I'm going to give you my Can you hear us now at home? Can you hear us on on the Zoom? Can you hear us? Okay, great. So, I'll start over again. My name is Craig Slutskin. I'm the president of Community Education Council District 2 and I'd like to welcome everybody. Uh we'll call this
calendar meeting to order and I'm going to ask the interpreters to make their announcements. Uh here's the mander announcement. Thank you. >> Thank you both. >> Okay. Before we begin, I just want to remind
everyone we here for the children of CEC of district 2. We do have student representatives as part of the CEC here. uh and we may have students watching from home. So I'll just ask all speakers to be mindful of that when speaking. I'll also ask that comments in the chat be respectful as well. If it continues,
if there are problems, we will do we do reserve the right to show off the shut off the chat function. For my council members, we'll be talking about the chat in the business section session, but there is one point I do want to make. We did receive concerns after the last meeting about some of the discussions that were happening in the last meeting
from council members. So I consulted legal our meetings as a reminder is are subject to the open meetings law because of that and because not everyone has access to the chat such as people who might be in the audience or people watching on YouTube. Substantive discussions via the chat likely does
raise compliance concerns and should be avoided. So what this really means it's kind of using our best judgment. There is no specific yes this no that. But there is a difference between this room is too cold versus I'm gonna vote this way or I don't think we should be doing
this because of such and such. So just please be mindful of that. Okay. Um we're going to move forward on the approval of the minutes is the next order of business. Um the minutes have been distributed to you. I know there was one correction which is just
formatting uh on council member Edgarov. just says she was not checked off as it says she's virtual in the attendance, but she's she's not checked off. So, we'll we'll correct that. >> Um, are there any other corrections
>> or comments, I should say? Oh, I'm sorry. and see you both should be co-host now. Um, if no further corrections, the minutes are approved as corrected. Okay. Now, we're going to go to the presentation of resolutions.
First resolution is resolution 291, the resolution reiterating the call for the New York City Board of Elections to cease the use of public buildings for early voting. >> We didn't do roll call. >> Oh, I'm so sorry. You're right. Thank you. Uh, we now need We'll need to do the roll call. >> I don't need This is on. I don't need
to. Okay. >> Thank you for the reminder. Yeah, sure. Allison Bowen >> here. >> Gloria Chu >> here. >> Gloria Chu is present. Allison Bowen is present. Daniela Egarov >> here. >> Daniela Egarov is present. Gavin Healey here. >> Gavin Healey is present. Aaron Carr.
Aaron Carr is present. Cody Linquist >> here. >> Cody Linquist is present. Sam Low >> here. >> Sam Low is present. Tall Maselchay >> here. >> Tall Masilcha is present. Roo Mlinov >> here. >> Rust Mavanov is present. Tamira Reed, >> she'll be late,
>> right? Um, Chamayra is delayed. Sabina, >> sorry. So, she's delayed, but for now, put her as excused. >> Okay, she doesn't. >> Okay. >> You know, she had a >> uh Sabina Serene, >> she is excused. You have death and family. >> Craig Slutzkin here. >> Craig Sledkin is present. Rachel Kenny.
>> Rachel Kenny is present. Ethan Quac >> here. >> Ethan Quac is present virtually. >> So, do we have a quorum? >> We do have a quorum. >> Thank you. Uh, and thank you again for the reminder. Apologies for that. So, we're going to start with resolution 291, the resolution reiterating the call
for the New York City Board of Elections to cease the use of public school buildings for early voting. And I'll present this one. This resolution addresses an issue CCT2 has now raised on uh two, this is the third time it has done this, the ongoing use of public school buildings as early
voting sites and the continued impact on students, staff, and and school communities. We support early voting and the goal of increasing voter participation. However, since early voting was implement implemented in 2019, placing polling sites inside active public schools has
created repeated and unresolved problems, particularly around safety and access to essential school spaces. Parents across District 2 continue to raise concerns with safety being the most common. There have been multiple reported incidents throughout the city, including voters entering student areas, confrontations with staff, and security
gaps. These issues directly conflict with the DOE's obligation to provide a safe and secure school environment. The discre disruption is especially significant at Lab Middle and Wagner and Wagner Middle in our school. At Lab Middle, early voting takes place in the cafeteria, which displaces students from
hot breakfast and lunch and limiting access to afterchool activities. At Wagner, voting takes place in the gym, eliminating physical education, sports, and weekend programs for up to 30 instructional days at a time, raising concerns about meeting state PE
requirements. CCT2 unanimously passed resolution 130 in 2019 and again passed resolution 245 in 2024 by a 10 10 to1 vote. Despite these actions, schools continue to be used. for lab middle. I personally connected the DOE to to the
Reuben Museum and we arranged for June early voting and that will be there according to my conversations with the deputy chancellor who was very helpful by the way but that's not a long-term solution. Plus the upcoming special elections are still going to be at lab in a few weeks or I think right now in fact this resolution reaffirms our
position they should not be used as early voting sites. There's legislation in the assembly uh sponsored by council member uh Boris and in the senate by two different pieces, one by senator uh Krueger and one by uh Senator Alanza from Staten Island and we urge uh that
that would eliminate early voting out of by law from public schools. Uh and we do support and the resolution does support that. So that's resolution 291. Resolution 292 calling resolution calling on the New York City public school system to develop and implement a
comprehensive cyber safety curriculum. Sam, I think you want you're going to present that, right? >> So, this actually >> is your mic on >> this is piggybacking a little bit on uh the resolution that the citywide council
of high schools had just recently passed. Um so as our lifestyle school and work and that streaming practices that lean more heavily on digital workflows routines our kids are regularly interacting more with social media online gaming and AI resources and
content. But this may they may be encountering more and more cyber bullying inappropriate online contact and mental health impacts from screen time. According to uh recent news reports, 15-year-old Thomas Bton has been missing since taking a train in
Grand Central two weeks ago to meet with a contact on the Roblox gaming platform. So, while the current New York City public school digital citizenship resources, while vetted and pre-approved to cover topics ranging from online safety and cyber bullying, they're
fragmented. uh schools choose from choose to implement from a menu of toolkits with annual certification compliance met through self attestation with an online survey. In addition, well-resourced schools are able to deliver robust programs while others may
provide minimum programming just to meet compliance. So there could be some uh equity gaps. Um so this resolution is asking that that New York City public schools provides uh uniform age appropriate curriculum covering digital
citizenship, cyber bullying prevention, safe communication, data privacy and hygiene. uh AI media literacy to evaluate online content and its mental health impacts, emerging technology uh for AI generated content plus family
guidance and accessibility developed in conjunction with educators, experts, families, students for district 2 relevance. Um this would include staff professional professional development and annual CC reporting on outcomes using existing
funds uh without any without any expected increase in budget. Um this replaces the patchwork which is a mandatory standardized equitable systemwide standard. There's also uh I don't know if this is I wanted to add you know something to
the the resolution um to be able to provide something a little bit more measurable. Um because currently it's just a certification. Uh but there isn't any data regarding student completion of the programs. Um and if there's a way to find ways to capture or measure students
and families confidence regarding the specifics of what what they've learned, maybe some kind of survey data. Thank you. >> Okay. >> So, when I when we have when we have discussion of resolutions, are you g you're going to propose an additional
sentence or two, an additional clause? >> Yeah. >> Okay. >> Okay. >> Yep. Okay. Um before we go to the next one, I just want to remind everybody that at the last uh CEC meeting, we passed new bylaws and we are now going
to have one public session later in the evening. Uh there is a sign up and I'm putting it in the chat and I'm going to put it in again. To participate, you must sign up but within a half an hour. We'll do from a half an hour from now if everybody's okay with that. >> Uh so it's 6:45. So we'll close the sign
up at about 7:15 or so. And I've put in in there. So you need to sign up uh for the folks who are here tonight. The signup sheets over there or you can sign up online as well. Uh there's QR codes on the table. Okay. The next resolution. Oh
>> yeah. Next resolution is resolution 293. The resolution calling for a citywide expansion of SAPIS counselors in New York City middle and high schools. This res and I'll present that. This resolution is about making sure our students have access to the right kind of support when it comes to substance
abuse prevention and early intervent intervention. SAPIS stands for substance abuse prevention and intervention services. SAPIS counselors are specific specially trained professionals who work directly with students and families to prevent substance abuse,
identify concerns early, and provide counseling or referrals where needed. Their focus is very specific, and it's especially important during the middle school years when many students are first exposed to vaping, alcohol, or other substances. We know from both national and New York City data that substance abuse doesn't suddenly start
in high school. It's already present in middle school, and it increases as students get older. Research also shows that many long-term substance abuse issues begin during adolescence, which makes early school-based support critical. While schools do have social workers and guidance counselors, those
staff members are stretched thin and responsible for many different things. The SAP counselors are meant to complement that work by providing dedicated time and expertise focused specifically on substance abuse prevention and intervention. Right now, access within the district is very
limited. Only four schools have SAP counselors. Under the current system, when a SAP counselor leaves a school, the position simply is not replaced. It started happening several years ago due to uh budget issues. Schools that lose a counselor generally don't have a way to get another one back, which means access
keeps shrinking over time. I'd like to note that I've spoken representatives of DC37, the union that represents SAP councils in our district, and they're very enthusiastic about this effort and are actually on their own advocating for the expansion of SAPIS services in parallel with this resolution. To con to
in conclusion, the resolution asked the DOE and the city to expand SAP services so that all middle and high schools are covered, remove barriers to hiring, fund these positions centrally so schools aren't paying out of their own budgets, and provide transparency about staffing and next steps. It also recommends at
least start at the very least starting with a pilot program to make sure the expansion is done thoughtfully and sustainably. The next resolution is 294 in support of un uniform eligibility for parents of English language learners to serve on citywide and community education
councils. Gavin, you're going to present. >> Sure. This is um this resolution is just to kind of harmonize the eligibility requirements for um L members of CCEC's. Um currently those requirements are are
different for CEC's. um CCHS and for the CCELL, the Citywide Council on English Language Learners. Um they're actually more uh somewhat more stringent for Citywide Council on English Language Learners. They've actually had a lot of
difficulty um getting a quorum. Um at one point they had uh the DOE come in as a trustee to appoint new members. Um so they they don't have a full body of members which makes it difficult to you know fully represent multilingual
learners. In the past they have had um you know parents who who ran for the um you know were eligible for the uh English language um learner parent representative on CC and weren't able to get um a position but wanted and then
wanted to you know be considered for vacancy on the CCLL but but were not eligible. So, um, you know, hopefully this maybe helps them, um, kind of carry out their their duties a little bit better. >> Thank you.
So, we will discuss these and vote on them, uh, later in the program. Uh, we'll go move on to program presentations. We're going to start actually with OA uh, Office of Language Access, Robert Williams, who is online on Zoom tonight. Uh, Mr. Williams,
welcome to CC2. Thank you. >> Thank you. Sorry. Can we can you let's just test your Can we hear you? >> Can you hear me? >> Yeah, we can hear you now. >> Okay. >> Okay. So, we're going to start off with you. Uh thank you very much for coming. OA uh comes I think each year or at
least each term. Uh but here a couple of times. Um and we welcome your presentation. So, >> thank you. >> You have the floor. Thank you. >> Second. Are you able to see my screen? All right. So, good evening everyone. My
name is Robert Williams. I am the external outreach specialist at the office of language access which means I am the point person for all parent engagements. This um PowerPoint is going to show you
how to navigate the family hello web page where you can either request any parent documents to be translated or request an interpreter for let's say PTA meetings or graduation.
So on the agenda, we're going to talk about the New York City public schools background, our commitment to New York City public schools families, raising awareness in our communities, the schools.nyc.gov hello web page, and if there are any
questions. So there are over 1 million students in over 1,600 plus schools that speak over 180 languages. Approximately 38% of New York City public school households speak a language other than English at home.
And our non-Englishcovered languages are Albanian, Arabic, Bangala, Chinese, French, Haitian creole, Korean, Russian, Spanish, Ukrainian, Erdo, and Usuzbck.
We provide free language assistance services to ensure all families can access important information and communicate effectively with school staff. These services include interpretation for all types of meetings and interactions with school staff, whether it's in person, virtual, or over
the phone. Translation of critical communications to ensure parents remain informed in their preferred language. And the Office of Language Access is dedicated to supporting both school staff and families with the resources necessary to effectively communicate in
in languages other than English. We have raised awareness in the communities. You may have seen our ads on the MTA subways or the buses. We have also had print ads in the supermarkets, large mats, salons, barber shops
orarmacies. We have also advertised over the radio. Below is a sample of our advertisement on the MTA bus shelter and the MTA subway. We have also done some direct parent
outreach through robocalls, emails, text messages, and mailers. If you are saying you have not received one or any of these direct parent outreach, please make sure that all your information is updated at your school. We pull from the same system that schools enter all your
information in. I know we tend to change phone numbers and addresses. So just make sure that all your information is updated. So now I'm going show you how to navigate through the schools.nyc.gov hello web page. When you first go to the
website, you'll notice at the top right hand corner there's a Google dropdown. You just select what your preferred language is and the entire website would translate into that language. Right underneath that, you're going to notice a short little video. I'm not
going to play it now. It's just explaining to you the same thing that I'm explaining to you. >> New York City public schools speak your language. Did you know that New York City families speak over >> Oh, what happened?
I'm sorry. I don't see one second. I'm so sorry. So then technical difficulties. >> Okay. Um I'm sorry. So here we ask families to go on the
schools.nyc.gov hello web page to bookmark this page. It will come handy later on when you're looking for some language resources. When you first go on the schools.nyc.gov webpage, you're going to see these
various tabs. I'm not going to go into all of them, just some main ones that can better support you. And if you would like, we provided a QR code on the right for those like to take out their phone to scan to go directly to the website and then you could bookmark it.
The first tab is going to read helpful resources. Here you will find the multilingual get help in your language notice. It just explains to you that all schools must provide free translation interpretation services in your preferred language.
And you and you will also find the I speak card here. You just click on whichever is your preferred language. Print it out. Cut out the little portion. Bring that portion to the school and the school must provide
communication in that language. Here we have our translation and interpretation service request form. But before you fill out the service request form, we ask that you please go to your school for support first. They are your first um support with any language
resources. I know schools tend to have new um staff members and they may not be aware of our services. If that is the case, if you're not being supported, then you can come to this form, fill it out, and the process is once you fill it out, I'll get an email notification.
I'll forward that to the school um the principal, the parent coordinator, and whoever is the language access coordinator of that school. Each school should have a language access coordinator. That person attends our 2-hour training, and then they're
required to turn key information back to the school. Now, I'm aware that not everyone can um is comfortable with presenting in front of a large crowd. So if that is the case, the language access
coordinator can just contact me and I'll come to the school and give a training to the staff myself. You can find that form under the tab that reads request language services. Then you will click on the translation interpretation service request link
right here. Families can also call 311 to make a request for language assistance services. Interpretation over the phone is available in over 200 languages, but please note language assistant services may vary depending on the school or program that the student
attends. The next tab is going to read how to request sign language interpreting service. This office is separate from our office and because of that they ask that you contact them directly at oslischools.nyc.gov
gov or you can do so by calling the 212 number and they also have a video phone number as well. Here was our contact the office of language access form. If you have any questions, any concerns, you can contact
our office and it's it's the same process. I'll forward that to the school as well, letting the school know that um this parent filled out the form. You can fill it out either with your information or anonymously is is totally up to you.
You will find that form under the connect with the office of language access tab. Then you will just click on the contact older link. You can also contact your school's parent coordinator or principal. And you can also call 311 as well.
Here is our translation interpretation feedback survey form. We want to know how your school is doing with supporting you in your language. Again, you can fill it out with your information or you can do so anonymously. We want to hear
not only what schools are not doing to support you, but we want to hear the good things as well, so that we can ask that school to maybe model for other schools who are having difficulties supporting their families. And you will find that form under the share your language service experience
tab. Just click on the translation and interpretation feedback survey link and that form will populate. If you like to take out your phone and scan the QR code to bookmark it, you can fill out this form as many times as you would like. Share with some other family
members and some parents of the school. And the last tab is going to read, are you having difficulties obtaining language assistance services? If you are, you can submit a claim through our translation and interpretation service complaint form. This is not a formal
complaint form that goes directly to the district. This is a complaint form that comes to our office. Once we receive it, we'll then become the mediator between the school and the parent to to see how the school can better support the families or maybe the school needs more
more training from us. So, you know, it's it's not a formal complaint that goes to the district. It's just for our records so that we can know how we can better support the schools. And with that, are there any questions? >> Yeah. Thank you. I do have one question
and then I'll open it up to my fellow council members. So, you've listed 10 languages. There's I think three more being added. As you can imagine, New York City has many many more many many more languages are spoken. If you just take me through the steps if you wanted
translation or interpretation from for another language that's not covered by these 10 13 languages. >> So schools each school receive a translation and interpretation funds. Um
it depends on the um the student population. I've seen some schools that have 8,000 9,000. Those funds are specifically supposed to be used for these services like for um a language that is not covered from our office.
They can use those funds to pay for an interpreter. >> Okay. And how are these Sorry, one more question. How how were these languages these 10 now soon to be 13 languages decided? Was it based upon the surveys? I think we all have to fill I my
recollection is I filled something out at the beginning and saying what was my what was the language spoken at home. >> Is it based upon those responses and and what you see as trends within the the DOE system? Yes, it's a combination of those responses and and because we have
a data team that um records and gathers information to see um the most common rise in the languages in certain districts. So, they use that data to decide um which languages that we're going to
move forward forward with to support the next the next uh school year or the following school year. So it's, you know, for for a long for a long time it was just nine languages. So we're actually going growing. We're trying to, you know, capture as many languages as
we can. But in the meantime, we can't actually have those languages at our office before we don't have the um translators because we have to hire translators for those languages as well. >> Thank you. Are there any other questions
from my from council members? Okay, I do have I have one one final question. So, we use OA to translate certain documents, our flyers, for example. >> Um, >> that takes a while sometimes and and I get it. There's a lot there's you get a
lot of requests from a lot of departments, a lot of schools, a lot of people. I get it. But sometimes that can take three, four weeks and we just don't have that luxury sometimes. You know, I would love to get a res every one of our resolutions translated but you know we
sometimes don't get them till four days five five days before a meeting. It's just impossible and Google translate isn't necessarily the most accurate >> thing to do. >> Is there a way or is there any plan to speed up that timetable >> or that request the time table for
requests to be for translations? Well, for schools, we there's a way for schools like because I know a lot of times schools are, you know, running rapidly and they need things yesterday. So, of course, if you sent to
our office cuz they're on a first come, first- serve basis. So, our contracted vendor, schools can still use our translation interpretation funds to send to the vendor even though it's one of our covered languages, but that if you
send to the vendor, they'll get it back within two days tops. And I know that's much quicker than sending to us and you have to wait two or three weeks. >> Is are there restrictions on what interpretation funds are used for for a
school? It has to be used for only parent anything towards the um like any parent documents or or hiring interpreters for the parent is not to be used for like uh
anything for the student like testing or is is geared to just the parents. >> Okay. Thank you. >> You're welcome. >> C time. >> Hi. Thank you. Um, I just had a quick question about PAS, PTAs, and SLTs.
>> So, if the school already has their calendar set for the year, right? So, they know ahead of time when those meetings are um and they've received requests, although you know, minimal in number maybe, but of, you know, one particular language. Let's do Spanish
for example. um some parents needing that translation just to access the the information at the PA meetings and the SLTs. Is that really hard to get? Because I know of a couple situations in district 2 where oh that's way too hard. We can't do that. What would be like the
first step? >> It's not hard. So, I've I've been going out to different schools trying to talk to the PTA um body and everything, letting them know that they can request an interpreter to
come to a PTA meeting cuz because a lot cuz a lot of parents wasn't aware that they can do that. Um it's not hard. All they have to do is tell the parent coordinator that this is what they need and it's the parent coordinator's responsibility to reach out to us to
book an interpreter for those meetings. Thank you. >> You're welcome. >> And Tam, I know of at least one school. PS1 does that for their PTA meetings. They do have they do have people there. I do know. Yeah. So, >> any other questions?
Okay. Robert, thank you so much. We appreciate your time. It's always informative and it's always good to see you. >> Thank you so much and we look forward to working with OA. >> Thank you. Have a good night. >> Have a good night. Our next speaker is
or next presentation is from the Office of District Planning, Caitlyn. Uh I will I think you're I I promoted. Yeah, there you are. Um >> thank you. >> Hi. Would you mind also promoting my colleague uh Christina Chan? Um she's here as well.
>> Yeah, me. >> Thank you. Um while you're doing that, my name is Caitlyn Woodmore. I'm the senior associate director of planning for Manhattan schools. Um, I've been supporting Manhattan schools for about six years now. Um, thank you very much
for having us. Um, and my colleague is here with me as well. >> Hi everyone, my name is Christina Chan and I work uh in the analytics team in the office of district planning and I primarily support Manhattan and Queens.
So, we have a brief presentation prepared for you all just um for anyone new on the council who's not familiar with our office. That's a brief overview of our work. Then, we're going to turn to um the district data summary that we um distributed to you all back in June.
Um give a quick overview on some of the key data points and open up some time for Q&A if that works. Cool. All right. >> Great. I'm just gonna share my screen. >> Yeah. Okay. Let me know when you can see.
Let me try again to presenter mode. Okay. Does that look okay? >> That looks great. >> Great. Whenever you're ready. ready. Thank you. All right. Um, thanks. So, the Office of District
Planning partners with school communities, superintendent, and CDC such as yourself and other key stakeholders to uh work to align offerings in school buildings with community needs. Some district needs we
assess are increasing access to highquality seats, making the best use of space in buildings, um, and adding new programming, um, where there's demand. Some of the past work we've supported with in district 2 is resiting
PS1 150 to their new building at um Trinity Place. Uh reciting PE slip to their new building and residing and merging city null with facing history on the Park West campus a couple years back. We work closely with
superintendent to create annual strategic plans to identify and address local needs and priorities as well as opportunities to maybe meet these needs. We have burrow-based planning and analytics teams that manage the data
scenario and um potential proposal development and engagement. Community engagement is a really important part of the district planning process. We seek to engage in meaningful dialogue with all stakeholders to
develop scenarios and proposals that best address community needs. Some of these engagements can look like SLT meetings, parent meetings, community meetings, building walkthroughs with DOE leadership, elected briefings, and working groups. We're committed to
ensuring all voices are heard as early in the process as possible um and providing transparent information to community members. If we are ever considering a potential proposal idea, we will always engage the impacted CEC presidents as early on in the process as
possible. Next slide, please. The district planning process is a cyclical process. So every late spring or early summer, our analytics team um compiles and analyzes data to identify
potential areas of need. This comes in the form of a data workbook which details every school in the geographic district's enrollment utilization performance other programming as well as in a data summary which outlines
overarching enrollment residential capacity trends that um we'll show in a second. We then discussed this data with superintendent and in crossf functional district planning committees to discuss these needs and opportunities. We shared
this summary and workbook with you all back in June. Then we offer to have conversations with any CEC's. Um, and these conversations are really important as we move into the school year and continue conversations about specific
scenarios that work to meet school needs. We engage with impacted school communities to better understand these impacts and receive feedback to further refine scenarios. Then where we're at now is coming more into the winter and
soon spring where scenarios that move forward move more into the official A190 legal process where engagement continues. I'll discuss that more in the next slide. However, all these items can happen at any point in the year.
So, Chancellor's Regulation A190 um governs the public review process for any proposal resulting in a significant change in school utilization. It includes residing a school from one building to another, colllocations of
new or existing schools in the same building, new district 75 site openings, grade reconfigurations, and other interventions such as mergers, truncations, closures. For every school utilization proposal, district planning
has to publish an educational impact statement. It's a lengthy document detailing all proposed changes and impacts and a building utilization plan where a charter school is also in the building no later than 6 months before
the start of the next school year which is March 6th this year. We also have to convene a joint public hearing which is another opportunity for community members to hear about the proposal and to for the DOE to receive feedback. These have been virtual the last few
years and impacted CEC's are mandated parties to these. We then publish a public comment analysis of feedback received at the public hearing or over email and voicemail and we arrange for the panel for educational policy vote on
any proposal. For folks who don't know, the PEP is a roughly 25 person bureau, CECapp appointed, and mayoralapp appointed independent body that votes on these A190 proposals. But again, this is
just the legal mandated skeleton of engagement required by A190. It doesn't include all the engagement that we mentioned previously, which we also do. Finally, if we were to ever pursue a reszoning, this is where the geographic
areas of school zones are changed or new zones are created. The CEC is the voting body for these type of proposals and district planning and the superintendent together develop these resoning proposals. If we were to ever pursue a
resoning or a school change that would necessitate a resoning, we would work closely with FACE as well as with you all to ensure we have the information you need about timelines, what's mandated from you all and come to your
meetings many times with data scenarios and ample opportunities um for discussion. So, with that, we're going to transition um and go over a couple of um key data points from the data summary that we had
sent back in the fall. >> Thank you, Caitlyn. Um so, I'm going to go through the district data summary. I'm not going to go through every single page, but we're just going to call out some of the highlights. Then later at the Q&A, we can go back to any parts that folks are interested in.
So, I'm going to start with looking at citywide enrollment and then we can focus just on district 2. So, what I have up is a line graph that shows total K to2 enrollment in district schools and charter schools in the past
10 years. The top red line is total district and charter school enrollment. The second middle line is total district school enrollment. And the bottom line here is charter school enrollment. Between 2015 in 2019, total K to2
enrollment across district and charter schools was steadily declining. And then when the pandemic hit between 2019 and 2022, enrollment began to drop a little bit more significantly until it began to stabilize beginning around 2022 2023.
Between the 2022 and 23 school year, enrollment um experienced a slight uptick and then between 2023 and 2024, we saw a slight decline again ending with 922,637
K to2 students um enrolled in district schools and charter schools. Next, we'll look at enrollment trends just in district 2 and specifically just in district schools. Just going to make this smaller so we
can see the visual and the table for different types of um viewers. Um, so what we see in district 2 mirrors what we saw in the citywide table above where
between 2019 and 2022, enrollment began to drop across all of the different grade spans. So in elementary school, middle school, and in high school. And then between 2022 and 2023, enrollment has stayed about the same.
And then same thing with 2023 and 2024 ending with 55,424 um students across 3K to grade 12 um in the last school year. Next, I'm going to pivot to um residents compared to enrollment. Um
to be more specific um what I have up here is a line graph and table that shows district 2 K to2 enrollment compared to the number of K to2 residents who live within the district. I think district 2 is pretty interesting
because in many other districts in the city um usually the number of residents exceeds the number of students enrolled in the district um with the exceptions of district 1 26 and until pretty recently district 2. Um
and so between 2022 and 2023 um where I'm pointing out here the number of K to2 residents um actually grew about 9% I believe um but the number of K to2
students enrolled in district 2 um district schools has stayed about the same. I'm going to pivot to the next table where we can dig into that change a little bit more. So now what I have up here are two
tables about um district retention. So this these two tables show where district 2 residents enroll for elementary school in the top table and where residents enroll for middle school in the bottom table. So, I'm just going to read through some
of the columns um but not every number. Um in the last school year in 20 uh sorry 2024, there were 25,448 K to5 residents in district 2 and about half of them enrolled in a district
school within the district. 13% chose a district school outside of the district. 5% enrolled in a charter school and 33% enrolled in a nonpublic school. So in this table we can sort of also see
what um sort of shifted between 2022 and 2023. So between 2022 and 2023 K to 5 enrollment um grew by about 10%. some of those new K to5 residents um enrolled in
district schools, but I'm also seeing a pretty sizable bump in district 2 K to5 residents choosing other district schools outside of the district. And then similarly, um we're seeing pretty similar trends on the middle
school level as well. In the last school year, we had about 12,700 middle school um residents and 43% of those students stayed in the district
for middle school. 42% enrolled in a non-public school and 11% enrolled in a district school outside of the district. Now I'm going to go pivot to um talking about district enrollment. So before in
the top tables we looked at residents and where residents enrolled. Now we're going to pivot to um students and where students live. So in the top table um this is the number and percentage of um
K to5 students and where they live. So again, in the last school year, there were 13,900 um K to5 students and 89% of those K to5 students live within the district. On
the middle school side, just under 7,000 um middle school students were enrolled last school year and 78% of those middle school students came from the district. And now I'm going to pass it back to
Caitlyn to talk us sorry uh to talk through uh enrollment ranges in schools. Yeah. >> Um thank you Christina. Before we do that just wanted to check how much time um roughly do we have left? Do we want to just transition now to a Q&A?
>> Do folks do folks want >> I'm happy to keep going. I just want to check in with you and see what works best. I saw a comment in the chat by the way. Is this report publicly available? Um I
believe Christina we put these on uh publicly accessible SharePoint, right? >> We we can put it on we can put it on the CC2 website also where we put the superintendent reports and >> absolutely we we can we can put that on tonight. I'll put that on when I get home tonight. >> Okay. Thank you. And it's on a p uh
SharePoint um that we make sure is always public. >> Yeah. But if you go to ccd2.net uh on the right, it's there's a a bunch of present there's a bunch of sections with presentations. It'll be in general presentations. I'll I'll put it on when
I get home. Um and I think the the sentiment around the table was maybe another 5 to 10 minutes of presentation. Yeah. Just to get some more more flavor. That would be helpful. >> Okay. Sure. So this page is school counts by enrollment range. So we have
this table broken down by enrollment range on the left hand side and um school types. So as you all know district 2 is a massive district. It spans Columbus Circle, Upper East Side all the way down to Battery Park City
and Chinatown. And um it's you know really varied in terms of schools that are well-enrolled, schools that are not as well enrolled. And you can see that reflected here when um Christina was talking earlier about how there's been a
enrollment decline over the last five school year, last five school years, but also before the pandemic citywide. Um that also includes district 2. And what that impact is is that there are some
schools particularly at the high school level which is less in CC2's perview I know but we do have some schools that are seeing low enrollment and that is the impact of low and declining enrollment overall and family choice.
Um, some of these schools are specialty schools. Like for example, I know American Sign Language School and Ballet Tech have a different type of enrollment structure to be responsive to the type of students that go there. Some of these other schools, however, are schools that
have seen um persistent enrollment challenges. And so, you know, we are wanting to hear feedback from you all um about any ideas that you have to support enrollment
um any information that you all have um about the schools that you support. Um you know, we take all the feedback really seriously that you give us and we use that in consideration for any internal ideas we have as well. So I think if we go to the next page
um so this is enrollment versus capacity. What that means is um we look at enrollment um obviously enrollment is constantly in flux, constantly changing. We use the October 31st
um day as a snapshot in time for the audited register. um it's you know the point when enrollment generally settles. It's just one snapshot in time that we use to look at all different schools. That's where there that enrollment
column comes from. Capacity is calculated um by the blue book. Um and it is using class size law um you know maximum capacity for classrooms based on the grade range of the school. So the
far right column, seat excess versus deficit, shows what I was talking about earlier, which is there's some parts of the district that have an excess of seats. Um, and then there's some parts of the district that are, you know,
enrolling as many students as they have seats. And then there's some areas of the district that have a on and deficit of seats. Um, and so that is something else that we, you know, as district planning, we think about in our
planning, we prioritize in our planning, we discuss in our planning ways to support overutilization um, in the upper east side at the elementary level. At the middle school level, um, it's a little different. We're seeing an excess of seats slightly
in every neighborhood. So, with that, um, wanted to turn it to you all and see if you have any questions, feedback for us. You know, we're really looking for any insight that you have, um, as leaders in your
community for, um, ways that we can either improve our process or better understand some of these schools you support. Christina, are you able to um unshare just so I can look at everybody real quick? >> Yeah. So, we have a few questions and I
have a couple also, but we'll start off with the council members. >> Start off with uh council member Edgarov, then we'll go to uh council member Carr. >> Make sure it's on. >> Uh thank you so much. Uh these reports are super helpful and some of us read
them every time you guys publish them. So really appreciate uh the work that you do. Uh my main question I mean you know we all know we have massive declines in enrollment such a large there are more I think now 112 schools in New York City that have less than 150
students many of them are just not financially viable with the exceptions that you mentioned some that are you know very specialized but the vast majority of that those small schools are small not by design but because parents don't want to go to those schools um one
main question that I have is it's So unusual to see the number of residents in a district to increase but continue to decline the number of students or at least like stable. Uh is this only happen in district two or I I
don't know if you know by memory but I my sense is that this is extremely unusual to see such an increase in number of residents and it's really significant. is like 10%, right? Um but no impact on our enrollment.
>> Yeah, that's right. I don't have every district um up in front of me. I apologize, but one I can definitely look into that. Um but yes, um off the top of my head um and from memory that that does seem to be pretty unusual. uh most of the time um as I said before the
number of residents usually exceeds the um number of students enrolled and usually those lines kind of mirror each other. Um, so, >> okay, great. Thank you so much. I appreciate. >> Yep.
>> Hi, thank you so much. Um, I just had a couple of questions. There's one question, which is something I've talked to a couple other folks here about, is with the rise in residents and the decline in um with students moving to schools in other districts, it seems to
coincide with the influx of students in temporary housing, particularly um with newly arrived immigrant families. Is that taken into account? Are there students in district 2 in temporary housing who are have been moved to schools outside of the district?
>> Um, so we've been having some conversations with the office of student enrollment about this. I spoke to them today um about how does the influx of residents, you know, what how much of that is newcomers and how many will stay. I think that we're still assessing
the data. If I'm quite honest, it's very hard to track students who come in and students who leave where they go. But we are continuing to try to look into this. I do know that the increase in residents in district 2 a couple years back when
we saw an influx of newcomers definitely attributed to the rise in enrollment and the rise in enrollment in our district schools. It's hard to track to what extent these students are leaving. I think we can look at what students leave
New York City versus the country, but I think it can be hard otherwise. I do know that some of the larger shelters um in Midtown West, for example, closed. Um I think we all know this. So, I'm sure that that did play a part a factor in that. And we are seeing some schools
have enrollment declines slightly that were adjacent to where those shelters were. That is likely a factor. Um but we are continuing to look into um ways that the newcomers coming into district 2
play a part in the um declining or increasing enrollment. Thank you. And then u my other question was looking at um the number of excess seats that's that you know it's it's hard to correlate that in terms of like
how many students are in that in that district in the district right um and I in particular looking at Chinatown and lower Manhattan East I'm just curious in collecting data are is the data also being collected in terms of the fact
that over the last decade that area has has changed demographically in terms of the people having children, in terms of people leaving because of affordability reasons and and in conjunction with that, when we talk about students leaving to go to other districts, does
that include families who leave New York City for affordab, you know, for whatever reason, but like often it is for affordability reasons because I know that many people I know who've left New York City public schools, it's because they've moved out of the city or moved to a different bureau.
So just so I understand your question about the excess of seats in Chinatown is that so for us that data is simply looking at the capacity of the building which is decided by the blue book and the residents looking at the unodudited
register. Um the question of why is there a excess of seats in that area is something that we are continuing to have conversations with. Um, starting soon, we're going to have some working groups in Chinatown where we're having
discussions with leadership and community members there just about um, you know, why has the neighborhood changed and how has that impacted schools and how can we continue to support schools? Um, but I do know that that has definitely played a significant
factor and affordability absolutely plays a significant factor. I think that the other way around as well. I think seeing an increase in residents but not seeing some of those residents choose DOE schools could mean that wealthier residents are moving to New York City
because that's who can afford it. Um so it's just you know again this is just anecdotal information but I suspect that affordability plays a massive factor. it just seemed like the private school or the non-public school enrollment seemed
fairly flat or even to decrease slightly. So that's where like it's a little bit confusing >> because it's not just people it's not it's not like there's been a huge increase of people sending their children to private schools within the district at least according to this data. >> Yeah.
>> Thank you. >> Yeah. >> Hi. Thank you for this. Um, I had a question about ASDA and Horizon programs. So, I'm looking at the the data um for districtwide or district 2
specific. And then Manhattan says schools with ASD programs. It looks like District 2 only has two Horizon programs, but there are eight in Manhattan and only three Nest programs, but there are 14 in Manhattan. So when
students leave the district, are you also looking at are they going to ASD, Nest or Horizon programs and and other districts because district 2 isn't doing, you know, we don't have those programs to support them. Um so that was
one question I had. Also, when the students exit or leave and go to non-public schools, how many of those students are seeking private because they're a student with disabilities who is not being served? um accordingly at their school. So, they're seeking
private placement and reimbursement from the DOE. And then just to tag on to that, the D75 numbers look like they really skyrocketed in in district 2, particularly in elementary school. Um and I'm interested in um kind of like
where that came from. Is that just better assessment? Do we open up some new programs? And how are we actually supporting those students? Can we Christine, thank you for your questions. Christina, can you pull up the district data summary really
quickly? So I know that MS131 and PS3 both have horizon programs and I know that there is a nest at PS42 lab middle and one other school I think it's lab school collaborative studies
lab school. So in terms of um students coming and going due to the you know perceived not amount of specialized programs in the district. What I will say is that we are having constant conversations with the office of
specialized programming um about the need for um Horizon which is a like an 8 to1 or a nest um program and they are the office that tells us whether there is the need to open an additional
program if we're ever seeing available space in buildings. That's one of the first questions that we ask is that is there a need to have another one of these programs. So at this time what the office of specialized programming has
has said is that we have the amount of programs to meet the needs in the area but I next time I speak to that office I will ask them if there's another need. Um, I know that there's other districts that have a pilot program that is with
the um, you know, ASD funding where they're opening more programs. I know that, you know, that type of pilot generally is a lot of programs across an entire district. Um, but I think that,
you know, I'm not the expert on, you know, exactly the amount of of sites, but I do know that we've been speaking to them to make sure that we have the amount of programs to meet the the needs of the amount of students. Um, and your other question about district 75, can
you repeat it for me, please? >> Yeah, and we can we can table that. That was just a you know the number has steadily risen like kind of skyrocketed since 201920 in terms of D75 students being served in district 2 um particularly in elementary school and
it's just to kind of piggyback off of what you were just saying like those are tiny two horizon and three nest programs in district 2 compared to eight horizon and 14 nest programs in the city of Manhattan. I know students who need those programs in district 2 who are
also getting transferred out of PS3 and other and other NAS and Horizon programs because they cannot sustain their needs at the school and there or they're just not doing the work there and they're being transferred into district 75 schools and look there's a huge increase
in district 75 students right so it's a lot of those kids are not getting the ASD us or the horizon, they're ending up in D75 when they don't necessarily need to be there. So, I just wanted to bring that, you know, to the table because I think it's a discussion looking at how we're utilizing new space and looking
for space, thinking about these mergers, thinking about all of it to prioritize those programs so it doesn't happen to more students and ill-fitting placement that's completely unnecessary. >> But you can you don't have to answer the rest of the questions. I'm taking too much time, but thank you so much.
>> Yeah. And the last thing I'll say, I really appreciate you uplifting that. The last thing I will say is that a difficulty that we run into in district 2 in particular is that yes, there are pockets of excess of seats. There are also parts of the district that are not
like that at all that see a lot of overutilization. Um, I would imagine that students that want a seat in that part of the district, there isn't, you know, available space. So that probably also plays another factor as well.
>> Yeah. Then we'll get to Cody. >> Um first of all, thank you very much for the presentation and all the the the detailed data. Um I have a question about um bilingual education programs. Actually, actually that's um
um a question about bilingual education programs. Um and and actually a couple other questions, but first the bilingual education programs. it it seems that we have a similar situation in district 2 where we have I mean we have 10 bilingual education programs and there
are 72 you know burrow wide and um as I understand district 2 has about 35% of the students and I know in the burrow and I know that we are we have a smaller percentage of of English language learners than than some other districts
and a smaller percentage than burrowwide but we still have a very I think in absolute numbers you know quite quite quite a significant population. I wonder if is there any plan at at your level to um to get more um whether it's
transitional bilingual education or do language um programs in the in district 2. >> Um thank you for that question. Uh we have had conversations with Superintendent Maguire. This is always a need that we surface. Um, and we loop in
the multilingual learners office who is much more of an expert on the need there than I am. But you know, we think about buildings that have the opportunity to add these kind of programs. We think about the resources that are needed to run this kind of program. And then we
have conversations with the office of multilingual learners who is the ultimate um, you know, they determine the number of L's in an area to add a program. Um and so you know if there's any particular you know dual language
program language part of the city um we're more than happy to take it back with us and ask um MLL if they've looked into that and explored that as a need. >> Uh thank you. Yeah that that that's very helpful. Um I mean I think there are
definitely some some districts where that some schools where that could be helpful. I think for example um you know MS 29775 Morton um you know might be a school that could benefit from a Spanish dual language program um with a significant um English language learner population there um and perhaps also a
nest program um but uh you also uh had mentioned about specifically about you know specific schools that that you know we might have identified in the district. I mean, it's very striking to look at the uh data summary and look at
the um the difference in enrollment from, you know, in the in capacity from the east side, upper east side down into to Chinatown. And um and I and I recognize that especially at the elementary school level, there's an
importance in having a a local um zone zone school. Um but but district 2 also has you know at the middle school level but also at the elementary school level some programs that are that are essentially districtwide. Um you know for example our most overutilized
building is PS1 198 lower lab um on you know 96 97 street at 146%. And you know obviously that's not a sustainable situation in one of those schools there. Of course PS1 188 is a zone school but we also have a district-wide school. We
have at lower lab we have parents coming you know bringing their kids from across the district to it. Is there any thought to moving certain like district-wide schools to underutilized buildings in Chinatown? I mean, for example, I would note that PS2, you know, certainly has
has space to accommodate um, you know, a school like Lower Lab. And if it's districtwide, it shouldn't really matter um, you know, whether the school is at the very far, you know, northern tip of the district on the upper east side or at the, you know, the, you know, southernmost district, southernmost um,
arc. Um it's also I think important when we think about um this uh district planning process to think about um more critically about about integration. Um because we do have schools that are I would just point out like a school like like lower lab districtwide school that
has about 9% you know poverty rate and then we have schools like district 2 that are currently underutilized that have about a 95% poverty rate. So I think that really should enter into the conversation when we talk about um these kinds of uh this district planning um
data about how we can facilitate you know the sort of socioeconomic uh racial integration also integration of students with disabilities and English language learners in schools. >> Thank you. Um, I haven't um thought
about moving citywide schools to Chinatown. That's a really interesting idea. I'm taking notes on everything you're saying um for us to take this back to central. I will say one consideration in terms of moving a
citywide school from, you know, one area of the city to another is a that might be a significant travel hardship. I know that that's a city-wide school, but sometimes citywide schools do appeal to certain, you know, nearby neighborhoods
that um students that will go there. Another thing to consider is that in Chinatown, we are seeing some underenrollment in some schools. So, we would want to make sure that any residing um supports the surrounding schools and doesn't have a negative
impact on schools that could already use more students. although obviously citywide wouldn't maybe appeal to the same type of student as a community school. So that is a really interesting idea and thank you for bringing it up. >> Um yeah I think I mean I I guess I was
thinking more in terms of a merger rather than a collocation because I think collocations can be somewhat somewhat disruptive. Um the other thing I would mention is is about a specific school is PSIS 217 on um Roosevelt Island is also a
significantly you know overutilized school. Um you know that school is a K to8 school. It also has uh a G&T program that that admits students. Um actually about half of its 180 students in the G&T program I think come from outside
the district. in the fact that, you know, a G&T program on Roosevelt Island wouldn't really be sustainable without um admitting students from from from off the island and but also from outside of of of the district. Um on the other hand, the middle school is is very
important for I think for for Roosevelt Island residents. So is there any thought to um in that school to to maybe eliminate the GMP program so that the school can continue as a as a K to8 school and and comp comply with class?
>> Thank you for bringing up that feedback about the school. Roosevelt Island is a school that we're in constant conversation with Superintendent Maguire about um how to support the unique needs of that school which is confined by an island and we definitely don't want to
have an impact especially on the youngest children. Um Superintendent Magguire, is there anything that you would want to add in terms of Roosevelt Island? Um, I'm happy to uh Yep. Sorry. Yeah, I'm happy to address
some of these at the time of Oh, thanks. I'm echoing all over the place. Yeah. No, I'm happy to address any and all the questions in regard to enrollment um during my report. >> Sorry. Okay. Yes. What I will say is thank you for bringing this feedback to
us. Um, we are having constant conversations with Superintendent Magcguire and the District 2 office how to address the unique needs of Roosevelt Island and we will take your ideas back and um discuss them. >> And and the last thing I'll ask about is
is we also know that the PS40 um uh Sulk Middle School is also a you know an overutilized um building. Um but we also have another school um we have you know for example MS131 um and Hester speed is also I guess is
is underutilized. Um is there any thought to you know perhaps you know merging a school like uh Salt Middle School with say MS131. >> That is a really interesting idea. I would have to look a little more into
the space in the 131 building. Um, I know that the 40 building has been overutilized for way before I've been here and we are also having many conversations with Superintendent Maguire about ways to reduce overutilization in that building. Um,
that is a really interesting idea. Um, and our office will look into it a little bit more. Thank you. >> I'm also taking notes on everything you all are saying. So, thank you so much. >> Um, thank you so much for your
presentation. Just a couple points. Um, you talked about figuring out ways to attract people to high schools. And I know we don't cover high schools, but we cover middle schools. Um, 6 through 12 schools are very popular. Um, I think it would be worth looking at if you have
some high schools that you're they're underenrolled. Um, people really do hate having to apply to high school. So, if we could look at some of our successful middle schools, if any of them I mean they're all successful. They're all wonderful. But if we have any that are interested in maybe growing and becoming
a high school or a 6 through 12, I think that would be really really welcome thing in district 2 that a lot of people would be interested in. Um Gavin brought this up about um dual language programs, but um another really great way to get
more people enrolled would be immersion programs in elementary school. Um, I believe we don't have any Spanish immersion programs and those are wildly popular um for native Spanish speakers,
native speakers of all languages, but also for people who want to learn a language. Um, we've, you know, looked at other districts that have uh a lot of choice for that and we don't have any, I believe. So, that would be um really
really popular thing to look at if we're looking at getting more people enrolled. Um, and this is not really under your purview, but I do want to point out it is very stark the amount of people that leave New York City between elementary
school and middle school. So, um, you know, that's a housing issue. I think we can all probably agree it's mostly affordability. Um, but I just wanted to make that point. And it was really stark to see those numbers um and to think about we you know any of us who have middle school kids how many people leave
because they can't afford it when they uh need more space for their growing kids. So I know you can't fix that but I just wanted to make that point while we're in here in this meeting. >> Thank you. >> Um can I just ask when you say Spanish immersion program is that a a bilingual
special education program? Is that it's for anybody that wants to learn a language immersion programs um district 3 has I think three Spanish ones but basically they're uh they start from kindergarten they're they're similar to you know they're district-wide schools
um and they're for anyone who wants to learn the language and half of the instruction is in um that language and then the other half is in English and then it continues to increase till by fifth grade pretty much your entire um
education is in the other language, but people travel really far across district to go to schools like that because you're giving your children the gift of learning a language and if you start in an elementary school in kindergarten, you're fluent in like two seconds. Um,
it's really remarkable and it's a great way to um to mix cultures because usually they like to have a class that has some people that do have that language at home and then people that don't. Um, so it's a really wonderful um
program, school program. So, we should have more of it. >> Thank you. >> Well, one more question and then we'll move on. It's starting to It's already almost 8 o'clock. Awesome. >> In the past, you've included some other
data sets in these presentations and in material that's posted online. And there are a couple things that are not in this one that I've seen in years past I think would be helpful if you're taking suggestions on what to include. Um, in the past you've included enrollment data
by grade, not just by um, elementary school and middle school. And I think that's very helpful to understand trends throughout middle school because articulation or lack thereof isn't just something that happens as kids change school. It happens throughout the course
of elementary school. And I think that would be very helpful to see um in this document going forward. The other thing that would be helpful to see is the K to one articulation specifically which used to be included in these presentations. I know you switched to doing prek to K,
but I think K to one is something we also see as where um students leave, particularly people who are going to private school and repeating kindergarten. In that case, the third suggestion that I have in
terms of making this um a more robust presentation or or handout is to show the school building utilization, not just by the school building number, but to also put which schools are in that
building because they don't track. The school numbers aren't necessarily the building numbers. So that data is less accessible to parents if I'm looking here and I'm saying school number eight what what and then that doesn't match whatever school my child attends. So I
can't really interpret that data with this presentation alone. Um, and then I have one other question for you that perhaps you can answer uh while we're here, which is when students leave the district to go to other district schools, do you track
like the top five or top 10 schools that they're going to so that we have an idea of which schools from other districts are pulling district two children? >> Christina, do you want to take the first couple of >> um Yeah. question about the artic
>> oh the suggestions or where student when students are going to other district schools and other districts do we track which schools um we haven't made a top five or top 10 list but um we can see um
in a tool I have up um what districts they're enrolling in um but we can definitely look at what schools specifically they're enrolling when they're choosing to leave the district for Well, >> that would be great. Even if you can send it as a followup. >> Yes.
>> Well, thank you. We appreciate you coming down tonight. Um and uh if we have any other questions, we know where to find you. >> Thank you. >> Thank you so much for having us. We really appreciate your feedback. >> Thank you so much for coming, both of
you. Appreciate it. Good to see you. >> Thank you. Take care. Okay, moving along. The next item, let me just go back to the Zoom meeting. Okay, is my report. Yeah, my report. Okay, so I hope everybody had a good start to the year. Everybody's been
keeping warm. I hope everybody had a good uh snow day on Monday. I'm sorry. I mean hybrid day, not not snow day. Sorry. Um prek applications are open. Just a reminder, they closed on February 27th with a May 12th offer release. 3K applications are due also on May
February 27th with a May 19th offer release. Uh we have a new chancellor, Kamar Samuels. Uh Chancellor Samuels was most recently the superintendent of our neighbor district 3. He was very well thought of, known for listening to his families, bringing in innovative programs, and also his ability to make
pretty tough decisions. So, we're all looking forward to working with him. Our district town hall will be on Thursday, March 5th at MS 131 at 6:30. Uh please check our homepage for more details. We'll be sending out more information as
well. For those of you who have not experienced the town hall, it's an opportunity to connect with the chancellor and asking questions that are of concern to families of C of District 2. We're going to send out informations about uh what questions you have so you can submit questions to us and we can't
guarantee everyone will be asked. We'll certainly try to incorporate them into our questions and we'll also send them all to the chancellor. Uh we were notified this week of a men's shelter going up at 61st and 1st. This was pretty much announced to the public
this week uh with the potential uh March sighting. So, you know, pretty short notice. Since the shelter does fall within 1,000 ft of a school, I think 527 Kelly, I think it's there's one of the schools is right over there. Um there are
certain restrictions on who can live there, people on probation camps, people on parole for sex offenses. is I think there's curfews 11:00. That being said, there are many many concerns about the operations as well as the operator himself. Um, we're learning more things every
day. So, there I know there are a few petitions out there. There's a letterw writing campaign. We're we're gathering details and we're monitoring the situation and and uh we'll be on the lookout for this. Um, shifting fe uh gears a bit, I'm asked sometimes what happens with our resolutions. Uh if passed, our
resolutions go to the DOE, including the chancellor's office as well as many of any of the relevant departments as well as to the superintendent who's here tonight. Anyway, we also send to the local electeds. The DOE is now required to respond. So, what one thing we do at CC2, I don't think many other CECs do
this, is we actually post the written responses to each resolution to our to our website. So, if you go on to our site and you look at past resolutions, you'll see the resolution, you'll see the DOE response. I'm going to warn you, they're not always that detailed the responses, but at least there's
something. Um, at the last meeting, I know I mentioned this earlier, we did pass bylaws. The b the new bylaws are on the website. Uh, Victor is working with the office of uh language access to get translated versions as well because we think that's important. Um, finally,
Sunday is actually a very big day, February 1st, because it happens to be the fifth year anniversary of the appointment of a certain District 2 superintendent. So, we would like to congrat congratulate Superintendent Maguire on this achievement. Uh, thank
you very much for your service and we look forward to uh your cons continued service to the district. And with that, I'm going to turn it over to you. >> Thanks. It's just a a reminder that gifts need to be less than $5. So, uh, if you're looking to buy me anything,
just >> I think you're you have to mute yourself. >> Oh, I have to mute myself. >> Yeah, because you have two micro. >> Okay. Like that. >> Why don't you take Why don't you take that one because that you have to continuously press that one. >> And if you're making a speech, that's easier.
>> Thank you very much. >> Yeah. >> All right. Already I'm getting gifts here with uh so thank you. Um, I'm gonna share my screen here, uh, and share our presentation. Yep.
>> Great. Um, so, thanks everybody for having me. Thank you, President uh, Craig Slutskin and the rest of the CC. Appreciate the chance to come to you tonight and share a little bit of a report on how things are going in our district and also to answer questions that you may have. Um, just as a uh
brief report, I did want to share a couple of things that are coming up in our district or that have been going on in our district that are certainly worthy of celebration. Um, as some of you may know, our second deputy superintendent, uh, Reggie Higgins has now currently taken the role of interim
acting superintendent in district 3. Um, he is, uh, already doing an excellent job there, but we certainly miss him uh, here in the district. We also wanted to celebrate um a recent spot school spotlight visit that we had at the spruce street school which we had the opportunity to see the work that they
were doing around witten wisdom uh and celebrating the curriculum. Uh we also uh recently I I mentioned in a uh earlier workshop that or earlier CEC meeting that um our district has adopted a program called National Geographic um
vocabulary and language. Um, we are expanding the work that Nat Geo has in our district to serve and support our English language learners in standalone programs. Uh, it's the first time that we've really had a great structured program uh in our schools for
specifically for serving and supporting our English language learners. Um, and as some of you know, um, Vanderbilt University has opened up a campus in New York City and they have reached out directly to me. Um they are looking to partner with district 2 and the broader
New York City public schools. Um for next year they are looking to place some interns in our district 2 schools. Uh these are third and fourth year students who are interested in education or interested in public service. Um we're really excited about what next year
brings as well as the future uh of working with uh Vanderbilt as well. Um, we also are really excited about the announcements that both our chancellor and mayor have made around the expansion of 3K, preK, and child care. Uh, we've
been a part of those conversations for some time. We're continuing to advocate and lift up the need for 3K and preK in our district uh and make sure that we are also uh connecting with our elected officials uh so that we are serving and
supporting our district 2 families um across the district. Earlier today, we held a special event at PS 347, American Sign Language School, with our burough president, uh, and New York City Kids Rise. I've shared, uh, over the past couple of
months some work that we were doing around, uh, helping our parents of kindergarteners and kids who are in elementary school activate their Save for College program uh, uh, accounts. Um this was a big event that and it was really special I think to be able to
come to PS 347. Uh we did um some visits to classrooms um but we also held the workshop directly with families. Uh and it was uh it was a great opportunity to come together uh and make sure that we were providing this support to uh a very
very diverse community. Um the parents were so uh appreciative uh and had such great insight uh into how it is that they could work with their school community to expand the save for college savings uh in their school. Um they're very proud of the fact that already they
have worked with their school community to raise $12,000 um for their current students who are attending 347. uh those dollars are in a save for college uh account um uh with students who are currently in the school.
Couple of visits here, pictures, you'll see that I need to work on my stretching. I can't quite sit on the floor. Uh I really want to, but uh I need I need to work on that. I need to work on it. Um we also at this time of the year, it's the middle of the year and we're starting to report on how
things are going around our district comprehensive education plan. Um in February we are going to share a bit more data in regard to how things are going with our academics and how our students are progressing uh both um in
regard to math and literacy uh growth. Um for this month what we are are reporting on is work around the chancellor's priority number two. All students are physically and emotionally safe. Uh one thing that we have highlighted before is the great
disparity uh between um students with uh between our general population of students in the district and certain subgroups who are suspended and disciplined at a high rate higher uh than um others. So black and Hispanic students and students with disabilities
make up less than 30% of our district population, but they account for more than half of the suspensions and class removals in our district. Uh we know this is work that we need to do. Um so we've got a couple of key action steps that we have been taking which is growing uh teachers knowledge of
curriculum and instructional capacity. We think that if we can make sure that kids are having a great experience in class that their academic and social emotional learning needs are met in the classroom uh that that will go a long way in making sure that they are having a positive experience in school. We're
also working to implement intervention programs uh tier 2 and tier three which are more intensified uh programs uh around behavior intervention uh deescalation uh and helping to make sure that teachers are well equipped with the supports that they need to make sure
that children are thriving in their classrooms. Um when we come to the February meeting, I have asked uh a couple of members of our district team to join us uh and unpack this a little bit more um and provide a bit of a case study around the work that's happening
in our schools. I will say that we are seeing some strong progress in our district. Uh we've seen a reduction a significant reduction in our lower level incidences. Those are incidences three and four, one through three. a more significant reduction in incidences
level four and five and overall close to a 17% reduction in class suspensions and class removals. Um I also wanted to pull out data specific to some of the subgroups that I highlighted that really made up the reason for why it is that we
are setting this goal. So, our students with disabilities, black and Hispanic students, you'll see that in uh the 2425 school year, uh students with disab there were 71 incidences of suspension or removal for students with disabilities. See 40 40 uh for black
students and 54 for Hispanic students. And currently, we're on track to really um make strong progress towards reducing those numbers. uh currently 21 incidences districtwide for our students with disabilities, 11 for black students, and 19 for our Hispanic
students. And you see the drop in uh the rate of suspension and class removal for these subgroups of students. So, we're making progress. We know we've got a lot more work to do. uh there even with this reduction um we uh recognize that there
still is uh disparity between students in these subgroups and the general population of students in district 2. Uh so there is work to continue to do. Uh and as I said, uh we are going to update um our goals around literacy and
math. Um and specifically around all of our students as a general populace, but also uh looking in uh specifically at four subgroups of students, our black, Hispanic students with disabilities and English language learners. Uh we recognize uh that we have work to do. Um
there are uh gaps that uh have existed historically in our district and our work is to work to close them. Um in February we can update uh and tell a little bit more of the story around how it is that uh we are measuring the progress. We're looking at academic
screeners, curriculum embedded assessments, IEP goals and objectives and various uh measures for how it is that we're evaluating the progress of English language learners, multilingual learners. We also um have been working to set uh a
short-term goal that everybody can help us out with. Um the New York City School Survey is about to open. Um and we want to make sure that we have as many voices at the table, many voices uh uh that are depicted in these data. Um so the
schools the data that you see here um are the rates of participation amongst different schools. So you see for parent and family participation we have 11 schools who last year um had between a 75 and 100% rate of participation on
that survey. 14 schools had 50 to 74 20 schools 30% to 49% and three schools had 17 to 29%. What we want to do is make sure that every single one of our schools has a parent and family participation rate of 65% or higher. Uh
and we've been working together with the schools that have these very high participation rates to help to spread those best practices. We also see no reason for why student uh the student participation should not be 100% across the board. Um, I have emphasized to our
school leaders the importance of making time for students in grades 6 through 12 to complete the New York City school survey. We have a couple of schools who have less than 75% uh participation. Same thing for teachers. Uh we believe that there's no
reason why 100% of teachers uh should not be completing um this survey. Uh I am not putting uh the blame on teachers. I am asking our school leaders to make sure that there is time um for teachers to complete that survey and also emphasize the importance of u them
sharing their voice and perspective of how things are going in the school. So these are a couple of uh say short term just because the near the New York City school survey will be opening shortly um and uh and then it'll close uh in the spring um but we're looking for
everybody's participation uh on that survey. During our last meeting, there were a couple of questions that were uh asked um specifically in regard to open streets and our um substance abuse prevention uh counselors and what uh
numbers of those exist currently in our district. So, uh in regard to open streets and specifically open streets are permits that school communities can put in with New York City uh to help to close off parts of a street uh for either uh the entire day or portions of
the school day. There are four schools in district 2 that have an active open streets application. Um those are four of the schools that fall into into our district and our district CEC and superintendency. Those are PS3 42 PS 343
which is PC slip and Ballet Tech. Uh Ballet Tech put in a application at the end of last year uh and they've been enjoying the space out in front of uh their building this year. Um there are a couple of other public schools that have uh open streets applications on file.
City as school and Washington Irving, but there are also a bunch of private schools um in the district that have successfully applied for and received um the open streets application. Uh in our district, we currently have four SAP counselors at MS131, Clinton,
PS11, which previously had been a K8 school, and MS896. I know there's a resolution that was put in place. The SAP counselors um that are working in these four schools um are very valued for the work that they are doing directly both with um students
that are on their case load as well as the broader school community. Um as the former principal of MS896, I can say that our SAP counselor was invaluable in the work that she did. And looking ahead to a couple of uh key dates, this Friday, or excuse me, a week
from Friday, we have our uh second community coffee and conversation at PS130. Uh that's going to be an exciting event. Um that is also principal Renie Fong's final day um as principal before he retires. Um our winter screener, academic screener window remains open
through February 13th. Uh the mid-winter recess is coming up and then our next school spotlight will be Yorkville East Middle School. um that is uh located colllocated with PS 158 uh on York and 81st Street. And with that, I'm happy to
um take any questions. >> Any questions for start? >> Not that not that he's um replaceable, but but what um and we we very much appreciate um Dr. Higgins and kind of
feel his feel the loss of him in our district and and our um uh and we know that you know our friends in district 3 are are grateful for him. But uh what what are what are your plans to to maybe like replace him and kind of kind of fill that that gap?
>> Yes. Um so um there is a process that uh the city goes through in order to um that enables us to replace our our deputy superintendent. Um there is just like there is a chancellor's regulation 30 process that uh governs how assistant
principles and principles are hired, there is a chancellor's regulation 37 that governs how superintendents are hired. Um Dr. Higgins is going to go through the C37 process in district 3. I'm assuming that he's applying. Um and
um once he's appointed to that pos well assuming that he is appointed to that position uh then we are allowed to open up the process in um our district in district 2 um to um take applications for people who are interested in the position.
>> Oh yeah, take my mic. Uh, thank you for the presentation, Kelly. Um, I wanted to mention something in regards to the physical and emotion. >> Sure. Oh, sorry. I wanted to uh address something in regards to the physical and
emotional safety. Um, as I'm sure you know, in uh 2025, Jewish New Yorkers have been targeted um more than in uh more hate crimes than any other group. Uh according to CD data, I think anti-semitic crimes consist of uh 57% of
all hate crimes combined. Uh just in the past few days, this uh first month of 2026, uh we've seen incidents that directly involve the school's communities. In uh Borro Park, two teens scrolled Hitler and swastika in a park
used by local families. um at a Brooklyn Tech high school, a swastika was edged in a classroom chalkboard. There were um numerous incidents before uh January and these are very uh deeply unsettling
for Jewish uh families and staff and students of course and many people in the community are um on high alert and are voicing their concerns and it feels like something new and frightening is happening every week. So uh my question
is uh what concrete actions are being uh taken within district 2 schools to prevent anti-semitism to respond quickly when these incidents do occur and ensure that Jewish students and faculty feel safe and supported. Um
feels like it simply cannot go unressed. Thank you. >> Yep. Um thank you so much for that question and sorry I'm not looking down at you. I'm looking at the the camera here. Um but thank you very much for that question. Um under Chancellor Banks
um the city implemented and designed uh an initiative um called meeting the moment and meeting the moment was uh after October 7th. Um but meeting the moment was expansive uh in the way that uh hate was addressed uh across New York
City um to address anti-semitism, racism, and other forms of hate that may be occurring in our schools. I'm going to say three things um that I think are happening in our city schools that are um strong responses uh to hate that is
occurring. Um and um I think that they are uh reason for um a belief that we are not yet there um but on a track that I think will help us to um effectively
address hate uh when it arises in our school. Um the first is is that much in the way that uh New York City schools um uh uh streamlined um and uh codified the way that we respond to emergencies uh
that exist in buildings. Um we have codified and really put together a plan uh around addressing incidences of hate when they occur in our buildings. Uh there had previously not been a strong protocol, but there is an incredibly
strong protocol now uh that includes documentation uh alerting the authorities. This is these this is in regard to incences of anti-semitism but as well as racism uh islamophobia uh anti-LGBTQ incidences.
Um and so there is a a strong protocol that's in place now um to for principles and school leaders to follow uh that again includes documentation uh alert alerting the NYPD um and making sure that these incidences
are lifted up. The second thing that I'll say is that uh we are putting into place or we have been putting into place but it needs to continue to strengthen uh the way in which we're addressing uh issues uh in our advisory and
restorative justice programs. Um, our schools have been equipped with far greater and stronger resources um to both lift up in issues of hate uh to help both the adults uh and the students
understand uh what hate looks like to recognize when it exists and when it um is present. um and to uh talk about how it is that it is to be addressed both on an individual basis, on a schoolwide
basis, a curricular basis. And then the third thing that we'll add is that there's been quite an expansion of uh the both literacy and social studies curricula um around lifting up hidden voices curricula. Um the schools are
equipped now with uh resources that can be used in literacy and social studies classes um that not just help students and adults and I am including adults in uh this work as well um to recognize
when uh incidences of hate have occurred in our nation's history and around the world. Um and to learn about how it is that that has played out. uh in history in our nation um and um in schools with
with children. Um so these three steps I think are important ones that have been taken. Uh the journey on this is um something that requires constant attention. Um but I do think that we have um
we're on track to uh begin to implement some stronger structures in our schools. Can I ask a followup on that? So m maybe I I missed it. Let's let's just run through a a hypothetical. I don't love always love hypotheticals, but I'm going to ask you to run run through it today.
>> Let's say a student at I'm just going to pick a school Baroo. And I'm only picking it up because you know it's the first thing that came to my head. >> School. Let's say school the school a >> school a >> school a a student >> was found definitively to have put swastikas all over the ba
the boy's bathroom okay definitively we know it was this student the student student a student B we know it was a student there's no doubt obviously we're not asking for specific information because this is a hypothetical what would happen to that student
um so the chances regulations uh also includes disciplinary action um uh that is uh that's in response um I would say before uh disciplinary action occurs that there
are that NYPD um is in is directly involved when an incident like that happens. Um the uh NYPD is generally uh works with the school depending on the age of the child. you know, we deal primarily with,
you know, three to 14 year olds. Yeah. >> Um, in district 2 um but um they do take record of the incident. Um and um but then the disciplinary action is generally left to the school. Um there
are a lot of different circumstances uh that you know one has to has to discuss and and determine what the best course of action is. I will say that any kind of incident that we haven't had any kind
of incident that um that remotely comes close to that our district team is involved um our district team is providing uh guidance uh both to the school leader uh the dean the teacher um around what disciplinary action is um
appropriate um and again the chancellor's regulation offers uh a variety of different responses that could um take place. Um for an incident like this, uh it um it really depends on
um if this is the child's um first incident or if it was uh their second, if it was depending on the age of the child um depending on a bunch of different factors that um need to be weighed when determining what's what's
most appropriate. obviously prevention from ever having something like this happen again, education um and um uh making sure that the the community is there um to uh make sure that this
doesn't happen. Um uh to both be of support to impacted community members um and to make sure that the environment is one in which this doesn't occur again. And would the potential discipline or procedure be the
same if it's not something that's written on the board, but let's say student A says to student B, you're a murderer or uses the kword or if it's not related to Israel or Judaism or anything that uses the N word, anything.
Would that verbal harassment be the equivalent in terms of discipline and process? >> I'm not trying to skirt the question. I the best the best you could answer. I know >> but I want to be clear that every disciplinary incident is unique and the
unique circumstances of that incident need to be weighed. >> Okay. Um Okay. Anything else on this topic? Just on this. Okay. address these incidents if the school does not report them
the parents or >> well if if if it's not reported >> yes because it has not been >> I response >> I will say that um I have made very clear to school leaders
that not reporting something is not an option um that they must be reported. And um so you know if an incident comes to light and people are finding out about
it um after the fact I would really like to know about it um because uh there are important steps that need to be taken in that situation. >> Yeah. >> You had your
>> It wasn't okay. Okay. Uh, anything else on this topic before we move on? Okay. So, I have a question and then we'll go to you if that's okay. So, the question I have is actually from Sabina. Sabina can't be here tonight. She had u death in the family. So, um we are see and I've seen
this also. We're seeing uh a number of circumstances where uh getting occupational therapy for students has been a challenge. There's a there's a there's a there's a lack of them within the system. I know at my school 340, the
occupational therapist retired in October, so it's probably not the easiest time. It took a while. We we got somebody part-time, not full-time, which we used to have. Sabina reports that in district 75, it's it's actually hitting even harder because in in some cases, my
understanding, and correct me if I'm wrong, is if you can't get it in the school, you might send that student out, I think. And and it's very difficult to do that with a D75 student. Transportation is we know transportation is a huge challenge. So, I understand
you are not covering you're not the superintendent of the D7. I don't believe you're the D7. you you I don't think you ever seen >> No, but we have a lot of it's a district 75 kids in our schools and they are also responsibility also a whole systemwide issue. So can you talk about that the problem of finding and I don't think
it's just OT I think it's probably speech pathologists and and and other what is being done what can be done and what do we tell parents when they come to us with that issue um occupational therapy is a particular uh area of need
um and there is no question that the um our school system needs to hire more of them um and uh access more resources both between um kids who or both between staff who work for New York City public
schools as well as those who might work for a private agency. There are some steps that are being taken that are um being taken in order to try to address the gap the gap. Um one of the things
that you alluded to was um a RSA voucher. uh and RSA does enable a family um to uh um to arrange services that can be provided for the child both in the home and or uh at school. Um there are
schools uh that have been working with our district team um that are supported by a uh therapist from a private agency. And recently um the city has expanded uh weekend um support for uh students
receiving speech therapy, occupational therapy and other related services um at some central locations uh around um the bureau. Um but this does not fully address the the gap um that we have and
it is work that we are uh in need of addressing across across the city. Um I will say that um when an issue like this comes to um our office that um and I had the same perspective when I was a
principal um that not having a therapist is not an option and um we will help the family um by or the school um by being that squeaky wheel. Um, I'm not saying that uh our squeak always makes things
happen in uh the kind of timeline that we would like for it to happen. Um, but we will serve and support in that um in that way. >> Yeah. >> Hi. Oh, here you like sitting right there.
>> Um, thank you for for all of that, Craig. That's interesting that you brought it up because I was just looking at this yesterday. um when a school gives the reason of not giving related services because they don't have the funding to do it, they don't have the staff to do it, they don't have this or
that. Um that there actually is this thing on the uft compliance special education compliance website, right? And the SOPM where it's you go to the district, you fill out that the principal fills out a checklist for organizing resources called core and
requests assistance. Um, so it basically goes up the ladder. And I know Kelly has has said, sorry, Superintendent Magguire has said this before that he wishes schools would when they're in the weeds instead of hiding it from parents and kids going for months on end without
getting services that they actually reach out and ask for help, right? And this looks like the first step in doing that. So I think that that's something that needs to be reiterated. I know there's staff, support staff, related services providers and teachers who
don't know about this um who are getting kind of the same feedback and they're like my hands are tied and you're never going to get sets. You're never going to get that for dyslexia. There are no reading interventionists coming to save you. I'm like wait what New York City reads like there's tons of interventionists. So I think that it's just sharing that information and
organizing at your school and getting that that community started to get the word out. Also, the CCSU is a great resource and we should do more partnering with them um since we have so many students with disabilities here in district 2, but that wasn't what actually what I wanted to ask or talk about. So, you brought up disciplinary
action um I'm I'm looking particularly at the students with disabilities part of that. There was an ask like it was a long time ago but um about getting a number if you can on the manifestation determination hearing outcomes for
district 2 like the number of them and then like how many were in favor of the student how many weren't and I don't know if you can get this Kelly but if you can how many had some sort of legal advocate with them in that in that hearing um and I think it would be great
to like kind of do what they did with the office of uh district planning to go back to like 2019, you know, if you can precoid and then look at it now. And I'm I'm curious because you're saying what's helping um has a lot to do with looking at IEP
goals and looking at strengthening those and looking at strengthening, you know, progress monitoring and reporting. This is all development. This is all professional development. And it does do those things when you have that professional development. What teachers
are telling us here a lot of us is that they don't have time even in professional development to learn these things um to work on these things that their PD time is predetermined by you know admin no you're going to do this you're going to work on this and they
and so they just can't get it it done um it would be great to have someone from the CAT team the center for assist of technology go into some of these middle schools where assist of tech is sort of booming um or it's trying to, right? We're trying to reach those students. They have no idea how to implement it
and they it's not their fault. They don't have the training. They don't have the time. But CAT will go in there for free and train them. They'll train the students. The students need the training. It's one thing to give them the tech, and it's another thing to actually train them on how to use it. Um, so I'm just curious about that
piece, like how can we create more time and opportunities for staff to, you know, for teachers to to learn um about these awesome supports like social skill groups and all the awesome mental health supports that are available um like ABC,
you know, and the safest providers. Um, yeah. >> Yeah. I mean, I want to um preface anything that I say by um saying that the until that gap between students with disabilities and not uh in regard to
disciplinary action um is closed uh then this needs to be our work. Um and um I will say that um and actually a lot of it has um was precipitated in part by the NYC reads um
initiative which really lifted up this idea that we are trying to make sure that you know all students have access to highquality curriculum. Well, how is it that we are supporting our teachers who are making very clear that for some
students with disabilities um there needs to be scaffolds and supports that they need additional uh ideas around how it is that they can make this curriculum accessible to all students. Um and so we've done a couple of different things. Um number one uh some of the work that
we have done is around building integrated co-eing uh teams and really thinking about how it is that we're effectively using ICT teams um in core curricula. Um many all of our schools have uh integrated co-eing classrooms.
Uh and of the total number of students with disabilities um that attend school in district 2, kids in ICT make up a huge proportion of them. Um, another thing that we have done is um I shared a little bit about the work that we are
doing um with our special class teachers and um starting right at the beginning of the school year uh I organized um a visit with uh a bunch of our district leaders um to to visit every single one of our elementary school special
classes. Um and we took a step back then and figured out and asked ourselves what do the classes need, the teachers need uh in order to thrive. And starting um last month uh we have started a uh a professional development series directly
with this group of teachers and pair professionals. And I will say that um we didn't have one uh principal um say boo about uh releasing um all of their teachers and all of their pair professionals to attend um this series.
Um we are starting with uh uh a short um series for all teachers and pair professionals and then we are implementing one-on-one coaching um through this through this initiative um because really we really again want to
strengthen and support um the capacity of our teachers and they are hungry for it um and really want to do all that they can do to um support their students. You're absolutely right um that uh making sure that our teachers are wellversed in assist of technologies
um as well as other augmentative communication uh strategies uh in the classroom um are really a part of the work. Um some of our schools are doing uh a great job with that but we need to expand it even more. >> How so this series what's the name of
the series that you're talking about? Um and then how many schools like how if if it's a pilot like how you know how many schools or how big is a school? What's the reach? And how fast can you do this everywhere?
>> Yeah, it's 12 schools. Um and um we have about Yeah, we have about 40 um staff members that are joining us. Um we are uh there's an organization that we have partnered with um to lead the work. Um
and um that organization called well there's an organization that we partnered with to lead the work. Um they've been fantastic. I don't want I mean I I'm not and I'm not an advertisement for them but they're really done fantastic work. Um and um
the uh but you know it's it's it is um we are we are trying to do as much as we can as quickly as we can. Um but uh the work also has to um the work does take time um to build uh skill and capacity for sure.
>> Sure. Um, just really quickly, I had an email from a parent, a couple parents actually, that wanted to know if there's ever any time for you to survey parents and teachers on what they think about the Witten Wisdom curriculum. Um, so just putting that out there. And then
about the survey, make it easier. It's so hard. You want more parents to do it. It's like you have to know your first dog's middle name, and it's the most complicated thing. So, if they could streamline that, uh, that would be great. Those are my help.
>> I will just say that as part of the work to raise the the participation rate, um, we know that our parent coordinators are they hold the keys to the dogs middle >> to the parent coordinators. They are working their butts off. >> Yes, big shout out to the parent coordinators. They have, uh, some of the
information that families need in order to log in. And so, um, we're talking about different ways to make that easy and accessible. Um, I do think that if there are questions about the Whiten Wisdom curriculum um in our schools that uh we should go to those schools. They
should reach out to us. We're happy to go there, meet with families, talk about what it is, what the >> It was more that parents were curious if there could be some sort of district-wide survey um to assess whether or not teachers and families were happy with the curriculum. That's
the um question that I got specifically in an email from a a parent. Yeah, I I um yeah, we're always looking to gather feedback. I think that um the question of um you know, we are continuing to
work with this curriculum. Uh and what I said was, you know, from the very start was you know, the way that the curriculum looks at the end of year 1, at the end of year two is going to be very different than the way it looks at the end of year three. And we're already starting to see some um changes that
schools are making and ways that they're enhancing the different modules. And so um we're looking to spread that even more. >> Thank you. Uh, this >> that's better. So, all you missed at
home was I thank the superintendent for his report. Um, next is the discussion of resolutions. So, we'll start off with resolution 291, the resolution reiterating the call for the New York City Board of Elections to cease the use of public school buildings for early
voting. Are there any does anybody have any comments or thoughts that they questions that they wish to share? chair. Okay. Hearing none, we'll move to resolution 292. Resolution calling on the NYCPS to develop and implement a
comprehensive cyber safety curriculum. Are there any comments, questions, or discussion points here? Sam, did you want to kick us off? >> I realize that at the very >> You have to press >> I realize at the very last resolution Thank you. Um there is there is mention
of measurable outcomes. Uh I just wanted to see if it would be possible to add a little bit a little bit of specificity regarding um just saying including aggregate student completion data for >> Okay. Hold on a second. That's okay. So what do you where where are you?
>> Uh the very last uh resolution >> the annual. Okay. >> Yeah. And then what do you want to add? >> Further resolve that New York City public schools report annually to C CCDC's on curriculum rollout training and measurable outcomes. But I wanted to
add a bit of spec specificity for the measurable outcomes. Uh saying including aggregated student completion data. >> Sorry, I'm I have to write this down. Sorry. including >> aggregated student completion data per school. >> It's students
>> um including aggregated student completion data per school and survey data capturing student and family confidence in learned materials. >> That's okay. Did you write this? You have it written down? >> Yeah, you just email me so much. Okay.
So, you're you're proposing an amendment to the resolution to the resolution. >> Okay. Can I get is there a second with this prop? Allison Bowen are is there a discussion just on this amendment?
>> Okay, let's take it. >> Can you just read the >> Sure. Go ahead. >> Um it would only be adding a section after the measurable outcomes. um specifying that it would be including aggregated student completion data per
school and survey data capturing student and family confidence in learned materials. Okay, so the motion has been seconded. Is there any discussion just on this addition? Not on the resolution itself, but on the addition.
Okay, let's take it to a vote. And we're voting, just as a reminder, we're just voting on this edition. If you you can vote for this addition and then vote against the resolution completely if you if you so desire. >> Okay. On the vote for this amendment to resolution 291 before we take a vote on
the resolution. Allison Bowen >> 292. >> Oh, I'm sorry. 292. >> Yes. >> Gloria Chu. Daniela Egrov. Danielle is a yes. Gavin Healey. Gavin is a yes. Aaron Carr is a
yes. Cody Linquist. Cody is a yes. Sam Low, Sam is a yes. Tall Mascha, Tall is a yes. Rooster Mavanov, Rustam is a yes. Tam Reed, Tam is a yes. Sabina is excused absence. Craig Slutskin, yes.
>> Craig is a yes. Rachel Kenny, Rachel is a yes. Ethan Quac, >> yes. >> Ethan is a yes. That is 11 yeses, one absent, and both. Um, >> no. Oh, no. >> 10 yeses. >> 10. 10. No, 11. 11.
>> 11. Yeah. Yeah. 11 yeses. Um, the motion to add an amendment to resolution 292 passes. >> Now, are there any further comments or discussion points on the res? Okay. Good. Moving along. Resolution 293. Resolution.
Resolution calling for citywide expansion of SAP fountains in New York City middle and high school. Are there any comments? Well, actually, let's start off with Rachel. You don't mind? >> Um, I just wanted to speak really quickly to the student perspective for
the benefits of having a SAP in our school. Um, I am a student at Clinton, um, middle school and high school. And I can speak to the positive benefit that our SAP counselor has had on more than just, um, substance abuse and prevention, but also just to our school
community in total. and I can confidently say that I do not think our school community would be as full without her like role and without her participation in our community. >> Thank you Reed.
>> Um I just had I just had a Okay, I'll ask you later. Um but about the SAP providers and this resolution, this is something that's super super super important um to me personally as a parent and as somebody who has
called on the support of um the incredible stop provider at Clinton um and seeing the love and the care and the expertise that she affords um students in that space whether they come to her
personally or through workshops or or what have you. And it the younger um she worked with the younger grade starting in sixth grade. And I I was just blown away by the level of getting understanding addiction and how it works before you're even addicted to a
substance. But the addictive be behaviors, the risk factors involved that increase your chances of addiction um including bullying and and harassment and and being otherred and and lots of other things, right? Some genetic factors, too. But she also just works
with community building and making kids feel good about themselves and talking to one another. And so when I found out that this wasn't normal for a school to have a full-time or even a part-time service provider, I I just started wondering like why is that that the
schools with all the money get all the things, you know, and and this affects kids all over all over district 2, right? Like the ability to like the inability to have access to that kind of care um before you're in crisis, but also while you're in crisis and to have
it confidentially. Um, and so I just I really hope that, you know, we can expand this to more than four schools. Um, and there's a need, a big need for it. And and thank you, um, Council Member Kenny for for
sharing that, too. I I also really love our program. >> Um, yeah, I mean, I'm going to echo what people have said. Uh this is also a personal issue for me as a parent and also because I was a child who started using serious drugs at age 13 and hid it
from my family for a decade. Had I had something like a sapus counselor in place, my situation may have been very different. And I think that we underestimate the age at which children experiment
with and have access to substances. And I think we also underestimate their ability to hide those things. I think that we often have preconceived notions of what we think addiction looks like and it doesn't always look like that. And then secondly, I think it's as as
both of you pointed out, it's beyond just the substances themselves, right? Um I do a lot of work in this area. I work with adolescence. I work with parents and I'm very wellversed in this world. And it is it is my belief from
everything that I've experienced and and and the data that I have seen is that the addiction is there before the substance comes into place. Right? And I don't mean that in a necessarily genetic physiological way. Um so I I think it's
it's beneficial for every single person in our community beyond the schools to have these types of programs. interventional programs save, you know, from a fiscal standpoint, interventional programs save taxpayers money if that is
the concern. It it it prevents quality of life issues later on. And it benefits students and families. And there are a lot of students, you have to remember, who may not be able to go to parents with these issues or think that they can't. And there are a lot of parents who don't know how to talk to their kids
about these things. The more we talk about it and are open about it in schools, it normalizes having these discussions. Getting them out of the darkness is how we help people heal. So full support of this.
>> Thank you. >> Sorry. Go ahead. >> Yeah. So during our last SLT meeting in our school, uh we talked about how how some newer substances that we even don't know, I've never heard about them, uh can lead to dependence fairly quickly
and now being sold openly in convenience stores in New York City. So kids are exposed to these products much uh earlier than many adults realize. That's why it's quite important to work with the students directly and to educate them early, give them accurate
information and help them build awareness before all that experiments turn into a problem. So, I totally support this resolution. >> Russ, thank you for that because that was something that I I I totally based on. Um, I've lost so many students to
fentanyl and not, you know, and accidentally, you know, accidental overdoses. so much of the stuff that they're buying online as 12, 13, 14 year olds buying vapes online and getting cartridges that have fentanyl in them. I mean, it's like
one and you're done, you know? And that wasn't a thing when we were young and we were experimenting if you did with whatever you were doing that you were going to smoke weed or smoke a vape or you were going to like snore a line if something started to get graphic and you were going to die, >> you know. And we've had kids in parents
in these spaces who are like, "My kid was in, you know, straight A student in the gifted and talented program and overdose on fentanyl at age 13. I'm bringing it here, you know, CCHS or whatever council has passed a resolution to bring fentanyl awareness and approxy
all these things to the schools, right, to help the kids with that. So, thank you for bringing that up." But there's also this thing that's happening or has always been there with the potency, right? It's so much stronger, you guys. Like what they're getting now, take it
from me, is so much stronger. And there are kids that are already at a higher risk of things like early onset psychosis, you know, and this is a a new field, not really new, but it's coming forward more now because there's more and more teens
that are showing up in the ER because they have cannabis induced psychosis, right? and then they have symptoms that push them into early onset. Schizophrenia, all kinds of things if you're genetically predisposed. It's a real thing. I've been impacted by it. I
know. And so I want this out there and I we need programs like this. We need that help, you know, and don't think that your kid is, you know, like above this or is not affected by this or sixth grader is vaping in the bathroom at
every school dance. I can guarantee it. I can guarantee it. So, let's just come together and like be better. >> Yeah. And just to conclude, although if anybody has any other comments, you know, obviously the the short-term goal is to get more SAP counsel SAP
counselors into more schools. Long-term, I I do think that the DOE should look at this not as a one per school because not all schools populationwise are the same. So, for example, what does Clinton have about 800? I don't I don't know 800 students and they have one counselor.
Would you have one counselor for Brooklyn Tech which was has what thousands and 6,000 kids? You know, you it's it's not apples to apples. So, you should have more than one I would think several SAP counselors in that school. That's more long term because there are so many middle and high schools. But at
the very least, each middle and high each middle in my opinion at least each middle and high school should be covered. You know, in a in a high school that has 84 people, you may not need a full-time person. In a school that has 6,000, you probably need several, you
know, multiple full-time people. Okay. Uh, moving along. Resolution 294 in support of uniform eligibility for parents of English language learners um to serve on citywide and community education councils. Any comments or discussion from the
council? Okay. Okay. So, now we're going to go to the public session. Um, >> we'll use that. Yeah, >> I've only got two person. >> Okay.
Okay. my whole body here. Countdown. Okay, it's not on anymore. You can see my whole body here. No. Okay, let me go back in. Okay. So, you want to just count for two? We'll do the two minutes. Okay. We're going to start off with people who are in the room and
then we'll go to people online and then we have two minutes that we're trying to get the blue the blue uh blue sky back online, but we'll uh Erin will time people. The first speaker is Joe Vitali. Do you want to or you have Okay.
You want something? I know. >> Hi. For those of you who can see my sign, it says CIS equals the meeting minutes are again wrong for November 19th, 2025. They say in the second session that I opposed resolution 248. I
have always supported resolution 248 for the girls, biological girls, to have our own sports in our own locker rooms. Today, I'm dedicating my speech to author Kimberly Steel. You want to talk about substances? She talks a lot about
the quote unquote gender affirming care substances. She says, "Hormones are the tip of the transmutilation iceberg. It is especially damaging to take hormones as a child. We've had some wins. Our our realist our
sex realist side has had some wins this month. The federal government is investigating New York City's Department of Education. I hope you're listening. Superintendent Maguire because of the violations of Title Nine. So, the
federal government sees that the Department of Education is corrupt and it's investigating it. My question again, this is the third time I'm going to ask the question for Superintendent Magguire and you can of course forward it to the chancellor if
the council wants to. And that is, what do you have to say to biological girls who do not feel safe sharing a locker room or their sports with biological males? So, whenever you look at me or
whenever you don't look at me, cuz I guarantee you my ego does not rely on you. So whenever you look at me or you don't look at me, think about the biological girls who do not want to share locker rooms or share their sports
with biological males. The department of education is in bed with the pharmaceutical industry. This is a business model for big pharma and our kids are cash cows and collateral damage.
The next speaker is Annabelle Rier. >> Thank you. >> Uh when Mayor Mandani announced the start of the city's universal child care program, he and Miss Rachel visited an elementary school for a photo op. On Twitter, Daniela commented, "I am vice
president of CC District 2, and I can guarantee that the majority of parents and families in our district don't want you to invite and welcome anti-Semitic celebrities into our schools." Well, what anti-Semitic acts has Miss Rachel committed? She has committed the heinous
act of highlighting Palestinian children who are victims of genocide. Kind of snark. One of the children Miss Rachel has made videos with is Rahoth. Raaf is a three-year-old girl from Gaza who had both of her legs amputated after being caught in an Israeli air strike.
Well, there are Jewish Israeli children who are victims of Palestinian resistance. If she completely overlooks them, then she could be anti-semitic, except she has explicitly included them in her activism as well. In other words, her activism is completely consistent
with every life, a universe, an idea in Jewish theology straight from the Talmud. So this is not about anti-semitism. This is about the fact that Miss Rachel is critical of the state of Israel. Her criticism is not based on anti-semitism,
but on empirical evidence and a belief that every child is a universe. Geopolitics aside, my reasons for bringing this up come from my love of this city. Daniela, you invoked the children and families of District 2 to attack a critic of the state of Israel.
I really wish you instead used your position to celebrate this win for the children of New York. A win for children who you act as a steward for. You should have joined Miss Rachel in celebrating this win for Jewish children, for Palestinian-American children, and for
every other child in our city. The next person we're going to go on, we're going to go online now. Uh the next person I'm trying to unmute you. I don't know if you're still on. Is Lisa Marx? Okay, we'll come back. We'll come back
to Lisa. She's not responding. Okay, the next person is Jenna Mian. I don't see her on here. Okay. >> Hello. Sorry. >> Oh, there you go. >> I'm so sorry. Um, yeah, just juggling multiple children right now. Um, thank
you so much and happy new year to everybody on the council. Um, and Superintendent Maguire and President Sledkin and welcome to the new chancellor. Um, I'm just I'm joining the meeting today and I listened to a lot of information about enrollment and I thank
the DOE for providing that as well. But I'm really here just to comment about the ongoing early voting issue that some schools are facing that really is a safety issue for students in the buildings. Specifically, um we've had
parents over a hundred parents email the board of educ uh board of elections and DOE um staff and and leadership about Lab Middle School, Lab High School and Museum High School's building which is
colllocated um on 17th Street and it's still being used as an early voting site and we really are concerned about the unscreened and unidentified adults that have free access to the building. The doors are not locked
during early voting week. We do support early voting, but we think that there is better, more appropriate locations such as the Reuben Museum um nearby that could that is vacant right now that could be used. Um and we would really hope that, you know, everyone here on
the CC2, we I support resolution 291. Thank you. Please vote for that because we want really want to make sure that schools are prioritizing student safety number one. Um, kids lose access to the cafeteria and their nutrition. They lose
access to other spaces and we just want it to be a calm and safe environment for students to focus on their schoolwork. So really early voting should be in another location such as the Reuben Museum. And I know that um uh burough president Brad Hyleman has been
successful to do that for an upper westside school and got it moved to the American Museum of Natural History. So we really hope that a a successful resolution will come about for lab middle and lab high school and museum school to see that as well. Um and just one quick comment. I know my time's
almost up, but um in terms of enrollment ideas, please pass on. You know, the two things that parents always want and always are talking about are safety and rigor. And that is shown in the DOE's own exmission survey. So, if the do if
the enrollment office wants to think about programs, >> okay, I would just say continue G&T and bring back an objective assessment. Thank you so much. >> Thank you. >> Thank you. Uh the next person I don't know if you want to speak because you signed up on
the speakers list but then people didn't speak. So uh if you I'm going to try to unmute you Miss Yel. I apologize I'm mispronouncing that then raise your hand if you chat like to
speak. And then the last person will be Mitch. Thank you very much. Um I wanted to take the opportunity to speak uh so I am a district 2 parent at Wagner Middle and uh we've definitely
felt the pain of having the gym taken for the early voting. Um, a few years ago it seemed like that trade-off was not going to be a great one in terms of how much time the students lose um, lose access to the
facilities versus how few people actually showed up for the early voting. And I noticed that the data cited in the resolution was also sourced several years ago. I do wonder whether the council has confirmed whether the early voting numbers over the past two years
have changed from those and how that can affect the trade-off between school activities and voter infranchisement which is obviously also essential to the operation of things here. Um, I hope that is taken into consideration.
And furthermore, I do hope that the council will continue its firm stance against all forms of bullying, particularly when it's coming from a powerful source such as the federal government. Thank you. >> Thank you, sir. That concludes the
public session for this evening. Thank you for all those who uh spoke and shared their their thoughts tonight. We will move now to uh vote on the resolutions. Okay. We will start off with resolution
291, resolution reiterating the call for the New York City Board of Elections and cease the use of public school buildings for early voting. Thank you. Uh I will make a motion to accept. Do I have a second? Second. We'll make Erin. We'll make Cody. Sorry. We'll make Cody this time.
Let's take it to a vote. Allison Bowen. Allison Bowen is a yes. Gloria Chu. Gloria is a yes. Daniela Egrov. Daniela is a yes. Gavin Healey. Gavin is a yes. Aaron Carr. Aaron is a
yes. Cody Linquist. Cody is a yes. Sam Low. Sam is a yes. Tall Mascha. Tall is a yes. Rust Mavlin. Rustam is a yes. Tamara Reed. Tam is a yes. Sabina is an excused absence. Craig Slutskin.
>> Yes. Craig is a yes. Rachel Kenny, Rachel is a yes. And Ethan Quac, >> yes. >> Ethan is a yes. The resolution passes with 11 yeses, one absent, and both student um voters as a yes as well.
>> Thank you. Resolution 292 as amended, resolution calling on the NYCPS to develop and implement a comprehensive cyber safety curriculum. I'll make a motion to accept and approve. Do I have a second? Erin can be the second.
>> Um, take it to a vote. >> Allison Bowen, Allison is a yes. Gloria Chu, Gloria is a yes. Daniela Egrov, Daniela is a yes. Gavin Healey, Gavin is a yes. Aaron Carr, Aaron is a yes. Cody
Linquist, Cody is a yes. Sam Low, Sam is a yes. Tal Masilcha, Tal is a yes. Roo Mavlinov, Roost is a yes. Tamira Reed. Tamira is a yes. Sabina is an excused absence. Craig Slutzkin. Craig is a yes.
Rachel Kenny. Rachel is a yes. Ethan Quac. >> Yes. >> Ethan is a yes. The resolution passes with 11 yeses, one excused absence, and both student voters also voting yes. >> Uh resolution that was 292, right? 293.
Resolution calling for the citywide expansion of SAPIS counselors in New York City middle and high schools. I'll make a motion to approve. Do we hear a second? Co council member Cody Linquist. Second.
Uh Allison Bowen, Allison is a yes. Gloria Chu, Gloria is a yes. Daniela Egrov, Daniela is a yes. Gavin Healey, Gavin is a yes. Aaron Carr, Aaron is a yes. Cody Linquist, Cody is a yes. Sam
Low, Sam is a yes. Tall Masilch, Tall is a yes. Rooster Mlanov, Roost is a yes. Tamira Reed, Tamira is yes. Sabina is an excused absent. Craig Slutskin, Craig is a yes. Rachel Kenny, Rachel is a yes. Ethan Quac,
>> yes. >> Ethan is a yes. Resolution 293 passes with 11 yeses, one excused absence, and two yeses from our student voters. >> 294. Thank you. in support of uniform eligibility for parents of English language learners to serve on citywide
and community education councils. I'll make a motion to approve. Do I have a second? Council member Gloria Chu. Seconded. Let's take it to a vote. Allison Bowen. Allison is a yes. Gloria Chu. Gloria is a yes. Daniela Egrov.
Daniela is a yes. Gavin Healey. Gavin is a yes. Aaron Carr. Aaron is a yes. Cody Linquist. Cody is a yes. Sam Low, Sam is a yes. Tall Masilcha, Tall is a yes. Rooster Moblin, Rustam is a yes. Tamira Reed, Tamira is a yes. Sabina is an
excused absence. Craig Slutskin, Craig is a yes. Rachel Kenny, Rachel is a yes. Ethan Quac, >> yes. >> Ethan is a yes. Resolution 294 passes with 11 yeses, one excused absence, and both student voters voting yes.
I was just gonna say >> for unanimous. >> Yeah, absolutely. It's because we have a plethora of people who will second these motions. >> Okay. Uh thank you. And uh Sam, if you could just please send me that language because I will not remember it. Okay.
Thank you. Uh report of committees. Are there any reports of committees? >> One brief thing. So, just I've been in contact with my other safety and school climate committee members and we are going to be in communication about setting up a presentation in the spring
sometime. >> You want to mention that we Okay, fine. Okay. So, then uh motion to adjurnn. All in favor? Okay. Uh so, let's go straight in. If
it's okay with everybody, we can go straight into the uh business meeting. Uh, we'll do a call to order. >> Yep. Um, for our working business meeting, Allison Bowen, Allison is here. Gloria Chu, Gloria is here. Daniela
Egro, Daniellea is here. Gavin Healey, Gavin is here. Aaron Carr, Aaron Carr is here. Codia Lin, Codia, Cody Linquist, Cody is here. Sam Low, Sam is here. Tall Masilch, Tall is here. Rust Mavlin,
Rustam is here. Tamira Reed. Tamira is here. Sabina is an excused absence. Craig Slutskin. Craig is here. Rachel Kenny. Rachel is here. Ethan Quac >> here. >> Ethan is here. We have a quorum with 11 present members plus two um student
members. >> Thank you. So, we have we have a bunch of things to talk about tonight. The first thing which I'd like to slip in because it's a uh response to something that was asked I think two meetings ago uh was the role of the student representatives and what they can and can't do because I did actually go
through all these different scenarios with the legal department as to what you what they can do. So I want to report this is from legal this is not me um you know pulling it out of my pulling out of the out of air. So quorum student members as we know cannot be counted towards the quorum requirement of seven.
That's state. That's state law. Voting on resolutions. Student members are explicitly identified as non- voting members under education law and chancellor's rags. While there is nothing prohibiting a council from recording a student member's vote forformational purposes, it would not count and may cause confusion. We do it
anyway. I don't think it personally I don't think it causes anybody's confusion. I think it's fine and I think it's good for you to you and Ethan to have a say. Sponsoring resolutions. SP student resol members may cannot sponsor resolutions. they may be listed on a resolution is there is no prohibition against that. So Craig editorializing or
Craig commenting what we did last court last year because there was a bunch of times is they we would say sponsored by Aaron Cody Daniela joined by Ethan or Rachel or whomever. So they can't be one of the three that sponsor it doesn't
they can't sponsor a resolution making motions as non- voting members. Student members should not make motions consistent with Robert's rules. However, if you want somebody to make a motion for you, you are always welcome and I think most people on the council would be happy to do that for you. Committees,
you may serve on student members may serve on committees. Whether they may chair a committee is not really clear. This is from legal. Um, so it's really kind of up to us. Participation in discussions in executive sessions. Student members may participate in discussions. I'm just going to say we
actually welcome you to participate in discussions. uh their participation in executive sessions is not automatic. It's up to the council but it's not required. Uh executive s when we go into executive session it's usually there's a highly sensitive matter usually personnel related or something like that. I would think that we would
include but we'd have to take it on a case-by case basis. Uh and reimbursements student members as I mentioned are entitled to the same reimbursements of as voting members under state education law. I think we've talked about it with with you and Ethan. If you need any refresher on that, speak to me or Victor and we'll be happy to
set you up. So that's the role of student reps. Yes, sure. To the extent I can answer it. I mean, you know, yeah. Well, they can help. There's nothing wrong with them, right?
No, it was the legal department face coord face was on email. That was This is our face rep. We're talking about the student reps. That email from the student reps about their their rights. remember that email that we had
that that was Samantha or I don't know who Henry Henry is a senior I don't know I just know Henry but So >> sure, I'll follow up with him. I don't know that specifically said it, Chanc. I think it's his his interpretation of that and Robert's
rules of order. That's that's my guess. But I would have to >> there was a comment, couldn't we change the bylaws? But I don't think it's a it's a mandated thing. >> A lot of this is education. >> Clear. >> Yeah. A lot of this is New York. Yeah. >> Well, the non- voting the non- voting is
definitely in I mean New York. >> Yeah. So, so I say the the under New York State education law, I think it's 2590 maybe H. The student members are designated as non- voting student members. Um, but I think I'm gonna say as a as a as an attorney, as a former
attorney, um, I actually am very wary of receiving like secondhand legal advice. So, I think what is helpful to me is, you know, as a as an attorney, I'm not going to give advice that's that's outside of the question asked to me. So, I'd like to see the the question and the
answer. And then and then we we as a council can can kind of parse that that uh legal advice. But but only hearing what the answer is without hearing the question isn't that helpful. Okay.
Um so that's that SCA priority request. I think I've ema I should have received the email from me talking about the two requests that came in. This is just the priority requests. We have until April to put in all other requests. We can put in 100 if we want. The two were PS212
uh adding um the Prometheian boards and then the accessibility uh either a ramp I heard that they can't do a ramp for a whole bunch of reasons but uh potentially the lift in um Baroo Middle. We need to we need first are we
comfortable with those two and then number two is we have to rank them. I honestly don't personally I don't think it really makes a difference what we rank but we have to put I have to put in you know one and two >> thoughts. >> Should we because it's been in question
whether or not they would even accept. >> You told me to submit it. They they didn't. >> They did. Anyway, um maybe we should rank the one that they're more likely to do. >> They're not going to do either one. Is
nothing. I don't >> doing it. Why are we wasting our time? >> Who you know they they took 5% and I don't even know if 5% is some of those probably most of those were probably in the system already. So I I don't know if there's any way that we can predict what they would do more. >> I I do think the accessibility request
is probably higher priority than smartboards. >> Okay. >> And also I think we're setting a precedent. I know there's a lot of schools that probably would want smartboards if they ended up >> right >> accepting that one which they won't. So I don't know why we're discussing it, >> right? Okay. So are we okay with Baroo
number one and PS2 number two? We just take by show of hands. Anybody against? Okay. Um Zoom chat. >> Sure. >> So I'm 100% for freedom of speech.
However, I think that being that this is a public meeting in which students are present, we need to remember that the language we use is important. And
even if there are people who use language outside of this chat that we find reprehensible, I don't know if it's appropriate to call attention to it inside this chat. I certainly think there's a case to be made that if there's somebody say if
some somebody says anything in the chat using a slur or an offensive word, I think that's absolutely caused to be muted or removed from the chat. Um, unfortunately, we live in a world where there are going to be people who use
slurs against us or people we love either here or out in the world and and um they have the right to do that, I guess. But there's, you know, I think that within our own chat, um, that needs to be tabled. And I
think it can be very tempting, as we know, online to get into personal discussions within the chat. And I really understand it. I do. But I I always hope that we keep the focus not
on the individual but on the issues. And like obviously if somebody is saying something that's offensive, it's totally fine to call it out, but I think that we need to keep the focus on sort of like what's happening right now in the
meeting or on issues related directly to the students. Can I just bring up that um I know a lot of other CEC's and um community boards and other things that do hybrid do not have a chat, >> right?
>> It is really difficult for us to pay attention when you know the superintendent is here giving a presentation and we have these people coming in to talk to us. It is really hard to also adequately police the discussion happening in the chat. And I
believe that we should support everybody that wants to have a voice, but maybe some of these comments could be had in their two-minute discussion period rather than just it just I I I can't pay attention and catch every little thing.
And I do really love that we get questions that are helpful, but it is really difficult and I think it's taking away from our ability as a council to pay attention adequately. and things are getting missed and I I don't think it's any of our faults for you know unless we
had some designated person but then that person wasn't wouldn't be adequately paying attention and having a discussion here. So I think we should before we even discuss what to police in the chat discuss if we should even have a chat because I think a lot of public um
meetings that are hybrid don't have a chat. I just want to there's a question in here right now that says, "So, if someone wants to avoid being held accountable for their words, they should use slurs in their post." That's that's not what I was saying at all. Um I I'm I'm not suggesting anyone use slurs
anywhere. um certainly not in our chat but I do think that there I've seen things over you know not just in my time being a council member but before that when I would attend meetings I would see things in the chat like back and forth and even when there's things that I
agree with I don't um I don't know if it's the place um and I understand your point Elena no I don't think it's okay I I but I don't know how I don't know what what our place is in policing what people say when they have
their two minutes. We always ask people to to be mindful of their language and they're often not. Um Carrie, we do our best so that you can hear us online. We're humans who make mistakes with the microphone a lot, especially here. You have to push the
thing. And I I talk kind of loud, but a not everybody does. Um and we we are trying our best. And I do understand what you're saying. It's very challenging if you're watching something online and you can't hear us. Um, >> so we could also go to chat whereas the
chat is limited to just us. So they can't speak to each other. But if they have a problem like you know I can't hear a question. It just comes to the 14 of what 12 14. >> Yeah. Because if people have questions for the superintendent or or they have questions for us, the discussion of
resolutions, isn't that what the the discussion should be? Shouldn't that be the time where they have the public speaking session? >> And and if there's clarifying questions, yes, I do think that they can ask questions of us. But this managing people fighting back and forth with each
other seems really difficult. So I I just want to say, you know, I've attended a lot of these meetings since since going back to like 2019 or so. I mean, obviously there was a time when it was, you know, fully online during the pandemic and things got very very heated. And so what I have seen this
term so far is really nothing like in compar. Um I think the question that the complaint that came up last month was related to a specific comment directed towards like a student towards like a parents you know child and I think
there's a there is a line where you know if we have people in the chat talking about students talking about other people's children in a derogatory way or a threatening way you know that's I think I think that's a pretty clear line something we should prevent um but I
mean you know there were some some community members having a discussion today about, you know, various things that were sort of related to education, maybe some of them tangentially, some of them related to this district, some of them related to New York City public schools in general. And I mean, it
seems, you know, it got a little heated, but I mean, I didn't see anything in the chat today that I think like warranted like we should we should shut this down. Um, and and so I'm I'm kind of wary of of being like over sort of corrective
for this, but I do think, you know, when there are comments directed towards like to that are about or directed towards specific students, I think that's that's, you know, not not appropriate at all. And and I also don't want I mean it's going to be again it's really hard for
us to like I knew there was stuff going on in there today and like it's challenging to think like what is the thing in that moment while we're trying to pay attention here and come up with our questions and do that. So that's my that's my biggest concern is not I don't want to have to like when sometimes I'll
miss something that was said and I have to scroll back and then you know it gets it gets we're ahead to something else and I've missed like six things. So, please bear with us as we figure this out. And I certainly don't ever want anyone to feel like they're silenced in
any way um at all. And and it's I think it should we should always be accessible in terms of people who are online who may not be able to to speak, they have a kid sleep, whatever their situation is, but they have a question to that we are able to see that and catch it and it's helpful if if we're able to see it
because there's not a lot of other stuff. We are being expected to police, right? We are. That's the thing. We are getting emails and we're getting feedback that we did. We missed this. We didn't respond to this. And I don't think it's conducive for us to have conversations
and also have a side conversation that we're being held accountable for whatever said in it. Um, if it if it's a conversation that goes on and we're not as council members, um, you know, we don't we aren't expected to police it,
that's one thing. But we are getting a lot of feedback that things are going said and we're not we're not getting you know we're not policing it in the right way and we're trying to have a conversation here and listen. So it's hard for us to have side conversations
going that we're also accountable. >> Yeah. Sorry. Sorry. Just but >> the microphone >> speaking in session. I don't know what the hell someone's going to say. Sorry for the h word. When they come up to this the speaker or the microphone,
sorry. So, it's that's the thing is like it feels like policing when we limit it. Like you can talk to the members. You know what? CCHS does that and it sucks. I go to those meetings and I can't say, "Hey, Journalism Coalition, you guys just did a like crazy amazing
presentation for 20 minutes and I can't tell you that, you know, or I have a question and I'd rather field it with the parents that are there in the community that's there than ask them because I don't even get a response back half the time." And it's a pretty legit question. So, I think there needs to be
just a disclaimer that like we can't police it in that way. Your expectations need to be adjusted, but please like read the code of conduct that we have for the chat and be adults and stop like
hurting people intentionally if you can help it. You know, like it's not really fun to be in a meeting and see what's going on tonight. I've seen worse, but you know, calling kids at our word freely and thinking that's cool when you're head of an educational policy
organization is not cool and it hurts. But like that's our those are the parents that we're dealing with dayto-day. So like it doesn't bother me in the same way. I just don't want to I just I think of the expectation is we can't always intervene because this council has never done that. You know,
we all know that and I know we want to turn over a new leave, but to me, honest with you guys, it just I hear you. I just want to be very careful with that because it feels like we're breaking off good community in the chat when it happens, which I've seen parents connect outside of here because of that chat and
they're dropping in links and other helpful information that we can't necessarily drop in or they're too scared to to talk, you know, for various reasons. They don't want to verbally like, you know, participate. So, they're participating in that way. Okay. So, I just think a a few, you know, bad actors
shouldn't shut down the whole thing. But I don't have a, you know, besides a disclaimer, I don't have another answer to how you would would do that. But I think that expecting us to like do that is not an expectation. It's never it's never been done. Let's just put it that way. >> We can't we cannot follow everything in
here. We can't make moral judgments on what's being said. We just can't do it, >> right? But I the the reality is people do expect us. There were several comments tonight that said, "Craig, could you do this? Why is people why are you allowing this? Why is this?" And that's a common thing. That's happens se
almost every month. So people are going to expect it. And it's a human it's it's human nature to do that. I think Erin and I spent what four minutes trying to figure out something how to deal with the chat during this meeting and I miss stuff from from the superintendent's
report. I I I hear your comments about, you know, engagement within people. At the same time, it's I don't think comparing it to the two minutes that people get is is and policing that I I don't think they're analogous because it's two minutes people speak is not
cross talk. It's it's a very different thing. Um, I I do personally like the idea of allowing people to con to speak to us, whether it's the Q&A or whether it's just limiting the chat to to the se to the 14 of us. And it should be all 14. It shouldn't be one or two people.
It should be everybody. Um, but tonight was kind of, you know, triggering to certain people and I did see a I don't remember I don't even know I honestly don't even know who said it, but someone did say I'm feeling being attacked in in tonight. They did say that
>> just I just I think I think that we need some objectivity here, right? Um we need some honesty about this because you know the person you're speaking uh about who said that she felt unwelcome here is your your co-founder of and your co-president of a place NYC you sit on
the board with that person of an organization. So I don't think you're really objective here to talk about, you know, I mean, you know, other people have have had their students, their their children attacked and you haven't, you know, come up and and spoken that way. We have had people say like the
most vile like racist, you know, you know, stuff in the chat and it has been shut down before in past terms. But I mean I I don't think you know we need to do um we need to shut down the chat in response to you know your you know your
friend on on place NYC saying she's unhappy with it. >> That's not I'm the one that suggested shutting down the chat and that is not why I suggested it. I suggested it because people have been getting getting a lot of comments that I I feel
bad watching all this stuff happen and later on I hear I get we get emails saying why didn't you say this something horrible and I'm like I I I'm so sorry I didn't have time to look at the chat like I I feel bad that people are able to share this and then just to bring
this up again most CEC's and community boards and other things that have hybrid meetings do not have a chat I Yes, there's good things from the chat and I agree. I want as many people to speak as possible. I want to hear from people, but it is hard on people are
saying awful things and not tonight. I'm talking about before in all ways. It's just really hard. It hurts my heart to see that things slide by and I hadn't paid attention and didn't wasn't able to stop it. And I feel like it's a responsibility that this that we allow
this to go. So that's why I brought it up. >> Can we let Sam speak? He hasn't spoken yet. >> Is why is the chat different from inerson attendance? If if people are attending in the audience in person, are they
given the opportunity to to vocalize, you know, their opinions in the middle of a meeting? >> Should they get there? >> I mean, you know, they they get the time, you know, if they sign up, but then >> it's not like cross talk or, you know, that that's It's a lot more easy to to say to maintain decor, right? Whereas
online it's it seems like the rules different, which while I hear everyone's opinions about, you know, it's great to foster community, but you know, to be able to police people and like who's who's decides, right? We can't if it's one
person sitting there, they might think, okay, this person is offending me, but if someone else is is monitoring it, it might not be. So, it's really hard to say, but if we're if we're going to be kind of even and fair, people attending in person are not given the same kind of
cross talk opportunity as Yeah. So, so >> you know, Right. Right. What I'm saying is, you know, before this was a hybrid model, right? So, and so if if these meetings are public and the standard has
been, you know, you sign up to speak, you know, I like the idea of, you know, if someone has something to contribute to kind of let the council know rather than cross. I mean, it's hard because I do like the idea of people being able to
connect, but it's also a challenge to to have like police this sort of thing. Though I will say that people in in an inerson meeting have an advantage that people in the in the hybrid meeting don't is that, you know, I've certainly attended uh some kind of public, you know, community meeting where you're in the audience and you get people
something you go back to your seat and someone comes over and says hey you know I wanted to ask you about something and you know obviously there our you know participants on Zoom don't don't have that benefit whereas people who come here could go and talk to each other but that brings up a good point um so in
order to maybe foster that community it would there be a way to kind of allow people to send feedback to the the council that can be put up onto the site yet you know to kind encourage that sort of communication without having to be
worried about this because it would become distracting if it if it gets too heated or or something like that. Is there anybody who hasn't sp I just want to let other people because few of us have spoken several times. There anybody who has not spoken about this
issue that would like to chime in? It sounds like we're pretty divided on this though. I mean I don't know there's there's a clear consensus of what we want to do and I don't know what some of the quiet I'm not trying to and people always think
back from the public, you know, they all get emails. They find ways to to contact us. Um, I think our time here as a council, especially with Superintendent Calli, it's way more valuable than, you know, being on the chat. Uh, we used to turn down the chat during the
superintendent's report, at least that we used to have that practice, which I would recommend, but I mean, I I don't have a strong feeling about turning off the chat or not. I personally have been called every single name and I really don't care and so I don't feel offended.
Um, but I'm sure other people feel other ways. So, yeah, I'll go with whatever the council decides. My suggestion is turn off the chat when Superintendent Kelly is speaking. >> Yeah. >> People at home want to hear you. >> Yeah. So you didn't have the chat on
during public speaking sessions. So you couldn't heckle, you know, you weren't there heckling people basically. Yeah. Or the superintendent. I never really understood the superintendent part. >> Do kind of understand the public speaking part, right? I'm not like pissed at anybody about like wanting
this or whatever. I get I think it's just like the history of this council and being a part of that chat for so many years and seeing how other councils do it. like it it is dirty and it's crazy and sometimes it's great and super helpful, right? But I again do not think
it's our responsibility to deal with it either. And I'd be very interested in what face has to offer in terms of helping us with the chat, right? Having some, you know, guidelines or like posting like these are, you know, play at your own risk because we can't guarantee that we're going to be able to
objectively like do this in any way, you know, um here's our code of conduct. please follow it. But outside of that, we're not here to like look at the chat every five minutes. I don't look at it usually till the very end or if there's a transcript of some sort, right? But I don't think that we can like not allow
adults and parents that we represent to talk to each other. I think it makes me it it just infuriates me when I spend three hours at a meeting and I can't talk to anybody else there except the host, a couple chairs, and then it's like that's it, you know? And especially
with presentations, we have so many we can't allow them to talk to each other about it. So, that's just kind of where I'm at. I'm like, it's not my responsibility. Sorry. Play on your own, but like don't shut I I just I'm firmly against like shutting it down. And there
was a vile stuff tonight that Yeah, it's like it's it slides down my back, but it doesn't mean it does for everybody or the kids that are watching or the parents that are watching, you know, but this is district two. It's the reality of where we are, you know? I was so like, yeah, I didn't love what I saw tonight, but at the same time, I'm not
about to like shut down people discussing it and talking to one another, you know, like >> I just want to quickly add one quickly. Go ahead. >> Like the goal of this meeting is not for people to talk to us. Like they elected us and then now we have and they can all
comment during the public session and then we get mails. If people really has like a thoughtful comment, they will send us very thoughtful mails. We all get these really long emails and they will find us on Facebook. I mean I get my my inbox on Facebook is like full of
G2 parents. So like I don't think like oh you cannot talk to somebody during a meeting is that's not the point of this meetings like we were elected now we represent our constituency and we should do the best which is be present here not paying attention to what's happening on the chat. That's my
opinion. Well, then if we do that, I think it's a good thing to we can make a decision as a council when to shut it down. I think that makes sense. And then also, I think we need to make a comment at the beginning saying we are not policing the chat or whatever the
verbiage we want to use. Um, you know, we're not responsible. Please be kind. Please be respectful. It's not, you know, our job is to be in this meeting and if we have see questions, we can respond, but we can't shut people down in the chat because we're not monitoring
it. I was just going to add Oh, sorry. I I'll be really fast. I was just going to add really quickly. There was a comment in here. There was a comment in here about like sometimes there's hate speech in the public speaking sessions and I totally acknowledge that and I but I
don't think that there is anything that we are legally allowed to do in terms of like censoring people when they come up there. There's people who come up here every time and I don't like what they have to say but I don't think there's anything we can do about it
unfortunately. What is so what is >> so sorry this is the this is not session session yeah >> um sorry so what is what is the >> what is the what is the vote that's the question
>> okay now >> I don't think we >> are you proposing that we close it completely >> no >> I would propose that we close it completely and that people can just contact the committee that's sitting here and that they can there it's not open as a chat. This is an elected body
and a public meeting and uh the lack of decorum and then some on and this chat is not acceptable and I understand people are comparing this to how bad it was a couple years ago and therefore excusing the bad behavior that is today. But in general it's not appropriate and we
should be closing the chat and we should be conducting this as grown-ups as an elected committee. What what was the inappropriate behavior in the chat today? Because what I saw in the chat today was, you know, the the co-president of place NYC, Craig, that you serve on the board with that
endorsed. >> You've said that four times. You don't need to repeat it. >> It you know, it's I had the floor. Um >> actually, I didn't give you the floor. You've spoken several times already, Gavin. Other people might want I'm going to speak. I'm going to speak because I think it's important. um you know the
co-president of place NYC um had said you know publicly that she thinks it's okay to use the art you know and someone called her out on that is that inappropriate for someone to call her out on that and she is coming here as an advocate you know as an activist for education issues and someone is
calling her out for that statement >> and and and she right >> this is we are talking about the chat >> and she and she she did not say that in the chat someone else brought up a previous comment that was said not in here but on on Twitter or X or whatever. She did not bring that up in the chat.
>> People in these meetings say, you know, go back where you came from. Say all >> I've had that also. I've had people say that to me also say horrible things to me. >> As the person who brought up getting rid of the chat, can I propose a compromise? Can I propose a compromise for the for
this next month? Can we because I agree. I'm the one who brought it up because of things that were said in the chat last not month, not because of anything that was said this month and we received emails about it. Can we propose moving forward trying to keep the chat as is maybe shutting it down in a couple
locations and saying at the beginning that we are not we are not monitoring the chat? Can we can we try that for a month and see how >> can we be specific to because I >> it was brought up to close it down during um public comment and during superintendent session. >> Okay. and then saying at the beginning,
we are not monitoring the chat. Please be kind and respectful. Is that a good compromise and we'll see how it goes for a month? >> I think that's a good compromise and we can see how it goes. I think it's a deeper discussion and just one I'm hearing just one thing to think about
when we reference a quorum. I've I've seen this council previous term not act specific with proper decorum at all, not even giving eye contact to speakers. So like the hypocrisy just has to be called out on that like right now. If we don't act that way and if you haven't acted
that way in the past like why call out people in the chat but I agree with you that a compromise would be best to like limit it during this time. >> Let's take a vote 3945. >> Okay. So the the comment was that we shut the shut it down only during the
superintendence and the uh public session and then we we put a comment in the beginning which we'll we'll craft. take it to uh you made the motion. I'll second it. >> Okay. So, Allison Bowen, Allison's a
yes. Gloria Chu, >> Gloria is a yes. Daniellea Egro, >> yes. >> Daniellea's a yes. Gavin Healey, >> Gavin is an abstension. Aaron Carr, Aaron Carr is a yes. Cody Linquist, Cody's a yes. Sam Low, Sam is a yes.
Tall Masilcha, Tall's a yes. Rooster Mavanov, Rustam is a yes. Tamira Reed. Tamira is a yes. Sabina is an excused absence. Craig Slutskin. Craig is a yes. Rachel Kenny. Rachel's a yes. Ethan Quac. >> Yes.
>> Ethan's a yes. That motion passes um with 11 yeses. Uh I'm sorry, 10 yeses, one abstension, one absence, and both student voters voting yes. >> Thank you. We'll see how that works out. We can always revisit it in the future.
Thank you. Voting for each. Uh town hall I think just town hall is next >> meeting schedule March >> meeting schedule meeting schedule. So the town hall is the first week of the first Thursday of March. The question is do we want to make our March meeting the
town hall? But that would mean we would go almost two months between meetings. So I would say no and I would say my suggestion is that we all suck it up and for one month we have two meetings. One at the beginning of the month and our regular meeting at the end of the month. That would be my suggestion.
>> That would be 25th, >> the Wednesday, whatever that Wednesday is. >> 25th. The last Wednesday. >> Yeah. Because I think do it the week before. >> Okay. I'm fine. I'm fine. >> March. >> The calendar meetings are the end of the
last week of February and the last week of March. And they'll have that town hall separately on the March 5th >> which is shorter >> which is now >> right but March 5th was not it's just an hour and a half. Yeah. >> Yes. >> Yes. Because otherwise we go two months and I don't think that's good for for
any anybody. I mean, >> it would be really >> Can we make her business? >> I I I we could I I mean, I I wouldn't separate them out, but it's also it's also, by the way, then after the chancellor leaves, we have to completely
set up all the it because they don't give us the it. They did last time. They won't do it again. They didn't do it for anyone else. >> So, >> okay, everybody okay with that? Do we? >> Yeah. Okay, >> we're fine. >> Town hall. Uh so we have to start planning the way we worked it out last the way we did it last time was every
individual every person uh I don't know if we had students at that point but every student students of course also uh came up with two to three questions of their own some of them may overlap it's not a requirement but the chancellors typically ask the questions in advance I
personally think it's a good idea because this way the chancellor can think about the questions and then think about what answers but we each person had two to three questions each person each person sorry most people got to ask questions it's 12 14
of us I don't know that we'll get to 14 questions in 60 minutes um we also will ask the public for their questions which we will all have access to we can incorporate their questions in our questions if there's time we could also take a question from the audience
>> there's no >> but I don't know that there'll be a lot of time yet >> so is everybody okay with putting together two to three questions of their own submitting it. We all will see everybody's questions. It's not that you submit it to me. You submit it on a It was a Google form that everybody had
access to. Everybody okay with that? >> Yeah. >> Okay. Uh and then there might Sorry, I'll I'll send it to I I got to find out when they want the questions. It's you know um and they'll be they will definitely be all that. I think it's also good
because like the ch you know you might have a question ready but then the chancellor in answering question might answer that question. So, it's good to pivot to have the ability to pivot to a second question or third question. Anybody agree with that?
>> Good. Uh, treasures report. Nothing. Uh, just remember to get your and the expenses. I know I've actually gotten expenses. Thank you. I will not say who, but thank you to the person who submitted their expenses on a timely manner. Um, leazison school reports.
My only comment on that is that it's frustrating that a lot of principles just don't respond. >> If they don't respond, call email Kelly, superintendent, and he'll get you in because we've had that issue with it with >> us had that issue with the school. >> Yeah. And he'll he'll tell them they
have to do it. >> Definitely go to go to Kelly. >> Okay. >> There are certain some of the principles just won't. Um, >> hey Tim, >> sorry on the leazison reports. I'm curious um what do you want like what
should we report here? Like what if we're we're in the school? It's it's sensitive information. Not student specific. Like you're going to call it a student, but like how how much do we talk about here? Like I don't really know what the report is supposed to be about like capital improvements, leaky
faucet. Like >> you it's anything and everything. Could be capital improvements. It could be you were at the school and they did a lovely job with their presentation. If it's sensitive, I think it's a case by case basis. I think >> Okay. possibly talk to me or put up their face to see if it's appropriate to
speak. You know, you don't want to >> if they're having like some people brought up like instances of, you know, anti-semitism and, you know, all these things. That's at certain places. So I'm just like if it's a big issue at a school like I I just don't know what I'm comfortable with but I don't know what
other people do either or to use this to actually be a leazison where I'm like I'm going to make it publicly known that this is happening there but I'm just like kind of I don't know how other people feel or what you've done in the past. I just don't want to do like happened to Morton. Like I don't want to do that here, you know.
>> Although Morton was in the press and it was kind of hard to but um I so your f my first answer is you can't go by what's happened in the past because in the past I don't there weren't a whole lot of reports to be I mean Allison Young had a lot of reports two years.
I mean I've gone in like I've gone into the school and I' I've reported on big things but you know I don't report on the minutia. I mean it's also you know a lot of times be perfectly honest in the last term our business meeting was four minutes at the end of the night so we
should throw it though it's hard to say but I it's a judgment uh new business I don't know if that's a great answer it's the answer I have >> and we can talk while uh okay anything
else let's meeting is adjourned >> thank you everybody >> thank you >> see you next You should be in order. >> Thank you everybody. >> My writing is