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Video-1: youtube.com/watch?v=mmp0C6JbTsQ

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Okay. Uh, >> good evening everybody. Can you hear us? Can you hear us in the chat? Yeah. >> One, one, two, three, four. >> They said yes. >> Five, six. No, we did. One, two, three,

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four, five, six. So, we're still waiting for Do you know if Gloria is coming? >> Okay. And Tam's gonna be late, so we can have a presentation now. It's fine. Um, okay. So, uh, good evening everybody. Can you hear us? Yeah, you can't hear us

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at home. Great. Uh, so my name is Craig Slutzkin and I am the president of CEC District 2. Uh, I will call this calendar meeting of CEC 2 to order. Uh, I will ask the interpreters to make their announcements. Can you ask them to come in?

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>> Oh, yes. Sorry. >> Um, here's the announcement for Mandarin speakers. Gracias. Thank you so much. Okay, I'm now going to ask our recording secretary, Erin Carr, to take roll call.

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Okay. Allison Bowen. >> Allison Bowen is here. Gloria Chu. Gloria Chu is absent. Daniela Egrov. >> Uh, excuse. She's sick. >> Daniellea Egro is excused. Gavin Healey. Gavin Healey is here. Aaron Carr is

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here. Cody Linquist. Cody Linquist is here. Sam Low. >> Sam is excused. Well, he may come online. And I think he might be coming online later. Not hear >> Sam Low is excused. Tall Maselch, >> she's excused. She had graduation graduated.

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>> Rooster Moblin Room is here. >> Tamira Reed. >> Tamira is absent but on route. Sabina Serene. Sabina is not here. >> Oh, I'm sorry. I didn't see it. >> She's there. She has an extraordinary service.

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>> Sabina is here virtually. Craig Slutskin >> here. >> Craig is here. Rachel Kenny. Rachel is here. Ethan Quac >> is absent. >> Ethan is absent. >> We currently have six present, one

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virtual, >> right? >> So, we do not have a quorum. You need quorum of seven in per in person. We do expect to have seven. I I know one person is late. I I'm not sure about another person. Uh so, we do have that. We can't take any We can't take any voting matters or discuss any voting

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matters right now. However, that's I think that's fine because we have a presentation and I think we we're okay with with doing that. It's not a voting matter tonight. Uh but before we begin, I just want to remind everybody that we're here for the children of District 2. We have student representatives as part of the CEC and may have students uh

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watching at home as well. So, I'm going to ask all speakers to be mindful of that when speaking. As a reminder, you need to sign up at https/bit.lecd2-speakers. I'll put that in the chat in a moment. To sign up for the public speaking session, you need to sign up by 7, let's

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say 7:10 p.m. to speak. Before we move on, I'm going to take a a moment to review how we be how we'll be using the chat tonight. We This is the same procedure that we've been using for the past few months. I think it's been going fairly well. The chat will stay open for most of the meeting, but it will be closed during the superintendent's

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report and during public speaking. Outside of the two sections, it's going to remain available. When the chat is open, we'll ask everyone to keep comments respectful and focused on the meeting. The chat is public, including to students. So, a good guide is to write in a way that you'd feel

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comfortable with your own child seeing. You're welcome to raise points or ask questions in the chat. Council members will check it periodically, but our main responsibility is to run the meeting. So, we won't be watching the chat every moment, so we may not think see things right away. We're trusting everyone to keep the space constructive. If

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something crosses the line, name calling, profanity, or something similar, we may remove someone or close the chat after a warning, but we're not monitoring the chat continuously, so we may not c catch issues immediately, and we'll ask for everyone's patience and understanding. The goal here is simply

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to keep the meeting running smoothly for everyone. Council members also won't be deliberating in the chat. Those discussions need to happen in the open where everyone, including those watching on YouTube or attending in person, can follow along. When the chat is closed, participants will still be able to message the host

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for technical issues. For example, if the sound isn't working. A quick reminder, the most effective way to make your voice heard is by signing up to speak during the public session. The chat is not the official avenue for raising or debating issues, and it isn't part of the public record. If there's a

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topic you want the council to address, the public speaking session is the right place to bring it forward. And I thank everybody in advance for helping us keep the meeting respectful and productive. I would also like to note that uh council member uh Gloria Chu is now here. Uh so

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we do have a quorum now at 7. Uh we do have a a bunch a few guests here tonight. And what I would like to do if the council is okay with it because we don't have a lot of time with with with the commissioner is I'd like to do the minutes and the reading of the resolutions because we have a bunch of

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them. They may take like 10 minutes or so. I'd like to do that after the session with the with the commissioner. Is everybody okay? Okay, this way we can maximize the time with her. Okay, good. Uh, thank you. Appreciate appreciate uh you indulging me on that. Um, so we do have a bunch of gu a number of guests

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here. Um, I Where's the DOE guy? Oh, okay. Um, yeah. Okay. So, we do have members from DYCD and we do have a member from uh DOE as well. Uh I think everybody knows the uh various issues with the Manhattan with the uh various

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middle school uh afterchool programs that that not only district 2 has had but we've had and we've seen across the city in in almost every almost every district. Uh parents are extremely frustrated as many of the changes that have happened. uh they were many of them

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I think would describe it as blindsided and I think we're at a point where with all due respect I think the word debacle probably could be an appropriate word. Uh we are fortunate enough enough to have the commissioner of DYCD to talk to us to speak to us tonight. Uh she has

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brought her team. We also have a member of as I said the department of education who leazes with DYCD and the commissioner in particular. Uh so we're fortunate to have him as well. Um, what I'm going to do is I'm going to ask them to introduce themselves. I don't know if you have anything to say. I We have

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questions, but I don't know if you have anything if you want to make a statement. Okay. Okay. Um, I'm going to ask a couple one or two questions and then I'm going to have my council members since we only have a certain period of time. I'm going to ask the council members each to two

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two questions each. If we have more time, we'll come back um and ask more questions. I just want to make sure that it flows correct. it flows okay and everybody gets an opportunity to ask questions. For those of you at home, we are checking the uh the chat. We may if you have questions, please put them in.

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We may or may not get them. We will try to incorporate them in uh into our questions as well. Um but why don't you [clears throat] introduce yourselves first? Oh, you have to press the button. >> Okay. Why don't we give you why don't we give you this one? Because this you

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don't have to press. That's perpetually pressed. So you don't >> Oh yeah. Okay. Yeah. >> Uh good evening everybody. My name is Sandre Kamiya Davies and I am the commissioner of DYCD and I am grateful for this moment to answer questions and

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also to listen uh to any concerns you want to share in this moment. Hi Susan Hoskell, Deputy Commissioner Youth Services at DYCD. I'm joined by my colleague at DYCD, Michelle Rosa. Oh, sorry. >> You can also press if you press the

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button on that it work. It does work. >> Just press and hold. >> Yeah, press it and hold it. >> Partnerships working community support and >> Thank you. So, I'm going to start off and I'll ask both of my questions and

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you can you can you can answer answer answer them. So, the first question I have is relating to sports and the MSA MSA. You a lot of parents, this is one of the things I hear about the most is okay. One of the things I've heard about

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the most is is the the fear of a lot of the sports not not translating into the new programs. You all you had used to have Manhattan youth in a lot of our schools. It was very easy to coordinate. You had one one uh provider who can

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easily go from Baroo to Wagner to to Lab Middle. Now you don't. You have Manhattan Youth, you have Imagigen, you have the T JY, the tennis tennis place, you have the YMCA, you have different different providers. It's going to be hard to coordinate on all four of them

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and and others. Now, my understanding, and I've been told several times, is well, what they can do is they could subcontract. They could subcontract out up to 20 or 30%, I think, 30%. I don't think that's realistic. I think that's great if they do subcontract some of those services,

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but you're forc you're asking a provider to give up some of their business, some of their contract, and I don't think anybody's going to proactively do that to to give it up to a especially a competitor. someone is going to need to tell them you have to do this if they're going to

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coordinate the sports amongst these schools. I've heard for example at Clinton that one of their teams because Manhattan Youth is not connected to the many of the other schools. Now the volleyball team is going to have to go up to Inwood which is which is far for some of these kids. Some of these kids are what 10 years old in middle school

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11 years old. Um so it's sort of death of a program. So that's my first question is can you can you talk about how that's going to work and how MSAL will continue if it will continue in all of these programs. The second is about spots. Now I I know seats are not

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students, right? So I I I understand and I think most of I think most of us understand that seats are not necessarily do not translate into students but you know we we've seen reports that some schools got less than half of the the seats that they got last year. I know for example lab middle had

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200 and something and now is down to 105 but this morning and I thank you for that it got restored to the original number. But the question I have is how do we ensure that every student who wants to go to a middle school after school program can do it whe regardless

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of the number of spots. My understanding, and I don't have a middle school child, but my understanding in talking to to many people was that Manhattan youth always made sure enough kids or any kid who wanted to be in the program were in the program. Regardless of how many slots, they figured it out. whether they got it through private

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financing, whether they just ate it and they just let them in. The How are we going to make sure that every kid in every middle school in District 2 and really across the city, it's not just a D2 issue, will get a middle school after school spot that they desire.

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I want to take the question about sports first because I think that's a really important one and that one that's been raised by a lot of parents that I have spoken to specifically in relationship to Manhattan youth and today we met with Bob from Manhattan Youth to talk about that because I know that he services 225

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schools. So he's really doing the lion share of a lot of the heavy lifting of you know these sports across New York City. And so in the conversation, which he can share more himself, we talked about how do we preserve the role that

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Manhattan youth has played um in the city, not just for their afterchool programs, but across the city. And so we are committed to partnering with him to figure out both what investments need to be made around this uh around the school the school sports and what kind of

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partnerships need to be leveraged outside of the Compass contract. uh because he did subsidize this outside not just using compass funds but also outside leveraging outside funding. So we're committed to supporting that process and we've been talking to him. Um also this this idea of the

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coordination which I hear and also the idea of you know the responsive are the new programs going to be responsive to the needs of the community and one of the things that's really critical is that that's part of what's written into the work that they have to do. they have

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to listen to what providers to what communities want. And so that's very much part of their own needs assessment and the transition that they're going to be having with uh the school leaders, with the parents, and with the young people and then to be responsive to that. And we have found that a lot of

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organizations, they build their bench based on some of the needs that occur, but also they build and forge partnerships and they subcontract when necessary. We are taking the transition really seriously and we are trying to help uh the transition happen with Manhattan youth in the mix as well as

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the new provider and the principal to ensure that there's some continuity of the programming that has been effective that that folks are really concerned about not having anymore. Um so we've heard really the pleas of parents and of young people. Now in terms of the slots, I'm going to just turn it over to Susan

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who can talk a little bit about slots and guarantees. Uh I think I appreciate that question. I think there there was we did SAW allocations in two stages. So we made awards with SAW allocations and then

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DYCD reserved enough funding to ensure that every school could get up to the level that they were funded before. So after awards were made and seats were public, we had those negotiations. We understand for at lab for example there

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will be the full 225 seats but it's taken a little bit of time across our the awards to um bring people up to their full allocations. So I think we've um we've we've gotten there. We've we've we are we've secured the field full seats that are being expected for

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example at lab, >> right? But let let's say you you get more demand. Let's say you have 300 seat two 200 seat slots what whatever seats and let's say you have more Manhattan youth used to just accommodate everybody. What happens? What what

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guarantees have you gotten from YMCA and and the tennis folks that they will accommodate everybody? I I appreciate that question and I I want to like come back to the compass model and the compass funding and like there is value in looking at the number of seats that

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we're funding and the the number of seats that we fund at 225 would be like 225 kids that you operate Monday to Friday 3 to 6 p.m. Each provider takes that model slightly differently and Manhattan Youth definitely has a unique approach where they will you know enroll

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at times the entire school body all you know, 850 kids at a particular school would not be able to come to programming and meet the regulatory staffing levels required in a in a in a Compass program in a DYCD funded program. So, I think

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Manhattan Youth has created a model where kids can have touch points that are not necessarily like frequent um but allow for like a broader audience. There may be depending on the needs of the school more young people who really need

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like a ch a child care model that's the technical term I'm using childare these are middle school students they have voice and choice um that gives them a more comprehensive set of services there are sixth graders for example where parents are working families uh who

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really need care more consistently so I think one of the things that a provider will need to do is assess what the situation is at the school you're describing a model where it goes was has a very broad reach but not necessarily like depth of reach Monday through Friday.

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And part of that will be navigated by by the provider at each school. >> Okay. Uh I'm going to turn it over because I want to let my my colleagues uh ask I'd like to give uh Allison, Gavin, and Cody the opportunity to ask questions first if that's okay. Uh just

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given their their schools, who wants to go the three? with >> uh thank you Allison Bowen and I'd like to speak a bit specifically to lab u because I'm very familiar with the situation there but I just like to start

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overall by saying that I'm disappointed and angry as are many parents as you well know about both the process and the outcomes. Uh, I think that there are a lot of irresponsible decisions made and I think that lab is a prime example of

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that because of the great partnership that they've had with Manhattan youth over so many years and the principal ranked Manhattan youth top category excellent and they ranked the other providers in the lowest category and that was disregarded both the track

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record that Manhattan Youth had at the school and the principal's request and I think what has been presented to date by the Y is not meeting what the students and the families at the school

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need. I'd like to say, and I think this is extremely important, that this contract was awarded to someone who has never run a middle school program. And when they came in and presented what they were going to do for afterchool to the administration, they presented an

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elementary school model. Even with the paper, the materials handed out saying elementary school. So kids would get together, have a snack, they would have homework help, and then they would break into a handful of activities in a group. You've got to be kidding me. Lab Middle

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School students do not need babysitting. 20 years ago, this is where lab was before they built up the program that they have today with Manhattan youth. And you know how many people attended then? How many kids? Very few. These kids are out in the street. They're not staying for that.

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I feel like you have let go 25 sports programs, a debate team, a drama club that stages a full musical production every year, and tons of other clubs, STEM, cooking, all of these other things that the Y is simply incapable

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of presenting and servicing for lab students. And there's zero valid reason for you to have removed Manhattan youth from the school. zero. And I feel like you have the ability because Manhattan Youth has appealed

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this decision as they've appealed many others. This is a prime case where you should reflect on who was granted this contract and consider the appeal by Manhattan youth and reinstate them. Um, I understand from what you said earlier that you're

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hoping that the Y and other groups will rise to the challenge, but there's no evidence and no basis for that hope. It's a prayer. It's a wish. We have 10 weeks until the start of school and they have not shown any inclination to want

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to meet what the school community needs nor the infrastructure or the capacity to deliver on it. even if they were to say we want to do this. I understand you have a meeting with the school administration set up to talk about how

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you can work with the Y to do this but frankly I don't think that you can expect much out of that meeting in terms of the capabilities of the Y to do this and I think your real path forward here with lab is to

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reinstate Manhattan youth and that is within your power to do that. So my question for you is what are you going to do to address this situation? >> So part of what the protest period is. So I want to acknowledge two things. I want to I want to hold two truths here.

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I I appreciate you kind of talking about your anger and disappointment because I want to hold that and I've been holding that for many children, youth and families in New York City that did not get their school choice which is you know by date it's like 30% of schools did not have continuity of program and

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close to 70 did and so we're holding that reality and we're also holding the reality of that this was part of a procurement process that had guidelines and you know I say this tentatively because I'm not hiding behind procurement. I'm really naming what I am

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beholden to which is a series of regulations and a process by which we do procurement that allows for competition, accountability, innovation and opening up the aperture for a wider net of providers. It has been 10 years since we

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have been entered in the procurement process which is longer than we should and so for those 10 years the benefits have been that there has been continuity of care that there has been real relationships and wonderful uh benefactors have been young people and Manhattan youth has grown their

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footprint through the 10 years that they've been partnering with uh with DYCD. The the downside about that is that it gave the expectation that this was permanent and the way that city government funds work is that they must be procured. It's not something that I

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can change, right? It's not something that I can change that decision. And so the process of protest means that we ask the questions, did we follow the guidelines of the procurement process? Was there anything that we did that was

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not aligned with what we said the RFP was going to evaluate? And if the question to if the answer to that is that we did not do due diligence, then we reconsider. Unfortunately, and you know, and the other things that I think that are really important is that we've been

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having conversations and we've been having briefings with Manhattan youth and every provider who has not has been non-awwarded and we've been going over our methodology. we have demonstrated the way that we aligned what we were

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aligning to. Um, so I I want to be clear that there's that and then there's the unintended impact of that it has on the school community and both of those things are true. But I want to clarify that I and my team do not have the power to make an exception outside of the

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procurement rules. We must abide by those procurement rules. And that's what we're doing. And so in that transition, we're trying to honor how do we transition when there has been an unintended impact for these rules and and we are seeing that families are, you

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know, suffering quite frankly. And so we're trying to lean into transition and we're trying to figure out how to uh prepare organizations like the Y and others to be able to meet this moment and that we also put an RFP that they

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demonstrated according to the guidelines that they were provided that they are highquality programs and they run programs throughout New York City and so they along with other providers that's what we're holding them accountable to and if they do not deliver any organization that does not then There is

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a path also to deal with that as as it progresses. >> You you asked one question. You get a followup >> follow and then we'll go to Cody again. >> I understand that you're waiting for them to fail to remove them as the Y has

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been removed at other schools just recently. But that's not a solution for our kids. These kids have one chance at sixth grade, one chance at seventh grade, one chance at eighth grade. you make a mistake, you get a doover next year. Kids don't get to do over their sixth grade.

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>> They don't get a chance to be exposed to a program, a new sport. They don't get a chance to build on those fundamentals. They get cut from the high school teams here in the city that are so competitive because they were the ones that missed out on the middle school athletic league. Basically, they don't get to be

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a champion because in their eighth grade year, you've just taken away everything they built for two years. and you want to see if the Y can do it and then wait for them to fail to remove them. I think you are hiding behind procurement because what we haven't seen is any

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transparency on this process and I'm really disappointed to hear you say that the appeals process is essentially a sham because no one's sharing what the real decision-making criteria was so that we can evaluate whether or not DYCD

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actually followed their own process. Because from where I sit and from where 6 7 8 10,000 other families sit, it doesn't look like you did. And I feel like if you're not going to appeal to listen to these appeals and overturn the

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instatement of organizations like the Y, then frankly someone should call for your resignation and we should be writing to Mark Lavine and telling him to put a stay on this contract and not approve a single one of these. >> Yeah. I I'd like to respond by saying that I am not waiting for the why to

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fail. I am supporting the Y to succeed and I don't think this is a forum to identify the shortcomings of what you think is another CBO. I do know that the Y has stellar programs and that comes from a practitioner that is has been in the field for 30 years. 30 years. And I

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have had great partnerships with the Y. But I'm not making this about the Y. I'm actually making about what we want to do for children, youth, and families. And I am beholden to the law. I am beholden to a procurement process. And if I need to submit my resignation because I'm asked

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to do something outside of the law, then I will step down myself. But to be said that I can break the law and not follow procurement or that it has not been transparent is not a good indication of who I am as a practitioner and as a leader in this field for 30 years. So, I

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want to make sure that I am clear, that I have done my due diligence, that I have read every single report, that you can speak to every single person in Manhattan youth, especially the leader who I have repeatedly spoken to. I have gone through every single proposal

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looking and searching and making sure that we followed the law. So, it has not been opaque. It was actually very transparent. It was an RFP that was very clear about what the what the rules were. And on the other side of this, the

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things we can't share, the provider can share. Manhattan youth can share that data, which we have given willingly. I have spoken to Bob over the weekend. I have read every single proposal. So, I want to be clear that I am committed to doing the right thing, but

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I cannot overturn rules and laws that I am beholden to. That is not what I came to do at DYCD. But I am here to hold space for all of the emotion. I'm here to hold space for the transition, but I can't break the rules. I just can't.

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>> Thank you. So, either one. >> Um, first of all, I just want to say that I also have a um sixth grader at Lab Middle School and um he's not a sports kid. Uh he's a theater kid, he's a newspaper kid, he's a Magic the

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Gathering kid, and that yes, that developmental developmentally appropriate after school programming that he got allowed him to have friends across all grades. Um it allowed him to grow his confidence. Um

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it allowed him to become a a you know, a tween boy who's thriving. And I really do think all of that is from getting developmentally appropriate after school programming. Um, you know, echoing some of the things that Allison has said and

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that what a lot of people at lab, I know specifically lab and Wagner, I have a lot of friends that I go to Wagner too, are concerned about is, you know, sports um is obviously Craig brought up the question about working to make sure that

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sports programs are um are, you know, easily coordinated between schools, but I do think that a lot of times those other things that aren't sports slip through the cracks. And these kids are very challenging to

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get right, you know, like they're kind of little kids and they're also kind of mini adults. And one of the things that Manhattan Youth has had from their vast years of experience is figuring that out. And I think what a lot of us are very concerned is not that

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the YMCA won't eventually figure it out, but will they figure it out in time for my son next year? Because again, these afterchool programs are are just so important for friendships and social development, which I would argue was one

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of the most important things at this time. Um, so I I guess you know I I echo similar question of what Allison was. How can we be guaranteed that they are going to continue that same um interesting programming that they have

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now? Um, you know, it's it's really sad and scary to think that they won't have that same. And again, not saying that the Y won't eventually figure it out, but are they going to figure it out in time, you know, for my kid to experience it and not my second kid who's four years younger than him.

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>> I think I appreciate that question. I you've certainly hit on some points that we agree with 100% about how important that stage is. Um, I think something that comes to mind is that it will be hard for any CBO provider in any school

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in this city to be successful without your support. I think that many of the providers who are going through transitions are have valuable time right now to understand from the school community from principles or parents or

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whoever they're meeting with to understand like what it is you love about the program that you have now that you love theater like that these are the things your kids are drawn for too that other kids are only into sports and that's their way to get into other

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social emotional supports is through their love of of athletics. DYCD will support our providers across this vast system of 818 schools and including district 2 schools and including lab and including Wagner. Like

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we are here, Michelle is and I are here. We work closely with Jay. We want to be held accountable to high quality program. That's what we do day after day after day. And I would like to think that we had a role in supporting Manhattan youth to be successful in your

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school. And we will do that same thing for brand new smaller providers, for longestablished providers, for very community specific providers such as district 2. Like you can hold us responsible, but we have to start if we want them to be successful. You you want

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our guarantee. We have to start supporting them to understand like what it is you want and developing those plans and hiring staff that's going to meet that. We have to start doing that now. So if we can't look forward and start planning ahead, it's going to be very hard to give that kind of guarantee.

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>> But you I mean you do see why, and I know you say you're here to hold space for how frustrated and upset we are, but you see why we're talking about starting from the ground up and we had a program that was successful. And I think part of the reason that people are angry and

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skeptical is because you're sitting here asking for our input and our partnership, but our input and our partnership was not taken into consideration when you made the decision. And I feel like that is where this comes from. So it's very hard for

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us to to partner with you, to trust you when we feel as though none of our opinions were ever asked. And you know, Manhattan youth hasn't been taken out of every school. So that's what's frustrating about it is like, well, you

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talk about the procurement process, but none of us really can understand what that is. If they were not doing good work, then why are they in some schools and not others? It just feels arbitrary. And yes, we want to partner. We want to make this work. But you have to understand that there is a lot of

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mistrust. And I don't know how we move forward without having some transparency on why these decisions were made. >> I I mean I I really appreciate what you're saying about the the logic behind this what happened. And so each

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competition was each school was its own competition and in some areas we had really a lot of competition. So you could have still had a viable proposal, right? You could have had 10 schools and I mean 10 10 providers applying to one school and eight of them could have had

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viable proposals. And for clarity viable means that they had above a 70 70 points right and so they were competing about against a pool of people that had 90s 95s 80s. Um and so then we did the ranking right according to the RFP

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whoever demonstrated it was based on score on the scoring and the criteria that was on the RFP. So for instance at lab so you're saying that all of that was taken into consideration including principal input that was part of the scoring.

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>> Yeah. >> And they still the score principal input was not an part of the scoring. Principal in input was advisement and it often served as a tiebreaker. If we had two uh providers that scored the same uh close to the same within a two-point

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difference we used the principal ranking as a tiebreaker. So there were some proposals which again we can't speak specifically about Manhattan youth but there had been providers who' come to the table and when they saw for example that they they they ranked maybe five

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out of five proposals and that even though they ranked one they did not have a viable proposal that then helped them and then the we walked them through where they felt short in the RFP. It just I mean you have to understand from our point of view then it's like okay so then Manhattan youth wasn't good enough

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for lab but it's good enough for >> Clinton or you know what I mean? So from our point of view it just feels like that feels very >> arbitrary and again it breeds mistrust and I think that's what we're >> yeah and part of what we're trying to do is we're trying to create more um

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clarity around what the procurement process is right in general and we've been working with other parent uh parent leaders to help us translate this better because we do know that it's not landing, right? It's it's we're talking

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about the technical terms and we're also talking about the human spirit that understands what their lived experiences and we're trying the juxaposition of that and the paradox of that is it can be daunting but we can provide more line of sight specifically around the

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methodology. Uh we can't give the exact scores of Manhattan youth but Manhattan youth can give the scores. We have again we have met with them. We have done two briefings with them. They understand the scores. We have revisited their proposals. We have looked at every

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single angle and we arrived where we arrived. >> Before we get to Gavin, just for the record, Council Member Reid was here at 650. So 650 or so. So Gavin, go ahead. this. Thank you. Um I'm I'm grateful to

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you all for for coming tonight. Um I'm I'm sure you expected um a tough crowd. >> I I um you know, I I don't actually question the transparency of of the process. I don't I I don't think that's really the the right word to use here. I

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mean, I appreciate that there is that there there are proc procurement rules that were were followed. Um um so but I do think that transparency and sort of the communication process are two very different things. And so where I see

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sort of the the failure is not not the the transparency or you know I appreciate that everyone followed the the procurement process as set out under the law. Um but I don't think people really understood that process and um I mean I read through the procurement

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rules you know after the fact. Um but until you know that that there was a particular weekend when I found out that there was this transition from you know at my child school from Manhattan youth to another program um you know before then I didn't even know that there was a procurement process ongoing and I think

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most people didn't and when I spoke to to our our principal I think she was also kind of um you know I mean I think I think she had more of awareness than I did but when you've been with a program for a decade or more and then you you face this potential to be disrupted. you

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know, it's a very difficult thing for people and and so certainly the reaction in in our school community was one of, you know, feeling, you know, was was anger was, you know, was kind of this this feeling of of confusion about like

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where did this come from? And so I think there was a, you know, a major sort of sort of shortfall in how that was like communicated to families. um because now we can ask questions about the RFP, but we should have been asking questions about the RFP, you know, in the in the fall when it would

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have maybe mattered. Um so I I guess going forward my my question for you is is what are you going to do um to support programs and schools and students in this transition? because we know that this is you know there's a

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fairly tight time frame for new schools to new programs to come in and and I guess like the second part of that question is what are the checkpoints going forward um to ensure that these different programs many of them are new are actually like complying with what

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they said they would do under the uh RFP >> yeah I I really appreciate the feedback around our communication it is something that we have been reflecting on deeply and that we realize that we did not thread this needle right in terms of the communication that we I don't you know

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you put out an RFP you put out a concept paper and we didn't necessarily have the line of sight um for folks who were not going to be awarded what the message needed to be upfront that there is this procurement process these are the implications

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this is the process um and we as an organization I think could have done a much better job around doing that so I want to own that and take responsib responsibility and I also know that we co-owned that with the providers right like I feel like we needed to support providers there were some providers in

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the very beginning they understood they were like this is an active competition so when I was on the other end of this on the receiving end of this I had 20 schools and I said to my team and to my principles listen there is a good chance that we will not be here anymore and we

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had scenario planning A B and C and so and there were some providers who they were like no this is okay we're going to be okay So we're, you know, we don't want to learn at the expense of heartache and and trials, but we have learned a valuable lesson about how to engage parents moving forward and how to

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be clear that when when we do surveys or when we're doing concept papers that we're saying this is actually going to lead up in the next 18 months to this moment. Uh so we're doing a lot of recovery that we did like it was this was like almost uh something that we didn't have to do, right? Because we could have had a really different

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conversation. So I really appreciate that feedback. Now, in terms of the transition, one of the things that we have had and yes, like I have really appreciated the parents um in that's that are part of Manhattan youth because I feel like the level of cander and rigor that they have put in and thoughtfulness has really helped us to

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be a better agency and understand this and we realized that we couldn't make a transition that was very transactional like check check they met they had this appointment and we really realized that there we need to really lean into this as a change management process. So, we are securing the support of three intermediaries to help us with change

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management um and to help us think about how to transition for what might be a year-long transition where we're doing the partnership between the school and the pro and the and the provider and really figuring out how to shepherd change, right? Because we know change is a process. It's not an event. It's not

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going to just happen because they get into the building. That there is really a culture shift that has to happen. And so we have uh we are embarking those those um those agencies, but we're also leaning on uh you know former principles that have done school reform and that

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understand the principal perspective because one of the feedbacks that we got is like you know a principal is trying to manage a school. This is a really big shift. So we leaned on a lot of people that have done small school reform and we're going to use them as coaches through this process. And again it might be for the summer and folks might need

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it uh year round. I'll let uh I'll let uh Susan talk a little bit about kind of what happens if they're not successful and what our like our poor are. We are beginning immediately tomorrow all day tomorrow. It's tomorrow,

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Thursday, Friday. Every CBO that's been awarded will begin connecting with DYCD um and our capacity building providers, excuse me, on everything from like implementing social emotional learning, developing a proper schedule, how to engage and do outreach to young people,

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financial management, learning our technology systems and understanding the rubrics that our team will be going out to the site to look for. Are you properly staffed? Are your staff cleared? Are they respectful in engaging with young people? Is your is your

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schedule um including voice and choice for middle school students? And is it representing a range of kids from the ones who love theater to the ones who love sports? Um how are you connecting with parents and families? And how are you connecting with the principal to kind align what's happening in the

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afterchool day to what's happening in in the school day? These are the kinds of things that my team will be focused on like every day from today forward leading up to the school opening. And I think it, you know, it's fair to acknowledge that it's going to be a

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fresh start and they'll be we will be relying on a lot of communication like we really want to see more of this. Kids are not into that. Can we make shifts? And we're going to keep that process going throughout the life of the contract. >> Sorry, you had one. You you had I said

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two. You had one. I just wanted to make sure. Okay. I think Council Member Reed had a question had her questions. >> Yeah, thank you. Taking all of it in. Um, so my son was in Manhattan youth um since kindergarten until the end of 8th

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grade and he's a student with multiple disabilities. I'm a single parent always rushing around and Manhattan Youth provided a second family to him and supported me in

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supporting him. And I'm not alone in that. And they're they're family. They're that trusted. There are there are qualities about Manhattan youth, the people that work there and work with our kids every day that you can't capture on

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an RFP and you cannot quantify. And so when I hear procurement and when I hear money and when I hear RFP, I'm like, what about all of those people that sat with my son when I was stuck on the train and running from work and never complained about it, never gave me about it, sorry for the sword, but

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were had everybody's back, right? didn't care if there were kids that were like dysregulating or weird that someone was chewing on their shirt or what it was supported the whole family so that the student could be successful and be loved and be sane. You can't quantify that in

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an RFP. We can ask them for all of this stuff that you say we can ask them for that you can't provide us with because of law, right? But we can't get it from anybody else from the other CBOS unless they want to give it to us. So, how are we supposed to compare? We'll see where Manhattan youth is at

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and how you ranked them, right? And their viability, but what goes into viability of a proposal. This these conversations that should have happened before, right, before this because our kids are more than just

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pecurement pieces. Um, I want I want to make sure that students with disabilities are fully supported by the Y and any other CBO you use because Manhattan Youth has an outstanding record of including those

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children and they're actually trained to work with them. The Y has not been that has not been my experience when I've had to work with the Y. So records do you look at their track record? Is that part of the procurement process? Is that on

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the RFP? What's the record of inclusion? What's the model look like? Has it been tried and tested? Right? Have there been complaints? Have there been access issues? These are all things that I I would want to know before my child went there, right? So, I just want to It's

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not a question, it's just an ask. Please look holistically at the aspect of inclusion. Sorry, just can I um add something that is in the chat that's very relevant? I think this is a lab parent, but um they were asked today if the YMCA had any

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disability access plan and they did not. There are um you know I'm interested to engage in this dialogue. I very much appreciate that feedback. um inclusion is a critical component of the compass and we've actually taken the opportunity

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of doing this new RFP to boost the supports um for students with disabilities in in the compass contracts. Um every school age childcare program that we fund has um requirements around training and accommodation plans for any

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kid who needs support to be able to participate successfully in the program. and DYCD will have a process to um review situations where anyone is struggling to participate fully in the program so that we can um provide some technical assistance and capacity

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building to try to understand what supports are needed for this young person to be successful. That is part of our practice and protocol across programs and it will be with the YMCA and I assure you they will be ready with a plan to hear from families and young

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people. What do you need to be successful? What supports does your child need? What techniques can we use? What activities are important to them? What time out do they need? What special space do they need to be able to calm down when they need to? What additional supervision do they need to make sure that they don't get out of the building,

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you know, before it's appropriate? Those are the kinds of questions that they'll be asking and we need that information from families. We need that from parents um rate from right from the point of enrollment. >> Just as a followup to that um I'll just say that that all sounds great, you

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know, but I've also seen the most beautifully written IEPs that never get put into practice. So that to get these contracts, to get the, you know, to get the procurement, to get the the big thing, they're going to tell you all kinds of stuff, right? And

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you're going to say you need to do these things like an IEP is mandated. These are mandated services. Kids don't get them. What happens when that happens? How are you going to know? How's a progress monitoring going to actually look? And just a check-in or a reach out to parents isn't going to cut it. There

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needs to be a really hearty system in place to make sure that that inclusion is happening and it's happening appropriately. >> I agree. Can you talk about the investments in capacity building around that area? >> We are um investing additional resources. I mean, we've had some capacity building throughout, but we're

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investing a a a ton of resources in everything from uh coaching and training advice, on-site um supports when there is a situation where the young person's need is aren't being met. We hear about those situations and we we want to ask

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all the right questions. It's on us to understand has anybody come to sign up who's hasn't got any meets did anybody leave the program if so why what can we do about supports is a paraprofessional needed the young person has it during the school day is it also needed during the afternoons do you have proper access

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to nursing and where somebody has a medical need you have the staff going through the specialized training that they need to be able to administer medications those are questions our team will be asking and you know not just the RF proposal period

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is passed. This is about actual services on the ground. And that's the kind of work that we're doing every day with programs. And in our experience, in our experience, community- based organizations want the help that they need. They want to do right by young

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people and they will say to DYCD like, "We need the support here. We need we need your help servicing this young people. this family came and I'm not sure we're going to be able to provide these accommodations. We're going to have a process to go through that. Let's let's talk. Let's sit down and begin that um interactive dialogue so we can

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understand what's needed and do our best to to get those resources as soon as possible. >> Okay. Uh who has not asked Go ahead. No, no, you get your two questions also then we'll go around. So my biggest concern is around

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disability law and it's concerning to me and this is a bit of a question and also a comment. Was a DI disability access plan part of what you evaluated in the procurement process? >> I that's a good question. I don't

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exactly know how that was incorporated in the questions. I'm going to get back to you on that. It's absolutely incorporated in the RFP and it was it part of the concept paper. Inclusion and disability access is part of the plan. I think you're asking specifically about like the questions in the rating. I

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don't have those detail. >> I mean it just concerns me and this isn't to target the YMCA. It's just based on what you know the conversation going on in the chat. If they don't have a disability access plan, they've stated this today in in June. then when you

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were going through the process if disability and disability access plan was part of the RFP and they're saying they don't have one those are contradictory. So, I'm just trying to make sense of where disability access was was was really evaluated

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because I do think and this is again it's not about like pitting one provider against the other, but if you have a provider who has a long-standing record of of providing access to students with disabilities and then you have a provider who says they

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have no disability access plan but they want to develop one, that's concerning. We have a lot of students in New York City who have disabilities. There are federal and state laws that protect them. And it feels like, and this is not

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like obviously it's not I'm not making a legal statement, but it it based on what I'm hearing, it seems iffy as to whether or not those laws are being adhered to. >> Well, the first thing I want to say is like we don't nec our providers don't

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have access to your children's IEPs. I understand that families to give us that. But right up front is going to be the question like what does your child need to be successful. I want to follow up with you about who you talk to because there will be a disability plan in place and there will be disability process. We're going to be initiating

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all of that work over the course of leading up to September. But I want to make sure that wherever this gap is that you've identified that we we fix that right away because I I don't believe Yeah. And also I wanna I also want to open space for the why to be at the table and answer some of these questions

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in your presence because I think part of what's happened also like today I was speaking to a provider. I I know somebody called me and said the Y cannot do X Y and Z and or the tennis league can and I call the executive directors. I was like I'd like to get a sense. Did you say this? And they're like no we

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actually have not said that. So I feel like there is also miscommunication that's occurring. I'm not sure at what level and who's meeting with who, but we are committed to the senior leadership coming together with multiple level staff and getting clarity because my concern is that things that might have

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been said out of nerves or things that might have been misspoken or not understood are now taking on a life of their of their own. And I don't want to go down that path without the why having the ability to say who they are and who they've been to this field for decades.

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You know, I've known them I know that agency for a very long time as well as Manhattan Youth and they both have stellar reputations and yes, like any other organizations, there are missteps across the board, but they have done really good for the field and they have done really good by sports as well. So,

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my offering here is a meeting with the with the YMCA to hear from them firsthand and then to make decisions based on that as well. But we're going to support them. We want them to succeed. We want them to succeed and we're going to support them. And I just want to clarify in the chat that it

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wasn't the why, it was the um >> New York Junior Tennis and Learning or the ones that replied and said that they don't have a um disability plan access plan. So, I'll send that to you. Yeah. And we can follow up with them as well because we're in conversation with them because if that's the expectation and

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the need, we're going to require that as well. >> I'm just going to add something very quickly. I don't know if you were aware of all the testimony we had at our last meeting, but we had educators, principals, students, and parents come to speak about how they felt they were

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completely left out of this process. And while I understand that you have a process and it was followed legally, I I I guess I'm it's it's odd to me that so many principles were taken like they had the rug pulled out from under them.

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Yeah, >> that that seems strange to me, like a weird way for the process to work. >> Yeah. And I I would say that I do think it was about the communication and how many times we had to say the same thing and we didn't we had to do more of it. The the chancellor was advised of this,

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the superintendent, principles, everybody was notified of these changes. This was something that was done. And we have artifacts like if you want to see the letters that went out, people were aware of this RFP. We had conversations. We did webinars, we did all of those

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things. Um I think the the we didn't thread the needle across every a every stage of the process, but there were it was very clear that this RFP was going out and also providers understood what it meant for them and they shared with

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their principal and with their constituents about the roles that they could play. We as an organization, we are supporting providers to do the work that they're doing with communities. There were providers who came to the table when they wrote the RFP and engaged their community and their

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families. And that was a really good practice. And we felt like we should have been much more instructive about how and uh how to do that and the different types of supports that we could have given them to engage families. But it it it was different and even across the board. And so we felt we

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kept we wanted to double down. I don't know if you want to talk a little bit more about >> I just I want to interrupt I just want to interrupt for one second. Principles were for the record principles were asked to sign a non-disclosure agreement. Is that correct? >> No. A non-disclosure agreement

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>> that they were not able to tell. That's what principles have told us. We've reported to us several of us that they were not allowed to discuss. >> I want I want to like I want to I don't want to conflate two things. Did the principles know about the RFP? Yes. Did they understand it was competitive? Yes. Now you're asking a different question

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about the ranking and I'd like Susan to answer that. >> I I I I I want to say the process for us in communication with New York City public schools began a long time ago and we worked very closely with Jay and his team around the concept paper period to

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make sure that people knew there were going to be some public sessions. You could you could come and hear our concept paper. At that point we were accepting feedback from the public from everybody. >> When when was this? Sorry. >> That helped I can give you the dates. that helped inform the RFP. Before the

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RFP was released, superintendents were asked to weigh in on >> Did any parents actually participate in this? Because I'm looking around the table. Did any I mean, we're all parents. Did any of us and we've been on the CC. Did any of us know about this?

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I'm just asking >> you were Okay. >> Right. I think you your your original question was about superintendent and non-lo disclosure. So in order to inform the RFP, we worked with New York City public schools to connect with superintendents. There is

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an RFP happening. These are the schools that are planned to be on the list. DYCD is maintaining our commitment to every school that already has services. We want continuity of service. We are not committed to the CBO, but we are committed to the schools. Superintendents were asked to weigh in and confirm this is they they want a

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program. They're going to continue. They're ready to sign up. Um the RFP went out. We went we did additional public sessions where we invited principles and superintendents to come learn more about the RFP. Um at the when the RFP was closed and the uh proposals

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were in, we did sessions with principles and superintendents about what the principal ranking process was and what it wasn't. And what it required is that the designate, let's say the principal, read very

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specific parts of the proposal, questions that were geared specifically to the school and and rate those responses based on what was proposed by the CBO, not to take into because we're not allowed to do that additional

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information. We're not allowed to ask the school community, who do you want to be your CBO provider? That is not part of the process that the commissioner described. So at the stage of ranking you have to say I don't have a conflict of interest here. My husband doesn't run

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one of these organizations. My daughter doesn't work at one of these organizations. You may not have a conflict and you are required therefore to be the the voice for your school. So when you say non-disclosure like that was the rule as the commissioner said

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that we had to follow. You weren't allowed to go crowdsource an opinion about who the provider should be. You had to follow the procurement rules just like DIYCD is required to follow the procurement rules. Does that ring true to your

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experience? P uh superintendent. >> I'm only invited into the >> You could speak if you would like. Would you like to make a comment? >> Would you like to answer? >> It's fine. >> You don't have to. That's fine. That's fine. That's fine. that and I appreciate saying that that

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there was a breakdown in communication. There seems to be a difference of opinion here between the two of you. But um given that you know that and I'm not a principal anymore, but I always try to think like one. Um but given that the loss of the

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current program was on the line, there was clearly something that was not communicated well and people didn't understand. And I I don't know honestly if I was in their shoes right now what I would do because the afterchool programs

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are an extension of the the school program. And um I do wish that we could work out some kind of transition. I don't think that the transition that is currently in place is sufficient but I do wish that we could work out some kind of transition that

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would ensure that we had strong programs in the fall. I would just like to say one other thing I ask about in respect of I think I think you mentioned the um you know having some of the the new CBOS like like present or to these school

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communities. I don't know if any of us have have had that experience yet where the the incoming um program has given a presentation for families and and it should have been done but it's but it's June 24th so kind of that ship has has sailed for this year. So somehow I think

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that should have been built into the the process. Um especially when it's when it's been a transition after so many years. >> Yeah. Yeah. I think the the feedback that I've been taking away consistently is that we didn't account for when people were not going to be awarded.

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That's what we didn't account for. The communication about when somebody was not going to be awarded. We did not account for the bridge that was supposed to happen when someone was not going to be awarded. And we are now like accelerating that as much as we can. Um

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and that this is why based on the feedback actually that we got from Manhattan youth parents and for principles from Manhattan youth that we have decided to extend and build our bench to make sure that we're able to do that. >> I want to give space to Russ, Gloria or Rachel if they want to ask any qu questions. I just because you have not I

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before we go to you I'm just I I just want to make one more statement. The reality is and and Gavin had talked about this I think earlier. It's the end of June. You keep saying we're going to do this, we're going to do that. And I take you at good faith. I actually think

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you are going to try to do this and get this ready and get that ready and get this ready. You have about 77 things to do in each program across many many programs. And I get that you're hiring your three transition people or principles or whatever

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whatever they are. >> They're agencies. >> Okay. and we we have they're already in our queue. >> Okay, I understand that and I appreciate that. But there are a short a small amount of people. How in the world do you actually expect it's humanly possible and this is you could be the

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best at what you do and I'm sure you're very good at what you do. How do you think this is humanly possible to have to be ready on day one? >> I mean I we're going to work towards that like that. we're we're not playing to we're playing to win here. We're

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we're like we're trying to get people to the other side of this. And so we have making a lot of investments and we're spending a lot of time to make sure that we get on the other side of that. And we've worked at this scale in prior um in prior rollouts

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and we have a team that's really going to be working hard to do that. But I I don't I there's a level of an exactness and precision that you're asking me that I don't have for you. Or a level I understand that I don't have for you. But what I can tell you is that what you

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know for me change is you know it we imagine all the things we're not going to that we're going to lose but we don't imagine the things that we're going to gain. And I do think that there is going to be some real benefits to children, youth, and families um as we proceed.

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and and and that's what I'm holding on to here. >> Right. But you want to engage a lot of people. And by the way, I take you I I believe you. I I believe you're going to work your you know what's off to get this to do the best job you get. I believe that. However, you're you're saying you're going to engage all these communities. A lot of the communities are going to be gone over the summer. A

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lot of parents aren't around. You know, you're asking parent to engage parents at a time when par it's the most it's the worst time of the year to ask parents. There's no school happening. >> Fair. No. Fair. and the experience that we're having like you're you're imagining that everybody's experiencing

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transition the way that you are. That's not the case across the board. And so the the resources that we're investing in are for the places where the need is great. And Manhattan Youth is one of those places. But that's not we're not doing that we're not doing this at scale

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in New York City. We're doing it for targeted communities where there has been an unintended impact that has been really devastating to communities. That's where we're making all our our investments right now. I can tell you then I want to let Allison go. I can tell you I've watched CC3. I've watched you at there was a one Friday night. I

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don't remember who that was, but I've watched I don't see anybody who's any different that anybody who's having a different reaction than than we are. I think every community, it's not target. Every community that's had this change seems to be having the same exact reaction.

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I've spoken to CEC presidents in Queens, in Brooklyn, in in Manhattan. They all and we have one from another from from our neighboring at CEC4. We all seem to h we all have the same same reaction. So, and one with Allison. Yeah,

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>> I'm disappointed by your answers tonight. I think it was a lot of happy talk. I think it was talking about talking. I think it was a lot of buzzwords and idiomatic expressions, but I don't think it was anything concrete in terms of how we're going to serve not only the 600 students at lab next fall,

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but all the students who are being affected by this. Um, I'm very disappointed to hear that you don't seem open to reversing any of these to have Manhattan youth back in the schools in district two in which from which they were removed. But I

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would like to ask a specific question. If a provider who is assigned a school withdraws from the process and says we can't handle what's being asked of us, what is the mechanism to reawward that to a different provider?

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>> We have a process. We go to the next provider in line. >> So if a school and there have been there have been schools that have given back their contract >> and would the school know who the next provider in line is? >> Will the school know? the provider would so Manhattan youth knows would know who

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the next uh provider is. >> So they would know for example if the Y couldn't or backed out of the contract at lab they would know whether or not they were next in line for that contract. they would be informed if they're next in line in that contract >> a after after the fir the original was

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not yeah was taken away so to speak right so they don't know now like if if I if he's second place and I was first place he doesn't know that he's second place >> he no they do know the ranking they do know the ranking so for example Manhattan youth knows where they ranked

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in all of the proposals as do every single CBO so when I come for the briefing and you are I can say hey listen you are number five in fifth in of five proposals or you might be number two in five. So you would know where you ranked but you don't know the name of the provider.

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>> And is that public? >> That is only for Manhattan youth. That's during the debriefing. Manhattan youth that is public to Manhattan youth. >> In other words, is it public information the the the ranking? Sorry, I know. >> No, it's not public information. It's given it's given at the provider level. >> Okay. And is that something and I can we

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can we can try it. Is that foilable? Foilable. I know you may not it may not be public to you but does that >> I believe everythingable right >> yeah I believe everything's foilable but Manhattan youth has access to that so they can share that they have a chart that we have given them where their ranking was where their ranking was for

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each school what their score was they have every single detail of it and we've gone over it today and last week with them so they can provide that information directly >> go ahead >> a question so this has like put the fear

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of God in the schools that managed somehow to hold on to Manhattan youth. Um, and mentioning Clinton, they were experiencing massive cuts to their programming already before this year, right? I mean, half of the half of

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the amount of kids could be on the sports teams, the walk-on sports teams, which are really important to, you know, a community that has 22% kids with disabilities. Um, so the offerings were already short. you know, they got they got cut.

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Sorry. [laughter] Um, but what I was now I totally forgot what I was gonna say. So, >> you were talking about um >> I just lost my train of thought >> about the the money. >> So, they there have been emails going around. Sorry, I can't hear myself. Sorry. It's

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okay. I'm distracted so easily. There have been emails going around from Manhattan youth providers from the coordinator or whoever it is pleading with families to make sure that when they sign up for after school and they sign up for the they get their schedule

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that they go and that attendance is a huge part of the procurement process. was shared with us. How many absences? How many days did kids not attend? That that that was part of the criterion that you looked at with

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Manhattan youth, their track record with student attendance, right? And if you're looking at something like attendance or missing one class after school day, like that kind of absentism isn't necessarily

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a Manhattan youth problem. That's a school cultural problem. That's a district 2 problem. That's a New York City public schools problem with chronic absenteeism. Um, so I I just wanted to be clear about that. Like is was that a determining factor? So this person's

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lying. >> So attendance was not any part of this at all. >> Prior attendance. >> Yeah. So like not in the way that you're describing at all, but if a proposer what was rated was what went into the

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proposal and a proposer would talk about their success in engaging young people and and outreach. It wouldn't include a look back at specific data. Some pro proposers hadn't weren't already UICD funded providers. So

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>> So Manhattan youth, you didn't look at like the who signed up, who registered, and how many people attended. So it wasn't like you were looking at >> we look at that every day for our contract monitoring and Manhattan Youth is still the after school provider but that wasn't as you said part of the

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procurement process. It wasn't part of the procurement process. >> But was it a factor in >> it's a factor in >> Yeah. No, it was not part of the selection. >> Okay. Thanks. >> Um I think we have about a few more minutes because we do have other items and we have a lot of people that want to

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speak. Uh, are there any other questions or comments that people people have? Go ahead, please. Go ahead. >> Want to bring up something that's been going off in the chat. Um, so what happens at the next time, you know, are

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we going to be dealing with this? You know, let's say, uh, for instance, the YMCA builds up their program and makes it really solid. Probably too late, sadly, for my middle schooler, but maybe for my one who's four years younger and it's an amazing program. Is this happening again?

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>> I mean, in six years, are they doing a new procurement process and ripping it out? Because, you know, I think and Kelly made this point like the they're part of the school. >> Yeah. >> They're not separate entities. They are, but they're not. They're part of the school. So, what happens? Is this going to happen again? Do we just

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restart from the beginning again? We tear down the house and rebuild it every six years. >> Yeah. I I think we've learned a lot from this procurement and generally programs get rep uh procured every three to five years. Uh this one took 10 years because

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there was not city funding to actually raise the um the base and there also wasn't uh and you needed to raise the base but you also needed to invest in a new model. So we shifted the model. One of the things that I'm doing under my leadership because I understand that

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this is an uneven um stability for the ecosystem is I'm trying to figure out how in the following RFPs that we have because we don't just procure after school. We have cornerstones, we have beacons, we have runaway homeless youth uh programs. Is how do we stabilize the field first and figure out raising the

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base without having to RFP it in this moment and then having a larger procurement that is dictated by community needs and community needs assessment and then figuring out what is the next strategy rather than programs that then could open up the aperture for

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what could be done in a region. So my my vision is not to keep procuring every few years just to get new contracts, but to think about how do we raise the base, stabilize the field, and then come together and do some needs assessments locally uh and and figure out what parents and children, youth and families

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want before we go into the next RFP process. >> Yeah. Because I mean, we've discussed the part of the reason Manhattan Youth is so wonderful is because they've been on the ground working and developing the program with the principal. So if we're doing this every three years, like >> Yeah. after school's done, it's toast. No

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one's going to send their kids if every three years they have to go through this process again and figure out sports. And then at that point, truly that's a public school issue big time because sports after school programs, these are why people want to stay in our schools.

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>> Yeah. >> Also, I mean, a lot has changed. You know, one of the things that we've been thinking a lot, a lot has changed since after school came to pass. uh there wasn't the middle school choice that there is now. There wasn't necessarily kids were going to their local schools and now kids are going to different

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regions based on what they see find attractive in a school. Right? So some of the decisions of the past we need to be thinking about what is going to hold true for the future. Right? This was the best thinking for what happened over the last 10 years. We've learned a lot. We're going to inform the best thinking

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moving forward as well. I I I will just say and I appreciate you coming here and I know it's not easy and you're taking a a lot of challenging questions. The procurement process is the procurement process and I get it's the law. It I'm going to be blunt. It sucks

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for our kids. >> It's absolutely awful for our kids. And what I would have liked to hear is that you as the commissioner of the of a of a department that oversees this is now advocating to change the procurement

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rules specifically for these types of these types of of decisions because if we go through this next time which hopefully will not be in three years but okay if we have to go through this next time we're going to have the we're going to be having these same conversations. I'm going to be sitting here and you're

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going to be sitting here and we're gonna have another unpleasant conversation because it's going to come at it's going to not take into parent parent respon re reactions, children's re the students reactions. We're going to be in the same place. So I would like to I would have

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liked to hear you say listen these rules are awful for our kids and right now I am talking to Mayor Mandami and the city council every day so this never ever happens again >> but the absence of my saying that is not

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an assumption that I don't believe that. So let let's be very clear that I am actively no I I really want to say this that I am actively pursuing what is best for children, youth and families. But from where I sit and where I am standing right now, I have to honor the process

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that is in place while simultaneously actively looking and interrogating based on the feedback that I got from everybody. And you know this Craig, I have met with every single person who's want to meet with me. You have >> and I I've been a provider. I'm a parent

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for 30 years. And so if you think if you think that this is landing on deaf ears, then we haven't really met each other. Yeah. Because I take this seriously and again there are a lot of things that I am not allowed to say in a public setting because of my role, but I take

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it very seriously that I am leading an organization that does one of the most procurement and I want to do that responsibly and I will. >> But I hope you can understand from our perspective, you are as you said, you're a parent and you were also a provider for many years. Yes. If you were sitting,

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>> I would be right at the table with you would have the same. You also would have the same reaction. >> I would be right at the table. I'm saying there is a paradox here that I am grappling with. But I also want to be clear that um I don't want people to

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make assumptions based on what I'm allowed to say publicly and what I'm doing privately because I can tell you that Manhattan youth knows that I have been advocating for certain things to shift for them and where I can make concession. I am and I will. But what I

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won't do is to be asked to resign. what I won't do to have my integrity questioned because I am a woman who has spent 30 years building the field and I will you can question anything but I am saying to you clearly that I have honored the space I am listening to

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families and where I can make legal changes I will do it right >> I will do it >> and and I and I want to be clear because I do know I do know to your point for a fact that you and your staff have met with an inordinate amount of groups people so I that that is for the folks

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at home that is 100% a true statement. You have made yourself and your team available. You've been to many many CEC's. You've been met with just parents. You've met with the superintendent. So that is I I will give you I I do want to actually acknowledge that. So So that that is true.

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>> What I think a lot of people feel and their frustration is you may disagree it's fallen on deaf ears. And I understand you may disagree, but I I'm just speaking as someone who has speaks to parents every single day and do >> I feel the same way. I would feel the same way. And I'm trying to hold this

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paradox because a paradox means that there's two truths. >> The opposite of this is not a falsehood. It's another truth. And it is true that there was some of this procurement that worked for families. And there were it was also true that there was the unintended impact where it did not work

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for families. And I'm trying to reconcile that in my current leadership and I'm trying to reconcile that in the future of DYCD and to support children, youth and families. >> Right. And and I will say one more one more comment and then I I think we need to move on. There's sort of two paths

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here that I think all of us internalizing or is is number one trying to make sure that in the fall no matter what decisions are made our kids are taken care of. Right. >> Yes. >> That's number one. However, there's the alternate path that many parents are taking and I think you know this that

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are still fighting this and they will be doing that and you will be getting many more emails and many more parent conversations because for many parents I'm going to be blunt. I don't think this is over. >> Yeah. And and no listen if I was standing in the seats where you are now

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I would advocate until I was right >> done advocating and I don't think it's the end. I think it's might be the beginning for some. I think there's going to be continued conversation and I'm going to continue to hold this space. That is my role and my responsibility. So I, you know, I I when

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people email me directly, I respond. I speak to individuals. I speak to groups. I will continue to show up and I'm also learning from this process and I have been able to make changes where I can and I will where I can within the guidelines. >> No, I listen, you're not the mayor.

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>> Exactly. >> And you're not the city council. I I understand that you you were working within parameters. I think we all >> some varying degrees we all we all acknowled. >> Yeah, I appreciate that and I appreciate I appreciate the space. I appreciate the

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cander. I appreciate the challenge. I think it's important to question city government. I think it's important to uh demand and seek for what's important for your kids and I'm here like I'm here and I'll continue to listen to your please and and where I can make changes I will continue to do so >> and I would encourage you to stay

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because we will have a public session otherwise we'll we'll send it to you but I would like you to you know your team to stay or doesn't have to be one one of you because we will have a public session shortly and and I think it would be good for you to hear hear members of the public. Okay, everybody

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good? Okay, thank you everybody. Um, so just going back quickly to the agenda. Um, the next item on the agenda was that now that we have >> Do we leave the table? >> You can stay. You can stay. >> I mean, you can stay at the table. You can go to a different table if you want to. Not >> we're just going to take a bio break

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really quickly. >> Go. We're doing minutes. You can >> you don't need you don't need to hear for the minutes. >> Um, and you want to take the mic because I don't think we need I don't think Okay. Um, okay. And thank you, by the way. I don't know if I actually said it, but thank you. Appreciate you coming to tonight.

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>> Of course. >> So, the minutes have been distributed to council members. Um, are there any corrections on the minutes? >> Should put my reading glasses. >> Yeah. It's a very small thing, but in um uh Roman numeral six, uh Travante Kelly's

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name is is spelled wrong. It should be T re. Oh, okay. Thank you. I know we did have questions for her. She was supposed to follow up. I think she was away for a few days because I did check in with her. Travonda, the enrollment officer. Are there any other

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corrections? Okay. Uh then that being said, if there are no further corrections, the minutes are approved as corrected. Okay. Now we go to uh resolution. Where's my agenda? Oh, it's here. It's here. I got it.

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Thank you. Okay. Uh so we have four resolutions on the Sorry. Uh we have four resolutions on the agenda tonight. We're going to start off with resolution 300, resolution to ensure fair and reliable transit access for all NYC students. Uh does anybody want to present? I think it's Cody is going to

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present. >> Um so we've been discussing elevating student voices and ways we can bring issues that matter most to them um up for discussion in this council. And I know this council passed a resolution last term calling for the expansion of omniards

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um to all New York City public school students. Uh but this current resolution, resolution 300, is in direct response to a student youthled campaign initiative by the youth activist committee of transportation alternatives. So I wanted to bring this forth. It's a new one. It's more

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comprehensive resolution in support of the hard work and dedication of these youth activists. Um, under the current program, students who qualify for Omni are still limited to only four rides a day, and they may face difficulties with car deactivation or reliability, getting

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a new one. This resolution is asking for universal access for all NYPS students um regardless of where they live, unlimited rides so they can make after school and social activities a possibility for everyone. Fair communication around deactivations and a

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faster, more reliable replacement process. Um we all know the new cards uh are prone to damage and um they're really easy to lose because they're that um soft paper material. Um, these students have worked hard and done

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incredible work lobbying CEC's and high school president's councils um to change the omniard system. So, I really want to elevate their voice and I really hope that we can add CECD2 to the list of allies um to help get them closer to the

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goal of changing the Omniard system. >> Thank you. Next one is resolution 301, the resolution to establish developmentally appropriate screen time limits. Is that Erin or Tam? Council member Reid.

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>> Tech is bad. I'm just [laughter] kidding. I wrote I wrote notes. I'm not feeling super great, you guys. Um, so this is resolution resolution 301 calling for developmentally appropriate screen time limits in New York City public schools. Um, so what this

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resolution does not call for, just to be clear, is removing technology from classrooms. Um, but what it wants to do is establish a framework that's grounded in evidence and common sense that digital tools should be used when they demonstrabably

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improve learning outcomes. It calls for limits on non-instructional screen use, protections for developmentally appropriate practice, transparency for families, and meaningful accountability through regular reporting on usage and

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outcomes. Educators across district 2 have increasingly reported challenges tied to heavy screen reliance, students struggling with sustained attention, difficulty engaging in longer reading and writing tasks. Hello, Whitten Wisdom. And reduce stamina for

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independent thinking without digital prompts or supports. In some cases, digital platforms fragment learning into short clickbased tasks rather than deeper engagement with ideas. Teachers describe fewer opportunities for

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discussion, collaboration, and hands-on learning when devices dominate instructional space. The inequities in implementation are also becoming increasingly more apparent. Some students experience carefully balanced instruction that

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blends digital and non-digital learning, while others are placed in environments where screenbased platforms dominate large portions of the day, raising important questions about fairness, about educational quality and developmental appropriateness. Other

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large districts and states are already moving to establish clearer guard rails. For example, districts like Los Angeles Unified and states such as Iowa are implementing or considering limits on student device use during instructional

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time and non-instructional periods. I think that this reflects or we all think this reflects a growing recognition nationwide that technology must remain a tool for learning and not the default structure of the school day. To end, what this resolution does call

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for is restored to balance and the insurance that students are still developing the core capacities that devices can't replace like focus, critical thinking, independent thinking, creativity, and human connection while

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also benefiting from advantages that tech can offer when used thoughtfully and responsibly. >> Thank you. Next is resolution 302. resolution to establish data transparency and student privacy protections. Council member Carr.

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>> Okay. Um, so data transparency and student privacy protections are urgent matters as evidenced by the New York State Controllers 2026 audit which found serious weaknesses in how New York City public schools protect student information. The audit uncovered

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incomplete safeguards, gaps in oversight, and limited cooperation with state accountability bodies. Additionally, the cyber security incident this year involving the Canvas platform made these vulnerabilities impossible to ignore. Our schools now

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rely on dozens of digital platforms, and every single one of them collects data on children, often without clear, accessible reporting to families. With resolution 302, we call on the New York State Education Department to conduct a comprehensive audit of all edtech

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platforms used in our public schools. We are also calling on New York City public schools to develop and implement a systemwide data privacy policy that minimizes data collection, ensures transparency with families, and aligns with federal and state law. I urge my

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fellow council members to vote yes on resolution 302. Our children's private information deserves protection from exposure, misuse, and commercialization. >> Thank you. Uh the next is resolution 303 resolution calling on the mayor of the

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city of New York to rally fund expansion so sorry to fully reading glasses weren't fully on. Uh to fully fund expansion of the Nest Horizon and Ames programs in the fiscal year 2027 budget. So I'm going to uh introduce this one. Uh, I would like to take a moment and

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just to really frame why this resolution matters and why we're bringing it forward now. We've heard the same message time and time again from families, educators, and advocates. Our public school system simply doesn't have enough highquality autism programs to meet the need, and the numbers make that

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painfully clear. As the resolution notes, we had 270 applications for only 510 AIM seats and 4 thou 1,410 applicants for only 560 Horizon seats. That means there are thousands of autistic students, students who want to be in the public schools are left

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without an appropriate placement. And at the same times, the programs we do have are working. Uh two weeks ago, Deputy Chancellor FOD uh testified that NET pro Nest programs have a 92% attendance rate. Ames programs have an 88% attendance rate, which is which is

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really good with parent satisfaction over 90%. Those are extraordinary outcomes in any part of the system. These are models that keeps kids in their communities, inclusive settings, and supports they need to thrive. And yet, our mayor's exe the mayor's executive budget didn't include the

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funding the DOE requested to expand these programs. It's not just a missed opportunity. It's also a decision that has real consequences. When we don't offer appropriate public placements, families understandably turn to private schools and do what are called due process claims, harder cases to some

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extent. The city has spent $8.6 6 billion over the past decade on these cases. And as the resolution noted, the cost of a single Carter case tuition reimbursement can exceed over 100 grand per student per year. While serving that same student in Nest Horizon or Ames

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program costs much less. So it's not just an equity issue. Although it's absolutely that, it's also a fiscal issue. Expanding these programs is one of the few places where doing the right thing for kids is also the cost-saving thing for the city. What we're asking for tonight is simple. Fund the seats.

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fund the staffing, fund the training, and give these programs the stability they need so we're not back here in two years with the same weight list and the same families with left without good options. The resolution is about building public capacity, reducing long-term costs, and making sure autistic students in New York City get

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the education they deserve in their own schools, in their own communities. And I'd like to note the resolution focuses on this system as a whole and the immediate ask that the mayor fully fund these programs. And that while the resolution is directed at him and at his budget team, we want to keep in keep this we wanted to keep this resolution

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immediate but a narrow focus. We have heard from advocates time and time again. And Tam, Council Member Reed has said this many times and I'm sure we'll say this again tonight. We need more seats in District 2. We have places where we can do this. We need these in our district, but we need them across

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the city. So, please, we're asking the mayor to fully fund this. So, uh, those are the four resolutions for tonight. Um, we would have next the report of the president, but I'm actually going to ask my council members to indulge me a little bit. Since we have the

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commissioner and the deputy commissioner here tonight and we have a lot of parents on the speaker signin sheet and I'm assuming a lot of them are going to want to talk about this topic to be respectful of the commissioner these deputy commissioner's times I'd like to propose that we have the public session now so this way they get to hear as many

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parents about this topic as possible >> he's he's not here it's fine so is what do people think are people okay with that okay good So, we're going to have the public session now. Um, everybody will get two minutes to speak. We're

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going to start with the folks in the room and then we're going to go for the people online. Uh, no, this is comment. This is public comment. You don't respond. You don't respond. Otherwise, we'll be here till midnight. Um, okay. So, the first person, the first speaker, and I'll put

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the timer up on on online in a second is Joe Vitali. Oh yeah, take more. It's fine. That's fine. That's fine. >> I'm not locked down. Just >> Thank you. >> I have spoken at these meetings before.

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My sign says CIS equals can't imitate sex. I'm dedicating my speech today to 13-year-old student Elena Resto, who said no more when it comes to sharing her school locker room with biological males. What this meeting today has shown

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is that once again, the Department of Education, the DOE, will not be challenged. They will not allow meaningful resolutions to go anywhere like resolution 299 and the sappis resolution and forthcoming resolution

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302 all of which I have supported. The DOA the DOE wants surveillance of our kids. The DOA the DOE wants medicalization of our children. And for the sixth time, I'm gonna ask superintendent, the bureaucrat,

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Superintendent Maguire, the sixth question. Sixth time, I'm asking this question. What do you have to say to the biological girls who do not feel safe sharing their locker room and sports with biological males? This meeting has shown that bureaucrats love their

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regulations. Bureaucrats love their guidelines. Here's what bureaucrats do not love. Reality. They do not love transparency. They do love talking so much and so meaninglessly that people lose interest in their answer and they

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love to weaponize delay. What I did like seeing today was push back from some of the members of the council against bureaucracy. Push back coming notably from Cody and Allison. Resolutions that the DOE doesn't feel are in line with the mediocre robots

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that it seeks to massproduce are either ignored or diluted. students at this council. I hope you see the smok and mirrors that's going on. >> That's time, Joe. >> Okay. My final comment is, do you think it's appropriate for young girls, some of whom have never seen a penis in their

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entire lives, to be forced to do so to do so in a school locker room? >> Thank you. Uh, next is I do I apologize. Hello everyone. Um, hi, my name is Steph. I'm an organizer for Aunties and

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Friends for Liberation. Um, I wanted to take this moment to congratulate Rachel and as well as Ethan, who sadly can't be here on their graduation. Um, I also graduated from university this past month, and I can't imagine, but I also can imagine the relief and the excitement and the joy that's happening in your life right now. Um, as you

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embark on this new journey and start your life as a young adult. I'm also slightly jealous um because I'd much rather be doing university and college all over again than paying my rent and paying my electric bill in this heat. Um but yeah, but we over at Aunties and Friends for Liberation wanted to congratulate you guys on this major

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milestone of graduating high school and also the amazing contributions you've had on this council this year. Your thoughtfulness and maturity are far beyond most of my peers. And I hope that you continue to be engaged, active, and use your voice while in university. If you think New York City public schools

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are complicated and convoluted, just wait till you go to a private university with a board of trustees and an increasing federal over government oversight. We need students like you and Ethan to continue showing up in adult dominated spaces and as students advocating for we for what we know is best, which is our own education.

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I wanted to give you guys these little awards. Um, and hopefully you can pass this on to Ethan as well to celebrate your contributions and your participation on this council. you know, a little superficial award for your superficial role on this council. Thank you.

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>> Thank you, Ro. >> Okay, Rachel and Ethan are graduating like Steph says, and they have also sat on CC2 this year. I want to start by congratulating them both. Um, not just for graduating high school, but for doing this work, too. Um,

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it's really important. Showing up here as a student rep is in these meetings are super important. They're necessary and sometimes just long in ways that um might be very questioning. Um, including but not limited to why the Zoom sometimes doesn't work. Again, anyways,

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um, and yet Ethan and Rachel still managed to stay engaged. They speak up. They bring student perspective into rooms anyways. And I just keep thinking about what it means that they've been doing all of that without a vote. They've been in a space where decisions about students are made but not actually

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able to help decide those decisions. At transformative schools after school, we play a lot of UNO. Yes, this is a nonsequator, but stay with me. Anyways, so we play Uno. Um, and as as you know, the real game is not just about playing cards, but it's about like creating your

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house rules. And oftentimes there's shift in those house house rules depending on the group. So for example, maybe are we going to stack? Are we going to skip? Is this going to be a personal attack if I skip you? Um and really the key is that UNO is

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played by whoever is actually playing getting to shape how the game is played. The rules aren't just handed down. They are negotiated by the people at the table. So if something feels unfair, the game shifts here. Rachel and Ethan have

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been dealt a hand, asked to sit at the table, even asked what they think should happen next, but are not allowed to help set the rules of the game. They're actively playing it. Student voice shouldn't be reduced to offering suggestions within a system whose rules

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are decided elsewhere. It should include helping shape those rules directly. So, as Ethan and Rachel graduate and move on from this space, I want to really acknowledge what they've contributed to here. I also hope that you know come next year um the opportunity is for the

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students who do sit on CC to get the opportunity to to vote as well. Thank you. Uh, thanks. >> Hi everybody. Um, Elena Daniels, co-founder and executive director of Transformative Schools. I think this is my

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21st CC2 meeting in a row. Um, and so it's great to be here. Um, I will say we started coming because my mentor's book um, was trying to be banned by CC2. Um, and then fought CCT2 about uh rescending

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resolution 248, the anti-trans resolution, and built a lovely community. Whoops, dropping everything everywhere. Built a lovely community of aunties who showed up, ate cupcakes, and we're here. Um, for the last couple of months, um, my wonderful student, and now lead

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organizer Steph has been leading a campaign to try and advocate for the students to be allowed to get to vote. Um Stephen wrote a great resolution that I dropped all over the floor and we'll pass around. Um and we asked you all to try and introduce it or introduce something similar, you know, for the

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students to be able to have a seat at the table. We'd really appreciate if CC2 could include the students because as we saw today, you know, students deserve to have a voice. Students need to have a decision about what's happening at their schools, what's happening in their after schools, what's happening in their lives.

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Um, and so I want to end by celebrating several students in the room. First, I'd like to celebrate Steph. You know, you are fabulous. It's been great to be able to work with you for a year and I'm really excited to see you mentor um to NYU students next year as organizers

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with the aunties and would also love to celebrate Rachel and everybody the quick cupcake. So, congratulations. Congratulations. >> Oh, sorry. It's out. And cupcakes for everybody.

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>> Next. >> It's clear back. No. Okay. So, there's one person who's walked away. Uh, if she comes back roll out. Okay. So, we're going to go on the Oh, she left. Okay. What? Okay. I just want to be very clear

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because I see a resolution on our letterhead that is not a CEC2 resolution. >> That is I'm making it very Thank you. Your s time is is over. This is it is on CEC2 letterhead. This is not a CEC2

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resolution. CEC2 did not authorize the use of its letter head and I want to make perfectly clear what is being passed out is not a CEC2 sanction form. Thank you. >> I public session is is over. Thank you.

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Is for you for you is over. >> Okay. Did you not sorry what's your name again? Oh, you're Oh, Amanda Amanda. Oh, hi. Yes. Sorry. I thought when you texted me, you meant So, we do have one more person who

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signed up. You can go. Amanda, go ahead. I'm sorry. When you texted, I thought you meant that you were Sorry. Amanda is going to go. >> This was right at two minutes, so I will try my best. Good afternoon. My name is

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Amanda Jules, and I'm a parent of a sixth grader at school of the future. We fall in the cracks between CCHS and CC2. I've testified regarding the RFP process at other councils and I met directly with DCDYCD prior. Today I want to focus on the value of afterchool programs and what we

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lose when we shift focus to business outcomes rather than the primary benefactors of these programs are children. Staff value. Manhattan Youth currently employs 18 activity specialists and group leaders, many tenured up to 10 years at our school. at

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rates if higher today by Manhattan youth versus under YMCA, there is a $91,000 disparity, a pay cut absorbed by workers. I want to be transparent. I used Manhattan Youth's lowest pay rate and YMCA's highest published. And to

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refresh the collective memory, contract rates were increased in part to provide better wages. And as the commissioner stated at our meeting, to pay people what they are worth. DIYCD's own vision speaks of investing in the talents and assets of communities to help them develop, grow, and thrive. These staff

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are the talent. School value. Manhattan Youth provides support beyond contracted hours. Staffing care on half days throughout the year, covering grade level teacher and service days and providing full day programming tomorrow actually, so every teacher can attend

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student graduation. That partnership cannot be line item in a contract, but its loss will be felt immediately by our community. And third, student value. This year, 158 of 292 enrolled students participated in at least one of our 21

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competitive sports teams. The YMCA actively backpedled in a meeting with lab versus what they told us on providing this due to fear of corporate push back. DYCD's mission is to provide opportunities for New Yorkers to flourish. Displacing a program that 54%

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of students actively engaged in is not flourishing. We already have parents who have said they will need to seek out a different schools for their younger child. Finally, Commissioner Sandre, as an appointee of the Mom Donnie administration, I implore you implore you, in his words, to govern expansively

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and audaciously. While this program was created under the prior administration, it's being implemented by this one. If there is no problem too large for government to solve and no concern too small for its care >> for it to care about, I ask you to find a way to make each of these contested

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contracts reflect the shared values of the shiny city one sentence. What is the good of collectivism if we fail to address the needs of our future point guards, civic servants, and champions? We need you to show the government is not too busy, not too self-important, and not too mired to take time to fix the problems of the city.

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>> Thank you. >> Thank you. and and we have a lot of public speakers. We have to be out of the room by a certain time. So, we we really do need to to to hold it up at two at two minutes. Um, okay. So, the first So, there are a bunch of people

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who signed up online um as as students and we we prioritize students. I don't know if they're the parents or the actual students. So, we're going to start off with Ethan Zang and I'm going to ask my other council members to look for the people this way I can't do too many. Ethan Z ha Ethan Zang. Is there a

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in the chat? >> You can raise your hand too if we call your name and you don't see >> no. Okay. Um, a partner row row and if you're if you're we can unmute you, but if you're not a student, we we're going

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to put you back in the queue. No. Okay. >> You want to unmute that? >> I'm here. I'm I'm speaking on behalf of my two public school students, but I'm happy to wait. >> Yeah. Okay. Thank you. Okay. The next one is Carla Goriaak.

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>> Is that a parent? Okay. >> Hi, I'm here. I'm also speaking on behalf of my student. >> We'll come back to you. >> Yeah. >> Arena Karaken. Okay. You are Yeah. Hi, my name is Veronica. Um, I'm a

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future student at Lab. I'm mostly going to be talking about the debate team, um, and the experiences and how it helps us in the future. The debate team has been really important to me and my experience. I've been doing it since third grade and I've really loved it

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there. The base is a really important thing and it's going to help you in multiple jobs and it's always a good thing to to be able to argue um articulate like nicely and in a way that will persuade people.

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Um I the bait can also help you like when I was just started I had a very unclear voice. I talked way too fast. Now it's easier for people to understand me and that's brought a lot of um joy in my

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life life with debate too. Um I also like would love it's really fun to do it competitively just seeing how you are with kids. That's a really fun experience and I'd hate for that to all to go away. I want to be a lawyer when I grow up. And

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um when I'm a lawyer, I hope to be doing crime and all that stuff. But back to what I was talking about. I don't want to get off topic. I hope it doesn't get um go away. I've learned a lot of not just like how to argue and debate. I've

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learned words. Like one one of the words I've learned is abolish, which might not seem like a complicated word to you guys because you're adults, but I remember like what is this word? It also teaches you how to research and a bunch of other helpful things in life.

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It's and I think the bait was very helpful for me. It crafts a part of who you are. And I've made a lot of friends who I'm still friends with right now. out and a big portion of my school is all in debate and stuff like this. We

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all like really love these extra curricularies and it'd be really sad if they all went away. We all spend our time doing them. [snorts] We truly care about them and we just hate for them to go away. It'd be really sad for all of us. Debates taught me a number of very

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important things [snorts] and >> Thank you. >> Okay. Um, thank you for having me here. Bye. >> Thank you. >> Thank you so much. Thank you for Thank you for speaking out. We really do appreciate it. Thank you.

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>> Okay, the next student is Veronica Orianov. Geron was arena. >> I think Okay. Okay. And then uh that's okay. So now we're going to go back to

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parents. The first is Emma Wasserman. >> Okay. Uh Lisa Morris. >> She was on. >> She's there. >> Hello. Can you hear me? >> Yes. Thanks, Lisa. Go ahead, please. >> Hi. Um I'm a parent at Lab Middle and I

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will have two students at Lab next year. Um both of my students, one has been participating in Manhattan Youth After School and the other one is an incoming sixth grader and she is very much looking forward to trying some new

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activities that she otherwise would never get the opportunity to try um such as fencing. She wants to develop her her uh abilities with the softball team. These are sports and experiences that are really important to kids who are

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just trying to figure out their identities, their places in the world. Um, my son has really flourished with the newspaper club, uh, JV soccer, um, cooking club, which he's learned so many

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great recipes. These are life skills and really truly valuable important programs that cannot just be wiped away and reinstated with the click of a button by a provider that has no experience such

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as the Y which has outlined a model that is essentially just babysitting where kids are stuck in a room just doing homework. Kids, these are 11, 12, 13 year olds. They need dynamic programming. They need providers that

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know how to respond to the supports that they need because Lab Middle also has an ASD NEST program for students that are twice exceptional and have um special needs that the Manhattan Youth staff

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have had training on. So, we really would like to see that Manhattan youth be kept um because they do know our students very well and these students need consistency. They need access to

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the programs that they love, which we just heard from an incoming student. Um and we just want the best for all the students. So, thank you DCYD for being here and please try to work with Lab Middle to provide and all the schools to

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provide these programs in the future. Thank you. >> Thank you. The next speaker is Jamie Panos. And again, if I'm if I mispronounce anybody's name, I apologize. >> Hello. >> Hello.

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>> Yeah, we got you. >> Sorry. Is there some sort of background noise? We can hear you. >> Okay, because I'm getting distracted. Um, my name is Jamie Paranos. I'm speaking tonight as the mother of an autistic child and also as someone who

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worked in after school, started the program at Ella Baker and started the program at Lab Middle School. My son is supposed to be attending Wagner last um next year. I left this industry because I saw too many times that politics came

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before children. I have a friend who worked for DYCD and managed the Manhattan Youth Portfolio and she left with the same feeling. Adults in power too often make decisions about contracts and politics while children is treated uh as the thing that everyone talks

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about after the decision is made. But this time it is my child. I spent over a year planning my son's transition to Wagner, communicating with the program director who I personally trains because I know what happens when a program is

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not the right fit. In the past, I've had to take medical leave from work, transfer my son out of his school, and deal with serious consequences when programs could not meet his needs. I also have professional experience with NYJTL. Based on that, I do not have

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confidence placing my autistic child in a program they operate. I am seriously considering whether I have to transfer him from Wagner, even though I chose Wagner because of the existing afterchool ecosystem and spent over a year preparing him for it. We're being

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told there will be an inclusion coordinator. I hope that person's excellent, but a title is not a transition plan. Who is this person? What autism training do they have? How will accommodations work? How will staff be trained? How will continuity be

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protected? We are here to protect children, not a procurement process, not contracts, not politics. Children, I've dedicated my entire life to this. And the irony is I haven't been able to work because my son can't get adequate after

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school that he needs. And this is >> wrap it up. >> Okay. This isn't about a provider. I've asked for Manhattan youth to be removed when they weren't serving the population. However, I never in a million years would have imagined that you were going to take out Marilyn from

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Wagner, who's worked there for eight years and has done an excellent job. Manhattan is particularly skilled at serving twice exceptional students. That's gifted students with disabilities. Thank you. >> Thank you. Um I I know we put it in the chat the next speaker would be Serena,

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but I we actually did have one more student who did want to speak, Elena. Uh she can Yeah, it just you know you can >> Can you hear me? >> I think you should be able to go. Elena Elena Elena or Denise,

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>> can you hear me? Can you speak? >> Can you hear me? >> Can you hear us? >> It's very muted. Um, sounds a little bit muffled. Maybe I don't know if you need

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to get closer to the mic or >> is that better? >> Are you there? Oh, >> okay. >> Okay, >> that's fine. >> I don't want to break it. Okay, go ahead.

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>> Oh, she said fixing her audio. >> Okay. Do you want us to come back to you? Do you want a second? We can come back to you. What? >> She said yes, please. >> Okay, we'll come back to you. We'll go to Serena Antonuits. >> Serena, no.

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>> Okay. Uh, Michael Kimmel, >> can you hear me? Okay. >> Yes. >> Great. I'm a parent at MS1 177, and to be frank, this is a farce. You've done nothing to assuage anyone in this meeting that the process was above board. So, I have three questions that I

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would love someone from the DYCD to answer. Number one, where does the money come from that funds these programs? Number two, who is the biggest beneficiary for these programs you are deciding on without their input? And number three, who are you at the DYC accountable to? I'll make it easy for

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you. The answer to all three questions is us, the families. It is our money, our children at stake, and you and the city government that are accountable to the people. As your website says, all New Yorkers, we are demanding you restore the contracts of Manhattan youth. Every moment that you delay or

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defend your horrible mistake, you violate the charter of the city of New York, which states that all New Yorkers are guaranteed to have the access and opportunity to participate meaningfully in government decision-making. Where was our access? Where was our opportunity to participate? Stop hiding behind

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procurement. You said that you'd be on our side if the tables were on our side of the table if things were different. If you believe that, then you should give us what we all know is warranted, your resignation. Restore Manhattan Youth. Thank you. >> Thank you. Uh the next speaker is Larry Carbone

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>> or >> Oh, is she ready? >> I think so. >> Okay, we'll go back. We'll back We're going to go to the student. Can you uh Denise Cruz? Yes. Can Larry, we're gonna get back to you in a second if

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Okay. Well, let's say after that is is the >> Can you hear us? >> Yes. Perfect. That's >> Yay. Sorry about that. Hold on. All right. Here is Elena. >> My name is Elena Gonzalez and I attend Yorkville East Middle School. Before

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middle school, I was not interested in sports. I didn't even watch sports on TV. Now I'm also yelling at TV when the next one. When I started basketball in middle school, I decided to join cross country and the girls JB basketball. I was looking forward to trying out for

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varsity next year or by 8th grade. But if you take away Manhattan youth and I and my teammates will lose that opportunity. I want to keep these opportunities because the friendships I have made with students and the coaches. Manhattan Youth has amazing coaches like

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Kayla, Anthony, Eric, and Miss RH. You are uprooting my middle school and the middle school experience of so many kids. The worst part is nobody asks us how we would feel. It's like we don't even matter. Why? That's why we deter That's why we demand Manhattan youth to

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stay at Y. >> Please. >> Thank you. >> Thank you. >> Uh we're not really >> Yeah, he seated his time and he's Yeah. Yeah. Go ahead. It's fine.

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>> Um this is from Larry Carbone. I seed my time with the following statement. I ask the DYCD to work on prioritizing the continuity of existing programs even if the providers have changed. Okay, the next Thank you. The next

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speaker is Felicia Onate. O N A T and I put in the in the chat the next few next few speakers. Thanks, Larry. >> Is she on? >> No. >> No, Felicia. Okay. Okay. Uh, Susanna

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Equad. >> No, >> sorry. >> Oh, Jorge. >> Okay. Jorge Cordova is next then. Okay, we'll come back to him. >> Ethan Zang. >> A porno row.

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>> Yes, I'm here. Can you hear me? >> That's okay. It's up in a row. Can you hear me? >> Why are you screaming? >> Can you >> You can speak loud but generally. >> Okay. Can you hear me now? >> Yeah. >> Okay, great. Thank you. Um, I am a

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district 2 parent with two children who attend public school and have IEPs. Uh, both, uh, one just graduated from Lab Middle School today and my younger one will be attending in the fall. And our family has the special education horror story that people hope never to

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experience. We came from a public elementary school that refused to implement my son's IEP, and I had to sue the DOE for basic services. So when we came to lab for middle school, we were hopeful for the best but weren't sure what to expect. However, once our child participated in afterchool with

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Manhattan youth, it changed his entire middle school experience. The level of knowledge from their staff, years of consistency and institutional knowledge. The trust they've built with the students and administration made an enormous impact on my child and alleviated tremendous stress on our family. My son's personal passion is

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basketball. The life skills he's gotten from this team sport has literally changed his life. This is a child that previously had coordination issues and needed adaptive PE. And at lab and you know Manhattan youth, they understood him and they were able to work with him through all of his needs. My younger

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child, who also has an IEP, will be attending lab in the fall, as I mentioned, and we know that Manhattan Youth would be incredible for her. They would get her. However, the information we've received on the incoming YMCA program, which was decided with absolutely no transparency or parent

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community input, is entirely illequipped to provide the level of programming or support for this particular age group, students with disabilities, students who rely on competitive sports programming, or those who just want to participate in theater, cooking, or just DN. These are our tax dollars, and I cannot adequately

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express my fury. This was a set of egregious decisions made with complete disregard to the students and families you're impacting. And I don't walk away from this meeting with the impression that the commissioner is following the law. I walk away with the impression that decisions were made purposely in the dark and that you're covering up

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something. You've said nothing tonight that gives me confidence that you're going to work on behalf of the 1.1 million public school students in this city. And I'm just furious and overwhelmed and just so disappointed at this just complete disregard for our

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community and our administration. >> Please wrap it up. >> I'm done. Thank you. >> Thank you. >> You uh do want to try Jorge again? Okay. Uh, Carla Goriac, >> hello. Can you hear me?

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>> Yes. Thank you. I am a parent from Lab Middle School as well, and we're concerned because we had bad experiences with the ability of YMCA to handle neurody n neurodeiverse students in elementary school. And so I request that

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you please communicate to each school community how the new providers have been trained to work with these students by September so that families like mine can make an informed decision about whether our students will or will not be able to participate in after school next

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year. Thank you. >> Thank you. >> Uh Max Nicholas Nikolai Max on Don't see. >> Okay. Uh, okay. Uh, I don't see David

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Salsberg on. >> Okay. Uh, Mary Shay. I see her. >> Yep, I'm here. >> Great. Welcome. >> Hi. How are you? uh commissioner, deputy commissioner, we've chatted several

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times over the past few weeks, but today um my 12-year-old has decided it's time for him to talk. >> I'm Hello, I'm Colin Shay and I'm in the seventh grade at York Police Middle School and I think it's absurd that you

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are taking away the after school programs. I've had so many mentors through the program like my coach Anthony, my coach K. Also, the level that they are at is insane. Coach Anthony taught me how to shoot a

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basketball. Coach Gabe, I had a terrible tackle in a soccer game and he immediately tried to get my parents' phone number. I think it's just insane. I think you guys are thieves that you are taking away my mentors.

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I'm done. Thank you. Thank you. >> Okay. Thank you. Okay. So, we're gonna just check because we're going to see if anybody who has was not on before is on now. Emma Wasserman, give you one more chance. Emma on.

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>> No. >> Serena still on. Felicia. >> Susanna. Sus. Okay. Jorge is still there. >> Try one more time. >> Jorge, are you there?

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>> Okay. Uh, Ethan Zang, >> Max, and then David, which I don't think either of them are. Okay, so that concludes the uh public session. Uh thank you to all the uh members of the community for your uh participation

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tonight. We do appreciate your your commentary and you spending the uh time speaking to us and giving us your comments. >> Um >> yes, >> I do. I just don't have it with me, but I do have it. >> It's in our minutes.

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>> Yes, probably in the minutes. I don't know it has how many people spoke but not necessarily about most people spoke about that this known issue. >> Yeah. We just I want to reiterate before you leave that last month we had an outpouring of students and it was actually I think the most moving um

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thing I've seen this year on the CC just to see how many kids came and spoke. We had 24 members of the public testify during the public speaking session and a lot of them were children and um I know a lot of them aren't here tonight, but I want you to know that their voices were represented and they were

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>> um you know and understandably extremely upset, but I just wanted to point that out before we move on from this. >> Yes, absolutely. >> I can email you the recording and recording and the transcript if you want. >> Students here who spoke. >> Yeah. >> Yes.

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Well, thank you. I mean, you're welcome to stay, of course, but yeah, I not that not relating to you, but you're welcome to stay if you're interested. But thank you very much for coming tonight. We do appreciate it. Thank you for your both for your time, and please get home

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safely. >> Okay. Uh, I'm going to do one more audible. Superintendent Maguire, do you want to go before me because I think you had something tonight that you had to go be at. Do you want to go first? It's okay.

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Oh, >> okay. [laughter] Okay. Well, I tried. I offered. Okay. I care. Um, okay. Let me just go to my president's report, which is

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missing. Where's my report? Here we go. Uh, so good evening everybody. Um, I want to thank everybody for coming tonight. Um, I'm going to make it pretty try to make

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it quick as as I usually try to do. Uh, I hope everybody had a good June. Lots of things to celebrate. Pride Junth, Immigrant Heritage Month, Caribbean Heritage, American Heritage Month, and of course the New York Knicks. Um, by the way, I'm not a basketball fan, so

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I'm like I I'm glad they won, but you know, I'm waiting for the Jets to win. Okay, the Super Bowl, and I'll be waiting for probably another 30 years. Uh, a few quick notes. I just want to remind anyone and 18 or younger can receive free summer meals meals, breakfast, and lunch at select New York

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City schools, parks, and libraries from June 29th to September 4th, so we don't forget about our our our youth during the summer. Uh you can find a location at on.nyc.gov/summermeals. Um or you can email us and we we'll we'll uh connect you. Uh 2K applications

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are due on Friday by Friday at myschool.nyc. Uh the reminder I feel like the my parent coordinator because I always do this reminder. Um a reminder for families to activate their NYC kids rise account. Uh starting in kindergarten, every NYCPS student gets their own NYC

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scholarship account as part of the uh kids rise save program for college. You can ask your parent coordinator for assistance if you need it. Um this is the last meeting of our first year on this of this term. I just want to say personally I think we've done some very

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good work on this council from setting up the hybrid struct hybrid structure to passing some very important resolutions including potentially four this evening. I do want to take a moment to thank my fellow council members, all of you, for all of your hard work and efforts over the past 12 months. It has been a

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pleasure to work with each of you. We don't always agree, but I think uh there's a lot of respect here. Uh I also want to thank Superintendent Maguire, Deputy Superintendent Shannon, uh Shannon, uh who could not be here tonight, and their team for a very fruitful partnership.

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Um, one last thing melancholy to discuss is that as we know it is the last meeting for last meeting of their term for Rachel and Ethan. We know that they will be eventually when they when they get older and they have their own children, they will run for CEC positions as well. So, they'll be back.

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I will probably be in Bokeh. Um, it has been such a joy to have both of you on the council. You've been so thoughtful, so insightful, consistently bringing a fresh, meaningful perspective to our discussions. You carry yourself with a level of maturity that's that's rare,

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and you never you never hesitate to speak up and and we have so much respect. You're always offering an honest opinion, asking tough questions that really move our conversations forward. I think I speak with for the entire council and if anybody would like to add to the praises when I say we've

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been thrilled to work with both Rachel and Ethan. We have no doubt that both of you are going to do wonderful things in college and we're genuinely going to miss you both. And so and with that we do have a little something for you. You

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can be my banner. Does anybody ty anybody? Do you want to say something? >> Yeah. >> Yeah. Thank you. >> Want to say you don't have to do Okay. Okay. That's that's fine. Um but we will

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we'll please keep in touch. We want to hear from you. We want to hear how you're doing in your school in your career. Um and with that, I'm going to turn it over to our superintendent, Kelly Magcguire. Do you want to give him >> I

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I need permission to unmute or do I not do that? >> Yeah. Or do I not? Not I don't unmute. Okay. Got it. Got it. Um, thanks so much everybody for having me tonight. Uh, and I appreciate the time that you took with um, the commissioner of DYCD and assistant commissioner. I thought that

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was a really important space to hold um, at this time. Um, so I've got a few things that I want to share. A bunch of different celebrations as we're here hitting here uh the end of the year. Um, a few people have mentioned uh the next celebration and you know being here in lower Manhattan. We were front and

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center for a lot of that uh work um uh in relationship to the parade including um our prek center downstairs. Uh it was really fantastic. both the burough president and Carl Anthony Towns uh signed the uh district 2 prek center sign that's affiliated here with the

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tweed center. Uh we also have uh a bunch of schools that um took the opportunity to share the parade with their students. Um we had a really fantastic celebration for uh Ronnie Nagger who is retiring from PS89. 42 years that she spent in

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New York City public schools was just really fantastic. Um, and then also just a bunch of trips and different activities that we've uh had here uh in district 2. So, we're ending on a very very busy note, I would say, but also lots of celebration. I did want to just

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note that uh uh one of the students here uh featured um she's uh 28 years old, but she attended my school when I was principal and it was just and and she had also attended PS89 and just really fantastic to um see how she's grown. Um I want to share a few things just in

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regards to um current data uh that is in relationship to our district. Our district attendance rate has improved by a point from last year which is really great. Um and on this slide you also see the drop in different safety incidents both um high level. We've talked about

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this um at different points throughout the year. Um but we're continuing to see that trend here in district 2. uh a reduction in the number of suspensions and high level incidences. Uh we also are announcing that we are expanding the geometry program um that has uh was

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initiated uh at lab middle um last year. Um and we are expanding from one to three classes across district 2. Uh Eastside Middle School, Wagner, Yorkville East, MS131, Battery Park City, uh and Lab will all be participating. These are courses that

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are going to take place um in the morning um at the zero period before school starts around 7:45 um for students. Um the uh classes are being provided by uh a department uh here

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within New York City public schools centered on virtual learning. Um that department has a principal and a bunch of teachers that are trained and certified to in the different courses that are being taught. Um each school is

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uh following similar criteria to select students for this program. Um but all of our principles that are participating um they collaborated with uh the lab leadership um to really get their ideas about how it is that they selected

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students uh and figure out what it is that uh helped to make sure that students were successful. And so um we're looking at um a number around 28 kids per per class. So, uh, close to 90 kids, um, that will be participating

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across, uh, the district in the coming, uh, year, and we're excited for that. I also want to just give a little bit of, uh, context and update on our students with disabilities. Um, on the left side here of the page, you see that

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uh, we're serving about 4,600 students. About 21% of our students do have IEPs. Uh we currently crossed the threshold or we recently crossed the threshold of providing 95% of all services that are on students IEPs uh across the district.

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We've been hovering around 93% for a while, but uh we were able to cross into 95 about 6 weeks ago. Um those again students are primarily served in the general education classroom. Um but there are also specialized programs and classes that exist here in the district.

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But we also do have some exciting updates. Uh we have been working really closely with our uh early childhood office uh to expand our nest program into 3K and preK. Um that is uh announcement I should be able to make an

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official announcement on that um in July. Uh we are also expanding the I read program that currently exists at PS234 that's been an elementary school program only. This is a specialized ICT program

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serving students who have dyslexia and we are uh expanding that program to middle school. Uh and that program is expanding to middle school at 75 Morton. uh the teachers, staff and leadership at 75 Morton um are receiving uh lots of

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additional training uh in preparation for that I read program. Um the school is receiving an additional allocation uh to provide coaching and support uh in the school. Um and then also of course all the different materials that are being provided so that students in this

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new I read program uh will uh really be supported um uh with strategies, techniques uh and materials uh to support students with dyslexia. That program is starting out as one section per grade level, sixth grade only for

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next year and then expanding up through eighth grade over the next three years. And we're really looking forward to that as a new structure uh at 75 Morton. And then the final support that we are um implementing here too in district 2 is

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that we are adding uh what they call see it. Uh this is um programmatic support in the form of intervention for children who are in 3K and preK. Um this is uh really intended to be um coaches uh and

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uh teachers that are coming in to work directly with children prior to their entering kindergarten to try to prevent uh uh students who from developing strong uh greater disability uh that would impact their learning um in kindergarten. So this is a a strong

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intervention program that is um funded by the state of New York. there's a additional addition a different uh line of funding that comes in to support uh see it services um in those early childhood uh classrooms. Uh and so we

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have an addition of that support coming here into district 2. So lots of new um uh work that's happening to support our students with disabilities. Certainly lots more uh is needed. We're continuing to hear from the community that lots more is needing needed to support our

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students with disabilities. But these three additions here in our district are really positive for our students and community. Uh you have heard about our expansion of the NYC reads initiative um which is coming in the form of our adoption of

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the wit and wisdom curriculum in middle school. Um so all of our teachers uh have participated in a course of study that is centered on the science of reading and then they've also uh participated in a multi-day curriculum

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pro uh training um that is provided by our literacy partner uh great minds. Um over the next or excuse me over the past year we've had several schools pilot this new curriculum and we've offered many many opportunities for teachers and

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school leaders to come into classrooms in our pilot schools observe that curriculum in action uh learn from teachers who have had the opportunity to implement it uh and also learn about the ways in which they are uh really working to make sure that it is meeting the

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needs of the students in their classrooms. Uh this past spring, just last week, we held a share fair um that was led by the teachers who were piloting the program across the district. Uh and they were the ones uh leading leading the training here and

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and leading the sharing for all of our middle school teachers. Um and it was fantastic to hear from them. Um the best information that we're getting around the implementation of this curriculum and the expansion of NYC reads really is coming from our teachers who have had

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the chance to use the curriculum. In the coming year, um, all of our middle school, uh, teachers and school leaders are going to have the opportunity, um, there to participate in one-on-one as well as school level coaching, um, around NYC reads, uh, the

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literacy shifts and the implementation of Whiten Wisdom. Um we are participating right now in the planning of uh district-wide workshops that are centered on grade levels a sixth, seventh and eighth grade uh level

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trainings for our teachers across the district. Um, we are also working uh to make sure that our teachers and our school leaders have organized their schools in a way that allows them to provide intervention services uh and structures that might

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exist outside of the uh core literacy curriculum. So, we want all of our students to participate in core curriculum 100% of the time. Uh but we also recognize that there's a need for intervention services and programs and so we're developing those structures uh

517
02:26:49.600 --> 02:27:05.200
right now and how it is that each school can implement that uh with their unique schedules. And then finally um we are uh developing a series of parent workshops um that will be used across the district uh first rolling out with school

518
02:27:05.200 --> 02:27:22.000
leadership teams but clearly being made available for all of our schools. school budgets were released uh and many folks heard that uh the start at the start of the year here schools are going to be held harmless for any enrollment shortfalls uh that might be in

519
02:27:22.000 --> 02:27:36.640
relationship to projections. However, midy year uh schools may see budget adjustments uh if their enrollment targets are not met. At the same time, um, schools are going to be available, schools are going to have access to, uh,

520
02:27:36.640 --> 02:27:52.960
appeal level funding if they, uh, have, uh, an enrollment projection that is beyond that for which they were initially budgeted. And we have seen increases in, uh, enrollment in many of our schools across the district. So, we are anticipating uh, that we're going to

521
02:27:52.960 --> 02:28:09.359
see um, those appeals going in. Again, these are dollars that are um provided to schools that have enrollment that is beyond uh the initial uh budget projection that was given to the school. Um

522
02:28:09.359 --> 02:28:24.640
you a big announcement was made in regard to how it is that uh we are seeking to uh develop class size reduction across the city. Um, schools with uh schools and districts with high levels of students who receive free and

523
02:28:24.640 --> 02:28:41.520
reduced lunch were prioritized in this uh funding uh uh cycle. Um here in district two, two of our schools received um uh class size reduction dollars uh for a total of six teachers. Um clearly there were many many more

524
02:28:41.520 --> 02:28:59.520
schools that had applied um for class size reduction. Um but again we uh did not receive that funding um in this cycle. Um and uh the goal for schools that received class size reduction funding in 2025 is that those schools

525
02:28:59.520 --> 02:29:17.040
maintain uh the uh degree to which they are implementing class size reduction um in the current year. Um we do think that that might be difficult in some of our schools even just to maintain the um current rate of class size reduction uh

526
02:29:17.040 --> 02:29:32.720
being done in schools because we are seeing uh an increase in enrollment but that is the goal. Um those dollars are not being taken away. Um those uh dollars uh are are being maintained so that the schools can continue to uh

527
02:29:32.720 --> 02:29:48.319
maintain their teaching staff. Um but in a school that might be uh a zoned school, we are um committed uh to providing families who live in a zone uh with a seat uh in that school. Uh and uh

528
02:29:48.319 --> 02:30:06.319
it may in some cases result in um enrolling a number of students that are beyond uh these new class size reduction uh numbers. So we're working to maintain that. Um but um again, we're seeing some schools that have increased enrollment.

529
02:30:06.319 --> 02:30:21.359
Um again, we're finishing this school year about 60% compliance. This is uh an improvement from the 2425 school year. Um and we're starting to work with uh our school construction authority. Um and our district planning team to think

530
02:30:21.359 --> 02:30:36.240
a little bit more about how it is that we might uh access different strategies for achieving class size reduction. So there is a deeper and more focused uh effort to review space within buildings

531
02:30:36.240 --> 02:30:52.399
uh to identify ways in which schools may be able to increase the rate of class size reduction uh the rate of part of of of compliance. Um we are uh working to uh evaluate space um without building new uh build

532
02:30:52.399 --> 02:31:08.560
without new buildings um looking at different ways of utilizing space within a building or utilizing space in a neighborhood. Um, but we are also uh beginning to have discussions um with the school construction authority about where it is that an additional building

533
02:31:08.560 --> 02:31:26.960
or buildings in district 2 might be uh most beneficial to helping our schools reduce uh class size to meet the uh parameters of the law. Um we have a couple of buildings that have been in our um district planning uh for a while.

534
02:31:26.960 --> 02:31:43.439
Um and um while those buildings are have not yet broken ground, uh we do have a couple that are on the horizon that have been planned for um for some time. Um and we're hoping that uh the pace of uh building uh gets going because we know

535
02:31:43.439 --> 02:31:59.280
that we need them in our district in order to comply with class size reduction. This coming year, we're going to continue our school spotlights and community coffees. Um those were really popular this year and going to encourage again the CEC to come out and join us.

536
02:31:59.280 --> 02:32:14.080
Um we're going to hold two community coffees in the coming year, one on the Upper East Side and one in Chelsea. Uh we are working to make sure that those uh school spotlights and community coffees are really aligned with school um C goals and the district goals as

537
02:32:14.080 --> 02:32:31.359
well. And just looking ahead, uh we have a late start to the 26 27th school year, September 10th. Uh we've got the dates here for our fall uh conferences um and a few dates that we are uh school is closed in the fall. And with that, I'm

538
02:32:31.359 --> 02:32:49.439
happy to um take any questions. >> Thank you. Thank you. Um I have a couple and then I'll I'll pass it along to my fellow council members. So uh on the set CIT, the set supports, when is that evaluated? because you're talking about bringing them in at 3K. I think you said

539
02:32:49.439 --> 02:33:05.680
pre-K and 3K or >> Yeah, these are intervention supports for kids in prek and prek. >> Like is it they're evaluated before they're ever in because 3K they're they're little, you know, they're so little. Like are you evaluating the summer before? You've never seen them before. So that when is that evaluation

540
02:33:05.680 --> 02:33:20.640
happening? >> Yeah, it works. It works in conjunction with kids being enrolled in school. Um the uh CPSSE uh is an entity that exists within New York City public schools and a part of their work is to uh conduct

541
02:33:20.640 --> 02:33:37.280
evaluations uh and to provide recommendations on supports that students may need prior to their entering kindergarten. >> Okay. Uh the second question is on the class size limit D2 received limited funding that was like two teachers in the whole district or something like that. >> Six across the district. Yeah. Limited.

542
02:33:37.280 --> 02:33:51.920
>> Okay. I don't know if there's much >> I think I at an earlier meeting I think I had shared that uh you know we were >> looking to hire 300 new teachers um in order to uh really achieve class size. So this is obviously um a challenge for

543
02:33:51.920 --> 02:34:09.120
um our schools. It's disappointing but it is also you know we're >> we're recognizing um >> what the parameters are this year in funding. >> How did we compare to other districts? In other words, was did D2 receive nothing in D4? I I don't know whatever uh receive a

544
02:34:09.120 --> 02:34:25.600
lot. How how are we or is this the across the board for this city? The whole city. >> Uh our district was uh a district that received um some of the fewest uh numbers of uh teachers in schools receiving um class size reduction funding. >> Okay. So we're towards the bottom.

545
02:34:25.600 --> 02:34:41.520
>> Very much towards the bottom. Yeah. >> Okay. Um and then uh the third question I have was actually not from your presentation. It's a general question. So this is the second I think first in some schools second in some schools year of having the win periods the what I need period >> I think it's I think in my school was

546
02:34:41.520 --> 02:34:56.640
the first year but I think in some schools I remember there was a school spotlight two years ago we they had it how how has that turned out in your opinion what is the feedback you've gotten from parents from teachers and what improvements are if any are you

547
02:34:56.640 --> 02:35:12.240
planning on making over the next year because I hear from parents mixed things some love it some think it's a waste. >> Yeah, sure. Um so the the broad category of this is just have schools structured time in

548
02:35:12.240 --> 02:35:27.760
their day for intervention or enrichment um to serve smaller groups of students. Are there three, two, three, four periods in the school week in which this kind of uh homogeneous grouping is occurring and and supports are are in

549
02:35:27.760 --> 02:35:45.600
place? Um there are uh generally speaking um the the feedback has been positive um about the win periods. Um the thing that I think is really important to note is that it is not necessarily the goal of our district to

550
02:35:45.600 --> 02:36:00.960
have every single school provide win periods. There are some schools where it makes a lot of sense uh and there are some schools where uh it doesn't make as much sense. We really need to make sure that whatever the need of students are

551
02:36:00.960 --> 02:36:18.319
in the building is that we're creating a model that works in partnership with that. A big piece is that you know regardless of whether you have a student who's um you know working uh a year above or three years below is that the

552
02:36:18.319 --> 02:36:33.600
vast majority of their time is spent in the general education classroom. And so in conjunction with trying to build in intervention programs, we're also working to make sure that our teachers are equipped to be able to meet the

553
02:36:33.600 --> 02:36:50.080
needs of students in the what they call like tier one or general education classroom for all of the four classes. So um the goal really that we're working toward is schools having that model that matches their students and having that

554
02:36:50.080 --> 02:37:06.720
in place. There are some schools that have been able to provide structure and support for 100% of their students. There are schools that um have just started with a small group um and need to work to build more. Um any other questions for the

555
02:37:06.720 --> 02:38:32.880
superintendent? Any other Just kidding. You're on video. [laughter] It's okay. What was this? How are how are you getting ahead of that? I would like to see that work continue and I'm wondering if you're

556
02:38:32.880 --> 02:38:48.560
kind of looking at some of those projections. Um and then I have just a quick followup to that when you're done. But thank you, Tom. >> Yeah, sure. Um, to date, I haven't heard of schools needing to um cut positions

557
02:38:48.560 --> 02:39:06.800
that are specific that we might like see in that um mental health arena. Like I haven't there hasn't been any school that has shared with me that they're not going to be able to maintain their guidance counselor or social worker. Um but uh we are seeing that um schools uh

558
02:39:06.800 --> 02:39:24.479
that may have had teachers um uh coaching or doing small groups um that they are really having to take a hard look at that and figure out how it is that they're going to try to maintain some of those things and I you know I mental health and academic competence

559
02:39:24.479 --> 02:39:40.720
are interwoven right um so um in regard to um like specifically restorative practices. Um that is actually work that we're um continuing to try to expand.

560
02:39:40.720 --> 02:39:57.359
And um I on the district team, we have a a a small group of folks that are just particularly good at um being able to support schools on a reactive basis when

561
02:39:57.359 --> 02:40:13.280
it comes to um uh SEAL or or behavioral incidents, climate culture. We have just connected with a central team here that is um we're in the process of of training them so that they can do more

562
02:40:13.280 --> 02:40:29.600
more um proactive work and so that is not yet in place. Um but um we it is a big priority of mine. I think it's had a lot to do with um the positive data that we've seen. Um but um you know this

563
02:40:29.600 --> 02:40:45.040
there's still lots of kids who are having trouble and um we um and lots of teachers who need uh training and support um educators, school leaders who need training and support to really prevent that work or those incidents from occurring. Um so this is one of the

564
02:40:45.040 --> 02:41:01.840
ways in which we're trying to access the resources that still exist within New York City public schools um to equip our team so that they can help support schools. >> Follow up to that. Thank you for that. Um, and also just kind of rolls into that, you were talking about a lot of

565
02:41:01.840 --> 02:41:19.439
interventions and, you know, it's great that Mandani is supporting the littles, you know, the 3K and preK, but we're seeing, you know, massive investment at that at that entry point and a massive exodus of funding for everyone else. I'm

566
02:41:19.439 --> 02:41:34.640
interested in the literacy initiatives that you you spoke of. Um, one of the things that I think could be an antidote to these super overcrowded classrooms and these quote unquote high performing or popular schools um, in district 2

567
02:41:34.640 --> 02:41:51.280
where students are falling through the cracks and we know which ones those largely are, right? Who aren't getting served in those scenarios? Have you talked to the the schools about eligibility for a seat? So essentially funded intervention teacher who can do

568
02:41:51.280 --> 02:42:08.080
that work who's certified in that work and can start growing those programs inside the schools because that work is outside of everything that they already offer in terms of the tiers the multiple you know all of that sets it's it's completely different I don't know if people here I'm sure you guys are

569
02:42:08.080 --> 02:42:24.080
probably familiar with it but it's it's a funded position for a reading and writing um interventionist it's it's funded by central and not the school so they can't say our budget doesn't cover that which is often the push back that we get. So what is the eligibility and and don't you think that might be a good

570
02:42:24.080 --> 02:42:40.720
idea for those schools that just got turned down for money and they have like 38 kids in nth grade? >> Yeah. Yeah. Um I will say that uh I think the city's done like a really great job of protecting that position and defining it. Um yeah, it's uh it's

571
02:42:40.720 --> 02:42:56.319
been around maybe for eight to 10 years. Um but I will say that the parameters around the centrally unfunded um intervention teacher, special education teacher, sometimes called the IEP teacher um has really been protected so

572
02:42:56.319 --> 02:43:12.319
that that uh the work of that individual is um intervention for um students with disabilities. Um we have not lost any of those positions. Um we are talking with um our central team

573
02:43:12.319 --> 02:43:38.399
about schools where we are really trying to expand and add that position to their table of organization. >> Yeah. Um yeah. Uh I don't know that the um eligibil eligibility for school is um quite as black and white. Um, but I do

574
02:43:38.399 --> 02:43:56.319
think that it's uh something that we all would benefit from. >> Yeah. >> Thank you. Next. Who else has questions? I think that saw other hands up. Cody want to say that my second grader's favorite part of the day is win period. >> Okay.

575
02:43:56.319 --> 02:44:11.840
>> He's obsessed with it. So there is all the proof you need. >> You know, some weeks my son loves it, some weeks my son, >> he loves it. It's his favorite time. Um the first question is very quick. We had a parent here last month um concerned

576
02:44:11.840 --> 02:44:27.600
about class size um for PS267 and East Side Middle. I assume neither of them received any funding for the >> That's correct. >> And we have no idea when they will. >> We'll wait for the next budget cycle. >> Great. Okay. Well, that's unfortunate

577
02:44:27.600 --> 02:44:44.720
for them, but um I did want to ask that question because they brought it up last month. Um the second one is about the shift to wit and wisdom for middle schools. Um I think you know the reviews from the parent body have been mixed and from the students have been mixed. Um

578
02:44:44.720 --> 02:45:01.439
one thing that's really important in middle school uh is the creative expansion. And I think a lot of parent feedback that I'm getting is people are worried that a children aren't reading enough whole books anymore. They're just reading samples. Um but also that we do

579
02:45:01.439 --> 02:45:16.080
have a lot of middle schools that have done such a wonderful job of having like a humanities curriculum or um you know weaving in social studies and English and um obviously this Whit and Wisdom and all of these are to sort of even the

580
02:45:16.080 --> 02:45:32.240
playing field for everybody. But how can we guarantee that we're not losing the creative spark that some teachers have? And also again, how can we guarantee that we're providing a love of reading? Because at middle school, that's when you know their brains explode, right?

581
02:45:32.240 --> 02:45:48.240
They go from learning the mechanics to really becoming critical thinkers. So, >> have you had discussions in that? And I guess that's my question. >> Yeah. Um several years ago when we were charged with selecting a curriculum um we were

582
02:45:48.240 --> 02:46:04.720
we would only prioritize curricula that was built around whole class novels that was built on a whole book and um one of the curricula is a basil reader with like shorter readings. Uh witten wisdom is built on full texts um and they read

583
02:46:04.720 --> 02:46:20.160
several within the course of a unit. Um and then there are like smaller supplementary texts that they read alongside that. This curriculum also you know in our district we are um we have always prioritized creativity uh across

584
02:46:20.160 --> 02:46:36.720
all different content areas and the strong arts component in Whiten Wisdom um continues into middle school. Um there is uh kids in elementary school are you know looking at and analyzing um paintings and photographs that have been

585
02:46:36.720 --> 02:46:52.960
taken um that are are famous and to which they can make connections and which really provide um some uh grounding uh in the upcoming units and lessons that they're going to be learning. Um so there is a lot of art um that is built into the witten wisdom

586
02:46:52.960 --> 02:47:08.479
curriculum. That being said, the most important part of all of this is the work that teachers do. Um, and I um recognize that if a teacher opened up a book and started reading a lesson plan

587
02:47:08.479 --> 02:47:26.080
that that would not meet our expectations. I will say that that would not meet our expectations. Um, so some of the work that we started to do this year, I think really leans into how it is that we approach professional learning in district 2. Um, we go right

588
02:47:26.080 --> 02:47:42.560
to the source of who is smartest about this work and we think that's our teachers. Um, and so when we listen to our teachers, we hear them talk about how it is that they are um, taking a lesson or taking a a unit, how it is

589
02:47:42.560 --> 02:47:58.880
that they're adding in an additional um, piece of text or a question that they think is going to be really exciting for kids. the ways in which they're approaching Socratic seminar, which is just if you've ever watched a group of kindergarteners engage in Socratic

590
02:47:58.880 --> 02:48:15.040
seminar, it's like the best thing ever because uh their little brains are going and they can say all kinds of uh things and make connections to each other. And you know, that structure continues um through 8th grade. Um and so uh this is

591
02:48:15.040 --> 02:48:30.080
you know, one of the things that I think is important to say is that this is not a scripted curriculum. There's lots of opportunity um for teachers to bring um their own creativity um and their own uh ideas about and understanding of how it is

592
02:48:30.080 --> 02:48:46.720
that kids learn. ICT um offers a whole bunch of unique um ways of approaching the curricula. Um and so yes, I think any year that you're doing something new can be tough. Um but um we're getting

593
02:48:46.720 --> 02:49:02.640
better and better at it. And um you know the positive we're getting a lot of positive feedback from both students and uh teachers um now that we're going to be heading into our third year of the curriculum next year. >> Yeah.

594
02:49:02.640 --> 02:49:17.520
>> I I have a few questions. So one one is about but the slide you showed us that 95% of services on IEPs are being provided and I was curious to know whether that um includes uh services provided under RSAs under related

595
02:49:17.520 --> 02:49:35.600
service authorizations. Um that is a good question. Um I don't I don't know the answer to that but I will get the answer to that. Um, yeah, I'll get the answer to that.

596
02:49:35.600 --> 02:49:51.359
>> That that would be helpful because, you know, if you get an RSA, it's basically just a voucher to go outside the school and get the services that can't be provided inside the school. And very often that voucher is not >> that useful because of the the rate that's paid or because of the lack of

597
02:49:51.359 --> 02:50:06.880
time outside the school. >> Yeah. >> Um, this is a question I think because you brought up the Office of District Planning and looking at space. has has it ever um has the Washington Irving campus ever come up in those discussions as like a possibility to alleviate some

598
02:50:06.880 --> 02:50:22.160
of the space crunch like on the east side because I know that the Washington Irving campus um which you know currently houses four high schools but has you know several hundred um you know seats that are they're not filled. it's

599
02:50:22.160 --> 02:50:39.439
it's not a capacity and it may not be an ideal space for you know middle school students or whatever because of the high schools but I wonder if that has ever been looked at because it's kind of right in sort of in the in the corridor where we have some schools that are like coming up to you know 100% or slightly

600
02:50:39.439 --> 02:50:56.080
over 100% >> it hasn't um it hasn't been um proposed by uh to me or or come up in any discussion around district planning. I do think that there's some factors that are complicated there. There's a charter school in the building. There's, you

601
02:50:56.080 --> 02:51:11.120
know, four different high schools. There are three different superintendents, I think, that work within that building. Um, and um but it hasn't come up as a possible solution. >> You should raise it next time. >> Yeah, it's okay. Sure.

602
02:51:11.120 --> 02:51:28.080
>> Um, okay. And then last question is is um uh you know, this has come up multiple times. I you know they didn't come here tonight I think because they kind of felt like they they exhausted their sort of remedies at the CC level but they came to the PEP um this past

603
02:51:28.080 --> 02:51:45.200
month uh families from the river school um and I know that there's an ongoing investigation there so there's sort of limited things you can say but the investigation I understand has been going on for this feels like close to a year I mean pretty much the whole entire school year so I'm wondering is there

604
02:51:45.200 --> 02:52:01.600
any any update on status of that and also uh what what are we doing at the district level to kind of intervene in that that situation? >> Yeah. Um to my knowledge there hasn't been any single investigation that has been going on for a year but certainly

605
02:52:01.600 --> 02:52:16.640
over the course of the year there have been investigations that multiple investigations that have been lifted up. um you know we are uh when those investigations when we are tasked with addressing those investigations we do

606
02:52:16.640 --> 02:52:32.240
that immediately. Um in the meantime we are trying to provide all of the different supports that we can and that we have available to us at the district level. Um I know that the um PEP uh um

607
02:52:32.240 --> 02:52:50.240
comments from this month um did uh initiate or did lead to some additional conversations that we're having here at the central level. Um and um again we're you know out of fear of uh you know

608
02:52:50.240 --> 02:53:06.160
talking about something and just saying that I I can't really comment on it. Um, I wish that I could. Um, but, um, I fear that talking too much about it might lead to not being able to address the challenges in um, the way that it's

609
02:53:06.160 --> 02:53:24.960
needed. >> Any other questions, Alison? Then we we really need to wrap it up because it's >> I'll make these quick. Um, thank you again for the expansion of the geometry program. I know you were really a big part of making that happen with the principles who are interested. Um, one of the things I saw on the schools that

610
02:53:24.960 --> 02:53:41.600
you listed up there is that only two of the four schools with screen programs were listed as participating for next year, which surprised me considering students choose the screen program because they're already accelerated or

611
02:53:41.600 --> 02:53:57.120
um have performed well in elementary school. Can you talk specifically about um Baroo and Morton Street and about their not participating in the program? And then the other thing on this is that you listed three classes and we had talked offline about the potential for a

612
02:53:57.120 --> 02:54:13.520
fourth class if there is demand. Can you speak to that too? >> Um yes, I uh you know this is we're we're still this is still very new, right? And um I don't think that we're at a place where uh providing this class

613
02:54:13.520 --> 02:54:31.120
is an expectation. Um providing this class is really left up to the school it's left up to the school level community and um I didn't withhold the information from any school community. I invited everybody to participate and uh

614
02:54:31.120 --> 02:54:48.160
schools that felt like they could, they did and and other schools are saying that that's something that we're going to look at for the 2728 school year. Um so we're working with, you know, who it is that we can. There's a certain level of, you know, resources um that are

615
02:54:48.160 --> 02:55:03.840
necessary uh in order to get something like this off the ground. Um the there was another question that you asked. Um >> oh three three versus four. Um one piece of this is that we are working with and

616
02:55:03.840 --> 02:55:20.399
we had to really push on it and we did um successfully uh uh add a third class. But um working with the principal of the virtual school so that she can identify

617
02:55:20.399 --> 02:55:36.640
certified teachers, experienced certified teachers who um uh can fulfill this role was um a challenge also. Um so I think that we're going to plan earlier for 2728 so that she can do more of the

618
02:55:36.640 --> 02:55:51.760
recruiting of um teachers who might be able to fulfill this role. Um and um but we were able to get three. Um there's the potential that she can if if she's able to find a fourth teacher that we would be able to add a fourth class. Um

619
02:55:51.760 --> 02:56:07.520
but I think right now it's going to be >> Thanks. I had a another question. Just >> Alison, we have we have to move on. It's already on 35. >> Okay. Next month. Sure. >> We want more middle school admissions data. >> Okay. Thank you. Um and just one very

620
02:56:07.520 --> 02:56:24.640
quick note it did come Washington did come up with some of the salt parents. Yes. So it was discussed I think because of the many complexities that you mentioned it really was not an attract they didn't feel it was very attractive. There are a lot of challenges in that building. >> That's correct. >> So that just so that did come up. Okay.

621
02:56:24.640 --> 02:56:40.880
So uh discussion sorry to cut you off. I just we have to get out soon. >> I won't forget. >> That's okay. Discussion of resolutions. So we have four resolutions. I I will emphasize that we are theoretically supposed to be out in about 12 about 15 minutes or so. Um so when we discuss it

622
02:56:40.880 --> 02:57:01.840
that's fine. I don't want to limit anything but you know just keep that in mind. Uh resolution 300 resolution to ensure fair and reliable transit access for all NYC students. Does anybody want to comment on it? Okay. Uh oh hold on. Let me just un

623
02:57:01.840 --> 02:57:18.000
check that time. Okay. Um then resolution 301 resolution to establish developmentally appropriate screen time limits. Does anybody wish to discuss that? I mean you're allowed to tell I mean allowed to actually have comments and it's nobody can have comments.

624
02:57:18.000 --> 02:57:33.439
>> Go ahead. >> I'll just say that in my opinion on all four of these I think that we're I would guess that we're probably all in agreement on these. There's nothing. These are all benefit our kids. And so I think that there's no point in me saying anything

625
02:57:33.439 --> 02:57:49.840
else on them because I think they're all very common sense. >> I just, you know, I made the comment. I didn't want to make I didn't want anyone to think >> we have a time schedule up cute. >> Was that I didn't hear what you said. >> That's true.

626
02:57:49.840 --> 02:58:06.080
That's okay. I deserve it. Resolution 302, resolution to establish data transparency and student privacy protections. Any comments? Okay. Resolution 303, resolution calling on the mayor of of the city of New York to fully fund expansion of the Nest Verizon

627
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and Ames programs in the fiscal year 2027 budget. >> Go ahead, Gavin. >> Hey, I just want to say one really quick thing. Um, and I I mean I I fully support this resolution. Um, I I appreciate that you brought up the Carter cases. I want to just sort of clarify that that for most families, you

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know, the Carter case route is not is just not an option because it requires like a significant sort of like out outlay Yeah. of of um you know, personal funds in in advance. So, it is it is a um it it is an issue. It is a is a drain

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on the city budget and it's a tragedy that you know families aren't getting services. But for for a lot of families like the option is when you don't get the you know the nest seat or etc is just like to just not get screwed, right? >> You know, keep going on in um in your original placement.

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>> Yeah. And just one big sorry, one piggyback comment just for those who don't know with the Carter cases, what happens is you sue. So you spend the money. So you pay 60 or 70, whatever it is, you sue and then a year, I don't know, God knows what, two years later, you get the you you theoretically get

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the money back. So to to Gavin's point, he's 100% right. You're outlaying the money, a significant amount of money, and not every most families can't cannot do that. So, just to clarify for the folks at home, Tim, >> thank you. Um, and don't forget Connor's

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cases, too, right? Which is for families who really can't afford to take that hit. Um, and we and the DOE barely gives that >> Yeah. >> that money out. That's when it's, you know, you get you get paid as soon as you get the hearing outcome, not way

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down the road. Um, I just wanted to give you some quick numbers. So in the bureau of Manhattan there are eight right now as so the office of district planning came and visited us right it was last of last

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semester I live in semesters um and at that point in time there were eight horizon programs in all of Manhattan only two in district 2 there were 14 nest programs in Manhattan only three in

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district two. There were 26 G&T programs in district 2. Um, no, nine, sorry, nine G&T programs in district 2 out of 26 in the city.

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Now, there are more G&T programs than there are Nest, Horizon, Ames. Looks like the geometry pilot is catching up there, too. This is a problem. It's a big problem. There's a pipeline that goes from integrated co- classrooms or ICT classes, right, in

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public schools where those kids don't have access to a district 2 horizon or nest program, right? They don't have a parrot. Good luck. Happy that there see it in 3K, but guess what? You get to kindergarten, you're not

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going to get a par. So those kids end up unsupported. There's nowhere for them to go. Guess where the school tells them to go and happily counsels them to go? District 75 placement. Why? We're overfunded for district 75 and the mayor just did it again. So, I just want to

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stress that this relates to district 2 and the entire city. It's an equity issue. It's a money issue, right? But if the mayor's goal, and I voted for the guy, I want to love him. I don't know who's advising him, but if

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the goal is to bring down the cost of litigation and what and it's high, right, that these families are paying out of pocket and to support kids in public schools with disabilities so they don't leave. Why would you not support

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programs that keep them there? And these are three of them. And it's a shame we have such a teeny number here in district two compared to the rest of the city, right? So it's counterintuitive. He also cut mental

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health supports which impact students with disabilities disproportionately higher. So none of this is making sense to my brain. Um yeah, >> thank you. Any other comments?

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Okay, then uh we did the public speaker session. So, let's take them all to a vote. I'll start off. >> Oh, sorry. >> No, it's okay. I I'll steal from Russ. Um, resolution 300, resolution to ensure fair and reliable transit access for all

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New York City students. I'll make a motion to accept the resolution. Do I have a second? >> Second. >> Uh, please call the role. >> On resolution 300, Allison Bowen. Allison Bowen is a yes. Gloria Chu. Gloria Chu is a yes. Daniellea Egrav is

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absent. Gavin Healey. Gavin Healey is a yes. Aaron Carr is a yes. Cody Linquist. Cody Linquist is a yes. Sam Low is absent. Tall is absent. Rustam Mlanov. >> Yes. >> Rustam is a yes. Tamira Reed. >> Yes.

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>> Tamira is a yes. Sabina Serene. >> Yes. >> I think you said a yes. >> Yes. Sabina is a yes. Craig Sledkin. >> Yes. >> Craig is a yes. Rachel Kenny. Rachel is a yes. Ethan is absent. The resolution

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passes with nine yeses and um the rest are absent. >> Thank you. Resolution 301, resolution to establish developmentally appropriate screen time limits. I'll make a motion to approve to accept. Do I have a second? Gloria is a second.

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>> Al uh resolution 301. Allison Bowen. >> Allison is a yes. Gloria Chu. Gloria Chu is a yes. Daniela Egarov is absent. Gavin Healey. Gavin Healey is a yes. Aaron Carr is a yes. Cody Linquist. Cody Linquist is a yes. Sam Low is absent.

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Tall Masilcha is absent. Rooster Mob. Rooster Mob is a yes. Tamira Reed. >> Yes. >> Tamira Reed is a yes. Sabina Sin, >> yes. >> Sabina Sinise is a yes. Craig Slutskin, >> yes. >> Craig Slutzkin is a yes. Rachel Kenny.

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Rachel Kenny is a yes. Ethan Quac is absent. Resolution 301 passes with nine yeses. >> Great. Uh, resolution 302, resolution to establish data transparency and student privacy protections. I'll make a motion to accept. Do I have a second?

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It's fine. Make it to a vote. >> Resolution 302, Allison Bowen. Allison Bowen is a yes. Gloria Chu. Gloria Chu is a yes. Daniela Egro is absent. Gavin Healey. Gavin Healey is a yes. Aaron Carr is a yes. Cody Linquist. Cody

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Linquist is a yes. Sam Low is absent. Tall Masilch is absent. Rooster Mavanov. Rooster Mob is a yes. Tamira Reed, >> yes. >> Tamira Reed is a yes. Sabina Serene, >> yes. >> Sabina Serene is a yes. Craig Slutskin, >> yes. >> Craig Slutskin is a yes. Rachel Kenny,

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Rachel Kenny is a yes. Ethan Quac is absent. Resolution 302 passes with nine yeses. Resolution 303, resolution calling on the mayor of the city of New York to fully fund expansion of the Nest Horizon and Ames programs in the fiscal year 2027 budget. Uh, I will make a

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motion to accept. Do I have a second? >> Second. >> Cody will be the second. >> Resolution 30 Oh, sorry. Resolution 303, Allison Bowen. Allison Bowen is a yes. Gloria Chu Gloria Chu is a yes. Daniela Egro is absent. Gavin Healey is Sorry, I

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was saying ahead of you. Gavin Healey is a yes. Aaron Carr is a yes. Cody Linquist. Cody Linquist is a yes. Sam Low is absent. Tall Masilcha is absent. Rooster Mablov, >> yes. >> Rooster Menov is a yes. Tamira Reed, >> yes. >> Tamir Reed is a yes. Sabina Serene,

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>> yes. >> Sabina Sane is a yes. Craig Slutskin, >> yes. >> Craig Schlledkin is a yes. Rachel Kenny. >> Rachel Kenny is a yes. Ethan Quac is absent. Resolution 303 passes with nine yeses. >> Thank you. Um, >> great. Can I interrupt really quickly before we finish?

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>> I just want to say one thing and then I'll get to you. Um, so I just want to say thank you to everybody. I think I'm very proud of the the fact that these are four very impactful, important resolutions. We got through all of them uh and that they were unanimous. So I just want to thank the uh the council for doing that.

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>> Um, I just want to introduce August. August, if you can come up here. So August is with the transportation alternatives youth um committee and I would if you wouldn't mind August speaking a little bit about we just passed the resolution. >> Yeah, we have a minute. >> I Yeah, just just one minute. If you

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wouldn't mind just speaking and saying a little bit about the work that you guys have done. I know we were running late on time, but if you could just >> Yeah. >> Uh yeah, I just want to thank you guys so much for passing this resolution. Uh we've been working for uh over a year

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now on our campaign to expand student nominee. Um it uh seeks to uh or seeks to um create all those points that were mentioned in the resolution. Um I know you guys are crunchy times, so I don't want to go through every uh bit of the campaign, but we've been uh trying to expand our reach using CC resolutions.

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So I yeah, I really want to thank you guys uh for helping us with our campaign. It means a lot to us that you guys pass this resolution. So thank you. >> Thank you. >> Thank you so much for your word. when I saw that we didn't we weren't a representative up there, I wanted to make sure that we'd asked too so we could help you guys. So, thank you so

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much. I really appreciate it and thank you for sitting through our meeting. I appreciate it so much. >> Okay. Um, so, uh, any reports of committees? Okay. Then I move to adjourn. All in favor? >> Yes.

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>> Anybody against? Okay. So, let's go right into the working business meeting. I'm going to call this meeting to order at 9:44. Alison Bowen is here. Gloria Chu. Gloria Chu is here. Here. I can't even talk anymore. Daniela Egraph is absent. Gavin Healey. Gavin Healey is here. Erin Carr

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is here. Cody Linquist. Cody Linquist is here. Sam Lo is absent. Tom Maselch is absent. Rust Mavanov. >> Rooster Mlanov is here. Tamira Reed. Tamira Reed is here. Sabina Sarin. Sabina Sarin is here. Craig Slutzkin. >> Craig Slutskin is here. Rachel Kenny.

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Rachel Kenny is here. Ethan Quac is absent. We have quorum with nine. >> Great. Thank you. So, we'll start off with the treasures report. Anything to >> No, we don't don't have any reports so far. So, thank thank you so much for sending your reimbursements on time. We

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still have our deadline. It's pretty close. >> Deadline. Our internal deadline was last week. >> Yeah, that's last last week. Yeah. But >> if you're if you're going to submit >> Yeah. Please submit like >> tomorrow. Just tomorrow. That's Yeah.

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>> At 4:30 at on on Tuesday because um um but if you need any help or assistance, please ask me. Please ask Victor. But thank you to everybody who who who got them in. And if you're I I know I made this request. If you feel comfortable, if you're not going to request anything so we don't have to

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hound you, please let Victor know. That would be very nice. Okay. Uh leazison on school reports. Anybody? just say PS2 got a nice little bathroom upgrade. It's not a new bathroom, but it's like a fixture that like the hot water actually works. So, you know,

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finally I can say something good about SCA. Um August uh August meeting date. So, thank you for those who did respond to the doodle poll. I know not everybody did. I'm not going to say who. Uh but thank you to the seven people, seven

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council members that did. Um, the most popular times where we got six of the seven who responded were Tuesday the 4th. Just to back up for the if anybody's listening to the public, the the meeting is uh is the would the fourth Wednesday would be the I think

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the last week of August and I think a lot of us just won't be here. Um, so that we probably won't have quorum and I'd like to make quorum. So, uh, the the most popular dates are a Tuesday, August 4th, Monday, August 10th, Tuesday, August 11th, Thursday, August 13th.

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Those were six of the seven people who responded. For those who for those who did not, and you're welcome to still come if you want to, but [laughter] but for those of you who did not respond, what do you do you have any I

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don't know what your travel plans are, so I can be here on the 11th. The fourth I can't speak. >> You responded. >> Oh. >> Um Tam, do you have any sense? No. Okay. So, can

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Okay. Are we comfortable then saying to it's going to be Tuesday the the 11th just so we have a date? We can have a date. Is that okay? So right now we have the 11th which would be seven. Theoretically if everybody is truthful we have seven

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people. So we will have a form and if anybody else is there great >> I won't be here in July. I hopefully we'll be over Zoom but I don't know if that's going to be an issue. >> You told me you told me and June is more tricky because by >> July >> July sorry July is more tricky because

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July per the bylaws is is the second Wednesday. That's that's what it is. So okay I'll take a head count for that as well. uh person count also that okay uh any new business okay well we finished the first half

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we're halfway done with the term God bless us all thank you very much and have a good night everybody move to adjourn all in favor >> I just made note of when they came in just so it was handy