do not accept by May 5th, that seat will go to others on the waiting list. The program starts July 1st, ends August 7th for middle
school, ends August 14th for elementary, and the program runs Monday through Friday, 8:00 a.m. to 6:00 p.m. Um, the weight list opens on April 21st and continues throughout the program. Now of
course this is dependent on seat availability. All right. Um these are the resources. Transportation elig eligibility and other information can be found on our website. I'll put this in the chat as well. Even flyers flyers are on the
website nyc.gov/sumarizing. We do have um blurbs for social media post on our toolkit. So if you're interested in uh so this gives you opportunity to share to your social media community, you can get inspiration from here and
I'll put this in the chat as well. Okay. All right. Um I'm not going to go in detail with this slide, but I wanted you all to know that we do have um offerings for multilingual learners. We appreciate our multilingual learners and we work
hard to meet their needs over the summer. That is what the slide is showing. Okay. Um I will pause here to see how things are going. I'm going to actually end the slide so I can see if there are questions and just to make
sure we're on track. I I gave a couple people sent questions so I sent her I'm trying to motion to her that >> although I can't hear you. I guess I'm looking into the chat. Okay. >> Yeah. >> Okay. Attended at least once means you >> in the chat
>> attended the program at least once. You know we give um offers to many students or I should say families they accept but they never show up. Um so that is what attended at least once means. It means the figures I showed show that those
students attended at least once. Okay. Oh, how many teachers begin summarizing? That's an interesting question. I would have to digest and get back. But I think for me, I I need to understand the context. Um, at the end of the day, we work hard to ensure that all summarizing
sites have adequate teachers. Of course, things are not perfect and the next step is for applicable stakeholders to escalate. That's a good question for district 2. I can always find out in terms of um
accessibility, but I would say a good number over 50% of all summer rising sites are accessible. And um in fact what we do like I said superintendent points actually choose the sides and so before we finalize we
meet with all stakeholders and when I say all stakeholders I mean we meet with DYCD sometimes even um the bor safety director we try to meet with a comprehensive group of people per district to say hey any flags when we see that a district has chosen a nonac
accessible site we always remind them that you need to make accommodations, either having classrooms on the first floor and um I would say movable ramps. >> There are a couple more questions and
then we'll >> in terms of I think I need more clarification when it comes to compensatory services. Um long story short is that we look at the student accommodation before the program starts. We ask principles and school um
stakeholders I should say to enter into a dashboard what is needed for every student under their purview to thrive and we go based off of that you know to provide um I would say if it's nursing
for specific health needs but every summering site has a um a nurse by the way but some students require um additional health needs or even par profofessionals so we look through the accommodations that the school has provided. We share that also with the CBOS because we need to make sure that
we are transparent about health needs or whatever it takes for that student to thrive with everyone, the principal, the CBO. >> All right. So, I think I've answered all the questions in the chat. Um, in terms of the application process, I do want to
explain though that it is in my schools. Um, I believe my schools is intuitive for many families since we have over 131 applications, 131,000 applications so far. But again, if you if there any questions, I'll when I'm
done with the presentation, I'll put in the chat where to go to, but again, you can email um the summer summerschools.nyc.gov. One thing though for fifth graders, fifth graders who are not struggling academically can apply to both
elementary and middle school. So if you feel your fifth grader is ready for a summer bridge and or to get a feel for what middle school is, that fifth grader who is not struggling academically can apply to middle school sites. And we
actually do have more we tend to I should use the word we tend to have more availability at middle school sites. So I think uh we I we've gone through a few topics. I did have videos that I would have shown but I think we're good. Um I know that many of you are experienced.
So please put in the chat you know how you're feeling about the presentation but I feel we're good in terms of um what I've shared and questions. I want um once I'm done speaking, I'll put all the links in the chat. >> Um I want to thank you can hear me. I
want >> Okay. >> Thank you. >> All right. Okay. >> I I I put I just I wrote her a direct message of thank you to to her. Um but just as a as a as a takeaway um as a reminder, Friday is the deadline. You apply in my schools. Uh and you can find
the various locations in there. So, just remember uh Friday is the uh deadline to apply for this summer. Uh and we'll get the presentation I'll get the presentation from her and we'll put it posted on the website. Thank you very much. So, the next uh presentation is an
update from a presentation that we had last uh last month and I think probably the reason why we have so many uh guests this evening. Um it's uh Eric Herman from the Office of District Planning. Uh he's going to give us an update on the Broadway Educational Campus. That's the
campus where they're proposing a uh a new high school uh in in place of the urban academy. I think urban academy it's for >> urban assembly. >> Urban assembly, sorry. >> School of business. >> Okay. Um so he is going to give us an update. He is uh virtual right now. Um
and uh I want to welcome back Manhattan Superintendent Kyrie Bleman who's also going to be part of that update. So, um, and I just we have, just so folks know, we have about 38 people, um, that want to speak tonight. So, we do have a lot of people, uh, and I want to be able to give them each their their full two
minutes. So, just please be cognizant of time. Um, but obviously there are going to be some questions for for, uh, Eric and, uh, Eric and Gary tonight. Um, so, Eric, I'll let you uh, start off. >> Sure. Uh, thanks. >> Sorry, Eric. Just Sorry, one more. Just I know uh, Gloria's been putting in the
chat. Thank you. If you want to speak, you have another five minutes to sign up, so please do so. Thank you, Eric. Go ahead. >> Sure. Uh, thanks for having me again this evening. Uh, sorry I couldn't make it in person. I was have been running around the city today. Um, but you know
that you guys had asked us to come back to sort of follow up on uh the last meeting we were at. I believe that was on what February 25th. Uh and Craig, you had asked for uh myself to come back just to speak to the continued engagement that we are doing with um the
schools on the Broadway educational campus as well as um around the city. And so happy to hap happy to do that uh now and then the superintendent uh will also speak uh to the proposal uh and the
requests that you guys have made uh at the last meeting. So um you know since we posted we we did move forward uh with posting these proposals on March 6th uh the two proposals were for the closure of uh business for young women uh and
the opening of a new school uh uh next generation tech uh on the Broadway educational campus and the collocation of that school with uh Richard R. Green and lower Manhattan Community Middle School. Um um since posting that proposal, we met
with the LMC PTA. Uh it was a large community meeting at the school. It was attended uh by the deputy high school deputy superintendent, members of the office of new school, myself, other colleagues of mine, uh the office of space management. I think there were
also members from campus governance there um and maybe the division of school facilities where we answered questions and concerns from the community and spoke um more about the proposal uh to open the new school there. Uh since that meeting we also
have been attending a couple CEC meetings. So CC 1 and CEC 3. C33 was attended by myself uh and Caleb to talk about the new school and CC1 was attended by my colleague Caitlyn and superintendent Bitleman to also uh
present on the new school proposal uh and take questions. Um earlier this week we were at the school uh with members of the panel for educational policy um members of your CEC uh members of uh uh
like the principles of all the schools in the buildings and a few representatives from the schools um to to walk the building and discuss the collocation the idea to colllocate the new school here a little farther. Uh we had members also from the office of
school wellness and campus governance there to talk through sort of how they believe that we can program the space and gymnasium and ensure that all students have access to the PE requirements that they need um in the building and also be responsive
uh and to hear the community particularly the LMC's community to desire to grow to a 6 to2 school instead of opening um up the new high school in the space. And so we had a lot of conversation about that um on it was
Tuesday, right? Uh sorry this it was yesterday. Um sorry lots going on. Um we also met with the Richard R. Green SLT uh and other members of their community yesterday evening. Um and we are here
tonight. Um and so we you know we've we're continuing to to speak with the communities about the proposal. We understand that uh there continue to be uh concerns about uh or a desire from LMC to expand uh in the building and you
know we are you know weighing that need against also the desire and the need for the community to have um access to this new high school which I'll get let Gary speak a little bit to more before um and
yeah I'll stop there. So, >> I'll let Gary speak now if you superintendent. >> Oh, yeah. Actually, yeah. Um, otherwise they won't hear. >> No problem. >> All right. Um, good evening everyone. My name is Gary Bman, superintendent
Manhattan High Schools. Um, so first and foremost, want to thank you for the opportunity to be here with you and I appreciate the partnership of our parent leaders and this community education council and helping us to think critically as we prepare our students
for the future. Um, so I'm going to begin with uh Next Generation Technology. As of 3 PM today, there were 513 applicants um to the school. And um these are total applicants, including those who apply from New York City
public schools, uh current middle schools, private schools, charter schools, or those who are new to the school system. Of the 25 fully screened high schools in Manhattan, 22 of those schools had more true applications than
seats. So that's 88% of the schools had more applications than they have seats uh to accommodate students. Um just in terms of data that we looked at in coming up with um this proposal and and
why we went in this particular direction um for this proposal. We're living through a moment of rapid transformation. Um large learning models are no longer something in the future. They're already shaping how people work, learn, and live. And according to
National um research two 2025 artificial intelligence index report, 78% of organizations are now using a large language model. 71% of organizations are using large language models in their
daily operations. And the demand for large language model related skills is growing rapidly across industries. And this 25 2025 report is based on data from 2024. So two years ago in academia
since 2021 at Carnegi Melon there's been an 88.7 increase in AI bachelor degrees. At Oregon State there is a 313.3% increase in enrollment for their AI degrees. And at Massachusetts Institute
of Technology, MIT, there's a 710.8% increase in undergraduate enrollment in related AI majors. So what this tells us is simple. The skills our students need are changing and our schools must evolve to meet that moment. So our students are
career and college ready once they leave New York City public schools. >> Thank you. Um Tam Tam since you were at the meeting yesterday with me do you want to just give a before we go to questions for the for the our guests do you want to just give
a two very brief I am do you want to give a uh very brief just overview what of yesterday yeah impression and what what you looked at >> um it wasn't necess I mean it's it wasn't what you think of when you think of a
walk through like we didn't just go to the school and walk through the building and look at space. We sat at a table very similar to this. And there were, you know, several representatives from the DOE, from various departments, principles, Gary, uh, superintendent
Maguire was there, some Craig and I were there from from this council, LMC parents, Richard, our grandparents, all the principles. Um, I I know I'm forgetting people, but I apologize. I can't remember everybody, but there was a lot of discussion about the impact on
the current school on LMC and what losing this space is going to look like for them in real time. Um, and we then looked at this space and it's it's not nothing like what they're going to lose is really going to impact what they do.
And what I saw that they what they do, it's the ethos of the school. I don't think I've ever been anywhere like LMC before. And so re and then I had no idea either that they have a they have a special classroom. They have a self-contained classroom at 1211 within
the school which is amazing. You never see that they want to grow Ness and Horizon programs there are. So it was an opportunity to really see like what they could do and want to do and what they're already doing to support those those kids across the board but also meeting
the needs of every kid. Um, I learned a lot and I and I want to say to Gary like in in your team, you know, I I appreciate like I I get it about innovation like who wants a, you know, like a crusty old school system. Like you want to innovate
when you can, but you also want to build what's really working. >> Okay, we we'll go to comments in a moment. I just wanted >> I got it, but I just wanted to make sure I said that too because like I I do appreciate your vision. Yeah, I just have major concerns about the space. But yeah, >> and we'll talk about that in a moment. We'll talk about it in a moment. Yeah,
absolutely. >> Um, Eric, before we go on, do you want to just for the members of the public, and I think most of them know, but talk about the next step, next two big steps, which are the joint public hearing and the PEP meeting. So, this way folks, and I'll talk about it also, but this way in
my report, but this way they know what comes next and other avenues in which they can they can uh >> Yeah, absolutely. So, correct. Thank you. Thank you for reminding me to do that. Uh um so the next scheduled meeting that we have um is on April the
14th. That is the joint public hearing. It is a virtual meeting uh and that is to continue to collect feedback on the proposal. is a formal hearing um where we will respond to comments in a in a more technical document called the
public comment analysis uh that will be published before the panel for educational policy votes on the proposal. Um and so it is a very technical uh meeting to collect feedback on both of these uh proposals and then the panel uh is anticipated to vote on
the proposals. The next Manhattan meeting is on April 29th. It's at MS131 on Hester Street. Um and and that is the next meeting. We are also uh trying to work with the LMC
community uh to find another time uh to engage. And so we have emailed the principal and are either seeing if we can uh meet before the joint public hearing and the break or potentially afterwards. But um that that is where we are
>> and I just want to confirm so just make everyone understands the C CEC2 as well as CCHS can make resolutions we can make recommendations whatever we we do but ultimately the decision rests in the panel for educational policy the April
28th to 29th meeting. I just want to make sure everybody understands that that that that is the body that actually will make the decision and that there are two decisions to make. First or there are two decisions that are up. Number one is to close the existing school urban assembly and then number
two would be to open up nextgen. So that's two separate two separate votes that same night. ultimately PEP is the one the PEP which is 24 members I think or it keeps growing but 24 members um will make the decision and that they're the ones who ultimately have the
authority not us to make sure everybody understands that >> and the new school proposal is contingent upon the panel for educational policy passing the closure proposal. >> Okay. Okay. So just wanted to make sure. Now the other thing is from the la from
the la my I I will ask one question then I'm going to allow my other council members to make it but from the last from the last meeting that we had you've had all this engagement the proposal has stayed the same correct there's been no modification based upon your conversations with the LMC community the
Richard Green community the folks who are interested in nextgen because I know there was there was a lot of interest I just want to make sure from from all those parties the the the proposals that that the department of education is making have not changed. I just want it's I just want to ask the question to make sure I
>> That's correct. I mean, I'm I'll be completely honest like before we posted the proposal and based on feedback from the community and concerns about losing some access to some spaces on the floor below. We did sort of lower the size that we were thinking from the school to
make sure that LMC would be able to retain access to those rooms on the floor. And we like as I've said in meetings that those three rooms like we do have the ability to explore additional capacity projects in the building to ensure that LMC can retain the space on the third floor. I don't
know if that was heard by everybody at the meeting, but it was something that I expressed on the walkthrough and it is something that we um can absolutely look into as the school phases in to assess demand and to make sure that schools have access and do not have to lose the
programs they have. there would be no plans for the school to lose its special class section or to take away from what the school offers. And so the >> Can can you also explain the application process for the new schools in the
supplemental period? >> Yeah. So I mean it's a it's a new schools round. I think the the it's a it's a separate process. It opened um a couple a couple days ago or not not so long ago. And um
basically I mean I think what's important is that like what what is really relevant is that like students like students will not be matched to the school if the proposal is not approved and that is clear on the application. Um
is there more to that would you like would you want to share on that Gary or I'm sorry could you repeat what you just said it got it was a little blurry. Yeah, I was just sharing that like there's a new school's application round. We the application is open um and
that and it closes. I think offers would be made in May if the proposal is approved, but any offers to the school are sort of pending that the school has a location to be in. Uh which is pending PEP approval and that is what is stated on on the application. Um that you know
this school like is up for a vote, right? and its opening is contingent upon the proposal that we have in front of the panel for educational policy and without approval of both proposals. Um, you know, we can't offer students seats
at this time. >> Yep. Okay. So, I'm going to open up the questions to my council members. I'm gonna ask so this way we can make sure that we get to everybody's voice that if you ask a question, you can have one followup and then we just we can go to the next person. If there's time, we'll go back for another round. But this way
I want to make sure that everybody from around the table actually does get an opportunity to to to ask questions or to uh offer their their opinions. Um you want to start council member car. >> Hi superintendent. Thank you for being here again. I really appreciate it. Um
you know I think that some clarification from the last meeting little limp. um from the last meeting I think you know I came into the meeting not having really much of an opinion about it but I think there was the the feedback that I have received from
people in the community and the way that I felt was that there were some contradictory statements or unclear information and there were things sort of mentioned in the meeting that weren't followed up on and I in fact emailed you a couple of weeks ago and I did not get
a response and I'm just you know I think that that sort of lack Lack of transparency puts people at disease. My issue is not with the whether it's screened or not, whether it's a what the curriculum is. My I think what has
become clearer to me is I am concerned about the facilities um based on the our members who have done the walkthrough hearing from LMC parents. And then the other thing that I'll just note is that a parent who has a child at my son's
school reached out to me. I had not spoken to her about this in any way. She said, "Oh, I watched your meeting." What, you know, when I went and checked this out, she had asked a question on the school's Instagram, which was deleted. She reposted it. It was deleted again. And she took screenshots of this.
Then the third time they finally left it up. I don't know who's running it or whatever, but it just sort of added to that feeling like it was just odd. So I think that in as you engage with us and I I do appreciate the time that that that everyone including you and Eric
have put in. I think that having clarity is really important to ensure trust with the families in the community especially for the LMC parents. >> You want to respond or you don't have to. >> Okay. I agree.
>> Great. >> Y please. >> Yep. Sorry, quick question. What is the current capacity of existing high school and um and what is the capacity of the new school? >> Yeah, talk about the whole building also.
>> The capacity of the whole building. >> Yeah. So, I'm going to defer this to Eric I believe um Urban Assembly uh school of business for young women opened in fall 2005 and that was the new school movement. So
we were 450 school four 450 students. We cited schools for 450 students. Does that sound right to you, Eric? >> It does sound right, but I'm I want to get the accurate information. So just give me a second. >> And then the total building. Do you know
the total building off? >> Yeah, I do. I just >> I'm going to get this for us right now. Uh so just give me a second and I will be able to answer that question. It'll be 400. >> So it's less. >> Yes, it'll be 400 students. >> Yeah, we are we are projecting that the
the new high school will be up to 450 students. Uh >> okay. 450. >> 450. So it's the same number. Do I hear it correctly? >> Yes. >> Thank you. Thank you. That's my question. >> Anybody else? Gavin. So, so with uh 450 students in this new
school, what what's the percentage utilization for the building as a whole? >> We have the projected utilization of the proposal when it reaches full scale at 85 to 93%. >> Okay. So, the school would be at 93%. Um, understood. Um, so my follow-up
question is about the the applications. I'm also the parent of an eighth grader. So, I also received the email from the office of student enrollment notifying me about these two new schools, the Bronx School of Hip Hop and the and NextG. I understand the Bronx School of Hip Hop was approved by the PEP in
December, so that's, you know, a done deal. Um, but I understand that this process is actually quite different from the regular high school application process in that if you are offered a a seat, you know, you have to sort of affirmatively accept it. Um, and until
then, your, you know, your current offer stays in place. And also during that time, you know, students may have gotten in off the wait list at another, you know, school they they prefer. Um, so I'm just wondering um I think the the
sort of dynamic here is a little bit different when you say there's other these other screen schools that had 80, you know, whatever certain number of screen schools had more applicants than seats. This is a little bit of a different dynamic. So I wonder if you have some data about uh the the sort of
the yield um for enrollment for this kind of school that is you know up before the PEP in late April and is actually doing the the enrollment in the later round and and just related to that
I mean I note that with these um you know screen schools in demand um did you also consider that you know opening up a school like LMC C to to become a 6 to 12 also frees up seats at some of those other in- demand schools and kind of
maybe alleviate some of that that um that sort of supply demand problem. >> I'm just searching if you could just give me the question that would be great. >> Sorry there's I mean there were several questions in there. Yeah. >> So you got to stay with me for a moment.
Um so so one question was about yield and because this is a this is this application system is a different animal. So I asked you um what what is um what is what would be expected yield based on this number of of applicants
and I asked you did you consider expansion of LMC as another way to sort of relieve some of this demand for um for for these seats. >> Yeah. So with the even today with the application in the first hour there were
100 students who applied to the school within the first hour when the applications open um Friday afternoon at this point we are at 513 so at this point the school would be able to fill their seats >> I say that that wasn't the question the question
>> that's how I understood yield >> the question was that but I think I think I think most I think the definition of yield is a little bit different you get a certain number of applicants And in the regular admissions round, you rank a school number one and you know if you are the lucky kid, you
get that that seat. But this is a little different because you know most of these students already have an offer somewhere else. Um they're already on the wait list maybe at multiple other schools. So this is just one, you know, possible choice among very, you know, quite a few choices that these kids will have and,
you know, maybe the they they happen to get an offer and it, you know, it comes around and they're like, "No, I'm I'm satisfied with what I have before or, you know, maybe instead I'm going to go to the Bronx School of Hip Hop or maybe instead, you know, I got off I got off the weight list at at a more preferred
school than this one." So do you have some you know data about how sort of because this is not strictly like 513 kids who want to go this is 513 kids who maybe ranked it knowing that they had >> there was no rank. So, okay. So, I get
your question now. There was no ranking, right? So, there were two schools listed, Bronx School of Hip Hop, Next Generation Technology High School, and students had the opportunity to say, I want to go to this school or I want to go to this school. 513 students said, I
want to go to Next Generation Technology High School. With them choosing the school, they do not have to forego their match. So if they were matched with Baroo College campus high school and they decided I want to stay with Baroo College campus high school, they could
stay with Baroo or they're able to say I want to go to Next Generation Technology High School. So those 513 are true students, right? They are 513 who are truly interested said, you know, through my schools went through the process to
say I'm interested in that school. So it's not these weren't rank choices. this was a choice. >> But but you don't you don't really have have an an answer for me about what you would expect from those 513. How many might wind up enrolled?
>> I would say based on experience from the past four years with um working with our principles on our weight lists and those families who are in high school right now can tell you um what that's been like for them. um once they apply um and they get through on the wait list, very
few students um are picked up off the wait list. It's it's very few. We don't have a large percent of students who are are pulled from weight list. Eric, I don't know if you have anything you could add. >> So, I didn't like listen we do have I do
have data on sort of like offers and acceptance rates for typical high schools, right? And that like Right. And so like if a seat target for a school is 100 but we have to offer 200 seats of the school to get to the 100 kids because people accept different options.
I think like we have concrete data on that and I do not have access to it per se in the new schools but it's definitely something I can reach out to the office of student enrollment on to follow up with. We have opened up new schools through a new school round in the past. And when I connected with the
office of student enrollment on this data and what has come in, what they shared with me is that the applications for NGT are simil similarly tracking to Bard in Brooklyn and when that open through the new schools app application and we've received I think about a
thousand or more applications when that application closed. uh then was a very high demand school and it filled uh right off the bat. So, you know, I think to me this data is very promising and showing a lot of demand for this school
and does signify that that families do want to go here. Um and that's what we're seeing so far. I I definitely can connect sort of what they like is there a show up rate or an anticipated number that they see from
historically looking at schools through the new schools around though. Um >> that would be good because we have some data requests for the superintendent from from last month that we still haven't received information on it. I mean time is really >> if you could if you could send those
requests to district planning, they could get the data for you. So yeah, just send them to Eric. >> Copy on the email, too. >> Yeah, send them to Eric and and they'll take care of them for you. >> Awesome. Council member, >> I mean, Gavin, I think like the data requests that you asked were about demand for the new school, which I think
the superintendent has been talking about sort of the data and the industry for why the specific model and also we provided some data tonight on you know that screen seats particularly in Manhattan are are popular choices. I think everybody in this room sort of
also understands that but I think we did provide a little bit more information granularly on that topic. If there are other things that you are looking for though like absolutely put that in writing to myself and the superintendent and we can look further into that information
>> uh council Bowen. >> Thanks Craig. My understanding of this new school is that it is going to provide opportunities for advanced STEM students and hold expectations like calculus by 11th grade. Um, and one of
the things that I've also been heard that I would like you to confirm for us is that this is also going to provide opportunities for students at the other high school that shares the building, Richard R. Green. Um, and at the SLT meeting, it was discussed that those
students as well would have opportunity to take some of those advanced math and tech classes that maybe are not offered at their school by collaborating together. >> Yeah. Uh, great point. Um, so, Principal Weaver, the principal at Richard R. dream. Um she said as we were talking
about the proposal, she got excited because she saw um the opportunity where you have three or four students at a school who aren't able like you don't have enough to fill an entire class and you can collaborate with another school to fill that. So one things we talked
about yep advanced mathematics you have a we have a student at a Philip Randolph who has to go to city college to take math every day because they just can't offer the math class. This will be an opportunity for students at Richard R. green. We even talked about um EK High School of Econ and Finance as well,
which is in walking distance um where they could share a lot of the advanced coursework where now we offer it through college now or we offer it virtually through um one of the virtual programs that we have, but now we'll have it in school. And then in the converse um
there is the opportunity for students from NextGen if if the proposal is picked up and they're cited at um the Broadway campus to take classes at Richard R. Green also if they're interested in that teaching pathway or they they have a lot of advanced humanities courses
>> Ethan. >> So thank you superintendent. I just wanted to come and talk to voice my support. Um, I think that when we're talking about schools and what you're saying about AI bringing up all the data, um, saying that this is a changing
world, I think that I agree and I think we need to start thinking about schools almost like a market. And I know that sounds wrong, but I'll elaborate and I'll say that there's always a need to keep changing, right? And to never just be comfortable with where we are. And I think going back to just supply and
demand, we've seen that there's a demand for this school, right? over 500 applicants and you said that they chose this school. So I think oh sorry about that um I think we can always find qualms and small things we disagree with but I think the overall message is that
students families want the school and it's trying something new trying something that our world is going to and for me as a student that is something that I would agree with. So thank you. Before Cody, can I you haven't gone yet?
>> Just really quick, going back to the advanced math, you're not going to be able to offer advanced math to this first class of applicants. Correct. Because we have no screening process for the 500 people that applied. We don't know if they've taken algebra in eighth
grade. >> Correct. the programming question we'll have to ask to the um project director for the school and and what the plan is there. So I don't want to offer an answer um just based on my experiences and knowledge as an administrator um but I think it needs to be true to and I've
been deferring a lot to the project director recently with programmatic questions around the school itself. Okay. When we have a discussion about advanced math and and people wanting advanced math in this, if there's no screening process,
>> we can't have advanced math. Correct. >> The school will admit students through a screen in year one. There is a screen through the new school's application process and they will be ranked by course grades and that is similar to all of not the screen with assessments but
screen schools in in general. So that is >> for this first class there's going to be screening. >> Is that correct? >> Yes. >> Okay. But we don't know. Okay. I just The reason I just bring this up is a sticking point. I know a
lot of people really want screened schools, but if we have 500 people, if I am applying to, you know, to a specialized high school, I know that I have to take a certain test or I'm just, we know that there are different math paths in middle school
and it's very hard to understand how we can have the first class all be set up in the same way to go to calculus by junior year if they're not screened initially. So, I just want some clarity on that. um moving forward.
Just a quick just a quick note because I'll forget because I heard it come up tonight um talking about you know a lot of Ivy League schools you know and MIT was one that was you know oh they're they have these great programs and around AI um graduate
programs and PhD programs. MIT also just published the two mediest um longitudinal studies on the impact and the harm of AI in K through2 classrooms on the brain the effects on the brain
the lower memory retention working memory um weaker brain connectivity right so if you're going to use that as a selling point you might want to look at these studies that show actual harm for this young population of students.
So, I don't really love the idea of throwing our our kids into a school where I don't know that harm's not going to be done in that way. And I haven't seen evidence that it's ready to go. To be honest, I'm very hesitant. >> I have questions, but I went already, so
I want to see >> if I could just respond quickly. Um, the AI they're talking about in the studies is using AI for learning. We're not talking about a school that's going to use AI for learning. There is a private school um that started in Texas. There's
a um version of it here in New York City now near the um Wall Street area where $65,000 a year your kid sits in front of a screen and AI teaches them. That's not what we're talking about. Yeah. But
that's that. Yeah, but that that's not what the school is talking about. The score the school is is not talking about using AI to to teach the kids. That's it's not what the school is. >> Yeah.
>> Okay. Are there any is there anybody who hasn't spoken already? We have two members on the on the uh on Zoom. Not the Zoom on Zoom. Uh if you have any comments or questions, I just want to give you the space. Oh, there's only two of us. Um, looking up seeing Russ and I
together. Sorry, just looked kind of weird. >> Um, uh, okay. So, I I do have two questions. Um, just bringing it back to the use of the space, not the val, not not whether or not the school is an idea, but is a good idea, but whether that's the space itself, how how we're
using it. So, number one is can maybe this is an Eric question. talk about the gym issues because I know there's a gym and right now the urban assembly doesn't use it because they have yoga so there's gonna be a lot of people using this gym so if you can talk about that and then the other question is and I we briefly
spoke about it yesterday um there's a lot of need for seats in Queens there's a lot of seats for need need for seats in Brooklyn there's a lot of need for seats in the Bronx right what about spaces there are there spaces there and I suspect there are not because I think if there were spaces Queens Brooklyn and
Bronx would gladly take it But if you can talk what you know one of you could talk about that >> the gym issue. >> Yeah. So I mean in regards to the gym issue listen we we had some people from the office of wellness and campus governance yesterday. They they've examined the programming of the existing
schools. They've looked at the spaces that we have across the building and believe that 100% that we could add 450 students to this building or a net another 350 students to this building and all students would be able to have what they need in terms of gym and
utilizing this space. I think we are committed to supporting the schools figuring that out in this building. I think the Office of Space Management is looking into ways. There's an auxiliary gym area to make that more accessible, ways to program that space with with
different activities. I know that there are currently mirrors in there and the lights aren't protected as well. And so maybe that that space has more functionality and the ability to be programmed with more students. Um, and so, you know, we've we've connected with
the people who support uh this type of work and there there are no concerns from them in adding uh more students to the building, in the gym, and in the space here. Um, and so that's how I would respond to that, not being on that on that team tonight. Um,
I think th those people will not go away and will continue, you know, if the proposal is approved, the school's leadership would be at their disposal. uh and they could obviously provide more clarity and work with the schools on preliminary ideas uh in the interim for
for how that could look as we add more kids in the building. I would like I would say and Gary, you can add more to the idea about adding this school in another burrow, but I do think that the genesis of this idea came
from conversations in district 2 with district 2 families and is responsive to the need for more of these seats in in district 2. And that is where we are focusing our energy. And I think there are like I think this proposal is
responsive to this. So, like while they're listen I I'm I'm not an expert on Queens, uh, but I am familiar with there being like it it being overcrowded and having limited opportunities for opening up new schools. Um, I'm not going to speak to like every building
around the city and where we have, you know, 20 plus rooms of excess space configured in a way that makes sense to add another organization. Uh, and I just want to like reiterate that like, you know, this idea came as an idea to strengthen sort of the Manhattan high school superintendent
portfolio and offerings for families uh in Manhattan. Now, it is a citywide school and it is phenomenally located at, you know, one of the best transportation hubs that we have uh in the area, right? And so this school will
also be able to provide access to families from a very broad area. And I think we see that in the initial application data that like families are applying not just from Manhattan but from across the city because they are excited about this model and this
location does provide phenomenal access for families to travel into the city from. I mean, District 2 does in general, but being located at 26 Broadway, uh, there aren't many trains that that don't go there, uh, or don't
connect very quickly to get there. So, Gary, anything you want to add to that? Is >> Okay. >> No, no. I know Kelly has a budget conversation to have, which normally takes 60, 90 minutes. So, I just want to thank everyone for having us. Are there just before they go, are there any other
final questions? I know we'll talk about it little bit more in the when we have our resolution discussion. Go ahead, Gavin. >> So, so we have uh a lot of other software engineering programs at high schools nearby. I realize they aren't in your particular portfolio as a superintendent, but from a parent and
student perspective, nobody nobody cares what you know portfolio is, you know, what school is in. But for example, at Pearl Street, we have the UA Maker Academy that has unfilled seats. There's a software engineering program at the High School for Fashion Industries, which I think has like half of its seats
unfilled and and there's several others. So, how is how is this different? >> Yeah, great question. Great question. Um, so I can speak to High School Fashion Industries um because that is in in our portfolio. um with High School Fashion Industries, their software
program is really around fashion, right? It's around fashion aligned to their theme. All the all of the programs in that building are around fashion. Um in terms of just how this fits, um we're
talking about large language models, which is a new technology um that's out there. We started looking at this a few years ago, been following it for a few years. um looking at ways that it can um be part of a school. We looked at a school
in Gwynette County um Georgia who has a K to2 um program. I think they have four um K to six or K to 5 feeders that feed into two middle schools that feed into one high school. So they're starting
this education in in kindergarten and this trajectory in kindergarten. Um we're starting at 9 to 12. Um we think 9 to12 is a great sweet spot um with the idea of also being able to um push programs into middle schools um that are
interested that we can create modules um and classes for middle school students to prepare them and that's going to you know try to create a feeder pattern and then also do the same thing with elementary school and create experiences for elementary schools and then take what we're learning and the best that's
happening at this school and start to um allow other schools to learn from the new technology that's happening. Um, so it's, you know, I I've been to the other schools that that you've mentioned. Um, and what we are trying to do, we're at a
different moment in time. When they started those schools and they created their programs, they were in a different moment in time. Um, we're at this different moment and we're just trying to take advantage of it and ensure our kids are college and career ready >> with no AI playbook yet adopted by the
DOE. There was no question. >> Okay. Okay. >> Sorry, Gavin. >> Thank you. Okay. >> Um, thank you very much. Thank you for my council members. Eric, thank you as always and we'll be in continued conversations to General Bleman. Thank
you. And again, uh, thank you for coming tonight. Um, >> all right. Thanks for having me. >> Okay. Um, okay. Uh, and I will remind council members not to have deliberations in the chat. Uh, answering questions is fine, but having
deliberations uh is in violation of open meetings law. We're on also on YouTube. Okay, so we're going to move on to the report of the president and I'm going to go pretty quickly because uh there's a lot going on tonight. Um, I hope you all had a good march. Um, since we have so
much on the agenda and we need to be out at a certain time, as I said, I'll keep my report brief. I want to first thank everyone involved in our chancellor's town hall. I think it went went very well here. Just do this. Okay. Uh we had some very substantive
conversations about a plethora of issues concerning the district and the New York City school system. I want to thank my council members for their questions. Thank you again to Ena and Victor for such a smooth production. And thank you to everyone who sent in questions and were able to attend. We really do appreciate it. The recording is on our
website. Just go on to our recordings page and you'll see it. Uh the DOE, as I think was mentioned, uh introduced uh new guidance on AI today. Uh you can check it out on their website, schools.nyc.gov. It just came out, so uh can't really
comment on it just yet. Uh a few quick reminders. PreK offers will be released May 12th, 3K on May 19th. A reminder that the school survey is still live, will be remain so until April 1st. You can complete it at nycschools survey.org or answer ask your parent coordinator
for help. Uh these surveys, as I said, as I've mentioned in the past, are incredibly important. They provide valuable feedback to your principal, superintendent, and uh the department of education. I do want to single out one of my liazison schools, PS2, which has 100% compliance. Uh she showed me it's
every single student has been has responded as of yesterday. So, you might not have heard it yet, doc. Mr. McGuire, Superintendent McGuire. Um, but I want to congratulate first year principal Rachel Rosenbomb and her for bring participation up from something like 40 or 50% last year. Um, these surveys are
really important and inform our schools and our superintendents of what's going on. Um, I do want there is a academic affairs committee on Monday for the math path. Uh, we will talk about Allison will talk about it in committee reports, but I just wanted to remind everybody
it's at 700 p.m. If you go to our website cecd.net, net, you can see uh meeting information. It's on Zoom. It's not in person, so you can just uh tune in. Um and again, we've spoken a lot about the proposed uh high school sitting on the Broadway campus. Um as a
reminder, and we'll put this on the website, and we'll also email out unless anybody's in rejection. Uh the information, the joint public hearing is Tuesday, April 14th. This is solely on Zoom. And then the PEP hearing is Wednesday, April 29th at 6:30 at MS131
right here in our district. for the PEP meeting. Just a little p couple piece couple of pieces of advice. Speaker sign up is o you have to be there to speak. You can't do it uh virtually and you have to sign up between 5:30 and 6:15 the night of. So you can't sign up like today for that meeting. You have to sign
up from 5:30 to 6:15. You can do it online, but you have to do you can't sign up after 6:15. They do close it. Um there are several school sighting proposals that night. So there's a bunch from D3 for for example. I don't know the order of what where there'll be hearing. So, it could be a bit late of
night of late of an evening. So, I just wanted to prepare everybody that these things sometimes do go go pretty late. Um, so with that, uh, thank you and I'm going to, uh, turn it over to Superintendent Magcguire. Um, thank you so much, uh, CC President Craig
Slutskin. Um very happy to be here tonight um to share a little bit with you uh both about a citywide report that we do annually in regard to fair student bud funding and the way that our city schools and system are budgeted. Uh I'm
joined tonight by one of our budget directors that we work with here in district 2, Natasha Angus. Uh Natasha, I don't know if you want to say anything to um start, but happy to hear your voice if you want to take a moment. Natasha, you want to go ahead?
>> Well, she trained me well. >> So, um >> Okay. Sorry. I will go ahead unmute myself. My apologies. Y >> I was trying to unmute. Good evening everyone. >> Thanks so much Natasha. Uh Natasha works really closely with all of our schools,
not just handling initial budget allocations, uh but also helping schools to work around how it is that they can use funds best uh across their schools to purchase the things that they want to purchase, hire the people they want to hire. Uh she's um new to district 2, I
think in the last two years, but um she's just very very well very valued. So, uh, I'm doing both, um, a school budget report tonight, um, supported by, uh, Natasha, and then I will also, um, be doing a district 2 report, um, and
we'll be supported by our academic policy and support, um, staff, uh, Dan Mason, who's here also tonight. So, um, I do want to open today by saying that we're taking a simple and clear look at how New York City schools get their funding and how that money supports
students. Our goal is to help understand how the school system invests in children citywide in in our district. We will also talk about what drives school level budgets and where families and community members can find more information. Uh first we'll look at how New York City
school budgets work and what our district share is and we'll also explain the fair student funding formula uh which shapes the most uh most of our school's budget. And finally, we'll show you where you can find your school's budget uh online.
There we go. Uh so, where does our funding come from? New York City Public Schools has a $46.1 billion budget for fiscal year 2027. That breaks down to about $34,700 per student. The money comes from city, state, and federal government with the
city providing the largest share. This chart shows roughly how much each level of government contributes. And if you're wondering, yes, I'm reading from a script. Uh so here's how the budget is spent. Um we're looking at in this slide, we're looking at how
funding is distributed within the system. About 43% of the total budget goes toward non-discretionary funds uh allocations. These are expenses that the school system must pay every year, no matter what. It includes things like
employee benefits, debt service, and charter school payments. These costs are essential to keeping the entire education system operating. Schools don't make decisions about these costs. They are set at the system level.
The remaining 57% is discretionary, meaning the city can decide how to direct these dollars. Most of these funds directly support schools, including 20 billion, $20.3 billion for grades K through 12 instruction and
early childhood. This is the money that most directly affects students every day because it funds the people and the programs families interact with, teachers, pair professionals, school aids, afterchool programs, arts and
enrichment, and more. Then we have funding for school operations such as food, transportation and facilities supports and field support and central administration which together make up less than 1%. Um this is the district 2 budget. We are
uh have an allocation of $1.1 billion. Can understand the fair student funding formula that is there. The contracts for excellence funding uh that I'll point out uh goes to fund special projects including class size
reduction uh middle school uh um programming uh and other special projects that are allocated for the city. So who decides how money is spent at the school level? Each principal together with the school leadership team or SLT
decides how the money is used in their school. The SLT works with the principal to set priorities based on student needs. Superintendent and support teams help schools stay aligned with rules and policies. What is fair student funding or FSF?
FSF makes up 2thirds of each school's budget. Schools receive funding based on how many students they serve and what those students need to be successful. Students with higher needs, such as English language learners or students with disabilities, bring additional
funding to support them. Principles can use FSF flexibility to staff the school and create programs that help students thrive. What FSF does not cover. Some programs are funded separately and not through
fair student funding. These include preK and 3K mandated counseling. I'm mandated special education services like speech therapy actually on this slide. So some programs are funded separately
not through FSF. These include preK and 3K mandated special education services like speech therapy or one-to-one pair professionals and district 75 programs. Charter school payments are also not funded through FSF. These have separate
and different funding models. So, how FSF works is that FSF is made up of four main parts. There's foundation aid. Every stool school gets $225,000. Then there's collective bargaining that helps schools cover negotiated staff
raises. There's a per capita funding amount that adjusts for the cost of staffing. And then there are student needs which adds funding based on individual student needs. Student bring students bring weights based on their need which
increase the amount of support each school a school se re receives. In slide 11 here we see proposed fair student funding weights for the 2026 2027 school year. They cover areas like grade level academic support needs,
English language learners, students in temporary housing, special education, and certain high school programs. The weights are staying the same as last year. How the fair student funding weights work per student with using $1 as a
base. This example shows how two students with different needs generate different funding amounts after the basic grade level weight. Additional needbased weights are added. These come from characteristics such as a student's special education program, whether they
are an English language learner, whether they need academic intervention, whether they are a student in temporary housing. In some cases, a concentration of need weight is added when many students at a school have higher needs. All of these
weights stack together like layers. That means no single weight replaces another. Instead, each needs each need adds to the total amount of support a school receives for that student. This example helps show that fair student funding is
not a one-sizefits-all. It is designed so schools get the resources required to meet each child where they are. Uh in slide 13 here, um we the slide uses a real per pupil amount from last year, $4,262
to show how the weights we have just reviewed turn into actual dollars that students receive. You can see that even with the same school, two students can generate different amounts of funding depending on their individual needs. This example helps make the formula
real. It shows how student needs translate translate directly into funding that pays for the people and programs students rely on every day. Teachers, paraprofessionals, academic supports, and other services that help them succeed. This example helps show
that fair student funding is not one-sizefits-all. It is designed so schools get the resources required to meet each child where they are. The New York City public schools website has easy to understand overviews of the school systems funding. The info hub
includes more detailed reports and the full fair student funding guide. You can also look up your school's budget, including how funds are spent and how many staff positions are funded. It is simple to find your school's
budget. Search for the school. Go to the reports tab. Select budget and finances. Review the available reports, including fair student funding details and the new budget at a glance page. This gives families a clear picture of where
resources are going. This page shows how a school's fair student funding allocation changes from the start of the year to the final enrollment count. It also breaks down funding by the type student of student need. It helps families understand why a
school received the amount it did. School budget at a glance. This is a one-page summary designed for families. It shows total funding per student, how the school is spending its money, and key student demographic information along with citywide comparisons. It
makes school budgets easier to understand at a glance. We welcome your thoughts about the budget. You can share comments between March 9th and April 28th by email or phone. Community feedback helps New York City public schools strengthen how we
support schools. Thank you for taking the time to learn about how our school funding system works. We appreciate your partnership and commitments to our students and I will make sure that this uh deck is posted on the CEC District 2 website.
Thank you. And with that, I'll take any questions specifically related to this these slides before we go on to the next uh report. >> Okay. Are there Thank Thank you, Superintendent McGuire. >> Sure. >> And you'll be happy to know that I fixed the microphone u and it's staying now.
Um any questions on this report? We'll we'll we'll have the regular superintendent report in a moment. Uh Ethan, >> so I want to say thank you, Superintendent McGuire. I just had a general question to the CEC. Uh does the CC have the power to decide the budget
allocation of what I saw was $1.1 billion in district 2 or how does that work? How much power do we have? Because I think it's an interesting thing to talk about. What are some possible ways to obviously try to decrease costs while improving student outcomes? I'm not
completely sure how much power we have. >> Fair enough. >> That was just to confirm you you were asking the council, correct? >> Yeah. Yeah. Obviously use any other questions. >> There you go. Good. Uh you're my new IT
guy. Um any other questions on this? I I will just say I I got to say something. I I I do think that actually you know it you all represent uh families uh families do have a voice. We have observed on many different occasions the
power of a community education council to make policy. Um and whether it is that or to influence policy. So whether it's having a direct impact uh working the numbers and crunching the Excel sheets or whether it's just expressing
opinions about how funds are spent, I do think that both student members and uh parent members have a role in that. >> It's like the golden question. So, a family asked me this recently and I I'm
like, you know, this goes to to Sam's, sorry, council member knows question from the town hall um with the chancellor. He asked a question about kind of the bloated budget or, you know, why why aren't we seeing the impact of the money in in the classrooms? And so,
when students come with a high, you know, a high amount of money that they're bringing in depending on the scaffolding that you just showed, right? So, you have ICT, you get you bring in more money, right? if you get these services, we bring in more money. So, you add all those things up. But if that money is going to the school, then the
school, how does the oversight part work? Because if you have a school that has like say like 22% students with disabilities that receive services, they're not getting them. Where' the money go? Who checks that? And this is just kind of across the board like a a question that I think we really need to
to look at, right? because it does feed into what you were saying and Sam and I think also what Ethan's looking at too but also like acknowledging Ethan um like I hear I hear that right and it's but it's also looking at the student students with disabilities part and I
don't think everyone realizes that how we get our APS in the first place through IDA it was never fully funded by Congress so instead of the 40% that Congress was going to pay for these students they they only were at 12%.
>> Um, yeah, I do think that the school leadership team, I do think that the principal, I do think that um teachers and the district team, I mean, we are all working uh to make sure that
students have all of their services. there is a direct connection to the budget but um it goes far beyond the whether or not the budget is there to support it. Uh those services need to be provided legally and um there is uh
there's not really a budget question that should be the budget should not be questioned or used as a reason for why those services aren't provided because they are legally required. Okay, Ethan, and then we'll move on. >> If you guys want to move on, then it's
okay. >> No, go ahead. Go ahead, please. But, um, I know we established that we don't have much power, but um, unless you guys want to move on, I think it's interesting to talk about, um, different ideas for the budget, if you're okay with that. So, I was wondering if you could um pull up
the slides again and go to the table with the different amount of money that was allocated uh to each section. I think there was the non-discretionary, this discretionary, and then the subsections of that cuz I have some questions.
>> So, you let me know when I get to it. >> I believe it's slide number four. >> I think it was the yellow table. >> I believe it's slide beginning. this one. >> Yeah, like that. So, um I know there's a lot of different
labels there. Um my question would be just top three things in terms of in layman's terms like wages or infrastructure, what would you say were the highest costs? Um what would you say was taking the
majority of the budget? >> Natasha, do I me to tap you in on this? >> Yeah, sure. So the the section on the right or the left. So for the section on the right is the non-discretionary things that that the DOE has to pay or New City public schools has to pay off
the top. The portion on the right is what goes into the budget. So the K to2 schools gets 38% of that $26 billion that you see. And then it breaks down. Early childhood gets 6%. School
operations that's the school facilities. So the custodians that's the office of school food and nutrition and then field admin office that's the superintendent team the district's teams and central admin which is less than 1% that's
everyone at central including myself. So do you think you could specify within the K to2 schools area because obviously that's 30% of the budget what that entails more details is that wages um and I know >> it seems
on this >> that's all the fair student funding that schools get based on the students that they have in the needs weight. So majority of the money that schools get that's that's all the K to2 schools. So that's the fair student funding money that schools get to operate.
The employee benefits is the the section on the left which is the 19%. So that's the wages, the increases, the salaries, that's 19%. >> Could you put an estimate into the percent of the budget that is spent on
administrative staff and specifically principles? Um, I think that was kind of what I'm getting to with my questions because I think that based on my experience and obviously we were talking about a facility with three different schools, right? And that means three
different um administrative sets, staff sets, right? Three different principles, whereas it could be one principal. And obviously principles, they do a great job, but they cost money in terms of wages. So that's why I'm asking all these questions. Do you think you could
put a ballpark estimate of the amount of money that's going to wages of this administrative staff >> um like a dollar amount or or percentage >> the percentage wise because I see that there's 38% going to K to 12 6% going to early childhood right but I'm not
complete I'm not very well versed in this so I don't know exactly which which is the administrative staff because that's something that I would like to focus So the total budget that goes to the schools is the $46 billion and then it's broken up. So 26 billion goes directly
to schools and then 19.8 billion is set aside for the salaries for the principles and debt services which is like for for leases and um lease like if we have to lease a space for charter
schools non-public schools. So that money is separate from the 38%. >> I see. So that's the non-discretionary part. I see. I understand. >> Yes, that's correct. That's the non-discretionary part. Yep. >> And would that would that Sorry, can you does that count as the 19% and employee
benefits or the debt services? Because I know you mentioned multiple of them. >> The 19% is the salaries is the wages. The debt services is is like bills that that the DOE incurs that they have to pay every single month.
Yeah. So I I'll I'll make a conclusion quick so we can move on. But I think even though we don't have much power, I think it's definitely worth considering um both ends of the spectrum. One is that we want to be well be adventurous with new schools. Um just like the new
school that the other superintendent came up with. Um but I also think that there is a point where there is oversaturation and there's so many different schools within a facility. I know I live next to a complex that has five to six different schools, right?
And obviously there is you can consider there's a movement of saying that each school is unique and that there's students who are unique and that's okay. But in terms of cost standpoint and administration, I think the question we should be asking is do we need five
different administrations in one building? Um, I know we don't have much power here, but I think that's interesting. >> Um, let's say so in that aspect. Um, but I I I understand what you mean. >> Thank you. Thank Thank you, Ethan.
Ethan, I think I'm going to hire you for my company. You ask better questions than people have been doing it for 30 years. Um, so thank you for that one. Very quick because I really we have over 75 minutes of public comment, so we really need to move on. There was something on the
non-discretionary at the very bottom. Um, which was something about non-public schools or or something or contracts. >> It's nonpublic schools. Nonpublic schools. >> I I I forget the the exact wording. Um,
but it was some some contract that was like 7% of the 19 billion non-public and contract schools. What is that exactly? >> Uh do you want me to
>> So it could I mean it could be a variety of different situations. Um there are students who are attending non-public schools that are funded by New York City public schools. Um it um there are uh
students who are attending programs that are um non-public um that are funded by New York City public schools. Um sometimes this is um a student with disabilities who where the um system has
not effectively met their need. And so um the family and or the people that they're working with uh elect to or able to go outside of the New York public schools system. Um and that there's a variety of reasons why that happens.
That could be that funding source. >> Okay. because that's a >> but it is an we are obligated to pay that. So I'm seeing that in the non-discretionary side of things and so that's my guess. >> Okay. I mean 3 billion is is a lot for
that. What is there is there an estimate as to what number of students is served by that? >> I don't know. >> I don't have that number. I don't know. And for the the
34.7,000 per student that's spent, that is only from the 26.3 billion, right? That's not the 19.8 billion doesn't count towards the 34. >> That's correct. >> Okay. Okay. Um, thanks. That's it.
>> Sure. >> And again, this will be posted on CC website. >> Yeah. Yeah. And if anybody has any further questions, they can certainly email the superintendent. He's happy to take them. All right, great. Um, so just making sure that my
colleague Dan Mason is uh here with us tonight. Um, Dan, are you able to come off mute just to say hello? Oh, let me see if he's in the chat. says cannot come off mute. So yeah, yeah, I'm going to
>> Hello. Good evening everyone. Uh thank you for having me. >> All right, thanks so much. And Dan works as a member of the District 2 team. Um so thanks so much everybody for having me tonight. Um as always, it's been a very busy month here in District 2. There's a couple of things that we want
to acknowledge just in regards to our news and updates. Uh first of all, we want to congratulate um principal Bob Bender who has served as principal of PS11 for the last 21 years um at the end of August. Uh principal Bender will be
uh retiring from New York City public schools. Um, as many of us in district 2 can say, Principal Bender has uh really worked with many of us, touched our lives in lots of different ways uh and served and supported his community um
with with real grace um and we're very uh sad to see him go, but he's done an amazing job of setting up uh the school for um success moving forward. Uh we had a big visit this past month by all of the superintendent in New York City
public schools. They visited PS98. Um PS98 was able to share the work that they're doing around core curriculum as well as intervention programs. Uh we also had a district visit to our new prek center on East 65th Street. Um, the
new prek center on East 65th will serve four classes of 3K students, four classes of preK students, uh, about 132 students total. Uh, and that picture there on the right is just a picture of the hallway, but um, it's going to be
beautiful uh, and filled with lots of uh, early childhood joy very soon. Uh, we also have had a had last night a hiring fair. Um, the first of a couple that are run. I really want to publicly acknowledge and appreciate uh principal
Alexis Taber who went out of her way to work and arrange this for our principles. We had over a 100 candidates um show up at the Battery Park City School for this hiring fair. I spoke with one principal this morning who said that she interviewed 40 different
candidates for a position that she's uh going to have in the fall. And it's just a way in which we're coming together as a district 2 team. uh all of us, not just those working at uh the district level, but in our schools as well.
Um we, as uh President Schlutskin mentioned, we had our um town hall, but earlier this week on Monday, there was a community listening tour uh in East Harlem. There was about 200 families that were or 200 people who were there
on hand uh to talk a little bit about the chancellor's priorities around uh rigorous academics, safety and integration. Um we were able to talk about those uh topics at a round table and then share out our feedback with the
chancellor. Um high school offers were released. We're still hearing um uh information about uh from families about how it is that they are viewing the high school offers. Um been very happy to say anecdotally that over the past couple of
years um we are seeing more families um happy with the placement that uh the offer that they have received in that first round. Uh and Angela, as Angela Falier uh shared um in our opening presentation, we have summerrising
coming up. Those uh applications are closing on the 27th. These are our schools that um are hosting summerrising. Most of them are either fully accessible or partially accessible um ADA. Uh we do have a um need in um
lower Manhattan um in the Lower East Side and Chinatown neighborhood. So we have three schools that are there. Um PS1 is not accessible. Um but the others are partially um and we do uh accommodate families who may need an
accessible school. Um the Pexip School is very close by and that is a fully accessible school. Um as well as these middle schools here that are listed. Um you may have heard that uh yesterday
the city released it released our new AI um uh guidance. Um this AI guidance primarily uh is centered around the work of adults and the way that the system is going to support um uh artificial intelligence. Um if you have a chance to
look through um this guidance which is very very much evolving um some people would say that this is just kind of like the very first layer of guidance that is laid out. It's certainly does not address um issues like well will are
students able to use AI in classrooms or how are they able to use AI in classrooms. really this first set of guidance is centered on how it is that uh New York City public schools are seeking to support and protect students.
Um and also um you may have heard of this traffic light uh analogy which is helpful um in thinking about where it is that we are absolutely not going to use AI, where we have to proceed cautiously and and what might be considered okay.
Um there is a uh feedback period that is open right now. I um for anybody who's at home and wants to just look at these two items. I did add the QR code there. Um but there are options for um both looking at the uh policy and providing
feedback um to the city. So this is where um we'll bring um our APA Dan Mason in. Um so at this time of the year midy year um we take a look at
our district comprehensive education plan uh or DCE. You're probably familiar with a C that exists within schools and we look at different priorities that have been laid out by our central office and by our chancellor. Um we're looking
at a couple of priorities tonight and reporting out on progress that is related to the district work that we're doing in relationship to these two priorities. The first one is all students will learn to read. Um and uh
on the left hand side of this slide you see our overall rates of proficiency. These are students who primarily have scored levels three or four on New York State exams as well as a breakdown by both racial and um other demographics
groups including students with disabilities and English language learners. These are where things currently stand in our district. And then on the right hand side uh is just a few of the steps that we are
taking as a district in order to advance this priority around all students learning to read including implementing strong curriculum for both uh uh intervention and core curriculum uh in our earlier grades um implementing
supports for students to build their phmic awareness. We are also really working to help our teachers and school leaders uh engage in um better database decision-m being able to look at students look at multiple uh sources of
information about students and make decisions that are going to best support them. Um and also uh we are doing a lot of work around leveraging highquality examples. Um it is uh not a day goes by in which either school leaders or
teachers from other schools are visiting uh one another in order to see quality work that is in place. And that's a big part of the work that we're doing at the district is creating facilitating those visits asking uh and and setting look fors and priorities that um visitors can
um see when visiting schools. And we are also working toward uh a the adoption of New York City reads as a citywide um priority for the coming year in middle school. Um a lot has been centered on our early grades, but we know that there
are lots of uh reading and literacy needs in our middle schools and so we are um actively engaged in uh considering what's going to be best for district 2 kids. With that, I'll turn it over to uh Dan.
Hello. Thank you, Kelly. Uh, so as Kelly mentioned, we just finished the uh midyear screener window and so this is an opportunity for us to uh review our DC based on the data that comes from that those screeners. Um, however, I
felt like it would be important that we start by looking at our uh state ELA testing data from the previous few years just to ground ourselves in the work that we've been doing. Um so what you see in this chart is uh the percentage
of students scoring proficient on the state ELA exam. Uh proficient score is a three or a four. And these are just grades three through five students. Uh because this is uh the primary work where our uh priority was aligned to.
Priority one was aligned to. uh you see this each line represents a different subgroup or and in the case of the dark green the all student subgroup or I guess that's not a subgroup just a regular group. Uh and just to point out that we see significant gains with uh
our black students and with our students with disabilities. So, uh, DC priority one, uh, focuses on all st students learning to read well. Uh, as a district, we set up our goals to see improvement in composite scores
or performance scores across all ELA screeners. Uh, and with this data set that I pulled here to share, we're really comparing winter scores last year to winter scores this year. uh and the test does change between fall, winter
and spring. So it's a fair measure to compare winter to winter just so that we can see uh differences in performance over you know yeartoear. Uh and the focus is on all students and some of our subgroup populations and
grades three to five. Uh so looking at the current winter screener window, uh we do see small increases for all students and black students. Uh a small decrease for Hispanic students, a significant increase for students with
IEPs and a decrease for for uh our L students. I should mention increase and decrease in the percent that are proficient or considered proficient which is at the 50th percentile or higher. Uh I do also
want to mention that the uh the city does issue guidance or recommendations about testing uh for L's when we're talking about formative assessments and schools do have discretion to follow those those
recommendations or not. Uh so unlike state tests where it's very clear who takes the state tests and who doesn't, schools can decide whether they're going to test u some of their newcomers or wait until uh you know they've been in the school for a little bit of time. Um
so that being said there is difference there are differences among our schools in the testing procedures for L's. So, I would really just, you know, I do want to highlight that because um, you know, that may account for some of of the numbers that we're seeing here. Uh,
just going back to a similar slide for priority three, which is all students will have a high quality learning experience. But all principles and superintendents really interpret this uh to um be centered around mathematics um because there is not a specific
mathematics priority. Um again on the left hand side looking at the overall proficiency as well as that of subgroups in district 2 and then again some key steps that we're taking as a district. uh moving when you
see this HQIM uh that's acronym of the day if you're not familiar with it uh highquality instructional materials and really what that is is is standards aligned curricula um that are aligned to the next generation learning standards um
there are some places in district 2 where we are um where our schools are using both are using curricula that are not yet fully aligned to next generation learning standard ards and so those curricula are uh supported by additional
materials. Uh it is our position that we are working with those schools to help to move them toward a highquality instructional materials, a fully aligned curriculum. Um we're also just recognizing um the pace at which uh
certain schools can um successfully change. Uh and then there are schools where there are uh real priorities for um supporting the movement. We've got additional schools coming online. We we're very close to 100% of our district schools K through 8 being fully aligned
to curricula that are um connected to next generation learning standards. Again, uh doing lots of inter visitations uh and coaching with supports um and uh also engaging families. In May, we are hosting our
first um uh district-wide uh math competition um at MS131. should be an exciting event. It's going to be held during the day and you'll see information uh about that from families. Um and um we have several folks on our district 2 team who are providing direct
support and coaching to schools. >> And back to Dan Dan, I'm sorry if you if you could if you could sort of go quickly because we do have a number of public speakers tonight. >> Thank you. >> Yes, absolutely. Uh I think this will all go a little bit quicker now that
we've seen the last couple of slides. So you know again we're looking at percent proficient uh on state math exams and we're focusing on grades six through eight which has been the primary grades for our math work
here. Um you know you can see from this chart that we're not seeing the gains that we saw with ELA uh except with uh one group and that's our black students. you can go to the next. So again, most
schools and districts write priority three as they write priority 1. They just use math instead of ELA. So we're looking for the same things here in the DC. Uh which is improvement performance scores for all math screeners and again looking at winter to winter. We're focusing on all students and in
subgroups and again focusing on grades six through eight. So if we look at our current data from the most recent screener window and comparing it to the winter before uh we can see significant increases among all students and our uh subgroup populations. And really I do
want to just highlight uh our students with IEPs where we're seeing another significant gain just as we are uh with EL with ELA in math. >> Thanks so much, Dan. Really appreciate you. Um there's a couple of uh so we're going
to let Dan sign off and go back to his children hope who are hopefully asleep by now. Um so just wanted an update on a couple of items that were requested by our uh CEC members. Um we did uh have a request for um information about the
manifestation determination review MDRs. Um so one item is that you know perhaps part of the challenge in uh sharing some of these data is that they are not currently published. Um and um but we
are working to uh as a system uh working to make sure that those MDR data that are coming out um are fully accurate uh and reflect all of the different circumstances that surround the MDR. Um there has been a significant decrease in
the number of students who have been suspended, students with disabilities. I can say that uh it's consistent with some of the things that I've reported on in previous months. And um my guess is that some of you are aware of this, but um New York City public schools is very
much supporting an amendment on um data reporting that is going through uh New York City Council right now. uh they are proposing uh an amendment that uh makes transparent data around the MD around MDRs and other data related to uh
students in our system. Uh so we are supporting that uh and that is supported by many of our city council members who are uh representing our district. There's also a question on um the number of students who are living in temporary
housing and how those numbers have changed um over uh the years since 2022. Um there was a request uh to get a little bit more information on how those um have changed year-over-year. So um
again high numbers of students um that were admitted to our schools in 2022 and 23 uh peaked in 23 24 and then in 25 26 um around 700. Again it's important to note
that um these may not be unique students or um different students. Uh a student who is admitted to two different schools could res represent two different admissions. Um and so um uh but these numbers certainly have changed um over
the past three years. And again uh key dates ahead um I can't believe it uh but um we are nearing some of these endofear activities that make um the spring so busy and also special. Um the Met Museum is hosting the
citywide soap box and we have four schools that are participating. Uh spring recess starts next week. Uh and quickly after that when we return, New York State exams will be open and then we've got a couple of holidays at the end of May. Thank you very much for uh
opportunity to share. Thank you. And I'm going to ask council members if they have questions just given the the time uh and the my desire to give two minutes to each speaker. If you have any questions to please uh send an email to Kelly offline. Um thank you for that. Uh the next thing
on the agenda is our discussion of the resolutions, but I think we have a motion. >> Because it's 8:40 and we have 75 minutes of speaker time, I would like to make a motion that we allow the public to make their comment first and whatever time is left then we have time to speak on the
resolutions because I think it's yeah rather than us discuss yeah reversing that. >> I also think that we should limit it to less than two minutes or we won't have any time to discuss them at the end. Um,
I think if we do two minutes, but we cut people off at two minutes. Yeah, two minutes. It's not two 30 seconds because people go on tangent. >> We'll be good if we start now and we just keep it to two minutes. >> I will. Just don't be mad at me if I say it's time.
>> Yeah. And you'll get you can you'll see the clock will be is on the screen so you can see that. And you have this and this. >> Also, a reminder, if you don't need two minutes, you don't even have to take it, >> right? I mean there is when I was on the community board, one of my chairs used to say if you agree with the person before you, it's okay to say I agree
with the person before me. That that's okay as well. You could take your two minutes, but you know, so we do have a few people who signed up as students, so I'm going to call on them first. I I'm assuming they are actually students and it wasn't an error. Um Katherine Savage
is the first one. And if my council members when I call the name out if you could also look to unmute I think you have the ability to do that as as and then the so Katherine Savage is there. >> Hi I'm so sorry I'm not a student. I'm um a parent of a student. Sorry if I
selected the wrong box. >> You can you can you can skip me and go on to the next one. >> Okay. We'll come back to you. >> Okay. Sorry. >> Nicole Samile. Is Nicole in the box? Okay, you unmute her. S A M I L I I rather me.
>> Hi again. I'm also not a student and I'm terribly sorry. >> That's okay. We'll come back to you. Cyrus Sami. Oh, that's probably >> Yes. He's he's uh he couldn't make it. He couldn't stay on as long. >> Okay. And then the last person who signed up as a student is Jaden Wimish.
>> J A D-N Wimb Ish. Okay. Uh that's fine. Then we're going to start off with uh people in person. We're gonna go for the start off with the person, then we'll go to the uh virtual. The first person I'm going to call on is Max Nicholas. >> Oh, wait. >> Oh, Jaden.
>> Oh, okay. >> Okay. >> Go ahead. >> How Hello. My name is Jaden. I am a sixth grader at LMC. I love my school. I would like the opinion for LMC to
expand to a high school from sixth grade to 12th grade. I do not want a new uh high school. I'm sorry.
>> Thank you. Thank you. Do you have more to say, Jaden? You can say more if you'd like. You don't have to, though. Okay. Thank you, Jaden. We appreciate you. You participating. Okay. So, we're going to call people uh
who are here in in person first. We'll start with Max. Nicholas, if you can go over there. Do you have that extra mic? >> It's right here. >> Yeah. You want to >> you can go to the >> Thank you. >> Hi everybody. Thank you for having us.
Uh my name is Max Nicholas and I'm the new youth and education coordinator for the Manhattan District Attorney's Office. So, I just wanted to introduce myself, let you know if there's anything you need with our office, any presentations, any information. I will be your point person for that. Um, I can leave my business card. Um, and so yeah,
my contact information and here's my supervisor, Imani. >> Good evening everyone. Thank you so much for having us. I promise we will be super quick in the interest of time. So I would just like to share information about an upcoming event being hosted for uh the families and loved ones in New
York City residents in general who uh have been supporting the victims of crimes. Uh we are hosting the 41st annual New York City crime victims vigil um happening on April 19th uh from 2
p.m. to 4 p.m. It is going to be hosted at West End Collegiate Church. And this event gives uh loved ones of victims of crime the uh opportunity to speak and share their experiences, highlight the voices of survivors, and really just
provide community healing um and an opportunity for us to support one another. So, uh this event is going to have free interpretation in Spanish and Mandarin as well as ASL translations. Uh and we think it's a really impactful event and would love to just extend the
invitation to all of you. We're going to be leaving flyers. We have some in English, Spanish, and I believe Mandarin. Um, and we'll leave them in the back. And there's a number on each flyer to call if you would like more information. And again, we want to thank you for your time and you're in great hands here with Max who's going to be
seeing you all more frequently. >> Thank you. >> Thank you both. Uh, the next speaker is Evan Stein and then after Evan Stein is Joe Joe Vatitali. You can leave the microphone over there. Thank
>> Victor Joe. >> Thank you. My name is Evan Stein. I'm the president of the Sulk PA, co-president of the Sulk PA, and I'm here to read a resolution supporting the preservation of the SulkQ School of Science and finding a suitable location for the Sulk approximate to its historical location. At the March 11th,
2026 full board meeting of the Manhattan Community Board 6, the board adopted the following resolution. And for the purposes of time, I will leave out all of the whereas which identify the fact that Sulkq is located in community board 6. It's colllocated with PS40 and that
it needs to be presumably moved to a new location. They resolved that the Manhattan Community Board 6 strongly urges the chancellor of the New York City Public Schools, the superintendent of the New York City Public Schools Community District 2, and all local elected officials representing Manhattan
Community Board District 6 to work together with the Sulk community to preserve the unique identity of SulkQ without merger as it migrates to a new location. Be it further resolved that the Manhattan Community Board 6 strongly urges that Sulkq be relocated within the New York City public school district 2
subdist subdist 4 relatively approximate to its location in which it began operating 30 years ago. And be it further resolved that Manhattan Community Board 6 strongly urges that any relocation of Sulkq be delayed until academic year 2028 2029.
Be it further resolved that Manhattan Community Board 6 strongly urges that families who enroll new students in Sulk for 2026 2027 be advised of the anticipated relocation of the school. And finally, be it further resolved that Manhattan Community Board 6 will
continue to work with all stakeholders of Sulkq as well as elected officials to identify a suitable new location. This passed in favor with 36 people and one opposed. Uh Senator McKe forwarded this. She is the uh chair of the Manhattan
Community Board 6 to the chancellor and to uh Kelly Magcguire and to other interested parties. I thank you very much for your time. >> Thank you, Evan. Um next speaker is Joe Vitali and then after Joe is Rob Harper and then Raina Ben.
I pronounce I apologize if I'm mispronouncing anybody's name. Hello again. For those of you who cannot see my sign, it says CIS equals can't imitate sex. I am dedicating my speech here today to Jen Say spelled S E Y who
is the founder of XXXY Athletics who also made the hat I'm wearing today which says XXXY because she supports chromosonal reality. This is going to be the fourth time I'm asking you Superintendent Maguire the question. And the question
is and it's been unanswered thus far. What do you have to say to biological girls who do not feel safe sharing locker rooms and sports with biological males? The Department of Education, the
DOE, will not be challenged. Unless your resolutions are congruent with the mediocre robots that the DOE is seeking to produce, it will be ignored. The big reason for the decline in enrollment
that nobody wants to talk about is that there is an uptick in homeschooling in New York City and public and parents are afraid because they are seeking to protect their children against the indoctrination
going on here in the public schools. Many parents have quietly come up to me and encouraged me to keep on speaking out and they talk to me in hush tones because they're afraid sometimes afraid to lose their children if they don't
comply with the indoctrination. Again, I don't expect ideologically captured people to agree with what is really going on here when biological girls are forced to share locker rooms and sports with biological males. I am not a part of the smoke and mirrors show
going on here. The federal government is investigating the corrupt DOE because of the violations of Title Nine. There is a battle. >> I'm Thank you. Thank you, Joe. Uh Rob
Harper. >> Hi, my name is Rob Harper. I want to thank you guys for inviting me here t today uh tonight in support of resolution 297. I am the co-president the PTA at LMC. When I think of LMC, a
song comes to my mind which came out 1974 by Stephanie Mills called home. When I think of home, I think of a place where there's love overflowing. I wish I was home. I wish I was back there with the things I've been knowing. where the wind makes the tall grass bend and the
trees move. I'm from a small town in Arkansas. When I came here, I was like like blown away with all of the ins and the outs to get into school. My son CJ is in seventh grade. Thankfully, we made it. But I think about LMC and the
community that Principal Douglas has built along with her staff. It's phenomenal. And when I think that we could grow that and expand that to go from grade six to 12 and I think of all the other students and the parents who go through the trials of trying to get
their kids into school and then I think about the the migrants that are here also they're here at the school a place that they feel comfortable and at home and if we could just extend that to keep them feeling at home and comfortable
would be a great thing. Thank you. Thank you. Uh Raina Benien and next will be uh Alina Daniels. >> Uh hi, my name is Raina. I'm the parent of a sixth grader at LMC. LMC has been a
wonderful place for my child socially, emotionally, and academically. The children are engaged, the teachers are fulfilled, leadership is effective. You can see this represented in our school survey results. LMC is the kind of excellent, well-rounded, and well-run
school that serves children well. Now that sixth grade is almost over, the families I know are unfortunately starting to talk about high school admissions. It's hard to understand why the process has to be as tortured as it is uh to make college admissions seem simple in
comparison. 13-year-old kids shouldn't have to engage in grueling monthlong process just to attend a good public school. The parents I know don't want more screen schools, specialized curricula, or super high pressure academic environments. We
want general highquality options where children can feel that their social emotional health is as prioritized um as academics. I'm not surprised to hear that there are a few hundred families that want this AI high school, but I can guarantee that there are many,
many, many more fourth and fifth grade families across the city who wish there were more 6 through 12 options for their children. The real issue here is that it's inexcusable to drop this high school planned with little community
engagement into a space where it simply doesn't fit at the expense of a well-loved middle school where children are thriving. If this AI high school is as valuable and desirable and important as is being reported here tonight, then the DOE will find another space for it.
Please prioritize this space for LMC's expansion. Based on the school's track record, we know it will be successful and supported by families in this district. Thank you. >> Elena Daniels.
Okay. Thank you. Uh KMA Giri Gib, sorry. Sorry, can't tell that's an RH. And Michael Walsh is next. >> Thank you. Hi guys. My name is Kari. I have a eighth grader LMC and a fifth
grader at PS19 ABCs. Uh four years ago we had a merge of PS19 and ABCS and we saw a beautiful thing happen. The school grew. It blossomed. It bloomed. Um and there was a leader that wanted to do the work and that's how I see Shaina
Douglas. Um, I really hope that we have the opportunity to do this. Somebody's there. We don't need another principal salary. Good question. Um, in a building that could have the same thing could happen. Um, the percentages where I'm
hearing at the meeting of AI and education. I don't hear anything of basic health. And I think the school having basic health, a gym, the staircase is it's a it's a big deal. Um, I think I think there's there's no problem with the school. It doesn't need
another school. It needs I think I'm done. Thank you. >> Thank you, Michael Walsh. >> Thank you all. I'm Michael Walsh. I'm also the co-pres PTA president of LMC. I want to thank you all again for having us here tonight. Um, and I and I want to
thank everyone who worked on resolution uh is it 297? Excuse me. I'm sorry. Um, thank you for all your hard work. Thank you for engagement. Thank you for everyone who came out. Um if you had been at our PTA meeting, you would have heard a lot of questions asked um about
why this why the community wasn't brought into this process earlier and why this wasn't a community uh led uh discussion and you would have you would have heard from parents. Now I it was mentioned earlier about a lot of these ideas came out of this council. Well,
well, if we had had the chance to come to this council earlier, we would have told you the information we gathered that the most popular middle school programs in district 2 are the 6 through 12 by a by a great percentage. And I'm happy to share our slides. Our SLT did a wonderful presentation on this. So, I'm
happy to share with you. So, there's a lot of questions that have not been answered. We we found out today that the AI proposals that have been released are only guidelines that have been comment need commenting on and won't even be
resolved until the future. But yet we're starting a new high school um built around them sort of. So the so I think the why I love the resolution is I think you all see that too. You see that there are unanswered questions and there's a lack of engagement and that's what we
need. And let me finish by saying LMC, we have a great relationship with Urban Assembly. Their principal's child is a student at LMC. And so some people in in this process have asked why isn't LMC asked to be 6
through 12 earlier? Because it was out of respect for our neighbor school that we we share a space with. Literally, we share their rooms, they share our rooms. But now, if they're closing that school, we want to say we're here. We believe in our model. We believe LMC has a lot to share and that that we can support
children through 12th grade and they can go on to high school and study AI. >> Thank you. Okay, so uh looking at their uh person Mia Bar and then next will be Peter Schmidt.
Hi everyone, my name is Mia Bar. I'm a student at NYU and I'm here representing David Cifford who is an NYU law professor and their campaign for state assembly in district 66 um which is entirely within community education council district 2. David
wanted to attend tonight's meeting but unfortunately had a prior commitment. So I'm here to pass along the following message that reads, "Thank you all for being so engaged on the proposal for an AI school. I am a civil rights lawyer and have spent years doing impact litigation and legislative advocacy at
the intersection of tech and education. More importantly, I have a 2-year-old myself, so the future of education is deeply personal to me, and I feel the need to say something about this proposal. AI poses a threat of privacy violations, racial bias, environmental
harm, labor shocks, disinformation, addiction, and even catastrophic risk. AI runs on processing and repacking of massive amounts of data. And what does that mean for our children's privacy? We have no idea. Furthermore, there is no reason to colllocate this dubious
project within LMC, a move that would crowd the existing school, deepen existing capacity issues, and impact everyone's education for the worse. The PP needs to listen to the parents at LMC, postpone their vote on this proposed high school until we have more
details, more clarity, and more input from stakeholders. I strongly support resolution 297 and encourage you all to vote in support for this resolution. Thank you. >> Thank you. Peter Schmidt. >> No. >> Okay.
Here. Okay. Uh next in person. Robin Held. Robin here. Okay. There you go. Hi, I'm Robin Held. I'm the mother of a seventh grade student at LMC. And I'm just here to uh voice my support for uh
LMC becoming a 6th through 12th grade school and just to share my son's reaction to it when I told him about it. He said, "Oh, I love LMC. I would love to be able to stay there." So, um, I agree with with what's been said by
previous parents. Um, and I just wanted to share my my voice. That's all. >> Thank you. I think that's it for in person that I see on the signups. So, the next So, we'll go to the virtual.
Uh, the first person is Ann Hager and then she'll be followed by Jess Jess Luck. Can somebody unmute her? Thank you. >> Hi. Can you hear me? Yes, we can. >> Great. Hi, my name is Anne Hager and I'm the parent of three NYC public school
students, two of which attend D2 schools and one of which is in high school. Um, one of my children currently attends lower Manhattan Community Middle School and another graduated from LMC last year. She still cries and wishes she could go back. Um, I'm coming to speak in opposition to the DOE's proposal
proposed opening of NextGen High School to be colllocated with LMC. The proposal for this new AI high school has had little to no real community engagement. Almost uniformly, the public reaction to that limited engagement has ranged from skeptical to outright oppositional.
Having failed to engage with LMC, those proposing the school were unaware of the harms that it would do to our school, not to mention preventing the longtime wish for LMC to expand to a 6 to12 school. There are already unfilled uh high school seats in local STEM programs within blocks of LMC. There's been zero
data presented to indicate that the school is wanted or needed in this location. And in fact, a petition we created in opposition to the proposal and in support of the expansion of LMC has over 1,300 signatures in counting. The vast majority of those signatures are not LMC parents. Signitories come
from every one of the five burrows with heavy concentrations not only in Manhattan but also in downtown Brooklyn, Bushwick, and Bedstey. Parents want another established and respected 6 to12 school that provides a good all-around education with a solid administration
and amazing teachers, not some gimmicky experimental AI school. Thank you. >> Thank you. Uh okay, so if you could if people can just try to speak loud in in their microphones. The next person is Jess
Luck. I don't see a Jess Luck. Okay. Um, Katherine Savage. I know I saw Katherine here. And then Seth Critz Critzman, which I think I think I saw him as well. >> Hi, my name is Katherine. I'm a parent of a
sixth grader at Lower Manhattan Community Middle School. And I'm here to ask that the CECD2 urges the PEP to postpone the April 29th, 2026 vote on the proposed colllocation of the Next Generation Technology High School at the Broadway
Educational Campus. There's been a lack of community engagement, detrimental collocation impacts, and concerns with the educational assessment of the school proposal. For these reasons, among many others, please consider tableabling the NextGen proposal. Thank you.
Thank you. Uh, the next speaker is Seth Kitzman. Critzman. >> Yes. Hello. How are you? Um, I've served as the school counselor at Lower Manhattan Community Middle School for the past 14 years. And through that work and through countless conversations with families navigating the high school
process, I've heard the same thing over and over. Families want a safe, supportive environment that will challenge their child academically while keeping all doors open. They consistently shy away from programs that are too narrow, too specialized, or too soon. They want a strong foundation, one
that prepares students for wherever they choose to go in the future. That is exactly what our team has spent years building. A model rooted in the arts, rigorous academics, and genuine attention to diverse learning needs. We know from both research and experience that fewer transitions during these critical middle middle years, and the
quality of the relationship students have with trusted adults are the most powerful drivers of academic and social emotional growth. We have built those relationships. We have developed that expertise and we believe we have something real to offer stu more students across New York City.
Thank you. Mark Messenger. I think I saw Mark's name. Okay. >> Hello everyone. Mark Messenger. I have a seventh grader at LMC and um I'll try and be brief as possible. I agree with most of you know all the comments have
been made so far. Um I first I'd say Elm is just a very special place. Um it's not just another middle school truly is a community I believe in Shana the principal and all the staff Seth who just spoke included do such an amazing
job. Um it's such a unique environment that I think is hard to find. Um, the second point I'll make, which is personal, I don't think it's been brought up yet, is LMC has such an exceptional special education program. Uh, my son takes advantage of it. Um,
look, I have no problem with screen schools, specialized schools. I think there's plenty options out there. Um, but there is not enough schools that feel inclusive, supportive, and just normal. Um, where different kinds of learners can thrive together. And I
think that's where LMC really excels. Um, so I think most parents here just are frustrated. Frustrated from the lack of transparency. Um, and we see LMC as this great school which is proven, which is successful. Um, and you have a
community that's asking for more of it. So why would we disrupt that with an AI school that's going to really my fear is an AI school will swallow LMC in that school um, eventually. and um you know
uh when a school is supporting kids academically, socially and emotionally, you know, we should embrace that um and and not disrupt it with another school. Thank you. >> Okay. Uh someone named Lauren C. No last name. Is there a Lauren? Okay. uh Nicole
Seami and then Shane just so you know Shane Vasic Vasis Caucus I think is next after Nicole. Uh yes, good evening. Uh my name is Nicole Sammy. I live in Manhattan uh
with my two children. My older son is now a sophomore in high school. Um he applied to middle school during the pandemic and um like many families it was a very difficult time for us. Um applying to high school just a few years later was even more difficult as my son
and our family had to leave a very supportive community um where he was learning and and growing for for a new school. Um, if there had been a 6 through2 school like LMC that offers access to sports, arts, and rigorous
academics, that would have been our first choice. And now that my son is a sophomore, he is excelling in chemistry and math. But as he consid considers his college major, he is not considering computer science. And that seems to track with the current trends as the UC
system recently documented that computer science majors are declining declined by 6% last year on top of the 3% from the year before. And I just also want to add that um many tech workers at Google, Amazon, and Meta have sent public
letters raising concerns that their work is contributing to AI and LLM systems that facilitate human rights violations and abuses. Opening an AI tech school without strong digital guard rails that protect children and their data would be
negligent at this point. And for these reasons, I strongly um support resolution 297. >> Thank you. Uh we're going to go back to Lauren C. I think we might have missed missed her, so my apologies on that.
>> Oh, no, she's gone again. Okay. Um well, if Lauren, if you come back, please let us know in the chat. >> I saw her, but now she's not showing. >> Yeah. Okay. >> She was there. >> Okay. Okay. If she comes back, please, you know, let us know. We'll come back
to her. Shane Vasicus and then Adelia Saunders is next. >> Yeah. Hi, I'm Shane Vascowskis. I'm a District 2 parent. I joined my first meeting last month to encourage parties to keep my daughter school, the lower lab, in its present location rather than move to Chinatown. What I heard from
Superintendent uh Bidleman in his discussion of the AI high school proposal derailed that entirely. Bitleman insists this is not an AI high school, but I read the proposal. Nobody would be talking about this if it were simply AP stats, BC calculus, and learning to code Python. Proposal extensively touts the importance of
critical thinking. Vital cited a student survey claiming they used AI to quote learn what the teacher can't teach me using chat GPT to summarize the subject rather than investigating for yourself is called cognitive offloading. I used my critical thinking and looked at the primary research. Gerlick in 2025
concluded cognitive offloading by adults atrophies critical thinking skills which is bad enough. He also concluded that cognitive offloading by children prevents critical thinking skills from ever developing. Shannon Tamkins 2026 study concluded AI use is not a shortcut to competence in a subject and may in
fact be adverse. Council member Aaron Carr mentioned last month that her author's bio from ChatGpt is only partially accurate. Girl like Shannon Tamkin suggests children who leverage Gen AI will simply never gain the skills necessary to recognize this inaccuracy. The proposal states it will quote
prepare students to become ethical, informed, and skilled leaders in the technology sector end quote. On last month's call, Bidman touted that he is a Google GSSE innovation fellow. He mentioned both Google and Open AI were part of the planning team. You heard that right. Google, whose commitment to ethics famously includes cancelling its motto of don't be evil. Open AAI whose
commitment to ethics includes pirating more than 100,000 copyrighted books and whose product could not exist without plagiarism. What would an eth ethicist say about preparing generations of students to undermine their own autonomy? Would either sponsor even listen? I encourage council members to support resolution 297 and parents to
join the public hearing and speak out against the proposal on April 14th. And please don't move lower lab. Thank you. >> Thanks. Uh, Adelia Adilia Saunders. She in there. Okay, good.
>> Yes, I'm unmuting myself. Um, hi, I'm Adilia Saunders and um, I'm speaking as a parent of an LMC student um, and uh, I have a second grader in D2 as well. Um, and I'm speaking in support of LMC having the space that it needs um, to,
you know, thrive and possibly expand uh, to include high school. Um, you know, I I I really think that LMC has a level of investment from parents, from students, and it really seems from teachers and administrators that is really rare. Um, I, you know, I know my sixth grader is
having an excellent experience um that he feels like he truly belongs at this uh, you know, diverse, warm, challenging middle school. And I think that's I think that is really something. Um, because middle school can be rough. Um,
you know, I will also say that as a sixth grader, he does not have PE in a real gym. Um, which means that they can't play real sports in PE. So, uh, it does seem like LMC is clearly has an unmet need for more space, um, even just as it is. Um, our family would love to
see LMC expand to include a high school. And, uh, when it comes to the issue of LMC versus the next generation high school, why not support what clearly already works? Um, we know the LMC works. Why not give it the chance to
grow into a 6 to12 school that will meet a real demand uh for those 6 to 12 schools in our district? Um, thank you. >> Thank you. The next speaker is Marilie Prey. Not there. Okay. Naja Galloway.
>> Okay, we'll give her another >> Hello. >> Here we go. Welcome. >> Hello. Hi. >> Hi. Good evening all. My name is Naja Galloway. I'm a current parent of a sixth grader at LMCC and um or LMC and I just wanted to state
that LMC is truly a special place that the transition in from my child from elementary into middle school um has been an amazing process. Um the school supports his education needs um in terms
of his IEP, but also just addressing social and emotional needs um as well as providing arts uh programming as well as various other things. Um it is really truly a special place and I'm I'm
actually happy that uh my child is able to attend the middle school. It would be great if LMCC could be considered to allow to to expand into a high school. Um, I think all these years LMC has
proven that, you know, their program works. And as you can see, there's a strong body of support for current students, uh, as well as parents that are in support of potential expansion to a high school. So, I would recommend
that the new technical high school that is um scheduled to be collloed co-located at LMC site um would be tabled and um an alternative site that's better suited for that tech school uh be
found and identified um elsewhere. I'm not opposing the tech school, but I don't think it would work at the LMC site. Um, also I plead with everyone here on this meeting, all New York City school departments or persons involved
in decision-m process to generally hear the concerns of all the parents, students um that have spoken and that uh you guys would execute um on the recommendations from the parents and the
students of the LMC community. I also hope that that same level of attention and urgency >> you finish your sentence. >> Oh, thank you. I was going to just say I just hope that the same level of of concern and urgency that was taken to
propose the new tech school can also be geared to LMC becoming a high school. Thank you. Bye. >> Thank you so much. Uh Amy Kushner, >> unmute. Okay. I think I think I'm unmuted. >> Yeah, we can hear you.
>> Okay, great. Um I just wanted to speak um as a sort of a parent and a teacher perspective. Um I'm a mother to a seventh and eighth grader at LMC. Um they actually transferred to the school this year. I'm also a teacher at a district 2 high school. Um, and I feel
like LMC is a it's sort of a sweet spot with a really wonderful balance of academic rigor and social emotional support. Having just completed the high school process with my eighth grader, what he actually wanted was hard to find in the New York City system. He wanted a
regular school that was not specialized where he didn't have to already know um what he wanted to do or what he wanted to think about as an adult. Um and that's really hard to find. I think that an LMC 6 to2 would offer that opportunity and we already know that it
works as a middle school. Um I also saw something in the chat about LMC students applying to specialized schools which may be true and I think that's true of other 6 to 12 schools too. then those high school seats would open up for other students. It's not as if it has to
be LMC students who are afforded the opportunity to stay at LMC. It's that that high school then exists for other people as well. I think the best use of the building is not to colllocate with another school, but to use that space to
make LMC um bigger and available to more students across grades. Um so I just wanted to um share my support for LMC. Um, also just really quickly, the idea of the AI school proposal, I mean, I
know it's going to be up for vote, but um, as a high school teacher, I can tell you that I don't think that is where our focus needs to be. I think we actually need to be focusing on um, building the brains of our students, not the brains of the computer. Thank you.
>> Thank you so much, Christina. Uh, Bernard, it's uh H O E. >> It's Heer Bernard. It's okay. Thank you. Um, good evening. I'm a parent of a
child currently attending LMC, a school that was at the top of our list because of its ability to check all the boxes from academic rigor, a robust robust arts department, a diverse and inclusive student body, and a talented and deeply caring staff from top to
bottom. Um the interest and feelings regarding AI aside, of which I have many, I find the speed at which they are trying to push the opening of NextGen to be irresponsible and negligent, not only
because of its proposed curriculum, but for other critical reasons, including the significant burden that it would be to our current infrastructure. I personally have been caught in the trapped in the elevator in the past. Um
I can't even imagine what 450 more students going through this building would do as it is right now. There was zero community engagement before February 4th, which should be a red flag to everyone involved because there was a
lack of transparency that is now being shared, but at a time where we were not LMC was not given the opportunity to explore the opportunity to expand themselves. Um, 6 to 12 schools are in
high demand in our district, arguably far more in demand than a high school focusing on AI. And when I asked my sixth grader what she felt about the topic at hand, she asked, "Why would they prioritize a school that will expose kids to AI
when all we want are just schools where we feel like we are learning and we fit in and we get to be kids?" And I don't think I have that answer. And I that's where I'll end it because of for
the sake of time. Thank you. >> Thank you so much. Uh the next speaker is David Lie not here. Okay. Cyrus Seami. Wasn't there another Okay. Uh Joe McGee. >> Hi there. Can everyone hear me?
>> Yes, we can. >> Thanks for giving me a minute. I'm putting my daughter to bed so you can't see me. Uh I just have two points. In addition to uh the fantastic school that LMC is and the wonderful administration that's overseen by Shana Doug Douglas, um there's two points I just want to
make. One is there was an unfortunate movement several years ago towards smaller schools when in fact what we know is that if you scale up what works, uh that's the best thing for kids and families. And this is an opportunity to scale up a school that's working. It's it's it's that simple. We're not looking
for fragmentation with multiple schools. We want to scale up what works. The idea of the new school is an experimental one. I have nothing against experimenting in education. I do a lot of it myself. Uh but I'd uh point you to the latest research that John Height
John height is a colleague of mine at work. You may know his book, The Anxious Generation, that talks a lot about the effects of technology on kids. His latest work is about edtech. Uh and he's looking at how education technology was the promised land in the last 10 years.
and really isn't showing up to be that. If anything, there's a net negative effect relative to other educational tools. Um, we can read about this next year with a school that's already launched focusing on this and then regret our decision or we could read
about it now with all of what is it five months to spare and do something about it now. You have a great alternative. Uh, it's in LMC, a proven track record. just expand that, scale it up, keep the administration in place, and move on.
It's much simpler than what's being proposed. >> Thank you. >> Uh the next speaker is Stacy Bert. >> Is she in there? Give her another second. We can always come back.
Stacey, are you there? Okay, we we can come back to her. Uh Amy Lundine. >> Hi. Um I will be quick. I'm an LMC parent. I have a seventh grader there. I'm also on the SLT there. Um I just
agree with everything that everyone has said in terms of supporting expansion of LMC. I also have a high school student. He is at a 6 through 12. I couldn't give up the opt the opportunity to be at LMC with my younger child even though it meant not being at a 6 through 12. And I
think that that switch um for high school is just it's really hard in the kids. It's really hard in the families and I think we just need more through 6 through 12. And um can't agree with more with everyone what everyone has said so far. So thank you for being here and for
listening to us. >> Okay. Thank you. Uh, and the final speaker will be Kelly Robshaw. Not there. Okay, we'll try Stacy Bert one more time. Okay. Um, okay. I think that's it for
the public session. Thank you and thank you everybody for your cooperation in getting getting through this. So, next on the agenda is the discussion of the resolutions. Uh, there's only one resolution tonight. Uh, I'll just to
reiterate, it's Reszo 297, resolution urging the PEP to delay the vote on the sighting of a noose high school at the Broadway Educational Campus in District 2. Um, does anybody want to speak? Go ahead. >> Yeah, go ahead.
Um, so, oh, you know, I think I made some of my concerns known earlier, so I will be very quick, but I wanted to add to something that some of the public commentary brought up, and that's student privacy. Um, I've spoken with people who work in tech. I've spoken
with lawyers who do legislation around tech, and there has not been a lot of clarity from the DOE or from the proposal on how student data will be protected. And I think that that is a major concern. It should be a major concern for all of us. I'm not against
tech. I'm not against AI. I think it's an inevitability, but I think if we're going to implement it into a school that we need to be clear about what those that data privacy is. And then um beyond that, I think that the the facility
seems to have a lot of issues. I have not done a walkthrough, but I've spoken to people not just on this council, other people who were present at the walkth through um this Tuesday and at the PA meeting a couple of weeks ago. And there are major issues that that I can see being a problem. So, I'm not
saying that like don't ever open the school. I am really asking my fellow council members to look at like is this a rushed process? Can we just delay it? I don't I don't understand why it has to be opened in September. Um, you know, I think that we deserve as as a community
to have that transparency and have a clear process in place. I know people are saying that the process was followed, but there's a lot of discrepancies. Thank you. >> Um, I just wanted to say I agree with what you're saying. Um, I think this is
very clearly very rushed and it's kind of seems like if this high school were to be placed in this building, it'd be it's like in the middle of this conflict and it kind of seems like it's setting it up, excuse me, setting it up for failure no matter what happens. So, I agree with what you're saying that it
makes a lot of sense to just postpone postpone um what's happening. Ethan, >> uh, I wanted to talk about first the two biggest arguments that I'm seeing and then I'll talk about what my personal opinion is, my reasons for it, and then
finally what I propose we should do. Um, obviously we have to vote on it. But I think the two biggest arguments I'm seeing is first is the whole ethics of AI in terms of it being a whole school centered around it and is
that going to be helpful or hurtful for the critical thinking of students? And the second biggest argument I'm seeing is that with that that's put aside, should there be another school that is put into LMC when there's clearly a lot of parents passionate about LMC being
the way it is with its student population with its um size. So to answer the first question, for me personally, my personal opinion, I was at first under the impression that this school was going to use AI not in a
hurtful way, but in a way that would set them up for the future, yet they would uh still have the basic prerequisite skills like statistics or calculus or whatever math or whatever English, history you want, you name it. Um, and if that's not true, then I think that's
definitely something that I would be willing to explore more and unfortunately the superintendent is not here anymore. Um, but that's something we can deliberate further. But I would say that if it was the case that the prerequisite necessary requisites were
there u, and AI in my opinion that was being used in a way that was helpful to set these uh, kids up in future society then I would support it. the second to to address the second argument which is should there be another high school
planted into this middle school where a lot of parents are passionate about. Um, I'll say that I sh I understand what you're feeling and I remember when I used to be in elementary school, I went to PS11, which was a title one public elementary school here in district 2 and
I and one time I think around fifth grade uh there was a proposition to colllocate another middle school into my elementary school. Right? So it's also like middle school, high school, a year up um or multiple years up. So, I
understand your sentiment. Uh, but I would also like to say that I think there will always be tradeoffs. And I did want to bring up uh a statistic that I was given that LNC the enrollment has fallen
about 20 to 25% since 2018. Um, so that means the building utilization which is replacing the women's high school uh will have less impact. uh and Richard R. Green High School is still looking to
forward to collaborating with Next Generation Technology High School. So that's not to say that the what many of the parents here tonight are saying is wrong or that we should discredit them, but I I would say that there has been shown to be demand for this school uh
for this AI school. Over 500 people have applied for it already uh and enrollment has dropped for LMC. Um, so in my personal opinion, I am leaning towards supporting the AI high school. However,
that being said, in terms of the actual proposition, I would actually say that we should vote to postpone and we should vote to delay it. I think there are several key reasons why. I think the first is that there is a reason why there's so many parents that are
passionate about this and clearly feel that they have been wronged and I don't feel comfortable if we're representing them to brush that aside and I think something definitely needs to be addressed and even though I personally believe that over time I think that the
the AI high school is beneficial I think we owe it to the families to at least have that conversation. which again seemed very rushed. So that's just my opinion and we can vote on it, but thank you
>> Sam. Sorry, it's been a day. Um, thanks Ethan. That was really thoughtful. Um, and made me think about, you know, you might not you you might not agree with something, but you respect the process and the lack of process and the
potential impact. often those are real people. Um, man, sorry you guys. I just want to I just want to say that it's also not just current parents or family members of LMC, current students that want this.
It's it's a whole community of of people, people that have have students who've already graduated. Um, two people that spoke today were in kindergarten with my son at PS3. He's in ninth grade now. Um, and and they're at different schools. like it's teacher graduates of
Lunci. Um, so we know it works and it was really interesting to be in that space and I know that we're supposed to talk about this space and I want to say that they're already really man you have middle schoolers that can't do PE the way that they're supposed to
at all already and that's with like only 90 kids in Urban Assembly, right? I saw the space. I walked through it and the idea to divide this tiny gem up into three parts and you're talking about high schoolers that go to out lunch. There's also no outside space at the school. So you're
you have 6 through 12, you know, I mean 6th through 8th graders who who need PE. They're supposed to get it 90 minutes twice a week at LMC. They're not even meeting that mandate now because of the space issue and they don't have space for after school. And then the rooms
that they've been using upstairs at Urban Assembly, I went up there and I was and I saw them and they're they're huge and they're fully using those rooms and those would be gone. Um, so I just really want to talk about that impact. But then I do want to just quickly
because you're I'm sure you guys are sick of me talking about students with disabilities, but I just want to say you heard it tonight um from parents and I know it to be true and I would not lie to you about this. I work with so many families that are dealing with non-compliance.
Their kids are not seen and they're not supported. And it's not because they can't do the work. It's because they're they're not included and given access. LMC does the best job out of any middle school I've seen in any district with students with disabilities across the
board. She has there's already a special classroom there, a self-contained classroom. They want to put a nest and horizon program in there. I mean, why do these students always get they never get thought of they never get thought of. You're hearing how inclusive and supportive they are. Not just how they
feel, but they're successful and high achieving. And so when we I'll just close with this. When I know you also probably get sick of hearing about SEO and social emotional this and if if the kids are happy then school is probably not that rigorous.
They have a lot of high achieving students and high achieving looks different for everybody but they're successful kids and yeah they're happy because the school's doing the work and that principal is amazing by the way. >> Thank you. Anybody else? Anybody else
want to speak? Gavin, go ahead. >> Yeah, I'll be brief. I think one one theme I see here is is the theme of time and we we just haven't had time to evaluate this proposal. I think for most of us we probably spent more time and were able to do more research evaluating
like where to send our own child to a middle school than we have had available to us to evaluate this proposal. Um, you know, it may be a good proposal, but we just haven't had the information we need to decide that. We've had a couple of,
you know, oral presentations from the superintendent, but um, it really wasn't enough to give us a picture of what this curriculum is. it wasn't enough um even in the you know the brief you know meetings we've been able to have the tour to know what the impact is on the
other two schools in the building. So, if you know, if I'm going to spend more time, you know, I mean, if I spend a certain amount of time deciding where to send my child to middle school, I think I need to spend even more time deciding like an educational decision that's going to impact like hundreds of
students. Um, because the stakes, you know, are, you know, just keep expanding. So, I just think we need, you know, to table to to table the nextG proposal and give everyone more time to think this through.
Alison, >> thank you. Um, I'd really like to thank the parents who came um tonight, who came here in person and who are online, who came to speak. I think it is so important overall that we hear from parents in the community. And I will say
that the best advertisement for your school was how you talked about it tonight. And I only wish it had been before people were ranking their choices for their middle school applications. But um uh you can always add LMC to your weight list if you're not happy with
what you got on April 15th. Um we all have kids in this district and I think one of the things you hit on even for parents who are not at LMC is that there is a huge demand for 6 through 12 schools in this district. And we have
talked about this um for the entire time that I have been on the council. regardless of which middle school your child is at. I mean, there's a reason that Clinton to get in, you have to have, you know, top 10% lottery number. And Kelly, you
you even mentioned this when we talked about this topic last meeting that this is something that's important to you and for the district and whether it's here or somewhere else, uh, depending on the way the process goes, that this is something that's a priority for you. And
I just want to say that that's um that's also a priority for me is to look at how we can get more 6 through 12 schools in the district. So thank you. >> Any I I I will make I'm going to let everybody else is anybody else anybody on the phone on the uh video Sabina or
Daniela? Do you have any You don't have to. I know you're both not Well, okay. So I I'll I'll give my two cents and I'm I'm very torn here. So I'm okay for the AI school. Well, I suspect and I don't want to speak for him, but if Superintendent Bidderman was here, he would say that you that your assumptions
were your initial assumptions about the school were right. Um, I think that there'll probably be a more robust process next year would be a in theory, if approved, a more robust process of screening next year, but that's just I don't want to speak for him, but that's just my sense. Um, and there is interest. There's a for 500 students and
you can say, well, they're only putting it down because they weren't happy with their choice. if they weren't happy with this type of a school, a science technology school, then they wouldn't put it down either. Um, and I think this is a good choice for those who are science and tech focused who may not
have done well in the Shad or maybe that they don't want that environment. They want a different environment. Um, and if this is not something that you're interested in, if you're not comfortable or your family's not comfortable with the technology or the AI component of it, there's 99 other schools in the in
in Manhattan alone. Um I will also say they're already colllocating with Urban Assembly and and Richard Green and had Urban Assembly gone to capacity of whatever it was capacity was 4 what did he say 400 or
something like that 300 would we be here listen having a hearing that the school is too large and urban assembly must go like if the if the school was got capacity because one of the arguments is the school shouldn't be school can't handle another school with 400 of whatever number of kids. But what
happens if Urban Assembly I think I think it's Urban Assembly. Urban Assembly was 400 kids. I I don't think anybody would be saying let's throw them out. Um but you know here here we are. On the other hand, well I will also say
the Department of Education did the work within the statutory timelines. They did this is the rules. There are specific rules. They have to give out the the the impact statement by a certain amount of days. They have to talk about they have to tell um they have to have the hearing and they have to give notice for the hearing with a certain amount of time.
So they they have they can't do things before you know it takes a certain amount of time before they can go to the pep. So so they've done everything they've done everything with this my understanding is they've done everything with the statutory dates but is that what we should be striving for
the bare minimum? I mean how many of us really want our kids to do the bare minimum at school? So I I can understand that and I can also understand if I was an LMC parent or if I was a parent who was considering LMC, you know, I know there are a lot of students from PS3 and
and PS41. If I was one of those parents who was considering LMC, I'd be pissed that I didn't get the opportunity. They have asked in the past and I I get it. Um, you know, I'm a parent, too. So, you know, I can see both sides of this. I
can see I think that you can manage a third school in there. You you can it may not be ideal but welcome to Manhattan high school, Manhattan public schools. A lot of them have collocations that are not ideal. Um so it's not a Could you have done it? Yes, because if
if Urban Assembly was 400, they would have done it. Um I did the tour with TAM. I saw the gym. It's a nice gym. It's not huge, but it's decent. But having three different schools would be a challenge. But again, I've been to schools of,200 kids that share a gym.
You know, they do it. It's just it's more awkward when you're dealing with three different schools and and I I get that. So I I am very conflicted here. Um because I I see both sides. I see the need for for this new school. It you know, there are people there are needs. This is that would be a citywide program
that anybody from Brooklyn or Queens or or the Bronx can also access. Not just D2, not just D1, D3, D4, D5, D6, but also from the outer burrows as well. And Staten Island is actually pretty convenient from Staten Island. But I also understand that the LMC parents
don't feel that they got the opportunity to at least plead their case. If I was a PEP member, I may think about it a different way, but I'm also recognize that we are or I am a CEC2 member here to advocate for a CEC2
program. So, you know, I'm not concluding with an answer. I'm just saying I see both sides and I am extremely torn here. So, anyway, that's my two cents. Ethan, do you want to say one more thing? >> I'll make it quick, but I just want to
say I agree with that. Um, so that's why for me personally, I would say that I would vote yes for this resolution because of the fact that we represent these families and we have an obligation to make sure that they felt seen and heard. However, based on what I know
right now, unless something else changes that I would still support the AI high school and you guys may have different opinions, but that is my reasoning why I will be voting yes, but you know, with nuance. >> Thank you. Any other comments, Sam? I know you haven't spoken yet. >> Uh, can I
>> Yeah, I can I totally agree with feeling very very quick about this because the process does feel rushed even though it was within, you know, the legal procedure that needs to take place. Um, and
aside from whether or not anyone feels an AI screen high school is necessary or not, there is some interest in it apparently. And as much as I love the idea of more 6 through 12 schools, I I think it's
great. But I also consider the fact that the number of 6 through 12 schools that we currently have within the district, they're they're basically just self-contained schools that really aren't opening seats up for the district. I mean, I was doing some quick
research earlier and some of the the schools at Clinton and Ice, they only have about five seats available each year for incoming students. Um, which is great if you're already in the school. What? >> Yeah. For for the high for the high school.
>> Yeah. But, you know, at the same time, you know, if you have a 6 through 12, that high school is not really open for most of the most of the students um that are trying to get into high school. And so that's one thing that I can see because you know and then the other concern is okay maybe the that the
building usage is is a problem because you have three schools sharing utilities. Um but I didn't hear any voices from the Richard Rs green families saying that you know having a new high school in here would stress the
utility utilization of this. you know, if if it was like such a such a massive thing, I would I would think there would be more families coming forward to speak from that. So, you know, I'm torn. I can see like multiple sides of the issue,
but I do appreciate it. I think a lot of people >> Cody and then we'll and then we we we should we should end. >> Um >> I just had a question along those lines because I didn't do the walk through. >> LMC and Richard R. green. They all share space, but LMC has classrooms that
they're currently using that would be um that they aren't that aren't their classrooms that they've been borrowed or lent from urban assembly school. Correct. So the I guess I think to that point is the reason Richard R. Green,
it's a contained school. They have their space. I think LMC is um more integrated into the urban assembly space. Is that correct? I didn't do the walkthrough. LMC and Richard LMC and Urban Assembly
share an entrance and LMC utilizes I believe four classrooms on the fourth and fifth floors where Urban Assembly are. Richard R. Green has a completely separate space and entrance and the only space that they share is the gymnasium with the other schools.
Um just on that point and again I don't know the feasibility but this is what I was told. So on those four classrooms there was also a very very very big computer lab. You know what I'm talking about which I'm told by OD I was told by ODP on the tour theoretically could be comb can be split up into three
classrooms. I mean it's it's big. I mean it is big. And those three classrooms could if needed go back to LMC. This is what I was told. I don't know if it's valid or not but I'm just reporting what I was told. Um Sam, I just want to say can I make a comment of your question
about the this space and talking about you know the sort of being insular but but I I would also note that every space that in a you know LMC 6 to 12 school that in like 9th 10th 11th 12th grade that gets filled by someone means there's another space open up at another
school because these schools are all like sort of existing you know in sort of in a network with each other. So if if students are selecting, you know, LMC for high school, that means there's going to be other schools that are going to, you know, that those schools that those students otherwise would have would have enrolled in that are going to have spaces open up. So I think it is a
net, you know, a net positive for all of us. >> Okay. So Daniellea has a comment. She hasn't spoken yet and then I think if it's okay, we can close it. >> Just going to answer something that was keeps coming up in the chat and it takes me 10 seconds. >> Okay. So Daniela, then Erin, then we'll we'll we'll finish up. Um I I am also
very torn. I think even besides the process um you know I this this this this type of decisions communities are never happy with the process right we could postpone have another year the LMC community will not be happy even if they
have monthly meetings with the GOE right uh so but I think my biggest concern is about um the partnership of a tech industry that just lost a big lawsuit today uh I have no trust nor in the GOE and nor in
the tech industry to be um working in the interest of our kids. On the other hand, I think this any decision about expanding a middle school to a 612 should be based on which middle schools
have the largest number of D2 students putting that school as a number one priority. It should not just be because you're located in the building. The building does not belong to that school. It belongs to the DOE and to the entire city and to all New York City taxpayers.
So I really think this decision needs to be done in a much more rational and datadriven way if there will be an expansion. It should not just be you know casually because this school is located there. uh every single uh not
every single school has lost enrollment in our district and in our city. Uh the LMC has lost a lot more enrollment than even the average for the city and we have lost a lot and so I really think it's very important if there is any
expansion it should be uh prioritized for the schools that actually are in high demand for middle schools. >> Thank you. Erin, do you want to make very very >> fast because I see this coming up in the chat. Why hasn't uh LMC tried to merge with Richard R. Green or they've never
put forth a proposal. Richard, the Richard Green School, is my understanding they use a separate entrance. That's part of why it works. Um, number two, I was told that the LMC um, PA or SLT had brought this proposal before and in 2023, the UFT working
group for class-size compliance se just on their own had put forth a proposal that a cost-effective way to use that space because they saw the dwindling numbers was to make LMC into a 6212 school and they got no response from the DOE on that. So, I just wanted to put
that there because it kept coming up. Why haven't they done this? It's never been proposed. And I know of two that were proposed. So, that's that's it. >> Okay. So, thank you for the robust conversation, everybody. Uh it's 948. I think we need to move to vote. So, uh
we're going to go Sorry. >> That's okay. >> Oh, sorry. >> So, uh I'm going to make a motion to approve resolution 297. Resolution. Resolution urging the PEP to delay the vote on the sighting of the new high school at the Broadway Educational Campus in District 2. Can I get a
second, please? >> Second is Aaron Carr. Please take it to a vote. On resolution 297, Allison Bowen, Gloria Chu, >> sorry, Allison Bowen is a no. Gloria Chu
is a yes. Daniela Egro, >> no. >> Daniela Eggro is a no. Gavin Healey. >> Yes. >> Gavin Healey is a yes. Aaron Carr is a yes. Cody Linquist. Cody Linquist is a yes. Sam Lowe. Sam Low is an abstension. Tall Maselch
is absent. Roomino >> abstain. >> Rust is an abstension. Tamira Reed. Tamira Reed is a yes. Sabina Serene. >> She may not be here. >> She's muted. You're muted,
Sabina. How do you vote? You're muted. >> Okay. Oh, she >> Okay. I I vote. >> Sorry. >> Oh. Um I vote uh no. >> Sabina Serene is a no. Craig Slutskin. >> Yes. >> Craig Sledkin is a yes.
That's Oh, sorry. I'm sorry. Rachel Kenny. Rachel Kenny is a yes. Ethan Quac. Ethan Quac is a yes. The mot the resolution does not pass with six yeses, three nos, two abstensions,
and one absence. >> Okay. Thank you. Thank you everybody for for this deliberation. Um, I'm sure we'll hear more about it and I encourage everybody interested, whether it's CEC members or members of the LMC
community or any of the District 2 community to attend the joint public hearing on April 14th. 14th, April 14th, and the CEC meeting, which is April, it's the last Wednesday, that's the 27th, the C PEP meeting. Sorry, April
29th. That Wednesday. Sorry, mixing my days up. It's It's tax season. Give me a little bit. Uh, okay. Uh, report of committees. Hopefully we can go quickly. Do you have any any reports of committees? Do you want to speak very quickly? >> Thank you. On Monday at 7 p.m. on Zoom,
that's this Monday, March 30th, for anyone who's still in the room, to talk about the math path, the resolution that was passed last semester or last term, uh, resolution 252. and we're going to talk about the geometry
middle school pilot program that has been in place this past year and expanding it to additional middle schools for the upcoming school year. So, if you have a middle school student or will be having a middle school student and you're interested in learning more about the uh expansion of
the program, please come on Monday. >> Thank you. Um if that's being that being said, uh motion to adjurnn, second. All in favor? Okay, we have let's do a quick business meeting so that we don't have to do a separate Okay, >> I'm gonna call this business meeting to
order at 951. Uh, let's take a roll call. >> Allison Bowen. Allison is Bowen is here. Gloria Chu Gloria Chu is here. Daniellea Egrov. >> She's here. Daniela Eggro 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 Masel Sha is absent. Excused. Sorry. Um, Rooster Mob. Rooster Mob is here. Tamira Reed. Tamira Reed is here. Sabina Sarin, she's here. Right. I don't know if her
volume's on. I see her. Um, Craig Slutskin. Craig Sledkin is here. Rachel Kenny. Rachel Kenny is here. Ethan Quac. Ethan Quac is here. We have quum for a business meeting. >> Thank you. Uh, is there anything on the Treasury report aside from people should do their expenses?
>> No. >> Okay. anything on the leazison school reports. What's going on there? No, just kidding. Um, okay. Um, so that and uh just in terms of new business, I have two items. Um, we do need to do the final SCA
requests for we have to vote on the next meeting. So, I'll we'll figure I'll send out an information about how to rank, but I encourage you over the next week to just contact contact your liaison schools again to see if they want anything put in. Why are you looking at me like that? Oh, okay. Um, okay. No, I
know you're tired. I know you had a day. So, we'll we'll we'll look out for an email on that. The other thing is our meeting in May. So, not next month, the following month. Um, we cannot do uh May 27th, Gavin, thank you for the reminder. Uh May 27th, which is the fourth
Wednesday, is a we're off. It's it's a relig I believe it's a religious holiday, so we can't do it. We cannot get this room on May 22nd. So, but we can get the meeting this room on Tuesday, May 26th. So, the day before.
So, we have a choice. We have a choice of either here on Tuesday, May 26th, or somewhere else May 22nd, like at a school or something like that. Sorry, 20th. Sorry, the 20th. So, we
couldn't get the I'm saying this right, Victor. So the we either the right sorry the 20th is a typo. So we either have Wednesday the 20th where I have to find another location. I don't have the text set up. All that stuff which I I'll do if that's that's what everybody wants or here on Tuesday May 26th.
Right. We're off. >> No. Sorry. The two options are Wednesday the 20th, but it would not be here. We'd have to find like an auditorium, which is fine if we have to. or Tuesday, May 26th, we can have this room,
right? So, we're talking about the 26th. It's sandwiched, but >> right. I can do both also. That's fine. I mean, okay, May. That's fine. That's fine. I mean, my preference is the tw I'll be
honest, my preference is is the Tuesday the 26th because I don't want to bring my the suitcase the suitcase out. But I will if that's what people want. That's fine. I will I will I will do what you want. 26.
>> Is everybody okay with the 26? >> Great. Thank you. Okay. Anything else? Anybody have miss? Yes, Tam. And we have to be out in five minutes. >> Old new business. Um, and Allison's here, so I I guess I could Allison maybe
engage you on just a quick um, not to put you on the spot, but I I did bring this up before in the last meeting, and I know that Craig brought it up in an email for our committees, our subcommittees that were on, can you please before you
schedule a meeting with a speaker and all of that stuff, like engage your committee members? I had no idea that this was planned until after it was planned. >> You're talking about the Monday meeting. >> Yeah. And I'm on that committee and I
like was completely left out of like any of that planning. Like not even an an email to tell me anything about it or an agenda or even the name of the speaker. Um so like in the future, can we just like be more cognizant and like work
together and be a little bit more democratic? I don't even know what the role of a committee member is other than like you're just like a member of the public if you just show up to the meeting. I mean, what's our role? So, just I want to work together. That's why I'm on that committee.
And already it sucks. >> Okay. Well, I I think that's a good point. My suggest Yeah. And and my suggestion is, you know, you should speak to the the chairs of the committee should have a conversation with you. Okay. Okay. I I I I just
Okay. Okay. Uh, anything else? Would you want to respond or >> I hope you can make it on Monday, too. Okay. Um, we can take this offline. I don't think we need to do this in the public. Um, anything else?
Okay. So, meeting is adjourned and I will see you I'll probably see I'm sure I'll see some of you virtually on the joint public hearing. Thank you. Have a good night everybody. Thanks for staying late.