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obligation as possible. >> And then >> unless she >> she said nothing but she missed her flight. >> Yeah, she missed her flight. She's gone tomorrow morning. >> She had a bad week.

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>> I I She >> Yeah. >> Okay. Can you hear me at home? You want to put that something in the chat? >> Tam says yes. So, okay. Okay. Oh, I had another meeting that I

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forgot about tonight. Oh well. Um, good evening. My name is Craig Slutskin. I'm the president of Community Education Council 2 and I will call this annual meeting of CEC2 to order. I'm going to start off by asking the interpreters to make their announcements

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so we can get them Well, I want to start Thank you. Okay, so uh this being the Jul July meeting, thank you Gloria. This being the July meeting, we're going to start off with our annual meeting where we elect officers. Uh for the annual

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meeting, I'm going to ask Erin to take a roll call as the record as the interim recording secretary. Alison, Allison Bowen, Allison Bowen is here. Gloria Chu, Gloria Chu is here. Daniela

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Egro, Daniela Egro is here. Gavin Healey >> here. >> Gavin Healey is here virtually. Aaron Carr is here. Cody Linquist here. Cody Linquist is here virtually. Sam Low. >> Sam Low is here. Tall Masilch

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on the subway. >> Rustam is not here yet. Rooster Mablov >> here. >> Room is here. Tamira Reed. Tam is here virtually. Sabina Serene. >> She's trying to get on but she's not on

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yet. >> Craig Slutskin >> here. Craig Slutskin is here. We have quorum with one, two, three with seven in person. Okay, >> that's fine. >> Seven in person and three virtual. >> Okay, so uh thank you. Uh we have

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quorum. Before we begin, I just want to remind everyone that we're all here for the children of district 2. Uh we do we may have student rep students watching at home. I'm going to ask all speakers tonight to be mindful of that when speaking. Reminder that you need to sign

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up at the https colonbit.lely cec-speakers. It's in the chat where you put that in to sign up for the public speaking. Uh you need to sign up within 30 minutes. So we'll say 7 we'll just say 7:15 tonight uh to speak. Before we

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move on, I just want to take a moment to review how we'll be using the chat tonight. This is the same procedure as we've been doing for the past few months and I think it's gone well. The chat will stay open for most of the meeting, but it will be closed during the superintendent report and during public speaking. Outside of those two sections,

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it will remain available. When the chat is open, we ask everyone to keep comments respectful and focused on the meeting. The chat is public, including to students. [snorts] So, a good guide is to write in a way you'd be comfortable with your own child see. You're welcome to raise points or ask

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questions in the chat. Council members will check it periodically, but our main responsibility is running the meeting. We won't be watching the chat every moment, so we may not see things right away. We're trusting everyone to help keep the space constructive. If something crosses the line, name

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calling, profanity, or similar behavior. We may remove someone or close the chat after a warning. Because we're not monitoring continuously, we may not catch issues immediately, and we ask for everyone's patience and understanding. The goal here is simply to keep the meeting running smoothly for everyone.

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Council members also won't be deliberating in the chat. Those discussions need to be 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 hosts

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for technical reasons. For example, if the sound stops 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 isn't

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part of the public record. If there's a topic you would like the council to address, the public speaking session is the right place to bring it forward. Thank you for helping us keep the meeting respectful and productive. And I'll note that Sabina Serenise has

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joined remotely and she did she did send in uh an email with extraordinary circumstances that she she didn't expect to come in. Okay. So now I'm going to go through the there's a specific script we have to go through

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for the elections. So I will read off the script and then I'm going to we'll pass it along to to the next person. It is now 6:44 and this meeting of C Community Education Council District 2 will come to order. My name is Craig Slutskin. I am convening the annual meeting for the purpose of electing

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officers. We did the roll call. Article 2, section two of the council bylaws require that the officers be elected by roll call vote at the annual meeting. To be elected, a candidate must have at least seven votes. Officers remain in the position until their successors have

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been elected. The first order of business is to elect a chair prom to chair the election meeting until the president has been elected. The chair prom must be someone who is not running for the office in the election they are chairing. Since the first election is

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for president, the chair prom cannot run for president. Once the president is elected, they can take over running the election from the chair prom. Are there any nominations for the chair prom? And we will allow self-nominations. >> I would like to self nominate.

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>> Oh, you want to do it? >> Yeah. >> Oh, okay. Okay. >> Or do you want to? >> No, that's fine. I'm sure she's happy to do it. So, >> I don't make go. I didn't. >> Okay. So, nominations are now closed and

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we'll proceed to a vote for chair prom. We can do this by show of hands unless anybody objects. Does anybody object? If we do it by show of hands, all in favor of Allison conducting the election for president, raise your hand, say I. >> I.

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>> Anybody opposed? Anybody abstain? Okay. So, bottom of page Sorry, top of page three. >> To elect officers, we have a vote upon each position before moving on to the

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next so that any candidate not elected to an office can run for others. I will take the nominations. Members can nominate themselves. If a member is nominated by another member, I will confirm that they accept the nomination. Nominations do not need to be seconded.

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If a member is not present but has submitted their nomination in writing to the administrative assistant or another member, they will be treated the same as any member who is present, including having a two-minut statement read aloud by someone else. Each nominee will be allowed to make a speech of up to two

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minutes. Following the candidates's presentations, we will conduct a roll call vote. All positions must be voted on, even if there is only one candidate. Where there are two or more candidates, each member must make a choice and vote for one or the other. For example, John

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Doe and Jane Smith are running for president. On the roll call, each member will vote for either John or Jane. The council must not first vote on John and then on Jane. Members may abstain from voting. If no candidate receives at least seven votes, we will vote by show

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of hands on whether to do a second round or proceed to the elections for the next office. If a position remains unfilled over two or more rounds of voting, the incumbent will continue in the position. New elections for all unfilled positions must be put on the agenda of the

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following month's calendar meeting until all the positions are filled. Is this procedure clear to everyone? Okay. First, we will elect the council president. Are there any nominations for the office of president?

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>> I would like to nominate Craig. Do you accept? >> I do accept. >> Are there any other nominations? >> Nominations for the office of president are now closed. I will now call each candidate in alphabetical order uh to

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make a statement if you would like to, Craig, of up to two minutes as you are running unopposed. There is no requirement to do so. >> Okay. and then we will uh proceed with the roll call vote. >> Okay. Before I make a statement and I I'll be quick. I just want to note for the record that uh Tal Talshro

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>> is in attendance. Um I'll be very brief because it's it's I'm running unopposed. Um I I would appreciate uh your support for another year uh as the uh the president. I think we've had a good first year. I think we've uh collectively worked well together. All

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of us have worked uh well together. We've passed some some very uh important and meaningful resolutions. We've also did a very good transition uh to hybrid and and and to this to this space which I think has worked out very well and I think it's given a lot of access to uh

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families to speak up uh where they have not uh been able to do so in the past and even as we saw uh in the meeting with uh the Manhattan youth uh resolution or that we've had a lot of students been able to speak from home as well. Um, so, uh, I would appreciate

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your support for another year in the saddle. Thank you. >> Great. Now, we will conduct, uh, a vote and I'll turn it over to you. >> Okay. [clears throat] For the role of president, we have one

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candidate, Craig Slutskin, Allison Bowen, Gloria Chu, Daniela Egro. Gavin Healey. >> Uh, abstain. >> Aaron Carr is Craig. Cody Linquist.

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>> Yes. >> Sam Low. Sam Low is Craig. Tal Maselchay. Tall. Maselchay is Craig. Rooster. Moblin. Rooster is voting for Craig. Tamira

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Reed. Tamira Reed, Sabina Serene, >> Craig. Yes, >> Sabina Sarin is Craig. Craig Slutskin be amazing if you >> Craig. I'll vote for myself. >> Um, and then Tamira

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Tam, are you there? >> Do I just say absent? >> Absent. She's She's not She's not present in the room, so it's fine. >> Okay. Um Craig, that is one, two, three, four, five, six, seven votes. So Craig is our president for this next term.

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Um, you want to turn it back to me? Okay. Um, okay. Uh, we will now elect the council vice president. Are there any nominations for the office of vice president? >> I would like to nominate Rose M. Okay.

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Russ Mlinov, are there Do you accept? >> Yes, I accept. >> Are there any other nominations? >> I I nominate uh Tam Reed. >> It's okay. Well, theoretically, you should she has She has to have told you she would accept.

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>> Did she accept now? >> She's not If she she I don't know where she is, but >> I think she's trying to get back on. She got kicked out of the Zoom. Hold on. >> I don't think there's anybody waiting

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here. >> There's nobody waiting in the in the room. >> No, she just texted and said she's trying to get back on. I think she's having internet issues. >> Oh, okay. >> Okay, we'll wait. >> But I don't know what the protocol is for that.

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>> I'm sorry. >> I just said I don't know what the protocol is for some I don't Anyway, sorry. Just letting you know. She texted me said she was trying to get back on internet issues. >> We'll wait one minute cuz we can't go to secret recording secretary until we do

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BP is an order. Okay, she does accept. I texted her. Okay, so we have two candidates uh for vice president. Okay. Okay. So, nomination any other nominations? We could have more than

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two. Okay. Nominations for the office of vice president are now closed. I will now each I will call each candidate in alphabetical order to make a statement of up to two minutes. The AA will be the timekeeper. After all candidates have spoken, we

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will proceed with a roll call vote. So, uh Russ, you go first. >> Thank you. I'd like to nominate myself for vice president. Over the past year, I've really enjoyed serving this council and I hope I've shown my commitment and by being involved in our work uh

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listening to families and trying to build bridges whenever possible. Uh if elected, I'll do my best to help keep our council collaborative, productive, and uh focused on what matters for our students and families. Thank you so much.

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>> Okay. Thank you. Um Tam is not on. Uh she was trying to get back on. Uh but it given that it is her her time to speak. Uh does someone she is allowed to have someone speak on her behalf.

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Um she didn't designate anybody. Let me see if she wants to designate unless anybody wants to volunteer. Uh I want someone to speak. Okay.

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>> Thank you for volunteering to speak on her behalf. >> I'm I'm volunteering to speak on her behalf. Okay. Um, well, this was news to me. So, I mean, look, regardless of who becomes vice president, we're all here because we

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care about our our children's education and the education for all kids in district 2. I think that that much like Wrist Tam is is a a passionate and and knowledgeable

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um candidate. She's very um involved with helping with IEPs and and things for students with disabilities. Um sorry, I didn't have anything prepared. >> Okay, [laughter] that's okay. That's okay. >> We all know already. >> Yes.

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>> Okay. Um thank you. So that is the uh end of the uh statements. So now uh we will take a roll poll vote for the two people Russ Menov and >> so they just say the name right. >> Okay.

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>> Okay. Allison Bowen. Allison's vote is for Rust. Gloria Chu. Gloria Chu is voting for Tam. Daniela Egro. >> Rust. >> Daniela is voting for Rust. Gavin Healey. >> Tam.

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>> Gavin Healey is voting for Tam. Aaron Carr. I'm voting for Tam. Cody Linquist. >> Uh, Tam. >> Cody Linquist is voting for Tam. Sam Low. Sam Low votes for Rust. Tall. Masel.

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Shay. Tall's vote is for Rust. Rust vote. Rest. [laughter] Rustin's vote is for Rust. Uh, Tamira Reed. >> She's not on. >> She's not on. >> You can't do it by text. Uh, Sabina

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Serene. Rust. >> Sabina's vote is for Rust. Craig Slutskin. >> Rust. >> Craig's vote is for Rustm. >> With seven votes. Rristum Mavanov is our new vice president. >> Congratulations.

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>> Thank you so much. >> So, we will now go to the election for recording secretary. Are there any nominations for the office of recording secretary? >> I'll nominate myself again. >> I was going to nominate you. That's fine. >> I was going to do it for you. It's fine. Okay.

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>> Um Um Yeah. Oh, yeah. >> So, we have uh Do you accept? >> I do accept. >> Okay. Are there any other nominations for the position of recording secretary? >> Okay. Do you wish to have a two-minut speech? You may. >> I won't take two minutes, but I'll just say that I've really enjoyed being

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secretary. I like working with everyone on the council. I think that we have done a good job in this last term on like coming together on issues that we agree on and having respectful dialogue about things that we don't and and um yeah I look forward to continuing in this next year.

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>> Okay. Uh so I I'll do the B I'll do the ballot for this time. >> Um >> I might cheat. >> I know I don't want I don't want anybody you know saying something later. Um so you can either vote for Aaron Carr or you can abstain. Okay. Allison Bowen.

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Allison Bowen. Aaron Carr. That is not working. Thank you. Uh, Gloria Chu. Gloria Chu. Aaron Carr. Daniellea Egarov. >> Aaron. >> Daniellea Egarov. Aaron Carr. Gavin Healey. >> Aaron Carr. >> Gavin Healey. Aaron Carr. Aaron Carr. >> Aaron Carr.

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>> Aaron Carr. Cody Linquist. >> Aaron. >> Cody. Uh, voted for Aaron. Sam Low. Uh, Aaron Carr. Talmiselch. Aaron Rust Mavanov. >> Aaron Carr for sure.

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>> Aaron. Uh, is Tamara back? Is Tam back? No. Okay. Um, Sabina Sarin. >> Aaron Carr. >> Aaron Carr. Craig Slutskin. Anybody but Aaron Carr. And that's it. So by a vote of 1, two, three, four, five, six,

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seven, eight. 12 nothing. Um, Aaron is reelected. No, 11. Nothing. Sorry. 11. Aaron is reelected. Congratulations. >> The ghost of town. >> The ghost of town. >> Thank you. >> Um, okay. And then the final uh election is are there any We will now

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go to the uh position of treasurer. Are there any nominations for the office of treasurer? >> I would like to nominate myself. >> Sam Low, do you accept it since you you're own self-nomination? >> Yes. >> Okay. Are there any other nominations for treasurer?

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Okay. Um, there's some uh Okay. So, nominations for the office of treasurer are now closed. I will allow uh each candidate in alphabetical order, which is just one, to make a statement of up to two minutes. The A will be the timekeeper. After the one candidate has spoken, we

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will proceed with a roll call vote. Do you wish to speak? Make a statement. Um, just briefly, I just want to also iterate my pleasure of serving on this council for the past year. I feel like uh we've worked pretty well together and I enjoyed our interactions that we've

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had. I feel like we've done some nice work. Um, so I'm hoping to commit to a little bit more. Uh, that's about it. Thank you all. >> Sounds good. Okay, we will now go to a vote. You can either vote for Sam or you can abstain.

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>> Allison Bowen. Allison Bowen's vote is for Sam. Gloria Chu. Gloria Chu's vote is for Sam. Daniela Egrov. >> Sam. >> Daniela's vote is for Sam. Gavin Healey >> abstain. >> Gavin is an abstension. Aaron Carr is voting for Sam.

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>> Wait, did he abstain or did he vote for Sam? I couldn't. >> Oh, abstain. >> Did abstain. Okay. Sorry. >> Uh Sam Low. Sam's vote is for Sam. Tall Maschay. Tall's vote is for Sam. Rooster Mlanov. >> Sam. Roostam's vote is for Sam. Tamira

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Reed is still she's not there. Right. Okay. Sabina Sarin. >> Sam. >> Sabina's vote is for Sam. Oops. >> Uh Craig Slutzkin. >> Sam. Sam. >> Craig's vote is for Sam. And with 11

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votes and one abstension, Sam is our new treasurer. >> 10 and one. >> Oh, yeah. Yeah. I'm sorry. I'm sorry. Yeah. >> Okay. Congratulations to Sam. Congratulations to all the elected officers. I also do want to thank uh

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Daniela who is uh stepping down as vice president. Thank you for your service although you're not going anywhere but but but I want to thank you for for everything you have done as well. Okay. So the annual meeting is now concluded and now we move to the calendar meeting. Uh I'm going to ask Erin to take the

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roll call for the calendar calendar meeting. >> Allison Bowen. Allison Bowen is here. Gloria Chu. Gloria Chu is here. Daniela Edgarov here. >> Daniela Edgarov is here. Gavin Healey >> here. >> Gavin Healey is here. Aaron Carr is

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here. Cody Linquist >> here. >> Cody Linquist is here. Sam Low. Sam Low is here. Tall Masilcha. Tall Maselch is here. Rooster Moblin. Rooster Moblin is here. Tamira Reed,

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she is still having uh some difficulties. Sabina Serene >> here. >> Sabina Serene is here. Craig Slutskin >> here. >> Craig Slutzkin is here. And we have quorum with one, two, three, four, five, six, seven, eight present and three

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virtual. >> Great. Thank you. Um, so we'll go to the approval of the minutes. You've uh seen the minutes of the June 2026 meetings. Are there any corrections or comments? If there are no comments, the minutes

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are approved as distributed. Thank you. Uh there are no resolutions tonight. Uh and we had a whole bunch last night. Um last uh last month, not last night. Sorry. Last month. Sorry. It's been a long year. Um so uh we're going to move

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on to the program presentations. Each year the superintendent or his or her designate uh needs to present what's called the contracts for excellence presentation has to be done within a certain window and the window is like June 15th to like July 20th or something like that. So this is the meeting where

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we're going to hear about it. Um so I'm going to turn it over to Superintendent Magguire. Why don't I give you my mic so you don't have to hold it down. Thanks. I appreciate it. >> Um, good evening council and congratulations on all the new elected

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newly elected officers. Um, thanks for your leadership here on the council. It means a lot to always have a place for families to come and share their joys and concerns. It's a good it's a good uh structure for us to have um here in the

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district. Um I am joined by a couple it looks like a couple of members of our district finance team or at least uh Michelle Eiffel is our senior grants officer. Sometimes uh members from our business team jump in and help out with

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the annual C4E um presentation. So Michelle, thanks so much for being here. She's a great support to our um schools. Um okay, great. Great. Michelle, do you want to say anything?

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>> Happy to be here. Thank you, Superintendent Maguire. >> All right. Thanks. Thanks very much. Um, and so, yes, I am here uh to share our annual uh contracts for excellence contracts for excellence uh class size

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reduction plan and engagement. And um I am speaking from a uh notes that have been shared with me by our central business team. Um, so I just want to make that clear to everyone and um, I will do my best to answer questions if

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they come up um, here with the council. So again, my name is Kelly Magcguire and I want to thank you for allowing me to be here uh, and share this presentation along with Michelle Eiffel, our senior grants officer um, who will help and support uh, answers with any questions.

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Today, we're going to share our plan for state contracts for excellence funding known as C4E, and our proposed class- size reduction plan, a newer part of the contracts for excellence process. I will review each topic and then provide the

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process for public comment for each. Again, thank you for allowing us time to be on your agenda today. Let's delve into this presentation. Um, yeah, the first topic being Oops. Uh the first topic being presented today

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contracts for see what's happening here. Apologies. Yeah, I thought I had it downloaded, but let me just see. I'll go about it this way. Okay. Okay. So, um yes. So, thank you. Um so,

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the first topic being presented today, contracts for excellence, also kn commonly known as C for E. First, let me provide a little background on contracts for excellence. C4E legislation was established as a part of the T 2007208

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enacted school budget under foundation aid and requires that a portion of foundation aid be used for for specific restricted purposes. C4E requires that funding be allocated towards specific programs that raise the

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achievement of students with the greatest educational need, including but not limited to those students with limited English proficiency, students in poverty, and students with disabilities. We are required by the state law to annually develop through a public

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process a citywide contracts for excellence and community school district contract for excellence. The public process is how parents, teachers, and other school community members and interested parties provide input about the citywide and community school

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district C for ease and about the allocation of C forE funding in their schools. Our public process includes this meeting as well as other meetings that superintendents will be conducting across the city with their respective CEC's

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and five burough hearings that will also happen during this period of time. Although the C4E process is not new, we have submitted a C4E process plan since 2007208. Under recent changes to state law, the

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timeline for the public process, including the district C fore presentation has changed. We are now required to start the process no later than 30 days after the enactment of a state budget and we are also required to

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provide notice of the public process 15 days prior to the first public hearing. State law requires that community school district contracts for excellence be presented by superintendent at CEC meetings to enable public comment on

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those C fore plans. To that end, we will be recording all comments made at this meeting. The important process allows families and community members an opportunity to provide input about how their schools are funded. It is an

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essential element in the C4E plan that New York City public schools submits to the state which the state must approve in order for the New York City public schools to receive C4E funding. Funding must be spent only within the

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following initiatives. For illustration, examples of programs by initiative. Uh, examples of programs by initiative subject to state education department approval are included below. Additional instructional time, time on task, for

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example, extended school day or school year initiatives. model programs for multilingual learners, for example, the expansion of bilingual of a bilingual resource materials and libraries. Full day prek and kindergarten, for

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example, adding classes or additional staff and/or costs related to implementing full prek or 4K. Class size reduction, for example, hiring and placing additional teachers in a classroom to reduce the T student

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ratio. teacher and principal quality initiatives. For example, the creation of non-cash incentive program to encourage highquality teachers to teach in high need areas. Middle school and high school

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restructuring, for example, expanding participation in AP programs. Additionally, the state education department commissioner may authorize districts to implement experimental programs. Such authorization must be

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granted in advance of implementation. More information about eligible uses and requirements may be found on the New York State Education Department's website. Each year, New York State Education Departments sets New York City public

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schools C fore amount based on the annual increase in foundation aid in excess of 3%. In fiscal year 2027, the amount of funding we must designate towards C4E is increasing by 269 million, bringing the

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total to 1.358 billion. It is important to note that 45 million of the $269 million increase is not new funding. It's already allocated to schools at founda as foundation aid for

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class size reduction. It will be phased in as C4E in fiscal year 2027 and will continue to be used toward class size reduction. The new C4E funding 224 million will be used to support schools that require

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additional resources to meet the state's class size reduction mandate. There is also additional tax levy funding being allocated for this purpose. Now for the breakdown of the C4E funding. We categorize C4E

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allocations as discretionary and targeted. Discretionary means that schools may use C forE funding in any eligible way that best meets the needs of their students. Targeted funding meanings means that C4E is being used to

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support a specific program and schools must use C4E funding in support of that program. Of the 1.358 billion, 487 million of it will be allocated as discretionary C4E and 871 million will be allocated as

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targeted. that $871 million of targeted programs now include $464 million towards state's class- size reduction mandate, $183 million to the fair student funding weight to be used towards teacher salaries, 91 million

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restricted to teacher salaries, $87 million for integrated co-eing classrooms, $30 million for academic summer programming, $9 million for for full day prek, and $7 million for autism

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spectrum disorder classrooms. Let's take a closer look at the citywide proposed allocations. Combined discretionary funding makes up 35 a little under 36% of the proposed allocation. Targeted allocations make up a bit over

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64% with the greatest share of that being attributed to the class size reduction mandate which is around 34%. Fair student funding, integrated co-eing classrooms, summer program programming, full day prek and autism spectrum

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disorder classrooms make up just under 30% combined. Now for our proposed district allocations. Oops. Um here's a district allocation. Um, so as

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you can see here, uh, discretionary funding accounts for, uh, a bit under $15 million. I just let you take a look at, uh, this slide for a moment. Okay. And again, we'll come back for questions at the end.

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We will take public comment public feedback into account in the coming weeks as we continue to work toward complying with this mandate. The deadline for submitting public comment will be July 29th, 2026. Please share your comments and feedback

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by using the C for email address you see on the screen. Now we are moving to the to the uh second major topic. We have already discussed the C for funding stream. Now we will wrap up by discussing the fiscal

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year 27 class size reduction plan. It's in September 2022, Governor Hokll enacted chapter 556 of the laws of 2022, which requires the New York City School District to create a class-size reduction plan for all New York City K

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through2 community school districts and high schools. Chapter 556 sets forth requirements that apply only to New York City school districts, including new class size caps for all district K through2 schools, a class size reduction

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plan, which must be approved by the United Federation of Teachers, and the Council of Super School Supervisors and Administrators, CSA, the unions representing New York City School District Teachers and Principles, respectively, and submitted as a part of

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the contracts for excellence. A prescribed timeline for the public process for the development, posting, and submission of the contract for excellence. Annual implementation reports submitted to New York State Education Department on the status of class size reduction

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plan. Penalties in the form of withheld or reduced state funding if adequate progress to reduce class sizes is not made. The law imposes specific class size caps within the New York City School District for the first time.

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Prior legislation required a plan to reduce average class sizes and did not set forth specific average class size caps. Classize caps had previously been subject to collective bargaining agreements between New York City public schools and the uft and could be

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exceeded in certain circumstances. As a reminder, the law prescribes specific class size caps of 20 students in grades K through three, 23 students in grades 4 through 8, 25 students in grades 9 through 12, and 40 students in

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physical education and performing groups in all grades. On June 4th, 2026, both houses of the New York State Legislature passed amendments to the class-siz law that changed the annual citywide compliance targets for New York City

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public schools to 70% in the coming 2627 school year, 80% in 2728, 90% in 2829, and 100% in school year 2029 2030.

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New York City Public Schools is fully in support of this change in the timeline to ensure that our intensive focus on class on capital strategies for class size reduction can take root and implemented with fidelity. On June 10th,

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New York City Public Schools released a draft version of the class size reduction plan for the 2627 school year. As a reminder, this plan must be signed off by the uft, United Federation of Teachers, the Council for School

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Supervisors and Administrators, CSA, in addition to New York City public schools. This draft has not been signed off by the chancellor and respective labor partner presidents, and may be revised based on feedback obtained during the public comment process.

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The draft plan includes specific actions for schools along with a detailed plan of implementation that is being undertaken across the New York City public school central offices alongside the school construction authority which I will discuss in more detail on the

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next slide. The public is able to provide feedback on the draft plan via this process. The email to share feedback is on the final slide of this section. In the draft plan, we highlight critical data points regarding current compliance

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across the city, which are also outlined on this slide and show compliance rates across the sk city for this past year, school year 2526. Our compliance rate for school year 2526 is 64% including exemptions. Without

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exemptions, the compliance rate is closer to 59%. The required benchmark for this school year was 60%. The changes proposed in the plan will support us in making progress to meet the bench year

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benchmark for 26 27 of 70%. Data show that the districts with the greatest percentage of classes at or below the class size caps are in district 32, which is in the Bushwick neighborhood of Brooklyn, which has reached 81% compliance. District 23,

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Ocean Hill, Brownsville, and District 16, Cybent Heights, Crown Heights. District 26, Bayside, Glenn Oats, Oaks, is at 31%. Staten Island, uh, at 20%. Bay Ridge and Fort Hamilton. Those

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districts have the lowest percentage of classes at or below the class size caps. While this data demonstrates district level averages, there are schools within the comparatively higher compliance districts that do not have classes that exceed the new class size caps. Class

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size compliance varies across grade bands with the highest compliance rates in elementary schools. The Bronx has the highest share of classes in compliance with class size caps at 71% followed by Manhattan, Brooklyn, Queens, and Staten

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Island in that order. This slide demonstrates the growth and compliance from school year 2425 to school year 2526. Progress that is also outlined within the fisc year 27 class size reduction plan. This is a result of funding

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allocated for teachers to schools through the schooldriven process in last year's plan. Through these efforts, the impact on compliance across the city was as follows. Elementary grades made the most progress. In grades K through

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three, we saw a close to a 29% point increase in compliance. In grades four through 5, our compliance rate increased by 23 points. In middle and high schools, those also made meaningful progress. Middle schools grew by a bit

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over 20% points more compliant. High schools 16 points more compliant. Schools were awarded additional teaching positions increased compliance by 27 points as contrasted with seven points for schools that were not awarded

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additional teaching positions through the FY26 funding process. Next, I will provide an overview of key components of the draft plan. In addition to the summary of impact outlined on the previous slides, the

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draft's plan covers the following major components of of the approach to class size implementation and more, including the FY27 class size planning and funding survey, which served as critical data collection point to support planning for

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FY27 and the outears of implementation. details on more intensive approach to class to capital planning utilizing survey results and other data, including an increase of 1.5 billion dollars in the current capital plan to align with

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this approach. The approach to teacher recruitment to support teacher hiring for class size. The allocation of $244 million to support teacher hiring for class size reduction. Oops. Again,

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this is a draft version that has not yet been signed off by the UFT or CSA who are required to sign off on our plan. Class size reduction is a complex process that requires increasing investments in not only teachers but

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also classroom space. Under Chancellor Samuels and Mayor Mani, New York City Public Schools has made a shift in the approach to planning and considering space in relation to class size reduction efforts, marking a substantial commitment to implementation.

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To that end, in March 2026, New York City public schools and the school construction authority engaged in a new collaborative approach to evaluating and planning for CL space needs to support class size reduction. Through this joint effort, teams from both agencies

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reviewed over 600 schools that had centrally identified space deficits and developed a comprehensive plan to identify pathways to provide each school with the necessary space to comply with the law. For the first time, the plan

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includes a strategic blend of capital as well as non- capital strategies that aim to more efficiently utilize existing space to support compliance. as is described in greater detail in section 4.3.1 of the draft plan. The city of New

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York under Mayor Madani's leadership also added an additional $1.5 billion into the capital plan to support the construction of new seats in alignment with this new approach. Broadly, the following categories represent the change of approaches we

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will take to support each school with space needs. Non-C capital high school policy and programming. For many of our high school, space needs can be addressed through efficient programming and policy adjustments rather than changes to physical space. These schools

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will receive centralized support to explore such opportunities and may inform system level policy proposals. Non- capital tier one enrollment and/or space in the building. These are schools where minor adjustments to incoming

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enrollment or reallocations of space within colloccated campuses may resolve space needs. Non-C capital tier 2. These schools are in districts or areas where there are are existing nearby buildings that may

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have access excess capacity that can be utilized to support compliance. These will be explored for comprehensive solutions within the context of district-wide needs and through community engagement. They could lead to re resightings, mergers, or other

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changes in school utilization subject to public review and PEP approval or reszone reszonings subject to CEC approval. Capital. These are schools where some level of capital investment may be

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needed, ranging from smaller capital task force projects to increase capacity within schools, smaller space need within schools to address smaller space needs to the construction of new buildings or additions to address larger needs. In the next phase of this work,

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superintendents are working with the office of district planning and other central teams to consider the preliminary pathways identified for schools and work with communities through the planning process as well as in partnership with the SCA on the next

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steps identified for each school. We will consider all feedback received on our proposed plan during the public process. The deadline for submitting public comment will be July 29th, 2026. Those who wish to provide feedback may

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submit their comments by email to class size at schools.nyc.gov. This concludes this presentation. Please be mindful of the email addresses provided by the public comment for each section. Thank you very much for the opportunity to share. I will do my best

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if you have questions so that you'd like to have a answered and perhaps Michelle can jump in as well. Uh you can also submit your comment to the email addresses that were posted and we will make sure that this presentation is available on the CEC website. Thank you.

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>> Thank you. >> Um thank you uh for that uh riveting presentation. >> No, but thank thank you for doing that. It's a very important presentation. I I do have a question for you. Could you go back to the slide sorry where I was

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giving the actual funding streams or the allocation I think it was like probably slide seven or eight or something like that because there was a there was somewhere in there because this is it's a question that I had but it's also in came up in

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the chat um of the ASD allocation was about seven or so million dollars I think >> I think I think that's slide five which is labeled as slide one but >> this Oh, go go go to the one before that actually. That's that's the breakdown you're

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referring to. >> Yes. >> Okay. >> The No, the one No, you just had it. >> I get that one. That one. The last line. >> It's the last line. >> Autism spectrum disorder classrooms. >> Yeah. >> Yeah. >> Do you know what that number was? But

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just so you know, Kelly, Deputy Ch Deputy Superintendent, not Deputy Shannon, Deputy Superintendent Shannon is on as well. She she she signed on. Um uh what was the number last year? Do you know what the number was it? >> I don't know right off hand. >> I mean Okay. Do you know if it was less

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than seven, more than seven? >> I think we added seats, right? Didn't we add >> some seat? And I don't know if they were new seats or just people were graduating graduates to the next grade. >> Right. So just to put context to this, this is only in relation to the C4E

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allocation portion, not the entire budget for the city, which can be attributable to ASD. So this is just limited to the C4E portion. And we don't have that information without looking up what happened last year at the at the annual meeting when this presentation

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was given last year, which would have had that breakdown. >> Yeah, I can. if you can please send your questions to the email so that we can get that information for you. >> Thank you. Thank you. And >> we did not I I will say that we did not

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reduce the number of classes or seats right or students with who are served in classrooms for students with autism. And um as I'll share in my presentation, we are expanding by one classroom uh in the coming year. So I can't say for sure.

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>> Okay. Um, we'll start off with with question. I know there's a question from a council member online, but we'll start off with questions from inside the room first. Does anybody have any questions? Allison, and and we'll get to the people online. I saw Tam, Tam, your hands up. Also,

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>> on the funding that is given to the schools and uh used at the principal and the school leadership team's discretion, what are the policies around the use of those funds? um policies around use of the funds.

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Well, I guess I'm I can answer that in two ways. And Michelle and then if there if I'm not answering it in the way that you're looking for um and if Michelle wants to jump in as well, she can do that too. I guess the way that I'd answer it is just like this discretionary and non-discretionary is

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like one policy that um covers the use of funds that there are some monies that um the principal can decide along with um the school leadership team as to how funds are allocated and then there are some funds that are allocated where the

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principal doesn't have choice. Those funds are specifically designated for a particular program or position. Um and I guess like the second part that I would thing that I would say to answer that is that the school leadership team functions as

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a complement to the goals and work that a school is doing uh to advance outcomes and they are the budget comes into play because the budget is a resource to help schools get there. So engagement with

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the school leadership team around not just the goals but the way that the school is allocating resources to get there. So I'm not sure if that answers your question. That's what comes to mind first but if you want to re if I can add to that Superintendent

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Maguire. So every allocation including the C4E has a school allocation memorandum which is known as the SAM which outlines in detail what an allocation can be used for and what it cannot be used for. So for particular

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for um the C4E allocation even though it's discretionary it's discretionary within those six buckets the time on task etc that was outlined in one of the slides. So discretionary in that you can pick one of those different buckets or multiple of those buckets, but it's

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still targeted in that sense. And it's not discretionary when it's required to be put on a position because a lot of the class size reduction positions funding have to be put on um positions and cannot be used arbitrarily. So

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that's the difference between discretionary and the mandated if that helps. Do you want to ask it add to that question so we can get you a better clarification? >> I think the list that you put up was helpful in understanding what those

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buckets are. So you could do an AP class at the high school level. Um but um even though the school is getting it, I imagine because of a certain percentage of students who meet um the criteria of the students you're trying to serve, an

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AP class would be open to everyone in that student body. So even though it's allocated to the school for um meeting certain criteria among their student body, it's not the use of it really doesn't end up being limited to just those students. >> No. Uh but would be limited to AP

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classes. Yeah. >> And who whose discretion you said is discretionary for the school? Is it the principal can do whatever they want and it's up to them? Do they have to consult with an SLT with you? >> Yeah. Principal should be consulting

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with their school leadership teams to make all financial decisions, >> but ultimately it's the principal's ultimate the principal's complete discretion >> as long with within those buckets within the appropriate buckets. >> Yes. Right. The principal >> and the spam that um Michelle was

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describing detailing how the funds should be used. Yeah. >> Okay. Um Tam uh Tam, can you unmute yourself? >> Yeah, I can do that. Hi. >> Hi. Hi, [laughter] Superintendent McGuire. Thank you. I

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just had a quick follow-up question because I was also kind of confused by the slides and I think I might be conflating some of the stuff together. So, in the um contracts for excellence, it looked like there's an allocation there, like a pool of money, 7 million

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for ASD programming, right? For ASD schools programming. But then when we look at the district 2 budget allocations, the CF or the C4E funding is strictly for it looks like class size. And I don't see ASD programming

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listed anywhere on the D2 budget allocation specifically or is it hiding? >> So if I can, Superintendent McGuire. So for for district 2, I do not see the ASD either because that $7 million is for

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the entire city. I know. I'm just asking how much you're spending. District two. I wasn't really totally finished. Sorry. It's my question and I'll totally forget the >> So, here in district two, I know it wasn't specifically for that, but we but you are creating a budget, right? I

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don't see any funding going or additional funding or mandatory or upkeep funding going towards ASD programs specifically here. And I just wanted to make sure that I it wasn't under one of these. So, so it is not under one of those that are listed,

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>> but I just want to reiterate that the 7 million is for the entire city in this particular allocation. It does not mean that district 2 isn't getting funding for ASD services. It's just not within this particular C for allocation.

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>> So, is there any allocation outside since that wasn't used? I know the seven million is for everyone, but I'm I'm looking at the allocation by district two. What are we allocating or allocating, sorry, for those programs in district 2 outside of 3K and prek? Also

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looking at K through 12. >> So what we're talking about is the particular out of the C for E funding for the entire city. District 2 receives $57 million broken down into those categories that

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you see listed on the slide. >> So, can we get some information for our next meeting about the funding specifically for AMS Horizon Nest programs in district 2 and so you're asking for [laughter] it? >> So, you're asking for something outside

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of the C4E presentation for what we're giving tonight. So there's no C for E money going towards ASD programming in district 2. Is that correct? >> Correct. According to the slide that is given. Yes. >> And who makes that decision? The schools.

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>> So the superintendent. So the draft plan is for the entire city that that was dropped into the um the chat where the draft plan is for the entire city where you can see what dollars went where in other districts. So but but for our

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district you who makes the decisions about the allocation of funds. >> So so the draft plan is done by the entire city and whoever makes the plan decision is outlined in the draft plan. >> Interesting. >> Some so I'm saying you you will have to

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refer to the plan >> to see the entire breakdown. And I'll be honest I have not read the entire plan. I just read the presentation for this evening. >> So I'm I'm limited in scope. So, if you can just send your question to the email, that way we can capture it and

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get you an answer, but not by next meeting because they have until July 29th to compile all the questions and then put out one draft response to all the questions being asked. So there's no control from the the DOE

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or the whatever it is, the superintendent's office, the office of district planning to take that that CF funding or Yeah. and like decide how it's used that's already decided how much you're going to get and what for or

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is there lobbying for getting money funding for ASD programs? I so I I believe this is what this one the meetings for the C CC are for to take back public comment to be considered in any additional planning that is going to

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occur. >> So if you can please put your comment in the email so it can be captured. >> Oh I've said this at a lot of meetings but thank you. I appreciate the feedback. >> You're welcome. This is my first time here so thank you. Um Tam, I also if you

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were looking for information on how we're funding the autism programs that we have currently in our schools and the way the funding source that we're using to expand by the 3K and preK class uh in the coming year, uh you could email me that and I could work to get some of

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that information for you too. But um as Michelle was pointing out, this is just this particular funding stream, but there are, you know, there are a lot of different ways in which um our schools and programs are funded. So, but feel free to send me um any questions like that. I'm happy to do my best to try to

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get you answers. Any other questions? Okay. Thank you for the presentation, Superintendent. Appreciate it. Uh, okay. So, we're now going to move to the uh report of the president. I want to thank everybody. Let me just get back

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to my page. Okay. I hope everybody had a good start to your summers and had a great Fourth of July celebration. Uh, it was exciting to be around for the 250th anniversary. I was around for the 200th, believe it or not. I know everybody's

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shocked that I was around eight years ago. It's hard when you look like you're 28. I I understand that. Um, but I don't I was actually pretty too little to remember it. So, so it was good good to be at this one. I I do also want to take a moment and acknowledge that we're in disability pride month. Um, a few quick

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notes. I just want to remind everybody again because it's very important. Anyone 18 or younger can receive free summer meal meals, breakfast, and lunch at select New York City schools, parks, and libraries through September 4th. You can find the location atnyc.gov/

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GV/summermeals. Uh, a reminder again uh for families to activate their NYC Kids Rise account. Uh, as a reminder, starting in kindergarten, every student gets their own New York City scholarships account as part of the NYC RI kids rise safer

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college programs. You can ask your parent coordinator for assistance if you need it. In the latest budget, I believe all incoming students are now getting $1,000. So, a really nice amount. That was a $53 million investment by the city in this year's budget. And I'd like to thank Speaker Menon for her advocacy

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because I know this was a a pet project of hers. Uh speaking of the budget, if you recall, and this ties into ASD programs, we passed a resolution uh last month asking for funding for additional seats across the city and and then hopefully in D2 for Ames, Horizon, and

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Nest programs. And unfortunately, in the budget, that wasn't put in. um the programs will will expand in the sense that students who were starting in the program will continue as they move up a grades. So so it'll organically increase but but no new additional slots, no truly new additional slots. Uh I'm sure

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we'll all still advocate for a true growth in these important programs. Couple of updates. Uh two meetings ago, the division of enrollment came to answer some questions. A lot of those questions remained uh unanswered. I have been in contact with uh the off the division of enrollment. They are working

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on our questions. Um there's some things that they can't release just yet. They should be able to re release it soon. Uh it's very possible they'll be at our August meeting with many of those answers. Um they have not forgotten about us. Um between 2K and 3K

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admissions, I I'm sure June was uh quite hectic in that that office. on the middle school after school programs. Uh we continue to engage with uh with uh the relevant departments. I've been told that the appeals are ongoing. Most

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determinations were were denied. Uh I was told there is a an ongoing discussion about reciprocal access for the school future and lab middle students at the MC Mer McVie YMCA location. So when finalized, if this works out, and they're they're working

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on this, it would allow both school communities to use the facility, which is right over there, including the pool, and could support a combined lab school, the future swim class, which is interesting. And apparently they they've been hearing that some families have expressed interest in that. I the Mcernney site, I'm assuming it's the

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Mcernney site on the 14th Street, which is on 14th Street between 6th and 7th. That's actually pretty close to Lab Middle. It's actually not that far from School of the Future either. It's a quick quick subway ride or quick bus ride. Uh you can get there within 15 minutes. So that that that will support

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uh some family interests as well. Um the YMCA team and Manhattan youth are going to be meeting this week uh to review the transition and support for the coming school year. uh DYCD along with the YMCA. My understanding is they will be

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meeting with principal reio regio at MS 177 to discuss that's Yorkville right that's Yorkville sorry 177 to discuss the transition that they're meeting I think tomorrow it is to ensure alignment across all parties

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uh so that school uh is is being focused on there's also other discussions and that's it's you know I don't have a lot of information I don't think anything's finalized but there are discussions about how sports lease. I know that's very important to to families and ways that the schools across the district,

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even if they're in different um different providers, whether it's Imagigen or Manhattan Youth or um or YMCA or what the tennis place up in uh at Wagner, there's they're trying to figure out a way that all the sports programs can connect with each other so

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there is some seamless um MSA MS uh uh programs uh so that they you know, you're not going to another part of the city to place play another school. So there is there is some work being done on that because that was clearly a focus

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of many parents but there are clearly other programs as well uh that that we want to make sure are are preserved. Um one more thing I did want to mention because we did have a resolution regarding it are the omniards. Uh about two weeks ago, the uh DOE announced that

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they're going to be launching a pilot program for virtual student omniards at seven schools. Not seven. This is seven schools across the city. And they did not announce which schools. They first said it's going to be for the fall, then they backpedalled and they said maybe

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it's going to be for the fall. But it's basically, you know, you'll be able to use your your phone. I I I think that's the way it will work instead of your Omni card, which would be actually really good. But I think most most at least for high school students and uh you know many middle school students they do have that that that that phone or or uh that they could they could use

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that for. So that would be interesting but it's only going to be for seven schools and may maybe in the fall maybe not but we'll we're going to keep out keep looking for that. Uh and with that I'm going to I want to thank everybody and thank the council support. I hope everybody continues to have a good

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summer and I'm going to uh toss it over to Superintendent McGuire for his report. for my report. I'm going to repeat the C4 for E report. No, just because it was so riveting. Um Oops, there we go. All right. Thanks

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everybody for having me and again um thanks for all that you do. It's been great together being together. I know we uh finished the 26 25 26 school year together. July is August are kind of add-ons, but it is always good to come together with you all and talk a little

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bit about our schools, and I appreciate the questions that you're asking in regard to how it is that we're doing things and what it is we might be doing a little bit better. Um, to start out, we had a great finish to the school year. Our students celebrated uh with lots of different um structures and

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routines that they had uh that they always have built into their end of their school year to really send off the graduating students who are leaving uh as well as um just celebrating the end of the year. Um I had the opportunity to visit schools and uh share a few words

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during graduations and that was just a really fantastic and uh opportunity. I feel honored to be able to do that. Um, looking ahead to uh the coming year, we are still working on our uh our DCE goals um for the year, but I really

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wanted to bucket those into uh three big priorities. And of course, there's all kinds of subpriorities that go along with this. Um, but we are working to build uh and improve math and reading outcomes for all students. Um, of course, we're working to build

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proficient readers and mathematicians by third grade. We want to expand our intervention and enrichment programs and we want to look for opportunities to be able to push learning beyond grade level content. We want to expand enrichment programs across our schools. This will be the

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third year that we've been implementing our New York City Reads initiative across our schools and we want to do more uh to build in arts integration. We want to build community resources uh and enable our students to be able to participate and attend museums and

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celebrations that are happening around the district that align with our curricula. And we want to do more um to celebrate learning across our district. We have a few specific things that we have in mind not just for adults but for kids across our district as well.

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And then the final bucket here too is around growing and expanding quality and sustainable schools and programs. We want to expand specialized programs and opportunities that we have in our schools. Uh we want to think about how it is in our schools where we have low

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enrollment that we can build sustainable programs and we're working with our schools to meet class size. Um, of course, some of those uh some of that work is um reliant upon uh funding and monies that are available from our

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central team. Um, but we're going to be working at the margins and helping to prove improve uh class size reduction um along with uh the rest of the city. I shared this uh during our last meeting, but I wanted to make sure that um uh I was lifting it up again and then

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also just providing a bit more specificity around the specialized programs that we are providing in our schools specifically to serve and support our students with disabilities. On the left side of this um column here, you see where we are currently at in

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terms of who we're serving and in what uh uh settings were serving students. In the coming year, we're adding a new 3K and preK Nest program that will be the uh uh precursor to the K through 5 program that is at PS42.

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Um PS42 has had a strong NEST program for the past few years and we're adding a 3K and preK there um to help uh build that into um their program and continue the the great resources that and and opportunities that have happened at PS42.

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Um again, we're expanding the IED program. That's a specific program targeting students with dyslexia. Um this is an ICT program. We have an elementary school version of this at PS234. Um, PS234 has demonstrated incredible

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results for students with dyslexia in an ICT model with teachers who have and receive specific training around serving and supporting students with dyslexia. We're really excited to be able to expand this to middle school. And again, we're adding uh a special education

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intervention teacher support uh to our 3K and preK programs. Um at PS6, uh we have seven different programs for 3K and preK kids. We think that our CIA teacher is going to be able to do a lot of intervention in that school um with that

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large population of students, but this is a resource that a lot of our schools are going to have across the district. um mentioned that we are expanding our school spotlights and community coffees. Um I'm able to update you on the schools

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that we're going to be uh sharing our community coffees and school spotlights. Um those are one PS183 Laura Manhattan Community Ballet Tech MAT and PS6. you will all be invited to attend all you all you council members will be invited

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to attend those um school spotlight visits in the community coffees. Uh we gathered a lot of great information and feedback from families at our community coffees really raised and lifted up uh some um important information for um that enabled us to really think about

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how it is that we want to do more family engagement. Uh these are the schools that we're going to be looking at in the coming year um for our school spotlight visits. And again, we're going to be conducting two community coffees, one in the Chelsea neighborhood and another on the Upper East Side.

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CC President, newly elected CC President Slutkin uh shared a few of these announcements, but just to reiterate a few things that are happening here. I did confirm with the office of enrollment that they will come to our CEC meeting in August. Um yes, again

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DYCD uh is uh going to be working on ensuring that the MSAL program is sustained uh across our middle schools even when there are a bunch of different providers that are providing services in schools. Right now our schools are in a

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period of balancing um their school budgets along with our budget directors and folks like Michelle Eiffel who we just heard from. Um she's helping to uh make sure that school budgets are balanced uh that mandates are uh covered

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with finance and then also that schools are have the opportunity to make appeals for additional funding. We have some schools that were budgeted for a certain number of students, but they already have enrolled students beyond that number. And so those students are eligible for appeals

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in the coming lit in the coming year. And I'll share a little bit more detail on this in the next slide. Um, all of our middle and high schools are going to be participating in a new uh initiative rolled out by the state board of regents around financial literacy. I'll go into that again a little bit more on the next

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slide. providing the two email addresses here that you can provide feedback both to the city uh in regard to the contracts for excellence and how it is that we are proposing to reduce class size. This year our goal was really building and expanding the number of

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fourth graders who had activated their accounts for Save for College. We wanted to try to catch those kids up because maybe we missed those kids the first time around when they were in kindergarten uh and the years before fourth grade. Uh so we're trying to we

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reached an activation rate of 50% um which is quite uh quite a bit of growth um to reach that 50% uh in our district but obviously we have a lot more many more students who can um uh participate in that save for college program. And

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again we're excited about the work that the city council has passed allocating $1,000 for new kindergarteners um in the save for college program. Just to build on that, personal finance. These are the topics that are covered uh in the personal finance uh lessons that

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are going to be uh required in our middle and high schools. Eventually, this is going to spread downward into fourth grade so that fourth graders on up um have access to personal finance learning, budgeting and money management, credit and debt management,

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earning income, risk management, saving and assessment and investing. Um so along with this there are resources that each school is going to have access to to help to teach this these this uh content and topics um as well as resources for where students can go if

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they want to learn more about each of them. We've seen a just a bit of a um quite a bit of interest actually from our um uh district middle school leadership uh group. Uh many of the kids over the past several years have been

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really interested in in personal finance and financial literacy. And so it's nice to see the connection between what students are interested in, what they think their peers are interested in, and what the state is going to be um providing in regard to both direction and support.

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And finally, a few uh of the key dates ahead for the coming 26 27th school year. And with that, I'm happy to take any questions. >> Uh, on the activation um for fourth grader, the Safe for

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College account, is that a a district number or is that a citywide number that we have for >> It's a a district number. >> It's a district number. Okay. So, okay. >> Do you know if are we ahead or are we below the city activation? >> Um, we are a little bit below the city

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activation. Below. Okay. Okay. I like to hear that you're expanding the iD program that you have at 234 to middle school. What has been the conversation about expanding the iD program to other elementary schools

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based on the success at 234? As you know, 234 is an overs subscribed school um with a long waiting list every year. Um it would be nice to see the iid program at other schools and perhaps even at ones that typically don't have

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long waiting lists. >> Yeah. Um there has not been discussion yet about expanding I read to other elementary schools. Um what we are trying to do is um internally within the district that we are trying to create opportunities for other teachers of

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students with dyslexia and disabilities to visit the iid program and see the strategies that they're implementing. There are a few things that we've done structurally over the past few years that really are a nice complement and very similar to the work that's done in

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iid. We have spoken quite a bit with our central team around our belief that I read should be expanded similarly to autism programs that we've talked about here in the council. Um but really what we're doing is building on some of the structures

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that they have done such a nice job with at 234 providing foundational literacy. Um being able to use the ICT model in I read in such an effective way. So, we're trying to give people as much exposure to the that work as possible. Um, and

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it's also become a stronger part of the work that we're doing in New York City Reads. You know, New York City Reads came in and adopted some of the things that have been going on in iided for the past, you know, six, seven years. Um,

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and maybe longer actually in district 2. I was just thinking about my experience in another district where it was only been around for six or seven years. Um, but I don't disagree. I would love to see it in all of our schools.

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>> What would have to happen to make it available to other principles to take on or what would be the next steps if there are other principles or parents who are interested in seeing this at their school? >> Yeah, I think that our central team has received a good amount of feedback um

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from families that would like to see the iRad program expanded. Um, I think continuing to hear from parents is like a really strong thing always so that our central team is aware of the work that we want to see expanded in our school. That that goes for all kinds of

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specialized programs that we have available. Um, but again internally we're trying to just make sure that we are using this resource so that others can learn from it in other schools. In terms of parents who want to have their children be part of the IE

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program, what is the process for them being able to uh be part of the community at 234 that's in this program? And do we have a long waiting list for those people who don't make it in? >> There is a waiting list for the program

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at PS234. Um parents can have access to dyslexia screening um in schools across our district. Um and um I what was the other part of your question? I miss I forgot what the other part what what is what is there a

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waiting list? Yes, there's a waiting list. >> And how parents apply for this specific program? >> Yeah. Um so it the application for the program comes hand inhand with a process

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by which students who are in 3K or preK not necessarily New York City public schools preK or 3K but are rising kindergarteners um they have an evaluation that is completed by our council for special education. There are different ent these these councils exist

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geographically across New York City. Um and if families believe that their child has dyslexia or some other disability, um they are able to have their child evaluated prior to them entering kindergarten. Um and being evaluated and

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screened for dyslexia is one of the things that would be uh begin to make them eligible for that program for the iAre program. And for the students who are accepted into that program at 234, is this taking away seats for children

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who are zoned for that school? >> No, it's not taking away from kids who are are zoned for the school. Um, we're thankful that the school is able to accommodate all of their zoned students. Um, and um, District 2 students who

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qualify for the IED program are prioritized in the uh, enrollment for IED. Thanks. That was great. >> Uh Tam, I think you had a question. >> Yeah, just to follow up on that. Um Py, thank you. I'm I'm curious about the

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middle school component. I know that there's expansions and, you know, tweaks to literacy curriculum in general. But I'm I'm thinking of like the I read classroom specifically. How many of those do we have in our middle schools

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in district 2? like are we rolling those out? Are they because I haven't seen many or any? [laughter] So, do you have a feeling of how we're supporting dyslexic students who are either emerging dyslexics um in the middle grades or have already been

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identified or how are we identifying students in middle grades? >> This is our first one. We're opening one class next year um at 75 Morton. Um and we will open two more classes until there is one on each grade level at 75

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Morton. We will work to you know we'll lobby to open two at 75 Morton if that's what um the need uh bears. Um but you're right that you haven't seen them around so much because we this is the first time that we've uh done this here in

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district 2. Do you have another question, Tam? Your hand is still raised. I didn't know. >> No, I was just in terms of supports, Kelly, for dyslexic, you know, sixth through eighth graders in district 2 outside of the overhauls to just the

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curriculum in general. um the reading interventionists having inschool reading interventionists. Do you see what do you see as the work to be done in our in our middle schools to support those students? >> Yeah. Um and I will say that um you know

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not all intervention or specialized program has programs have to go through um something as um specialized as the iD program. Um when I mentioned that our outcomes at the start of our outcomes

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for the coming year are really around in working toward all third all students being proficient readers and mathematicians by the time they reach third grade. Um, a big part of that work is, uh, harnessing the resources that we have in schools, um, and re really

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relooking at the way that we are, um, creating creating and using time in middle schools. So if you ask our 19 middle school principles what their one of their big priorities is for the coming year, almost all of them will

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say that their priority is around creating opportunities for small group intervention. Um especially for students who are not yet reading at grade level. That is coupled with a few different things. Um, our teachers have gotten a

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lot better uh at being able to provide specific diagnostics on how students are doing with their reading, what their specific needs are, and we are also in reading able to couple those needs with specialized u programs and

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interventions. So, we are absolutely not there yet. Um but just in the last three years, the capacity of teachers um and of our schools to be able to provide the resources uh in classrooms and schools

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has has grown quite exponentially and I will I would love to organize a visit for the council uh to a school a middle school um to see some of the work that's happening in intervention. So thanks for that question. It's a great one.

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We have uh sounds like 10 done. >> You have a question? >> Okay. Um changing gears a little bit. You had three principles retire. >> We did. >> Um do will you have will you have permanent

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principles in place by September or they're going to be interim and you're going to do the C30 process uh in the fall? >> Yep. Um >> and actually, why don't you remind everybody which schools? Just >> Sure. Sure. Gosh, I got to make sure I remember. Um, so PS89, uh, Ronnie Nagger

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retired. Um, Ronnie Ner was principal for 28 years at PS89. She started 28. She started that school. Um, and, um, Tao Vo is, uh, going to be the interim acting principal. Um, and, uh, >> where is that? Where are they from?

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>> Tao is actually the assistant principal currently at PS89. Yep. Uh in all three of these cases, the assistant principal um is uh going to be nominated as the interim acting principal. Um Bob Bender was a principal of PS11 for 22 years. Um

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his assistant principal Don Roseir um is the interim acting principal. And then Meda Makavoy um who was principal for I don't remember if it was 12 or 13 years of PS267. Um she also started that school uh and

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her assistant principal Farah Chowry is the interim acting principal um and will be for the coming year. Um the timing of the C30s is a bit dependent on a few things. Um, sometimes principles choose

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to or anybody sometimes when but when they choose to retire from New York City public schools, they say that September 1st is my last day and that's and then they're done. And sometimes when people retire from New York City public schools, they have banked enough sick

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time where they can take what they call, it's a terrible word, but terminal leave. People use that in other fields. I don't know. Just sounds awful. my mother to take that by the way. >> Oh Okay. So um so sometimes principles will choose to take terminal leave. The C30 process can't be

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completed until um that terminal leave period ends which is after the first um semester. So in January. So but um we'll move forward in each school.

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Do you have do you have any other interims at this point or is everybody appointed like at uh 1:30 that she's appointed, right? She >> she's appointed. You don't have anybody else that's >> Yeah. >> Unless somebody retires in the next six weeks,

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>> please. [laughter] >> Okay. Sure. Go ahead. >> The $1,000 for kindergarteners, is that the kids who just finished kindergarten or the kids that are going to be in kindergarten next year? I understand it

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as the kids are coming into kindergarten new. Yeah. >> If you work in a car probably 25 last year was >> Yeah. >> A few years ago was 25. >> Yeah. >> Okay. Any other questions?

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Okay. Thank you very much. appreciate it. Uh I know she she signed off, but I appreciate uh Michelle also with her >> Yep. Absolutely. >> So, thank you for that. Um and for the record, I was told by enrollment they are not confirmed until I send them a

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meeting invite, which I have to do tonight. And so, so when I send the meeting invite tonight, they will be confirmed. That's what I was told. I have to send them a meeting invite. Uh but thank you. this. >> Okay. So, now we're going to go to the

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public session. Okay, we'll go to the public session. Um, we don't have uh many people tonight, but we do have a bunch. Um, so we'll start off with the folks in the room. You'll get two minutes each. Uh, when we call your name, if you can go to

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like turn over there, uh, Victor has the microphone. I would appreciate we would appreciate it if you stay by the lect turn and not wandered around the room while you're speaking. Um and uh you'll have two as we said we have two minutes. We'll put it up on the screen if you give me a second. The first person is

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Joe Batitali. Thank you. I have spoken at these meetings before. My sign once again says CIS equals can't imitate sex. I'm dedicating my mini speech today to all the parents from the last meeting who see through this bureaucratic force. For

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the seventh time, my question again to Superintendent Maguire will be, "What do you have to say to the biological girls who do not feel safe sharing their locker rooms and sports with biological males?" And yes, I expect to be ignored

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again because that is part of the bureaucratic farce. To all the girls who do feel unsafe sharing their school sports and lockers with biological males, you don't matter to Meuire or the

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DOE. But I see you and your feelings are real and valid and they matter. It is not a coincidence that the uptick in the whole born in the wrong body phenomenon is coming from young girls because this

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is the new misogyny and they are targeted. Here's the reality of the lived experience of being a young girl. Our vulvas are not externalized and yes I went there. So we do not know what they even look like until we hold a

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mirror to them. Here we have the DOE in bed with big pharma path pathologizing puberty, encouraging girls to feel they are born in the wrong body before they even know what their bodies look like

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and the power of their beautiful vulvver butterflies. And it is obvious that this is operating, this policy is operating without the consent of all the young girl students. And it is obvious that

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not all children matter to the DOE and that is dangerous for all kids. >> Thank you. Uh the next person uh is I apologize if I'm mispronouncing it. Kristen Gells. Okay.

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I try. Are you Samantha? Okay. You're after her or you're with her. It's okay. That's you're on the list. So that's why. But that's fine. Welcome. >> You can go. Sorry. You can go. Yeah, just so we're consistent.

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Thanks. >> Right here. Uh, good evening members of district 2 uh, council for uh, community for education council. My name is Kristen Gells. I'm a parent at PS40 Augustine State Goods. >> And I'm Samantha Jeff, also a parent and board member at PS40. Um, I submitted

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written comments in advance of tonight's meeting. So, I just want to focus on a few key remarks to be conscious of time. I'm here tonight because our school is extremely concerned about the about the uh class size requirements and not meeting them, and we want to ensure

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that our students have success in their learning environment that they deserve. We are respectfully asking the council to support considering PS40 um in the the contracts for excellence class size reduction funding for next year. As you know, New York schools are

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entering an important phase in this implementation with class sizes at 70%. Um based on this plan, our families at our school are and emails that have we've received from our principal are expected to range approximately between 25 and 30 students per class. and that

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is well above the state average in students for grades K through three and four through uh four through five. PS40 has not previously rep uh received any funding from the contracts for excellence or school size reduction funding and benefited from that targeted

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class size reduction investments that other schools in the district have received. The district works as a district works towards equitable implementation of the state class size. We believe that the schools that have not yet received the fundings should re um should benefit from the meaningful

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resources allocated and be considered. Importantly, PS40 has the space to support these classroom sizes and could make active use of the funding and it has a practical pathway to hire additional staff um and create extra sessions. We want to be clear that this

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request is not about special treatment or taking resources away from other school. It's about ensuring that PS40 is part of the solution and has equitable access to resources that can help our students and teachers succeed. We appreciates the council's advocacy on behalf of the district and the families

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and respectful you to act respect respectfully ask your support and alleviating PS40's need for um oversized and overcrowding in our classrooms. Thank you very much. >> Thank you. Okay. Uh so that's it for people folks in Thank you very much. Appreciate it.

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Uh that's it for folks uh at in the in the room. We will now go online and we have Mitch Salt Yakov. Is he still on? I know. I saw him earlier. Is he still on?

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Yeah. Here we go. Yep. Go ahead, Mitch. You should be a you should be able to speak. >> Yep. Still here. Thank you. Um so I want to There we go. >> Um I want to commend the council on the

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work this past year. Um you took steps to support the city students and no doubt the year to come will bring more such challenges. Now early on you agreed that our state's support for trans students will stand and you'll need that conviction.

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Clearly, as more states see ballot proposals to, for example, examine all athletes for participation on student girls sports teams. >> As Washington >> recently got on the ballot, any folks who wanted to protect their daughter's

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teams, this is the intrusive implementation that everyone warned you would come about. Now, in order to participate on uh those teams, your daughters are going to have to undergo an examination to confirm that they're

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female. All of them. >> So, say congrats, >> Mitch. Just so you know, you're coming in and out. Just just so you know, I don't know if you can be closer to the phone or because we're missing some of what you're saying. I'm hoping that this will help switching

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over off of the AirPods. >> Yeah, and we'll give you we'll give you time. That's fine. >> Anyway, so basically hoping that the council will hold firm to that and will push back on anything that requires mass examination

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of our students, our middle school students for participation in sports. And I hope that the people who got bamboozled into that understand where their allies took them. Aside from that, I hope that the council

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will continue to listen to the voice of the community, especially the students who need it most. And I hope that that will include the students on the council. Even within the current rules, you should be able to find some workarounds to give them a voice that

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they are well entitled to. not by the rules of the state, but by the dignity of giving their time and their attention to this council. If nothing else, if you could commit that

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anybody who votes no or abstains, would pass their vote over to be replaced by a student vote should accomplish that without changing without relying on any state rule changes whatsoever. Please consider that and good luck in the year ahead. Thank

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you. >> Thank you. That concludes the public session. Okay, let me just put this back in here. Okay. Uh so that concludes the public speaker session. I want to thank everybody who uh who spoke um this evening. Uh report

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of committees. Are there any reports? Okay. Uh that being said, uh then we are Can I get a motion to adjurnn? >> Second. Any all in favor? Anybody oppose? Okay. Uh, we can go right into if

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everybody's amendable, we can go right into the business meeting. >> Roll call vote. Roll. Roll call. >> Roll call. [clears throat] Allison Bowen. Allison Bowen is here. Gloria Chu. Gloria Chu is here. Daniela Egarov. Daniellea Egro is here. Gavin Healey

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>> here. >> Gavin Healey is here. Aaron Carr is here. Cody Linquist. She had to leave. Yeah. Um, Sam Low. Sam Low is here. Tall Masilch. Tall Maselchay is here.

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Rooster Moblanov Rooa Moblanov is here. Tamira Reed >> here. >> Tamira Reed is here. Sabina Serene >> here. >> Sabina Sarin is here. Craig Slutskin >> here. >> Craig Slutzkin is here. We have quorum. >> Great. Um,

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treasures report. I will not put our new treasurer on the spot. Um, thank you for everybody that got your uh your expense reports in. Uh Victor is getting the final tally of where we ended up and we'll we'll do a budget for I'll work with Sam to and Russ to do a budget uh

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for next meeting. Um one one of the students did not get their expenses in on time but did submit some expenses. It it it now has to if we want to do it and it's a small amount I think we can do it and we can talk about next meeting but it has to come out of the next year's

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budget. So but we'll we'll we can talk about that next month. It wasn't it it wasn't that much, but I I I want to be fair to the kids to the computer rep. >> Um leaison school reports and reports. There's not much going on now in the summer.

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>> Um I think it made we did this last term that everybody just kept theirs leazison schools. If anybody wants to change speak to me or you know if you want to if people want to trade if you have PS1 and you have PS2 and you want to swap that, you know, that that's fine also.

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Um but I think what we have now seems to work. Um meeting dates for the year. So I looked at the ne because we have to set the meeting dates for the following year for the following for next year. If we keep it on the fourth Wednesday, there are a lot of dates that we would

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have to switch. It just does not work out because there's curriculum night. There's the day before Thanksgiving, which I don't think any of us want to be here. The day before the break, the the holiday break. I don't think anybody wants that. is elementary school parent teacher conferences. So my suggestion

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and my proposal because I think Wednesdays seem to work is to move it to the third Wednesday instead of the fourth Wednesday. There's still a couple of days that we have to move but there's not there's only like I think one or two um what do people think

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okay? >> It's just easier than moving that have constantly moving it. The only one week I will month I will ask and it again it's it's fine either way is in sep Well first of all as a reminder our meeting next month is Tuesday the 11th. We agreed to uh Tuesday

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>> August 11th and we agreed to that at the last meeting. Um that is the 11th right? Yes. >> Yes. >> Okay. In September the third Wednesday is September 16th. >> That's not a holiday. It's not a school event. But for a couple of people have indicated to me it didn't really work

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for them. The following week if we moved it to the fourth Wednesday it's the 23rd but that is the middle school and curricul middle school and D75 curriculum night. I' parents have to like they can't just go for 10 minutes and then leave. So I

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think that that conflicts also. We can leave it on September 16th. We might just have less people. I think we'll have a quorum but but I think we'll just have less people. Or we could also move it to Tuesday the 22nd if people are okay with a Tuesday or Thursday the 24th I guess

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>> 30th classes >> that's a elementary school curriculum night >> right >> middle school >> middle school >> I think we can do Tuesday if that works >> I just want to make sure because it's not the it's you know it's not the usual Wednesday

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>> so I'm fine with Tuesday >> 22nd >> yes which is not day. Yum. Keep the schools are closed on the 21st, Monday 21st, but we're >> they're okay with that. >> Works. >> Okay, good. Easy peasy. Nice and easy.

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Um, okay. Uh, any new business anybody would like to discuss? There is one item I have actually the third Wednesday. I'm going to have to move February 17th because that's winter break unless you want to come in during winter break, which I don't think

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anybody does. And I'm assuming April 21st, that's the day before spring break starts. Spring break starts on a Thursday. I'm assuming nobody wants to be here the day before the break. So maybe we move that to the week before the 14th because the week after is spring is still spring break. It's a

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long spring break this year. So it' be a April 14th >> and February would be what? >> February would be 10th. >> Okay. And then the rest are all the third Wednesday. >> Yes. and I'll send out an actual the actual date so everybody has it and if

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they're not here. Okay. >> Um okay, one quick item of new business last if you remember if you recall last month we passed that omniard resolution. So the cards are going to be better. If you recall we had that person from transportation alternatives which which

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is working very diligently on this. Um transportation alternatives on their website has an open letter that says we support and it's basically what's in the resolution. It's almost almost exactly the same. Um, and it has people that can sign sign on and a lot of organizations including CC20, a bunch of other CEC's

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have signed on. I I I'd like to be able to just say CC2 signs on also. It's the same. It's the resolution. It's not saying anything else. It's not I know transportation does a lot of other things which people may have opinions about. Bike lanes, ebikes, whatever. it the the letter is specific to the

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omniard resolution and it's not saying anything that we is not already in the resolution. So is everybody okay with if we sign CC2 to it? >> Yes. >> Yes. >> Any issues? Anybody against that? >> No. >> Okay. I don't think we need to take a vote. I think it's >> everybody seems to be we'll by

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acclamation. >> We passed it unanimously. >> Yeah. Okay. Um and that's I think it next month is the is the April is the August meeting. We do have enrollment coming. So if you're interested, you know, please kind try to attend. I know some of you still won't be here because

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of the holiday the uh summer vacations, but uh and that's it. Anything else? Okay. Well, thank you everybody. A motion to adjurnn. Second. >> Second. >> All in favor? Anybody against? Okay.

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Have a great rest of the month. >> Do you want me to give these to you? I I made >> I hand them by the way.