40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. 40. Okay. Good evening, everyone. Thank you for being here. I will now call meeting to order at 06:42PM. We have Spanish interpreters here working on a separate line. Thank you to them for being here with us and providing this vital service to our family. I would ask all all participants to please speak slowly to allow the interpreters to keep up. The interpreters will now announce instructions in Spanish for attendees who may wish to dial
into the Spanish line at this time. Spanish interpreters, if you can make your announcement. Announcement made. Thank you so much. Interpreters, if you can make your announcement now, please. Thank you. The following message will be for Bangladesh participants. Hash. Thank you. Thank you very much. We also have captioning available for those who would like to use it. Just click on the live transcript button at the bottom of your screen. Jonathan, will you please hold One minute. K. Kelly Craig? Linda Chung Liang Present. Jonathan Greenberg Hunter Dare. Jonathan Greenberg present. Victoria Modellius Present.
Juliet Norhaji? She's actually fine by her, virtually. Danny Rokosz? Present. Marlene Rossi? Present. Marisol Santos? Is that chicken for rewires? Whitney Toussaint? Present. Maisha Rava and Gina Narantra. Gina Narantra? Yeah. Our student members are here right now. Okay. Thank you. Mhmm. Thank you, Jonathan. So this is a public meeting, and it's being recorded. Now we do have several public comment sessions. If you have company meetings, sir, please sign in in the back so that you can just state your, that you are here in person. We are not allowed for the comment right now.
I'm just giving the instructions. So don't worry about raising your hand now, but please do it later. We're just providing instructions at the time. So fifteen minutes have been scheduled for the first public comment session during which you may speak on any education related topic following the introduction to organizing presentation by the Alliance for Quality of Education, following resolution one eighty nine, following resolution one ninety. And then also as a reminder, the public can comment on the superintendent's report during the final public agenda and speaking time. And then also during that time, you can speak on any other,
education related topic. However, we will ask that if you are participating in either the first or second public speaking comment, please make sure you at least pick one of the two and not both because you have to allow other speakers for time permitting. And then, also, if you are participating virtually, please make sure you either raise your hand to speak in the meeting or type your comments in the q and a, which will be red. Please do not, do both because we want to allow as new speakers as comments as possible as
time permits. Comments will be limited to two minutes. If you're using interpretation, you have four minutes. You'll be given a thirty second warning before your time is up. Please look to my window in the screen, and it will have a timer in the corner. And once your time is up, the time is gonna drop off. Do we apologize for the abruptness, but we wanna hear from as many speakers as possible and in the meeting at a reasonable hour? Can you Please do not raise your hand now. We are giving instructions. First, we will take comments from those attending in person. Hold the front laptop so that participants attending remotely will hear your comments.
Next, we will take comments from participants who have joined via computer in the Zoom room. Please press the raise hand button to raise your hand. This can be found by clicking on reactions at the bottom of your screen. Please do not raise your hand now. When you do raise your hand to speak, you will be promoted to panelist. You must accept the invitation to be a panelist. You will then be able to unmute yourself, and if you want, turn on your camera. We will call on those speakers in the order in which they raise their hands and manually unmute their microphone. When your name is called, please give us your name and connection to the district.
Then we will take comments from participants who have called in for interpretation. We will ask the interpreter if anyone on the Spanish line has any comments. If you wanna speak, please state your name and connection to the just Maggie, we will take comments from participants who have called in by phone. Whitney or I will call out the last four digits of your phone number and will manually unmute your line to allow you to say yes or no if you would like to say something. If you want to speak, please state your name and connection to the district. The chat feature has been turned off.
The q and a will be used for two purposes. First, if you have questions about meeting technology or protocols, please use the q and a, and we will respond as soon as possible. Second, during public speaking sessions, if you cannot speak or would prefer to leave a written comment, you may do so in the q and a during those agenda sessions. Again, these include your connection to the district in the q and a. Comments left in the q and a may be read at the end of the public speaking time. Additional comments or questions can be addressed to the CEC via email at cec30@schools.nyc.gov.
Also, before opening up our meeting for public comment and speaking, I'd like to remind all in attendance, our public, and our members that during these meetings, we are to address points made and not directly address or attack people. So please address your comments directly to the topic at hand rather than targeting individuals. This ensures that our discussion remains productive and centered on the matters we're here to address. Additionally, please do not u utilize the fan or derogatory language during your comments. In the event that any participant or member fails to adhere to these dialogue by
engaging in personal attacks, off topic commentary, or otherwise disruptive behaviors, the chair reserves the right to intervene. This may include requesting the individual to cease speaking or directing the discussion back to the relevant point. Such measures are necessary to uphold the integrity of our discussion and ensure that all participants can contribute in a respectful and productive Thank you, Victoria. We also wanna open tonight's meeting by acknowledging the agenda and the planning that went into ensuring that this meeting will be productive for our community. While we try to set the tone for our meetings to allow for people to
respectfully disagree and not attack others, We are aware of the time that we're in, and they do not allow people to remain neutral. And we will not silence others for the sake of decorum. However, we will not allow hate speech of any kind. Additionally, our council has been on receiving end of email and petitions to advocate for our diverse community, including people with different religious background, belief, LGBTQ populations, including transgender and gender nonconforming people, low income population, people of color, and people with disabilities. However, we have also received a few emails that have been hateful toward these same communities.
Anyone who would send us hateful emails and ask that we support any of these harmful executive orders will not be receiving that support from our diverse council. We will not deny a child any child a public education in a welcoming and supportive school environment. Tonight's meeting was planned to enable our community to begin to gain the skills needed to advocate for all children and schools in our district, but also to allow our community to understand that our council will ensure that we prioritize standing up for all students,
including our most vulnerable population. We're also pleased to introduce a presentation from the Alliance for Quality Education tonight with introducing introduction to organizing. Thank you. Mhmm. We would also like to thank our host school, ISN, and principal Usmanis Guillermo for welcoming us there. We appreciate you opening your space to our council and our community for tonight's meeting. The floor is now yours to with tonight's spotlight. Highest 10, the horror screaming suit. Hi. Good evening, everybody. Where would you go? I don't think this one Andrea.
Is over there? This one will come up? Yeah. It is. I am having the six people Can I go behind you so that I don't give them my back? Wanna sit down? And then Okay. Stand there? No. No. No. No. No. It's ten. So half a second, guys. One year, February, that came on, I believe, was February or March on CC meeting for last year. How about my video so that I can all take it off. So I've been here for a couple of, minutes. Right? So I'm retired here. I just live in my year, and it has been amazing.
It has been amazing and transformative year. I come from The Bronx. My entire career has been in The Bronx. This is my twenty second year in middle school, so my entire career, it takes special people to be in middle school. So I've been in middle school my entire career and, I'm I'm more than happy to join IS ten in this community arena story. So I have a video because everything that I saw my first couple of months in IS ten has been magnified.
So I started here and starting with five clubs by the end of my parent for me is nine. By the end of the year, I had 22. Now I have 27. So you're gonna see some videos, and then I'll talk I'll I'll share some of the things that we are doing that I said. Hold on. I missed the I can't stop sharing and can't share the sound. Hold on. I'm sorry, y'all. And then share my tunes. Yeah. Textions. Okay. Okay. Okay. So this is our welcome back. I'll just now read. Right? Technically,
difficulties that happens. So this is our back of back to school. We made it a party, a celebration. We had live music for the kids. We had, confetti, a a celebratory to bring them back into school. Our mascot is the fair and we had Grizzly greet all of our students on the first day. He hasn't appeared back. It's still really, really hard. We are fortunate enough to have a lot of our students, you know, and we are uniform schools, so all of our students wear our uniform. Now we added a jersey,
which you'll see a varsity jacket, which you'll see around. The parents, everyone wants to know how to get them. The kids earn them. So one child a month's time, they get it for free, and that's how to stop a brain trauma or, you know, whatever it is because, see another month. And every grade is just one, to wrap them up for their grade every month. These are our teachers. They're learning too just like the students. They come here every Monday at 07:00 in the mornings, and they are learning, preparing for the students every day.
You're gonna see also that we have added gloves in the morning. So you we have mindfulness at 07:00 in the morning, and, the students show up. We have about 200 students participating out of 600. Mindfulness, yoga, photography, yearbook, and now we have open gym. So for those kids that want to, play sports, we have two gyms. We're fortunate enough to have two gyms, so we opened the gym for our students. You see them there. They're very studious, and I wanted to provide them something extra.
So besides the seven to AM in the morning open school that we do have, we started, our respect for all club. We have a conference club which educates our students about differences and if it's okay in this time to, you know, learn about yourself. And these are some of our students who every month, they learn about a theme. This was about procrastination and how not to procrastinate. So every month, we focus on a theme and then we identify or the teachers identify a student that has either done better with procrastination by the end of the month or,
is still procrastinating and need to continue to read reading the book. So it all depends on the class. We also have a lot of extracurricular activities. We do offer a lot of educational. You know, we are a well rounded school. We have regions in, ELA this year, I'll integrate in algebra and government, so I wanted fun. When I interview my teachers, they wanted fun to be back at school, so that's why a lot of my conversations are about the extracurricular because when I
started out of October, there were 35% of our students not showing up to school. Right now, our numbers are 19%. We only have four students and we know they're hiring that, are below sixteen percent, because they have a lot of anxiety due to the times that we're living, and they felt quite uncomfortable. But we have been supporting them, trying to get them into homeschool, and just providing an alternative environment. On the next slide, you're gonna see that, we have a couple of initiatives. We have financial literacy in our soul.
It is a pilot program. These are this is our mission and our vision. We are bearing witness to excellence. We want our students to be bold. We want them to be excellent. We want them to be admirable and we want them to be resilient. That is part of our value and what we want our students to lead highest standard. If you could go to the next slide. So financial literacy is something new at our school and it's a pilot program. We have three classes from every grade doing it. We did it at random this year to see how it went.
It's actually going very, well. Our students are thriving. So next year, all sixth graders will receive, financial literacy, and then, some of the classes again will receive. But we're gonna start with sixth grade for the entire school. We do we are part of the Dream Squad. This is a grant that is given to schools who apply and basically is to provide and advocate for students who are, immigrant students. And, this year, we created a store. It's called a grocery store, and our students will go there's a form that they fill out,
and they go to the store. They're called during their lunchtime or in the morning during, AM or PM homeroom to go and shop. There's deodorant, so toothpaste, anything and everything they need, uniform. They don't have to pass. The doors are open. They just go grab a bag, put it in their profess, and call it a day. We just keep track of the student and the month that they pay to shop so that we keep account to what is missing and all. If you could go to the next slide. So these are the initiatives. We work we have a period. Every child takes from the classes we're taking with agents.
They get a class called weight, which is what I need. They get a class where they get pulled for basically what they need. So we have students who get occupational therapy, who need help in ELA, who need help in math, and they get pulled in different into different classes depending on what they need. We also have advisory that's new to our school, and music. So I had a group of fifth graders that were coming to YS ten from PS seventy and one hundred and fifty one and their parents wanted music at our school. They came last year and begged for me to have a music class.
I said, okay, I have a music teacher but I don't have instruments. We'll get it figured out And now we have instruments that we have music for our sixth graders. They all receive in music and we start a little band. The hope is to have a Latin jazz band five years from now. No. Middle sex. Middle sex. And I told my sixth graders since they were the ones. I said, this is gonna be the legacy that you're gonna leave behind. ISM has not had music in twenty years. So, you know, that is what they're going to need. By the time those students leave, they're going to need a full music program at IS ten.
We have partnered. If you go to the next slide, these are all of our partners. We partner with the dental clinic. We have partners with Project One. They come in and teach chess personas. I haven't given you guys like half of the 27 programs, but these are all the people. We are fortunate enough to work with the with the Morgan Library and our students are creating artwork for the museum and and they're creating books for them. We have Elevate, Day two, Mindbobbing, dime.
We're gonna part we have partner with them, and they come and do CDs for our families, about financial literacy, how to save money, open a bank account. And this year, we're going to work with New York wise to ensure that our students that have created, an account saving for college in the metro school continue that and are the ones who don't try to put them in. Thank you for your time. Thank you for coming to ISM. Thank you, mister Luis. And I hope this won't be the last. Thank you so much,
principal Guillermo. I just wanna give a little background to how this happened. My son attends Saturday programming here at IS ten, and she happened to be here for the library. Right? You're doing something with the library? 6,000. What did you just got? Yeah. She attended the town hall that we had in February, so I wanted to thank her personally because I remember her. And then she sold me with this, like, passionate speech about the vision that she has for the school, and I'm like, Marge, I think you do speak to me. She said, absolutely. So, I mean, you can see how much she fares, how much she's pouring to the school. So thank you again for Thank you. That wonderful presentation and just Thank you. Thank you. Highlighting everything you do.
Thank you. Thank you. Thank you so much. So now it is the first public comment and speaking time. We are allowing fifteen minutes for this. We will ask first the attendees that are in person to step up to the laptop for any, topic that they'd like to discuss, and then we'll move on to the Zoom room, etcetera. So if you'd like to speak, you just come here. This is where the camera will have people from home to hear from you and just come to the site. Just state your name and your connection to the district. Bob, so don't all jump at once. Can I ask a can I ask a clarifying question?
Yes. Don't. It's really for you all, though. So if we wanna speak to the resolutions. We wait till the resolutions. Well, I can yeah. Uh-huh. Thank you. Okay. Alright. So I need those with me. That's with the camera. So put your me in the room in person because we're don't do this first fifteen minutes. I will open it up to our participants in the Zoom room. So try in the Zoom room, and you want to speak on any education related topic. Please raise your hand, please. What should the panelists manage you like to see? Okay. Okay. I just get. Yes. Hey, Jennifer.
I'm gonna promote you to panelist now. You can set up the invitation theme. You can, you can, call camera if you choose as well and unmute yourself. Mhmm. I guess it's it's try to be Hi. Can you hear me? Yes. I can hear. Okay. Great. Hi. I'm a parent at PS, one twelve. I'm the PTA president. And I'm just gonna ask some clarity on an issue we had for a fundraiser that happened in January. It was all planned out as suddenly delayed when the district family leadership coordinator said the event couldn't occur because it excluded students from the activity.
The fundraiser, just some background, it was a contest which the students, parents, and school staff could vote for one of our principals to get a pie in the face at the school assembly. It was really exciting to have, and it would be $1 per vote in which every student k through five could see in attendance. The coordinator, she made a determination while in a meeting with our school parent coordinator, and she didn't cite any regulation the fundraiser was in violation of. And she also refused to review any of our flyer information for more details. But because of this, the school said that we could not proceed with the activity until we received district
approval. It was really disappointing, and it delayed the start of our fundraiser for almost a week. So in order just to have the activity occur, we added a popular vote option to the event, so every student in the school got a vote after all the paid votes were received. With that addition, we are told by Doctor. Fahey that we could proceed, which was great, but despite my multiple requests, we never were told exactly what regulation we were in violation of. So I have two questions. How can the district or school say the PTA cannot proceed with an event or activity without citing any regulation it's in violation of?
And isn't that action in and of itself a violation of the chancellor regs a six zero six six zero when the PTA is autonomous and self governing? And to be clear, there are no parent complaints about this fundraiser, and they said it was even more inclusive than product based fundraisers because every student got to see the event. And my second question is, under what circumstances are parent coordinators in meetings with district coordinators to report on PTA activities? Thank you, Jennifer. When did you get Yeah. For you,
I guess, during, our superintendent support, and so we will, try to get those for you then. Do we have any other raised hands? Okay. Don't see any other raised hands. Do we have any questions in the Spanish line? No questions on the Spanish line. Do we have any questions in the, Bangla line? No question or comment in Bangla line. Thank you. And then, also, if you cannot speak, you can type your comment in the q and a, and they will be read, during this time. K. Don't see anything in the q and a. Thank you.
Okay. There is a raised hand. So Also, Garcia, I'm gonna introduce the panelists. You can k. Turn your panel on, and please unmute yourself. Hello. How's every hello. How's everyone doing? I have a question as far as the, what is the homework policy in, junior high school? My name is Elsa Garcia. I'm a, my kids go to q 300, and also they go to IS one sixty one. I have twins that go to IS sixty one. So my question is, what is what is the whole policy as far as grading for students,
and is it mandatory? And, also, what are the rules for sibling preference? Because the the rules keep changing. I'm so I'm not sure if there are rules, and those are my, questions. Thank you. Thank you, mister Garcia. Now I I have one question for you. And is that sibling preference in order for in enrollment? No. Because my son goes to a gifted and talented school in citywide. So the I guess the rules are different. They've been changing constantly for the last five or six years as far as, you know, before there was a testing, and now test is not required.
And then, then sibling preference was not, you know, wait it was a wait list, obviously, because of the grades they're in, but they're happy with their placements now. I just wanna be clarify, that. And, also, I wanna clarify on homework, and it's mandatory. And as far as grading in a student's, grade, especially in seventh grade, that's very crucial because that's what high schools look at. Those those are my questions. Thank you so much. We'll take those for you, during the, superintendent presentation. Thank you so much. Do we have any other raised hands or anything in the children?
Mhmm. Am I still allowed to ask a question? I just thought one. I said okay. Sure. Yep. Sorry. I just wasn't sure. That is order. Just in my little window, you'll see the time. Okay. What do you have to get there close? I don't Okay. I can't see anything on the window. Hello. My name is Maria, and I'm, a parent at Q 300. I can stand up. I can't Yeah. Okay. Alright. So I just have a question about the Spanish, checkpoint a load exams. Where can parents see what those are? Because the whole thing has changed since, like, my older kid took it, like, samples,
that kind of thing. Just curious, like, what's all those exams, what they're gonna be assessed on. Thank you. Okay. Do we have any noise, right hands? Or do you know nothing? Alright. If not, I think I should just go ahead and go to the first presentation. So I'm gonna turn the timer off. And I just want to say thank you so much to our friends at the Alliance for Quality Education that are coming in to speak tonight. I see Kaiser. I think Taylor's gonna join us right. So we have,
Kaiser, who is the New York City Organizer for AQE, and, Kayla Montas, who is the legislative affairs and community engagement specialist for the Alliance for Quality Education. I'm really excited about them doing this presentation for us this evening. It's called intro to organizing. I have to say this in a particular capacity. But I am a graduate of the AQE and Warriors program, and it was so helpful to me. I learned how to advocate for our community. And to be quite frank, I learned how to lobby from this presentation. Y'all are getting the the,
condensed version, but it's very well presented, and it helped me so much. And for example, I used the corners there to meet with elected official, specifically our city council member, Julie Won, and, our congresswoman, Lydia Velasquez, to get, p s three forty nine. Okay. That is a school at this point that they delayed so many years because of Amtrak. So I learned how to do that through this program. I need to stop because it will look like I'm being a question because I'm. But I'm so thankful that they have come here.
They've actually created this presentation to help us. And if there is more interest, we can get them to come back. It's because of the end of the speaker series. So I'm a push and turn it over to, advisors. And please feel free to share your screen and go ahead and get started. Thank you so much. Thank you so much, Whitney, and all of CEC thirty. We're really excited to be here. The love is mutual, and we always love to join some friendly faces in a really powerful, activated community. So, yeah, we're really excited to be here. I am going to share my screen.
Can I get nods or thumbs up if that looks okay to you? You should see taking action. Great. Fantastic. And as Whitney said, my advisers are the NYC Community Organizer with the Alliance for Quality Education. We are going to look just a little bit kind of a snapshot of core organizing practices and then there's going to be an emphasis on lobbying, which is just one aspect aspect of community organizing, and we will get started with a little bit of an overview of who AQE is and what we do so that you're familiar with where we're coming from first.
So, the Alliance for Quality Education, our kind of origin story starts with the Campaign for Fiscal Equity. In the 90s, AQE and parents organized about inequitable and underfunded schools in their district And led by Robert Jackson, who at the time was a parent and now is a parent and also a New York State senator, they sued New York State in 1993. In 02/2006, we won. New York State was legally obligated to pay public schools $5,500,000,000 across the state and created the Foundation Aid formula to distribute funds equitably.
And, if you don't know what the Foundation Aid formula is yet, that's a whole other thing that we would be happy to come back and do a whole about now because we love talking about the foundation, but distributes decides how to distribute, most of the funding for education from the state to the individual districts. Can you hear me okay? It said my Internet was unstable. Still sounds okay? We can now. We can now. Alright. Thank you. Okay. So in 2021, the New York state enacted budget included a three year plan to fully fund Foundation Aid,
and twenty twenty twenty three was the first time that students started their school year with the full funding that was committed in 02/2007. So between 02/2007 and 2023, what were we doing? Community organizing and that is how we took it from a theoretical formula that was not being fully funded, that wasn't getting school districts the money that they were owed to the place we're at now where they are getting the full amount that they're owed. At this point in 2024,
we are also we have already pressured the state to reevaluate the formula, and so they called on the Rockefeller Institute to conduct a study to assess assess the state's Foundation Aid Education Funding Formula and discuss potential modifications to how the formula works. And that's because it was created in 02/2007 and now it's 2025. It's been a while. It's time for a little refresh or a little update on that. So just so you have a little bit of a snapshot of kind of where we came from and also why we're here talking about community organizing,
it's because it's what we do and we have seen the results. We know that this works from experience, so we want to share the wealth of that experience with as many people as we can. So why is grassroots organizing important? When when CEC thirteen invite I'm sorry, thirty invited us to come here and share with you, they shared that, they had been hearing from the community some questions, some concerns about the national landscape. I think it can be easy to, panic in times like these.
That is what they want. And when I say they, I mean, oppressors of all stripes. They want us to panic. It can also feel like everything is haphazard, and that's not the case. They're playing the long game, and we need to play the long game too, and community organizing is how we do that. We build the movement, we build the people power to make change over time. We don't get reactive in the moment to things that are really activating but don't
necessarily make change. We strategize. We talk to each other in our communities. That's why you'll see attacks on unions and on protesting and on nonprofits and on education because those are facets of community organizing, and that's how change happens, and they're scared of that. So we need to lean into what they're scared of. These are some approaches to social change, and the reason we have this slide slide here is to really highlight the difference between organizing and other approaches to social change. And it's not to say anything negative about the other approaches.
They can absolutely coexist. You can be doing organizing and also participating in mutual aid. That's fantastic. There's nothing wrong with any of these. It's just important to know the difference. So these are many things that you're probably familiar with. Service, meeting people's immediate needs material needs, sorry. Advocacy, that's speaking on behalf of someone else's interest but not having that directly impacted person there in the room with you. Community economic development, developing alternative resource institutions. Electoral change, voting, campaigning for politicians. Mutual aid is meeting each other's needs with the shared understanding that the systems we
live in are not meeting our needs. Education, I know you're all familiar with education already. And organizing is building a base of people in order to empower one's community to achieve social change through collective power. And we're gonna hear more about that on the next slide So a lot of you maybe have seen this graphic before with the fish. Take a second to just kind of digest that and I want you to think about what changes from the top image to the bottom image. What has changed?
How has the situation changed? And if anybody wants to jump in and answer, you can. But if not, it's okay. They're beating us a big fish. We're working together. That's right. So you see them working together. You see them going in the same direction. Right? So there's strategy. There's communication. There's organizing, and there's also a lot more fish, right? You need a big group of people for it to be effective even if you're swimming in the exact same direction, three fish is just not gonna make that big a difference. Community organizing is the main tool used by social movements to make change.
One key element of organizing is building power with people who don't have it often because it's been systematically denied to them. So those that's those little fish. They don't have power by themselves. Power, privilege, and oppression are all important things to think about as you organize, and what's shifting between the top picture and the bottom picture is the power. The tiny fish who don't have power by themselves, when they all get together and they organize and they move in the same direction, then they have the power and they can eat up that big old fish.
Organizing aims to shift the balance of power or to demand that someone who has power use their power to make a specific decision or change. Power is not a value it can be used for good or bad. Organize people. Power can be viewed as oh, can you hear me? Yes. Okay. Good. Sorry. It keeps warning me. Power can be viewed as organized people, organized money, and organized information. So it might be helpful to pause here and just think about kind of what you see in your community.
Do you have organized people? Do you have organized money? Do you have organized information? What do you think needs to move in a different direction for those things to shift? Just one aspect of community organizing, but we're gonna focus on this one for tonight. So if Kayla joined is Kayla with us? Yes. I'm here. Yes. Great. Hey, Kayla. Welcome. I'm gonna pass it over to Kayla for this part. Good evening, everyone. I was a little late jumping on, so I'm not sure if we did introductions. My name is Kayla. I am the legislative affairs and community engagement specialist with the Alliance for Quality Education.
So my main role is I coordinate two of our parent leadership development programs, which I'll give you a little bit of information about later on. And then I also will be acting as and I say will be because it's a new position, but I will be acting as pretty much like a liaison. Because sorry guys to interrupt for a second. Please just slow down for interpretation. Thank you. Okay. I'm sorry. Thank you. It's okay. Thank you. Yes. So, I say will be because it is a new role, but I will be, the liaison between elected officials and, AQE. Little background, I come from I worked in government and state government,
so I was the director of correspondence for the senate majority leader on ReStore Cousins for a little little while. I also worked with, two assembly members, assembly member Solange and assembly member Jeffion Aubrey. So I have a little bit of experience when it comes to lobbying and and how we do it. So as Kaiser said, we we are going into lobbying. This is something that would pretty much be that next step, particularly speaking if the approach that you're taking to social change is going to be changing actual law and policy.
Lobbying is not something that you would do, for example, if you're just, if you're just engaged in mutual aid or if you're just engaged in education, if you want to take that next step to actually make change on a legislative, plane, then you would do lobbying. So what exactly is lobbying? Lobbying is the process by which we seek to influence a person typically speaking, you are lobbying elected officials. So those those are the people with the power to actually change laws, and lobbying is, the act of influencing them. Oftentimes, lobbying has a bad name.
We like to call ourselves advocates and not lobbyists, but, technically speaking, they are the same thing. It's it's just the the technical terminology for it. So why do we do it? Again, we do this to inform. So part of that, as Kaiser said, the approaches to social change, you could be doing two things at one time. So when you're lobbying, you are in a sense educating, you are persuading, and you are getting legislators or elected officials to take action. And the action might be as a result of lobbying could be actually changing law. It could be creating a resolution.
It could be just having your elected officials share, knowledge with their constituents or or coworkers and colleagues. Yeah. I next slide. I'm not actually controlling the slides. So when you do lobbying and when I say it's the next step, you should be organized at this point. Anyone can technically go and do a lobby visit if you would like to. But, again, going back to that image, three people or one person is a lot less impactful than a group of people. So typically, when you have a group of people,
it can become disorganized. So we like to encourage folks, and advise folks to actually, create roles during your lobby visits. And a lobby visit is just literally you meeting with your elected official. So these roles, there are four main roles. You would have your facilitator or leader. This person is gonna be the person that pretty much introduces the group. They make sure that everything stays on task. They they're like the ringleader, and they typically begin the meeting and then they'll end the meeting. And when they end the meeting, you wanna make sure that you have an ask. So you don't wanna go into a lobby meeting just to have a conversation with
your elected official. Typically there's a goal. And you want you know, my goal is to update the Foundation Aid formula. So I will go into the lobby meeting as the facilitator and I will let the person know, the staff member or the actual elected official themselves, I will let them know I am here for Foundation Aid, formula funding. And then you would go into these next, roles, which I'll tell you about in just a minute. And then once the meeting is done, the facilitator or leader would then reiterate what that what that ask is.
Will you update? You wanna make sure that you get a commitment, before leaving because then, essentially, it just became a conversation or at least gauge the interest of the elected officials. Of course, that that answer might not be yes, it might not be no, it could be maybe not right now, but you wanna get as much information as you can and that is typically the role of the facilitator or leader. And then there's a note taker. It's very important, to record accurately what is being said in the meeting. You don't want to go and and assume that the selected official said they would commit to something,
and they actually did not say that. So note taker is very, very important, especially the answers to those asks. And typically, these notes are kept. They're emailed to, the folks that were in the meeting, and they're also used for for any follow-up that's needed. And then you have your storytellers, which are, in my opinion, sometimes the most important part of the meeting. Some folks might think that the facilitator or leader has the most important role, but really, it's a storyteller. Your story and your experience is the most impactful in that meeting. A lot of folks think that excuse me.
A lot of folks think that when they are going into these lobby visit meetings, they have to be experts at everything. I always let folks know that a lot of times your elected officials are not even experts at on the topic that you're talking about. You are an expert as long as you have the experience. Personal stories are key to meeting with the legislators. Make sure that the parents and community members that are with you are there to tell their stories. And it looks like the slide includes early childhood education. It must have been used from a previous one. So really your story about anything, whatever you are meeting,
whether it be, DEI policies, whether it be immigration policies, you wanna make sure that there is someone there to tell their story or at least tell their story tell a story on behalf of someone else that maybe couldn't have made it. Typically, this is this is really pertinent within the immigration conversations. A lot of folks are very wary. The the folks that are directly impacted by that, very wary of going into these meetings. So a lot of times they'll have storytellers on behalf of them in these meetings. And then you'll have the supporters. These people are there to show the power of of numbers.
They're not necessarily there to lead, note take, or to tell their story. They're simply there to be a number in the room to show that, they also support this. And the more supporters, the better. Again, if people would like to be a part of the meeting but not have a speaking role, that is okay as long as the legislator is okay with having that amount of people in the room. Some newer legislators often have very smaller rooms. Minority legislators often have smaller rooms. Some folks have their own separate conference room, so those are the rooms where you could invite as many people theoretically to the
meeting. Others don't, but, those particular people will be acknowledged as supporters, though they do not want to share. So often in these meetings, as one might anticipate, there are techniques that elected officials will use just to avoid the demands. I let people know all the time that when you're going in these meetings, it can be very intimidating to be talking to someone that is perceived to have so much power. And I say perceived because, again, there are power in numbers, and we actually hold so much more power than it is alluded to.
So, we often are very intimidated by these people, and there's really no need to, and I mean that from the bottom of my heart. They are regular people. I've worked with them for more than a couple of years, and they're nothing to be afraid of. However, they will use techniques, to kind of steer you off or either further intimidate you or confuse you, and these are the techniques. So one, we call it the red herring. This this, technique, they'll they'll bring up issues to sidetrack you. So basically, if you are there talking about early childhood education,
they might then bring up the housing crisis, which, of course, is important and is not to say that any other issue, if you're not talking about that issue, is not important. However, that is not the main goal of why you went there, and that also doesn't mean that you are, you want to shy away from the actual ask. Ask. So they will bring up other issues to sidetrack you. I would say my biggest advice to this is to find connections. All of these issues are all correlated. So many issues you can find are connected to one another.
You know, education and criminal justice reform, they are, correlated. Poverty and housing, they are correlated. There's so many different things that you can make a connection with, and just remembering that going into the meeting. And making sure that when they do bring up these issues to sidetrack you, you steer them back to the main issue. Passing the buck, which is basically passing the issues to another level of government. This would look like, oh, you know, I'm Senator, Ramos. That's not my problem. That is the governor's issue. The governor is the only one that has the power to do that. Oftentimes,
this is not true, and they will simply, again, just just kinda blame someone else. So that way, they don't necessarily have to deal with it. You are obviously meeting with them because you know that they do have a say and influence in it. So just just reminding them of their power and their voice in in the in the law making process. Then you have the chatterbox. This person does not allow you to get in a word. They seem very friendly on the surface, but then you realize by the end of the meeting that you have said nothing because, you know, they're asking you about your family or telling you about theirs. Just making sure and not being afraid or intimidated to keep them on track is
very important. And then you have the white rabbit, I'm running late. So a lot of times, if they are trying to avoid you, they will have a staff member let you know, oh, I'm running late. Or they themselves might let you know, I'm running late. And then before you know it, the time slot that you had is gone and someone else is coming in and now you've pretty much lost your meeting. I think my word of advice for for someone doing that is to always have literature when you're when you're going into these meetings, a one pager, which is basically just literally one page of your priorities,
and what what the meeting is is for. Excuse me. Having something physical that you can actually leave in the office for the member is important, but also being okay with speaking with staff. You know, can I talk to your legislative director or is there someone here that I can talk to in place of that you can relay this information to? And then if you do leave any literature or you do speak with a staff member, following up in an email and saying, hey. I left this. Can we have a follow-up meeting? We didn't get a chance to speak with the member, or the elected official or the particular person that you're speaking with.
That's how I would kind of approach a the white rabbit. Then you have the friendly put off. Don't get fooled by the friendly tone. So basically and five and six kind of go together. Trust me never, trust me. Get a specific commitment, not assurances of of friendship. Five and six are correlated because it would pretty much look like an an elected official. And most of the time, this happens when they are very close with an organization or have worked in the past with an organization or have worked with you personally. And they're like, oh, you know me. You know you know where I stand on that.
That's not an actual commitment. That's not an actual answer. It's more of just being friendly and you leave feeling good, but then you realize later on when you're looking through your notes, they never actually said anything. They just kind of beat around the bush and pretended like they supported it, but they didn't actually say they were gonna sign on to this bill or they didn't say that they were gonna, you know, stand up for this bill or how they were gonna vote. So so just be and keep in mind that five and six are typically together and just don't be fooled by it. Okay. That's great. I do know you and I and I'm happy that you're saying
That you're supporting. But I need action. So can you sign on to this bill, or can you, you know, speak up during budget negotiations? That's what that would look like. And where can I plug in? So now that you have a little bit of information and as we mentioned, this is a very shortened version. Typically, when we give these presentations, it's, like, two and a half hours long. So, there's a lot so much more information, but if you'd like to get more involved, there we've listed a couple and I think we're gonna share this presentation. But we've listed a couple of organizations that do similar work and different work.
We've got New York Communities for Change, Make the Road, New York's, Communities for Change. Their issues include housing and public safety and more, Make the Road. They work heavily on immigration as well as education. We've got citizen action, people's plan, climate, families NYC, Vocal New York, or you can, sign up for your union, your tenant association, or electoral organizing, like canvassing, petitioning, things like that. And like it says, consider signing up for email lists and following on social media. And then also, as I mentioned earlier,
I, facilitate and coordinate our two parent leadership development programs here with AQE. They, it's called Education Warriors or Ed Warriors. We have our Ed Warriors program, and then we also have our Early Ed Warriors program. So our ed warriors program is geared towards folks that are interested in k through 12 issues, particularly around foundation aid formula or whatever AQE's campaign is at that time around k through 12 issues. Again, right now, it is updating that foundation aid formula. And then our early Ed Warriors is around early childhood education, after school program,
child care, and trying to get universal child care in the state of New York. So Ed Warriors is New York City based, and it's for parents or you don't have to be a parent. We have to change that verbiage. Really, just anyone passionate and that that who wants to be more engaged on issues related to education justice in New York, particularly at the city level. We do obviously do state work, but we only, you are all in the city. I don't know if I shared, but I am based in Albany. So New York City school system is like a whole another beast,
which is why it's based solely in New York City. Up here, Upstate in Albany and elsewhere around the state it looks very different so trying to put them all together in one program would be very complex. So, it is for New York City parents and it is about ten months. There's about 10 to 12 sessions. Applications do open in July, so I will definitely be sharing that with, like, Whitney and, some folks. So so keep an eye out on that for when applications come out. There's a stipend there. We will do things like lobby day.
There's an image here of two of our most recent, Ed Warriors. They are doing public speaking at our lobby day. And then our early Ed Warriors, you're also welcome to join. It's not just New York City based, though. It is New York it's statewide, and again, that's around early childhood education. And I am the person that you would reach out to with any questions on those programs if you are interested. It is free to join. There is a very light, interview process, but it's it's it's a great time. So, yes, if if you're interested in that, ask Whitney or, contact me. And I think our contact information is on the next slide.
Yep. So, if you'd like to sign up for our emails for AQE, there's a QR code here, and you'll get emails about our lobby days, any of our actions, anything like that. And then my email is here if you're interested in talking about any of this material. If you wanna know more about the Ed Warriors program, that's fine as well. And then Kaiser, our community organizer, email here as well. Yeah. So if you're interested in general organizing and you kind of need help to talk through that or, figure out where it's best to plug in, I would definitely be happy to help anybody with that.
I wanna say again, thank you so much for having us. I think we could what time is it? We could we could stay on for just a couple minutes for questions if there are any. Right, Kayla? Yeah. If that's Thank you. I really wanna thank y'all for coming tonight. And then I am not following it where it's just your thirty. Linda is in the program. So we are very excited. But I wanted to put I know y'all have to go, so we're gonna open up the questions. Do we have any members that have any questions or anything in my spam? I'll let you pass everything. Oh, thank you. Thank you both for that presentation. I just wanted I have one comment which is to say,
just on the intimidation topic, that there are a number of legislators, in city and state who were our former CDC members. People who got their start just like we are. So for for us here and for all parents, you know, just to counter that point in. But I wanted to ask a question about, what about meeting with somebody from a legislator's staff who is not the legislature? You know, is it as effective to meet with somebody else in their office because that's sometimes what you're offered in the submitting grace? Yeah. I think that's a great question,
and I'm gonna say it depends on what the staff member does. So, of course, meeting with an intern will probably be less impactful than it would be meeting with the legislative director. I will say, though, that meeting oftentimes, I remember when I was working in in the state, I decided that I would never run for office, but instead I would be the legislative director. Because believe it or not, they have a lot more pull, except they don't have the public, you know, they're not the public space. So no one's attacking them when the assembly member or senator does something wrong.
I have personally been in an office where I've watched the member ask their legislative director, do you think I should sign on with this? If you do, I'll do it. So, yes, meeting with staff is just actual, but it probably, obviously, would one feel better to meet with the elected official and also that's directly to the source. So Okay. I don't can you hear me? Yeah. Okay. I wanna give a shout out to thank you in the Ed Warriors program. I did the Ed Warriors program as well, and I think it's really amazing. It puts you in a lot of spaces where you wouldn't normally be, like, meeting with
council member Rita Joseph, going to Albany, talking about like, for me, disability access is really important, working on the fair student funding, so many issues that wouldn't normally be able to be able to talk about. I've been working in the field of education for twenty years, but never been able to be in those spaces without AQE. So I highly recommend it for people. Thank you. Thank you. Whatever. Any other questions or comments from the room? Okay. While we still have them, can you one in the virtual room? Please raise your hand. And I'm saying we're in time for half of those treatment.
Maybe you can move on with their handwriting. But do you think the q and a's? Yes. Do you have any questions in the, Spanish interpretation room? No questions on the language line. No. Anything in the, Bangla interpretation room? No question in Bangla Room as well. Okay. I don't see any participants that are on the phone line. Because we don't have any other comments from you. Thank you, Patrick. Thank you, Kayla. We really appreciate y'all coming here, and thank you for all the opportunities we've given.
I swear to the interview. Well, I just wanna thank you guys for coming on. So next week, I it is out of my comfort zone, but I am speaking at the Valley next Thursday. Mhmm. Kaiser will be there supporting me, so thank you guys so much. And that's for planning for our support. Yes. That's right. You have some real headed warriors here. Yeah. Thank you so much for having us. You know, the work we do is only impact impactful because of the people who participate in it. So thanks to everyone here, and we will definitely send out the presentation,
so that you can follow-up. Thank you, Tyler. Thank you, Taylor. Good night, y'all. You too. Thank you. Okay. And thank you everyone who participated. We are now going to the next item on our agenda, which is, regulation, one eighty nine. If you have it in line up virtually, we do have it up on the website. We also have it in our agenda. Typically, when we do those things, the author of the resolution will read it, once we get very slowly for interpretation. So resolution one eighty nine, this one was the help of my fellow member, and then also with the help of our,
president appointee, web to the panel of education policy. So thank you to Michelle for helping me, work on this resolution and also to my fellow council members and my co sponsors. So resolution one eighty nine is resolution affirming the status of New York City's public school as a welcoming citywide district for all students. Whereas Community Education Council thirty wholeheartedly embraces its commitment to creating and maintaining a safe and welcoming environment for all New York City public school students and staff.
And whereas, it is the policy of New York City public schools to prohibit unlawful discrimination, harassment, and retaliation on the basis of sexual orientation, gender, sex, race or ethnicity, ethnic group identification, ancestry, nationality, national origin, religion, color, mental or physical disability, age, immigration status, marital status, registered domestic partner status, genetic information, political belief or affiliation, military status on the basis of a personal association with a person or group with one or more of these actual or perceived characteristics in educational programs or activities that
New York City Public Schools operates and whereas New York City Public Schools reflects the diverse population of the world, which the which the district celebrates in many ways through the student's daily experience and where a New York City Public School Staff and students are entitled to their first amendment right to free speech, but harassment, discrimination, and bias based harm have no place in New York City public school communities and will not be tolerated. Where New York City Public School Students, Staff, and their families originate from many different countries besides The United States,
may live in household where family members have different immigration and citizenship statuses, may be beneficiaries of the deferred action for childhood arrival backup, temporary protected status, UPS, or similar forms of humanitarian relief, or may be undocumented and are made living mixed status passwords. And whereas Kwiler versus Jones in 1982, the United States Supreme Court held that all immigrant children are people in any ordinary sense of the term and, hence, protected from discrimination under the fourteenth amendment and that all children,
regardless of their immigration status, have the right to free public education and whereas New York state guarantees the rights to individuals aged five for twenty one years to three public school education regardless of nationality or immigration status prohibits discrimination, and whereas New York state human rights law section four states, it shall be an unlawful discriminatory practice or an educational institution to deny the abuse of its facilities to any person otherwise qualified by reason of his or her citizenship,
immigration citizenship or immigration status. Whereas New York City Public Schools offers free public education to students of k to age 21 and protects them from discrimination, and whereas New York State as per the governor's executive order one seventy and New York City by its administrative codes, section nine dash one thirty one to nine dash two zero five, 10 dash one seventy eight, and 14 dash one fifty four limits the interaction of local law enforcement agencies with immigration and customs enforcement and where New York City Public Schools adheres to protocols for
non local law enforcement and school administrators follow chance of regulation a dash four twelve and whereas cancels regulation a dash seven eighty defines the rights of students in temporary housing along with chancellor's regulation a dash eight twenty outlines the data and privacy protection of New York City Public School Students are entitled to and whereas former chancellor Banks New York City public schools including antisemitism and Islamophobia and whereas the panel for education policy
adopted two resolutions to protect our New York City Public School Students and whereas New York City Public School requests the diverse population of the world, which the district celebrates in many ways through a student's daily experience. Whereas chancellor Ramos reaffirmed her and New York City public schools commitment to maintain safe and supportive environments for our students, staff, and families, and whereas students and staff deserve a safe and supportive space to process, agree, share, reflect, learn, and take action together. New York City Public Schools encourages engagement with students to discuss difficult,
controversial, or emotionally charged topics in a safe and productive manner. In doing so, New York City Public School provides guidance and resources for supporting, managing, and reflecting on student civil discourse, civic learning, and civic engagement. This includes recognizing the factors that have shaped perspectives, including life experience, family, culture, and identity. The purpose is to provide space where young people generate questions, explore their curiosity, strengthen their civic skills, and analyze aspects of our society and government.
And whereas, New York City Public Schools is committed to ensuring students have access to a high quality, well rounded, rigorous, and joyful education. Therefore, be it resolved that community education council thirty urges New York City public schools to ensure that New York City public schools will always welcome all students, staff, and their families regardless of identity, gender, religious background, and legal status. New York City public schools will work alongside its union partners and immigration advocates to
provide training and support for students, staff, and their family on immigrant rights, understanding various legal statuses, potential avenues for immigration relief, and the overall and well-being of those affected. New York City Public School will provide multilanguage resources for its students, staff, and their family in partnership with the city on legal assistance, immigrant rights, health, and mental health care and public safety. New York City public schools will make multilingual resources for a student, staff, and their families on the website's current issues and events page.
In partnership with the city on legal assistance, immigrant rights, mental health care, and public safety, New York City public schools will make these resources available to all students and families. New York City public schools will include in its legislative agenda advocacy at the state and federal levels for DACA, CPS, and refugee settlement programs. They will also oppose any legislation creating a Muslim registry system or eroding civil rights protections for our community. Be it further resolved that New York City public schools that continue to provide a
public education regardless of a child's family, a child's family, or family member's immigration status, absent any applicable federal, state, or local law regulation ordinance or court decision that New York City public school shall abide by the following conduct. New York City Public School Personnel shall not inquire about or report a student or family member's immigration status and pursuant to FERPA shall not disclose without parental consent the immigration status of any student or other personally identifiable information.
Any communication to federal agencies or officials initiated by a school or a school personnel concerning confidential information about a student or a student's family member, including but not limited to information about gender identity, sexual orientation, status of a survivor of domestic violence, survivor of sexual assault, crime witness, recipient of public assistance, actual or perceived immigration citizenship immigration or citizenship status, national origin, school discipline record, and all information included in an individual or household income tax records is prohibited unless
permission is granted by the students or the student parent of Zardin. New York City Public Schools shall refuse all voluntary information sharing with immigration agents across all aspects of the district to the fullest extent possible under the law. Any request by immigration agents for information or to access a school site shall be initially denied and immediately forwarded to the superintendent in council for review in and a decision on whether to reverse the denial or allow access to the site and or decision on whether the information will ensure
district compliance with fire, veto, and other applicable laws. The request must be provided with adequate notice so that the superintendent and general counsel can take steps to provide for the emotional and physical safety of the students and staff. And should an immigration agent request access to a school site, the superintendent and or the general counsel shall ask for the immigration agent's credentials. Ask the agent why the agent is requesting access and accessing a warrant signed by a federal or state judge. The immigration agents must provide written authority from ICE instructing them to enter district property
and for what purpose as well as a warrant signed by a federal or state judge who has specified the name of the person under arrest. New York City public schools will not enter into agreements with state or local law enforcement agencies, ICE, or any other federal agency to enforce federal immigration law, except as required by law. The New York City public schools and its staff, faculty, employees, and school safety agents will not honor any ICE detainers or requests. New York City public schools should not consent to granting non local law enforcement agencies,
including the US immigration and customs enforcement access to school facilities, students, or student records for immigration enforcement purposes. Therefore, absent exceeded circumstances, ICE will not be granted access without a judicial warrant, which must be submitted to the senior field council for review and detailed guidance on proceeding. School safety agents are prohibited from inquiring about or recording any information regarding individual immigration status or country of birth. School safety agents are create a policy acknowledging that they have no authority to enforce
federal immigration law and declaring that they will not participate in immigration enforcement efforts or fed of federal authorities. This includes school safety agents not holding people on ICE detainers, not responding to ICE notification or transfer requests, not making arrests based on civil immigration warrants, and not allowing ICE to use campus facilities for immigration enforcement purposes. New York City. Public School Personnel treat all students equitably when they receive school services, including but not limited to the free and reduced lunch program,
transportation, and educational instruction. Be it further resolved that New York City public schools will work alongside educators and elected officials committed to maintaining a curriculum that reflects our students' identities and lived experience in protecting our schools as spaces where our students feel safe, welcome, and value for who they are. And be it further resolved that New York City Public Schools will always welcome all students, staff, and their families regardless of immigration status. Okay. The registration is not being read. I'm gonna open the floor to, members to discuss the resolution.
Like, member, would y'all have any comments or anything you'd like to discuss relating to the message, you please raise your hand and make sure you and I would okay. We're all paid to fix? No. Not sure. I'm not talking. I'm following resolution. Mhmm. This one time. Thank you for proposing the resolution. That is. It was only. It's, it's hard to acknowledge that we mean Mhmm. This regularly and this Mhmm. At this time. It wasn't that long ago when we took all a lot of this for granted. And I appreciate your proposing the resolution and to the support it will work.
Thank you. I think it's the right resolution. I I totally support this. Thanks, Linda. Okay. Well, if we don't have any other comments from our members, I would love to open it up to the public's first time to acknowledge our visitors in the room today. If you would like to speak about this resolution or have any comments, please come up to the iPad and state your name in connection to the district. Hi. I'm Laura Simpson. I am a parent of a child at Q 300. So I I want to thank you for this resolution in particular.
Back in January, like, January 29, an executive order came out. They covered a bunch of things. And I was very worried, but, not just, like, not just for my kids, but for other kids. Like, I have fam family and friends from all over the world. And, like, my my mother-in-law who's Bengali told me, hey, Laura. I'm afraid to go outside, and I'm sorry. People keep looking at me. And, and hearing this strong resolution in this and determination to protect children and families in our district really gives me a lot of heart,
and, it gives me a lot of courage so I could stand up and, kind of like what we saw before, be one of the little fish that are able to scare off the big fish. So thank you. And and no it's not easy because we have a wild threat. It wasn't just the one EO that came down, and now they're threatening us financially. But I really appreciate doing the right thing is not easy. So I'm I'm really glad that I get to stand here and see that cute. Thank you, Alexis. Hi. Good evening. My name is Alexis Kalianides. I am a p s one forty nine parent and, as a parent of a school that is incredibly diverse,
that has students who frankly are afraid to walk to school with their parents. We've had a number of older siblings have to take their children to school because the parents do not feel safe. In a time that we're seeing institutions, both public and private, fold to the threats of this administration. I am so proud to be a district thirty parent and resident. I am so glad to see the language of this resolution wholeheartedly supported, and I'm very proud to be raising my family in this district. I will also mention that I have personally witnessed ICE agents a block from my
child's school, P S 149. I filmed and documented them. Thankfully, they did leave, but they are around. They are in our school community. This was at at school dismissal at 02:30. So having this sort of resolution to further, empower our school communities, the administrators, the staff to protect their student populations and families is something I wholeheartedly support, and I'm so so glad that you do too. Thank you, district thirty, for this resolution. Appreciate it. Back again. Okay. Hi. I'm Heather Clark. I have two kids in,
this district, but I'm also a teacher who works all over the city, and I've been in education for twenty years. I really appreciate the amazing hard work you did on writing this. It's it's brilliant. Working in the school system, I see kids who are afraid to go to school, and the numbers have been dropping down. But even at my kid's school, I've had parents, friends of mine who've come to me and say that they're afraid too. So this really speaks to me. And, also, I have family members who are also immigrants, and it's just all these kids are our kids.
And to see you write this and to see you come forward and to just be in support of this is really, really meaningful. So I just wanted to say thank you all for doing this, and thank you specifically for writing this and the hard work that you put into this as president of the CEC. Thank you. So much. I'll file president of the CEC and the entire CEC. No. Have a superintendant. Thank you. Hello. I'm Hallie. I have a daughter, who goes to IS two thirty in Jackson Heights. But I'm really grateful for this resolution, not just for her and her community, but also like a woman who spoke before me.
I'm a middle school teacher in Brooklyn, and it is constantly a conversation in all of our classrooms about what's happening. It creates a lot of fear. It creates a lot of anxiety. Many children end up not coming to school because they're so anxious. And if that's happening in my school in Brooklyn, I'm sure it's happening in other schools, particularly in District 30. So thank you so much, both on behalf of the adults, but the kids and also the kids. It's clear there's been a lot of work put into it. And the last thing that I wanted to say is that I feel more
confident and confident talking using some of this language that's here for me, and I will share this widely so that other people have this very specific, very, informative I would call them tidbits because you can pull them out, but as a comprehensive statement, it's incredible. Thank you. If we don't have any more comments from the rooms with Victoria, it is gonna fall on our attendees, virtual attendees. Adriana, Alicia, I am going to promote you to panelists. And if you'd like to turn your video on, you may. And please go ahead and unmute yourself.
Thank you so much. I am going to avoid turning my camera on because I'm currently painting a wall in my bedroom, and there's paint everywhere. Thank you for the time. My name is Adriana Alisea. I am the PEP representative representing Queen's CECs this cycle. I wanted to say a couple of things. First, thank you to the entire CEC thirty, but particularly the co presidents for the forethought that was put into having that AQE presentation take place before or in advance of reading this resolution. Resolution's immaculate, 10 out of 10.
Of course, it's District 30. Hello. But the the act of having AQE speak first and what they were speaking about and then immediately putting that into action via the resolution is, to me, part and parcel of why District 30 is just master class, with respect to the CEC and how they communicate with the community. So thank you for that. And also, I would really like to thank the folks in the room for engaging. Conversations about talking to politicians, especially in our current political landscape, are extremely uncomfortable. They're, in in in some cases,
people don't even know where to start, right, because we don't have a lot of education on this in our formal education. So I I I thank you all for engaging and, like, being active listeners and being active future troublemakers. So I hope to see you all at the next PEP meeting. It is on Wednesday in Manhattan. If we don't see you there, we'll see you in Queens. Thank you all. Good night. Thanks again. Thanks, Thank you. Do we have anything in the Cuban? Mhmm. Okay. Do we have anything in the Spanish interpretation room? 224. Nothing on the Spanish line.
Thank you. No question in. Thank you so much. Alright. Let's see. But we don't have any more, comments to the public. I would like to, move that we vote on a resolution, one eighty nine. Do you have a second? Second. Thank you. Jonathan, if you gave us through a roll call vote? Sure. Linda Chung Leon? In favor. Johnson Greenberg in favor. Victoria Nadellius? In favor. Dani Rokas? In favor. Caroline Rossi? In favor. Marcela Santos? In favor. Whitney Touss?
In favor. Resolution passes? Yes. And seven votes in favor. And just before there there would be estimates that couldn't make it tonight, but they did force their support support for the resolution before the meeting. But we did it seven to ratify it, and we got our seven. So thank you everybody that's here, and thank you everyone for your support. The next item on agenda is revolution one ninety. To this revolution, KTV, we have been working on this, and I really wanna thank Adriana for speaking about the work that Victoria and I put in the plan to maybe get a committee to come back and resolution resolutions
on the agenda because we do listen to our community. We hear from our community. We work for our community. K. And we are thankful. I know Victoria and I really thank we are thankful that she's first patient, but we're And we're hopeful that our community does wanna put more of these things. We are listening to y'all who hear you, and that's all we plan our business play. And then also, resolution one ninety, we know where environment we're gonna receive, call executive orders, and we're gonna try to do the best we can in the seats that we have to speak up for our communities. So that is where this one came from. Resolution one ninety, it is a resolution of learning support of culturally responsive,
sustainable education and gender affirming schools and upholding president Donald Trump's harmful and dedicated order, including ending so called radical indoctrination in k to 12 schooling. Whereas public education in The United States has a constitutional obligation to provide an inclusive and equitable learning environment for all students regardless of race, gender, religion, or background. And whereas in the protection clause of the fourteenth amendment, The United States constitution ensures that all children are treated fairly and equitably in public
education. And whereas, title six of the civil rights act of 1964 prohibits discrimination on the basis of race, color, or national origin in any program receiving federal financial assistance, including public schools. And whereas title nine of the education amendments of 1972 prohibits discrimination based on sex, including protections for LGBTQ plus students and educational institutions receiving federal funding, and whereas president Donald Trump's executive orders reporting to end so called radical indoctrination in
k to 12 schooling is a direct attack on the ability of educators to teach accurate, inclusive, and historically grounded curricula that reflect the diversity and lived experiences of all students. And whereas such importance seeks to suppress discussion about systemic racism, historical injustices, gender identity, and the lived experiences of marginalized communities in direct violation of student civil rights and their right to a truthful and inclusive education. And whereas the New York State Education Department has issued guidance promoting culturally responsive sustaining
education and the framework to advance equity, affirm student identities, and support academic excellence for all students, particularly those from historically underrepresented communities. And whereas the New York State education department has also affirmed the right of transgender, non binary, and gender expansion studies in New York public schools, ensuring their ability to access access factors, access facilities, programs, and an educational environment that affirms their identities. And whereas New York City public schools have been implementing culturally responsive and gender affirming
education since 2019 as defined by the channel for education policy approval of the definition of culturally responsive education in New York City public schools with students reporting that such effort make them feel seen, valued, and lead to improved educational outcomes. And whereas New York City has made the significant financial investments in evidence driven initiative, such as the black studies curriculum, the hidden voices curriculum, the LGBTQ plus curriculum, and other culturally responsive sustaining education programs,
reinforcing its commitment to inclusive and equitable TTC instruction. And whereas studies have demonstrated that culturally responsive and gender affirming curricula improves student outcomes, increase engagement, and foster safer and more supportive school environments for all children, particularly students of color and LGBTQ plus youth. And whereas the suppression of discussion about race, gender identity, and systemic inequalities harms all students by failing to prepare them for participation in a diverse and democratic society,
and whereas on 03/03/2025, CEC '30 held a town hall with chancellor Avelis Ramos and asked questions related to what New York City public schools would do to ensure that culturally responsive sustaining education program would remain and how LGBTQ plus students, minority students, and immigrant students would remain safe through school and where it's at that aforementioned town hall. Chancellor Averas Ramos affirmed her support for these curricula and vulnerable communities and was quoted stating,
our school are expected to be safe spaces. And whereas on 02/12/2025, chancellor Velez Ramos sent a family letter to to all New York City public school families that reaffirmed we're getting public schools dedication to protecting the right of every student to attend public school regardless of immigration status, national origin, or religion. And whereas on 02/24/2025, chancellor Avelis Ramos sent a family letter to all New York City public school families
that reaffirm New York City public school support for students who identify as LGBTQ plus, and now therefore be it resolved that CEC thirty strongly opposes president Donald Trump's harmful executive orders in any federal efforts to restrict truthful, inclusive, and equitable education in our schools. And be it further resolved that CEC thirty reaffirms its commitment to providing culturally responsive and gender affirming education in accordance with the New York State Education Department's guide and
the legal rights of students under federal and state law. And be it further resolved that CEC thirty called on chancellor Aviles Ramos to also send a family letter to all New York City public school families reaffirming New York City public school support for culturally responsive sustaining education, much like the 02/12/2025, a message for family regarding non local law enforcement, and the 02/24/2025, a message for families on New York City Public School supports for LGBTQ plus students letters. And be it further resolved that New York City be it further resolved that CDC
thirty calls a New York City Public School to similarly strongly oppose president Donald Trump's harmful executive orders, and be it further resolved that CDC thirty calls on all city, state, and federal elected officials that represent the neighborhood included within the geographic borders of community school community school district thirty to strongly oppose president Donald Trump's harmful executive orders and be it further resolved that CEC thirty calls on all city, state, and federal elected officials that represent the neighborhoods included within the geographic borders of Community
School District thirty to work together to ensure that New York City Public Schools remains adequately funded if there is a projected loss of federal funding due to opposing president Donald Trump's harmful executive orders. And be it further resolved that CDC thirty directs all schools under your jurisdiction to continue implementing curriculum and instructional practices that affirm the identity of all students, foster critical thinking, and ensure that all children regardless of race, gender identity, or background have access to an education that reflects and respects their experiences and be
it further resolved that the copies of this resolution be sent to the New York State Education Department, the New York City Department of Education, the office for civil rights at the US Department of Education, the governor of New York, the mayor of New York City, all elected officials that represent the neighborhood included within the geographic borders of community school district thirty and other relevant stakeholders in the fight for inclusive and and equitable education. So the first thing we're gonna do is, those who are members of the special revolution, please raise your hand, and Victoria and I will follow me.
Let's see. I'm just tired. I'm tired. I'm tired of everything since January. It's bad to like the Johnson, Johnson. So the fact that we have to even put this out there is ridiculous for me. And we have huge responsibilities. I would take this position for granted. And it's we can't pick and choose. We're here for all the children. Mhmm. And if not, I'll send them the whole they will support this person. I'll give you the children. Yeah. That's not mine. Sorry. So just to to clarify for anybody who's who's watching, the the council sent all of its resolutions automatically to the Department of Education and
to all of the elected officials who represent this this area. I think, in this case, it's very appropriate to send it above above those those normal, people, but just this is that's that's our common, practice. I think that we all have a responsibility, and I hope that the district and the New York City Public Schools also take this responsibility seriously, not only to speak out against these these executive orders, but also to really,
be on the ground and encourage teachers and other people in the classroom to really talk about these things. Because what I'm afraid of and I think a lot of people are afraid of is that people this will make these executive orders make people nervous. They make people nervous to talk about things that they had talked about, you know, last year. And we can't have that happen, and we need to have their best as best we can. And, you know, as the presentation made clear on community organizing, it can't just be us. Mhmm. It needs to be, you know,
all of the parents in a school and the parents in a district who really say to these teachers and the administrators and everybody involved in our children's education, we have your backs, and we need you to keep discussing these things in the in the classroom. Can you please have a No. Go ahead. I just also wanna add, I'm really in favor of this resolution. It's not just because as parents and moms were afraid, but they tune in our place and they hear it. It's already confusing to be a child in a classroom. When they hear these executive words, they're scared. So I just wanna encourage all parents,
if you see something, please say something. Okay. Don't let them don't just stand there. Please say something and stop them. So it's really our responsibility to do it. Gotcha. And you Yeah. Full full credit support of of this resolution. Just a point of clarification in the past. Mhmm. We wanted to learn answers. Yes. It's commit last sentence, commitment to an inclusive and equitable teaching and instruction. Five Is that referring to, teaching in I mean, learning through culture. Is that a idea? Yes. Go ahead. I just wanna make sure that that's a issue.
I still got an outline. Oh, still understand. Is everyone okay with me spelling that out for a friendly amendment so I will edit? Thank you. Apology. I'll try and So. Get it. Yeah. I'm working somewhere, but I do need to spell it out. Okay. So we will, sell that out. Can also research it themselves and see what we do as a district. Got it. We will sell that out, in the final voted one resolution. So we don't have any other comments from our members. I would love to open it up to the public. I know we have some, people here at the meeting tonight,
so we're gonna open it to our community members that are in person. So if you'd like to come up and speak, just come on back to the iPad. We appreciate it. Name and some issues of the district. We have to get that in our end. Okay. Hello? Oh, now I can see myself. Yeah. Hear your time. I'm just gonna go like this. It looks awkward. My name is Maria. I'm a, parent in the district. I have a middle schooler at Q 300, and I also have a high schooler that's, I guess, in the district, but CEC doesn't cover high school. So, again, amazing resolution. Really, just thank you all. This is just incredible work. I know the co presidents really kinda put this through,
and I just echo everything that's been said. I do have sort of a question. I don't know if it can be answered right now, but to sort kind of to Jonathan's point about, how it gets sent out to everyone. Does it go to schools too? Does it go to teachers? Because it is someone mentioned this earlier. You know, these resolutions also give folks teeth to kind of say, look, regulation or this, do they actually get to school leaders, to teachers, and, you know, yeah, I guess so we can so we can have so we can also have their back in some ways and point to these things.
Thank you. Hello again. Alexis Calianides, district thirty parent, p s one forty nine parent. I wanna actually piggyback onto what Maria just said. Victoria, I'm with you. I'm tired. It's been, what, six weeks? And it feels like six years. But to to piggyback onto what Maria just said, speaking for a friend who has a child at, 398 P S 398, I do know that there was a situation where some parents were able to opt out of an inclusive pride day at their school, which, I would like to think and hope that this resolution,
again, would give the principals and the teachers some teeth to say, you know what? We need to teach our kids about all families, all people. We're not gonna opt out of Women's History Month. We're not gonna opt out of Black History Month. We need to learn about all families being different. So I do I do hope that that will be something that's delivered to the administrators of each of the schools so that the teachers do feel empowered to explain to the parents why this is important, why all children need to be educated in this way to be inclusive. And speaking for my own family with LGBTQ members,
for my daughter's best friend. I'm I'm horrified I have to be here for this and that you all have to pen this, but I thank you for, standing up for what is right. We will remember this, and we all know we can be on the right side here. So thank you again for two really beautifully worded resolutions. I will give it up. K. Hi. Can I just take one for you? Sure. Please. For the minute. Talk to me. So I am aware of what you're talking Sure. But, mister Fitzgerald or Pinto did address this at the beginning. Okay. And he did say, obviously, he's not in any of his home to tell them. Otherwise, Shoa did acknowledge,
like, we're gonna celebrate Pride Month, like, some of his history month. Mhmm. So he did, like, say he's fully supported there. Okay. So, that gives me faith in in in Yeah. Again, we can't we can't just happen with the administration and his family. Yeah. I I commend it. Yeah. I'm like, yeah. We you handled this. So be Yeah. Very tough. I heard it as well. So thank you for clarifying that, and, I do hope that having the backing of all of you in this resolution will further empower yourself and the administrators again to just make sure that, we really are are celebrating everybody because we're not going away.
Thank you. So thank you. Thank you. I wanna call. And then I do wanna answer Marie's question. We do send the resolutions in the draft form, All principal get it and send it to parent coordinator to send it out. They're all both on our website. It's been updated. It's not I got you. Yeah. So back again, Heather Clark, parent to kids in the district. Also q 300. I'm curious, if maybe this is more for, superintendent, superintendent Hidalgo. What about if, like, the administration is adverse? Especially as a black mom myself, Afro Caribbean, if the administration at the school is adverse to cultural heritage,
to the black history curriculum that New York City has just passed. I know this has been a struggle at some schools, and, like, let's say the admin is not interested in the cultural monks, the heritage. I know for myself, we really struggled at our school with getting cultural things at our school, cultural heritage events at our school, cultural curriculum, cultural responsive education, and the risk adverse to anything before this administration has been really high. And so anytime we've ever been able to bring anything in, my kids have been like, wow.
Look at this. This reflects yes. This reflects our culture. And with so much going on with the war on so called diversity, equity, and inclusion, which they just say DEI because they don't wanna say say what it is out there. And anyone who's black or brown and has any kind of intersection of those identities, you know, you just feel like there's a target on you. So how how can this have teeth teeth so that, like, principals are gonna bring in the black studies curriculum in District 30, are gonna bring in Latinx studies,
bring in those intersections. Like, how can we make sure that that actually happens? Mhmm. I can I take I'll take it You know, District 30 is a is a melting pot? All this happened, and that I'm aware of, all of our leaders are inclusive. The hidden, the hidden hidden voices Hidden voices just came out. Right? So that's something that is is is fairly low and still unhappy. But the culturally responsive sustaining education has been around for some time. And that is something that I was a principal here in District 30 for a
long time, and we did it. And I'm talking about a few years ago. So I know that district thirty embraces diversity. I mean, you have to as a leader because your your your kids, your school community, they're all different, and you want everybody to feel like they belong. And if you go to any school in district thirty, in in some way, some some way or some form, they're saying how you belong to this community. You are part of something bigger. So, I I if if there's a specific school, then you can talk about that off the record. But I will that I know and I visit all my schools in district,
30, I have not I have not seen. Thank you for the compliment statement. Parent, I'm shaking you, Isabelle Jones. I know. I know. Zooming in menacingly. My name is Rich Stein. I'm a PTA board member, at PS three ninety eight. I'm in support of these resolutions. I want to talk a bit about, community organizing and a bit that I hope everyone here will, is is ready for, a fight, which I know Victoria is tired of. But also, Victoria and I have had experience, having to organize parents and having to organize,
people for a good cause as miss Hidalgo also knows. This is an amazing start to making these resolutions, to getting parents aware of the issues, making sure that the council and parents are united. These things hope I hope it doesn't, but these things last longer usually than you expect them to. And it's only been six weeks and it'll likely be, an uphill battle. And and This is amazing. Everyone here is amazing. You're all amazing people, and I'm really excited for this fight with you all. Not that we have to fight it, but that these people are all united here,
to show that District 30 values diversity. We value our immigrant community. We value all our diverse communities. And most importantly, that we that these resolutions make it clear that we value educating our children this way. Mhmm. Because no matter what people in Washington do, and we will fight them in Washington, we will fight them in Albany, but the way we will change this world is to make sure our children grow up learning these things. So thank you. Hi. Laura Simpson again. I'm a parent of a child at, q 300. So I I am incredibly in support of this resolution.
I wanna thank you for putting this forward, especially now. I've I mentioned before, January 29, I wrote the principal at our school about the executive order that is the basis of this resolution. Reading through it, I felt like the target was on my family's backs, the facts of all of our friends, and and my neighbors in Jackson Heights. So it it was really challenging going through that, and then it was just kind of not knowing what's coming next, seeing additional executive orders come down, and having you stand up and do this when it's it's just gonna get harder.
But I am really glad to be together with all of you here and at home knowing that we're gonna fight this and knowing that there's a strong will to do the right thing and give the strength to the teachers and anyone who thinks, oh, I don't know. Maybe I should back off because it is scary. I have a six year old who is wondering what's going on when mom and dad are talking about things. And that's really been difficult. It's hard explaining to a kid what exactly is happening, why are we trying to to discuss things in a certain way.
So seeing this really gives me a lot of hope that we will be able to find this and we'll win. We'll come out on the other side, and we'll be glad that we were here today discussing this. Thank you, and you have my full support. Thank you very much. Hello. Again. I have a daughter at IS two thirty. I wanna say thank you, everybody, for this incredibly hard work. As the people before me have said, it's great that we're standing up, of a slightly different perspective, and that is that we're standing up now to something that just happened. But I would like to encourage us to really push forward and think more,
expansively around the sex ed and the health ed that we provide our children right now. My daughter came home with the genitalia of men and women, which is totally appropriate. She should know all the things. Two things that I noticed. One, the penis was circumcised, which I don't think is, like, actually fully inclusive. Second, there was just those two anatomical pictures, and we have they haven't even touched gender. They haven't touched identity. I wanna encourage us to think more broadly about what it is we're teaching our children so that all children feel comfortable talking about it with their other friends who
may or may not fit into one box or another or who came out of the womb feeling some certain way. Like, I just don't feel like it's okay that it's just binary by nature. I wish it weren't binary by nature. So that's what I'm encouraging us to do is to think more broadly. Then when it comes to, sexual health and relationships, most of the literature out there is really binary around, like, what's a good relationship, what's a bad relationship. It's very hetero heteronormative. It's very marriage based, abstinence based. And I would really encourage us to think about what it means to be a
whole human and how we bring ourselves fully as whole humans across all the levels of diversity and intersection. So thank you for the first step, and I hope we can keep going. Okay. Well, if we don't have any other comments in the room, I think we can go to the q and a. Do you say anything with you and Victoria? This is the other one. I gotta get some of that. So a copy of the two resolutions this evening that you shared for parents who are not present in person. Thank you. You got Troy. Yes. Yvette, they are actually coming on our website. I'm gonna drop the link in the chat.
But, usually, we send out a copy of every resolution that's gonna be discussed at the meeting before the meetings in the announcements. And we also, link them on our website and, yes, email them out to, the school to disseminate to where, population's gonna drop this, via chat. She can put the link. This is where resolutions go before the meeting. And once the resolution is passed, I'll put that link in there as well so you can see all the resolutions that need, passed prior to, the zooming as well. And then once the final copies of these resolutions are done,
the Watermark Railroad, and then we placed on the final copy on our link on the c c thirty website under resolutions. And, Yvette, if you're not part of our distribution list, just email us at cec30@schools.nyc.gov, and we'll add you right along so you can get notices of all our meetings and and just cancel that nature. Or you can click the blue button on our cec30.org web page that says being added to the distribution link. There's a blue button there. Click that and fill out the Microsoft form. You can also do it here not only for yourself. You can do it for your,
PTA as well if they, would like to be added separately. Oh, we do have a hand. Charges of whom? Salwa Vida. I'm sorry if I mispronounced that. I'm gonna promote you to panelist. If you'd like to turn on your camera, please do, and you can go ahead and unmute yourself. Alrighty. Or just your name and Thank you very much. Good evening. Hello, Whitney. Hello, everyone. My name is Salwa Bahida, and I'm, a parent at q three hundred. It's so good to see the turnout tonight, and, thank you all so much for both of these resolutions and for all of your work throughout. I just wanted to share one quick thing in support as well as the others
have, and that's to say that in my past, attorney work, I worked a lot, serving, folks that are survivors of gender based violence and, domestic violence. And I just wanted to share something that keeps coming up in this era, both on the immigration side and, in support trans students and families. In the DV world, there are two big, markers. Right? The more that a society or a community focuses on a binary, on a so called traditional gender role, the more those expectations are forced upon people,
then the greater likelihood there will be that that community will experience inequality, oppression, and violence on behalf of the people in power. Secondly, in regard to, you know, whatever the the status may be, when it comes to effectiveness of addressing gender based violence and similar types of abuse of power and control, the likelihood that this will be eliminated or reduced, that this violence will be eliminated or reduced, depends greatly on the compute community's swift and unequivocal response to that violence,
to that oppression, to that abuse. And so I see here that we have, both. We are demanding that there not be inequity, that we not have oppression based on a person's identity or based on traditional gender roles or traditional binary, scriptures that people are scripts that people are assigned to. And when we see that threat, we are immediately and swiftly responding in ways like this so that the entire community knows where we stand and how we protect each other. So thank you very much. Thank you so much. We appreciate your comments.
I appreciate your time. Thank you. Resolved. Everybody? Do we have any other raised hands or anything in the queue and then? No hands. No q and then. Okay. Do you have any comments or questions from the Spanish? No questions on the Spanish lines. Thank you. Do you have any comments or questions on the, Bangor Line? No question or comment. It's back on the line. Okay. Thank you so much. And I do not see any, participation in the room that joined via phone. So, I would like to view that we, vote on resolution. Don't I? I'm sorry. Thank
you. Alright, Dante. Would you please do a low call vote? For support. Jonathan Greenberg in favor. Victoria Nadellias In favor. Danny Robas In favor. Marvin Austin In favor. Marisol Santos In favor. Whitney Toussaint. In favor. The resolution passes. Thank you. Then again, for the let's just kinda make it tonight. They did. Let me know that they were in favor. But like I said, we have our seven votes. We've been a quarter, and we just we'll thank you all. Appreciate that. So we're gonna move on to the next item on the agenda. That is our budget modification discussion in votes.
This is going to be short. Mhmm. And I would like to put a motion on the floor that we ratify the vote that took place at our February meeting. Do I have a second to ratify the vote? Thank you. Yeah. Then you're just saying month of of the vote. So the vote was to move, $5,000 from our reimbursement account to, parent engagement. This is to cover the funds for our district fund, which will be taking place since May 3. I am from 452 in Dessa Heights. In there, I'll do so. Are very excited about that. That is gonna cover a lot of things that we could do because this is
a free event for our families in the district. We're gonna have a bath size. We're gonna call this mix. We're gonna try to do a lot of stuff, so we're very excited. We got two co chairs out here. They're gonna give a little, you know, blurb later this evening, but that is worth it for. The second item is for I know you all are noticing our, beautiful blue plastic. We also voted to move $400 from the reimbursement account to, equip no. Supply. Sorry. So we can buy nice ticket costs with our new district logo on the one. So we live more professional. We have our town hall. We have our meeting.
Not that these aren't cute, but we're trying to keep it fresh. And so that was the second item. So those were the things that we voted on in February to move those funds because we have to move those funds before, we lose them. And if we don't give them, we lose them. And if we lose them, that means that they wanna cut our CCM. But I did say, hey. We won't do that. Because I hear Bishop thirty. We do stuff for our district. We do stuff for our community, and we wanna use that money to get it done. So that is what we are ratifying tonight this evening. Thank you. I'll try to make it quick. Talk too much. Thank you. I would like to put the motion back on the floor that we now on
the second that we vote to ratify. But today's Linda okay. Jonathan, can you do a roll call vote so that we can ratify, that goes from February. Linda Chung Liao. Hi. Jonathan Greenberg. Hey. Hey. Birch. Victory Medellian. David. Danny Rocha. Cindy Taylor. Darlene Rossi. Andy Taylor. Maricela Santos. Miss Taylor. Whitney Kusson. Andy Taylor. Thank you so much, everyone, for voting to ratify that. And I will say this is a little segue, but I also have to say this because we are running up on election time. This is not a campaign speech or anything.
This is the reason we had to move to ratify at this meeting is because in February, we were unfortunately unable to meet the in person diploma's requirement. So if you are going to do this, you need to come to the meetings so we have enough to get our official business done. So now we have the form. We did the books. We got our resolutions passed. We got our, budget. Ratification is done. Thank you to all the members that came and supported us in the metaphor. I want to have a co president again to help me run this meeting. Now this point, we're gonna reach the next item on our agenda,
and I'm gonna turn it over to our wonderful superintendent, miss Lisa Hidalgo. So miss Hidalgo and y'all please be patient with her because I stumbled and failed sharing my screen earlier, and she's doing it now. So Hey, miss Hidalgo. We have Thank you. Making you interested in. I'm not I'm I'm gonna go over my my little report is really short, and then I'm gonna answer some of the questions that came up earlier. But some district highlights now. I don't know if the body doesn't work or didn't work earlier. But one of the things that I do wanna say was that we had our very, very first district early cheer expo.
I don't know if you guys had the opportunity to go, but, it was on February 26 at P S 171, and we had so schools that participated. I have a little video here. Mhmm. So let's see. And then I don't know if it's going to work or sound. It's not, but look at it anyway. Just I don't know. It's it's all the way to college and have they have grants for this, scholarship, I should say. So this was something that they really put their heartens with and it was all kids. It was literally we had little girls and then we had girls from middle school,
you know, strutting this stuff, just doing it. And it was really a very positive energy. They were happy. They were excited. So this is something that we would like to continue to do. So, of course, this is something that, just came out of our basketball initiative where, we have our teams now playing basketball. We have our elementary school playing basketball, and we also have, give us a sec. Go back. Here we go. Came out of the basketball initiative we have, and we decided that we had middle school basketball tournament right here in IS ten Yeah. Again. Compete.
And, you know, it's it's it's good because they're learning sportsmanship. They're learning collaboration. They're learning, how to how to work as a team, how to, like you know, it's hard to work at in a team where especially if you're one of the better players, you just keep the ball, but we did see them sharing, so it was very, very nice. And I'm also, very proud to say that it is just second. That's right. That's right. That's right. The grizzly the grizzly bears. They bear. Bear. I'm also excited to share. I'm trying to Yes. PS92 and PS127 the grant,
from oops. Sorry. What happened here? They received the grant from the New York City, SOTCO club. So as you may know, that councilor, member Moya is is and is working with a group of people and and just started doing the Stadium, Osaka Stadium in Willis Willis Point, which is by the College Point area. So, I'm very proud that he's also been supporting, a few of our schools, 92 specifically and one twenty seven. And I'm just gonna show you quickly because I was very proud. So they got, like, $7,500,000.
Not this whole the every a lot of people a lot of schools in. And, you know, I'm very proud of the principals in District 30 that were part of that. And, miss, Daisy Morales, the principal of PS ninety two in Jackson Heights, She was the one that spoke to, how she's using the funds and how she had a vision to start a soccer ball a soccer team in her school, and he, of course, supported it because he loves soccer. And, then, you know, that's something that we're also looking to do here at District thirty as well. You know, we want our kids to learn.
We want them to do well academically, but we also want our students to be able to thrive in other areas that are not necessarily academically they chose to. So we can't hear her, so I'm just gonna keep it moving. We're gonna Google it. Yeah. And do that. Google it. So and, also, I wanted to say that, I'm very excited also that our you know, the project soapbox, which goes as part of civics for all, we had, 22 schools participate. We had, 52 schools throughout the city,
but 22 of our schools. And out of that, we had a winner that's moving on to the next level, which is Damon Duke from March Yes. Four. And so we're worried about a lot of things happening. Just just some district updates. I'm very proud of this, guys. This has taken almost two years. District thirty's official website, I don't know if you've noticed. If you've tried, it's been, like, dull and low and, null and void, but March 14 is on lunch. So we'll be getting post series.
Yeah. Four days of rain. March 26, is also gonna be our science expo at IS 145. IS 1 40 5 getting a lot of action as well. So please join us if you can. April 8, New York City reads, our district team will be, supporting parents. One of our one of my priorities have been to engage parents as well. And so I'm very excited about this next, WhatsApp that we're doing in PL that we're doing for our parents. It's virtual, 05:30 to 06:30, and we will be sending you the link shortly.
Just to let you know, parents teach a conference. They come March 6, elementary schools, March 13, the middle schools and district seventy five schools, March 20, the high school even though we're not in high school, but yes, March 20. But also check with your schools because many schools have changed the dates. Right? So they they they best be loaded and they allow the kids to stay home that day. They have a whole day of professional learning, so on and so forth. So that's there. And the public release of our of the report chart, the quality reports are official.
So if you're interested in knowing what your school how your school is doing, you can look it up. Let me see if I could just shorten this because I can't get it fixed. So opportunity to attend. This is for parent coordinators. This is I just I'm just letting you know, you are many of the people here, many of our PEC members are involved in the schools. So parent coordinators, which is a a group of of people that are pivotal in the building. Right? The parent coordinators, they're usually the first person that families see and speak to. So we're trying to,
as a district, to grow them as well and make sure, especially newer ones that are just starting, that they understand their role, that they understand how important it is for them to know what's happening in the school. So when I was a principal, my parent coordinator sat in my in my in my little in my meetings, in instructional meetings, my s, SL not SLT, ILT so that so that he could know what was happening. So it's important that our parent coordinator is to be formed, and I'm happy to say that the DOE is hosting, a parent coordinator conference,
which is, going to be on April 16, which is the week that we're off. But parent coordinators may or, work that week. So I'm gonna they're gonna be invited, and we're encouraging them to go. And they should be, by March 14, they should notify us. If they're watching me, please make sure you fill out the form. So this is important. So in alignment with the chancellor's commitment to ensure school safety and promote wellness in accordance with federal and state wellness policy requirements, New York City's public school has released student and family facing,
a a a part of this is found in the in the website. So if you go to empowering strong and healthy students, you can, find out what schools are supposed to be doing on wellness and how this is a priority for, our chancellor. So she's also making sure that many of our schools are doing it as well. Why important? Let's stop. So let's see. Yeah. There you go. So, Chancellor Avila's commitment to student wellness, we set this and these goals with what we've been sharing here today. So message to parents to reaffirm our support for our students who identify as LGBTQ
plus. At the New York City Public Schools, we are committed to maintaining a safe and supportive environment for all our students, one that is free from discrimination, harassment, intimidation, and bullying. So in in accordance with, the resolutions here so that we are as a as a New York City Public school in alignment with that. So our policies remain in effect, and in fact, we have strengthened them in in recent years, including updating our guidelines on gender inclusion. You can review these guidelines along with other LGBTQ plus support at schools.
Nyc.gov/lgbtq and schools. Nyc.gov/genderguide guidance. So, that's it in a nutshell. Thank you so much, but I did wanna go back, and just comment on some of the questions that came earlier. Mhmm. So Jennifer Patton from one twelve did say something that I'm not too familiar with exactly what happened. So I'm gonna reach out to her Okay. And and I'll make sure that I understand exactly what happened. Someone in my office apparently must have gave you some advice,
but I'm gonna take care of that. Writing a lot of fundraisers. So I just wanna make sure. So I'll follow-up with her privately. And, also, Celso Garcia was asking about, the what's the academic policy or what's the homework policy. Right? So one of the things that I'm gonna say to this person is that we you know, academic policy is is is something that is created with the SLT. Right? Homework policy is also and should be created with the SLT. So, I would suggest that he go back to 300 and,
what's he talking about? Yeah. Yeah. Hundred. Yeah. Hundred. Three hundred to discuss what what what they're doing and how they're doing it. Because even though it is a DOE, there are DOE guidelines, and the school kind of does a little bit. It's gonna be different. So he should inquire from the school. But he also had a sibling preference, and we did I did follow-up with the enrollment person as everyone with us is talking. Let me see if I find it. So child first. So so for the for sibling priority or sibling preference, a
GNT and can then be given sibling new priority. So if if if if Celcio Garcia has any further questions, please feel free to email us and we'll we can give it to you in more detail. But the child first, the sibling has to qualify as well. I just wanted to put that in, Maria. So you can go on the New York City, what is it, New York City State Education Department, and the exam should be there. They're very old from, like, February That's below. Because that was kinda what we got. Yeah. I've been just a little I couldn't find anything on even before after,
like, 02/2018. So I didn't interrupt. So that's great. I was curious. Before you leave, if you gave me your Okay. Great. Your your email, then maybe I can hustle in your mind. Alright. Thank you. Okay. Thank you. I'll remind you also, school surveys due April 4. If you haven't done it already, it it takes three minutes, and your voice really matters. And people like the superintendent and administrators do listen to what you have to say. So the last item on our agenda is the last public, agenda and speaking time. So if anyone would like anything to say that's in the room, please feel free to walk up to our iPad,
state your name and connection to the district. And this you can also ask, miss Adele if you have any questions about anything in her presentation. You can leave it at a yes. Okay. We can open it up to Monday, so we don't know. I don't see any hands. This This is our second public, speaking time. So if you have any comments, questions, concerns, anything for education related, please raise your hand or type it in the q and a. If we are unable to speak, we will read this for you. But they've been doing all night. I know it's 08:59PM, and folks are tired. Yeah. Before we get started, with speaking,
I just wanted to to raise a comment about, the SLT creating academic policy except on Not academic policy. They re academic policy they create together, governing policies for the school to form a study. Homework policies. I've sat on multiple SLTs. I have, you know, sat in on many more SLT meetings than other schools, and I think it's fair to say that that's not happening given most s SLTs.
And in fact, there really isn't that kind of collaboration in in most SLTs. So I just wanted to bring that back to to reality. I I can't speak for a few different terms. Change that. Just so that you know. Yeah. She's so yes. Please. So so that's why I'm I'm saying so I just became aware that I'm encouraging him to go back. Like, he definitely reached out to me, Lisa Garcia, and we can talk about that further. Yes. Thank you. You're welcome. Also, like mister Doug was saying, I'm gonna elevate what you said because she's kinder,
but I am not because I'm tired. If you have these concerns, she does wanna hear it. Like, let her know because miss mister Doug was working on a culture change. Mhmm. You know, I'm a parent saying it in parent words. She has to use professional language, but I'm a use parent words. She's working on a culture change, but she can't get this done if she's not aware of what's going on. And the same thing with us too. We wanna support y'all. That's our that's what we are here to do is to support you. So please let us know. We'll follow-up. I'm also a parent at a full time job. So if please remind us,
don't hurt my feelings. So elevate it again because that's what we're trying to do. So we're we're trying to get it done, and and we can't do that if we don't know. So please, thank you, Jonathan, for your comments. Just thank you. So yes. I do think many of my parents are not, don't feel comfortable going. Yeah. We we don't wanna be able to Okay. I'm just calling for you with the break in my mouth. But we want them to feel fine. And if they and if they don't feel comfortable, it would be nice to get my skin off sometimes. So so, like, maybe jump come speaking. If they want us to speak for them, we quit.
Can I just say something so that parent engagement cannot just be about these, you know, formal meetings with the LTA and SLT meeting? There needs to be other ways to engage parents in ways that they feel comfortable with, meeting parents where where they are. Mhmm. And so just to to speak to that, I think it is it should be the responsibility of the administration of the school to figure out what works to to really meet the needs of of the community. Hi. Again, I don't wanna be here tonight.
I definitely teach an entire course to teachers through culturally responsive, parental engagement because I teach teachers as as my friends here. I'm a Vietnamese. We both teach teachers and also both teaching teachers. And I agree that we can be engaging the parents with, like, We could be having, you know, a tea a tea and chat. We could be having a picnic. We could be having, you know, where you're going to read a story or you're going to you know, like, to tell a story. Like, what's your tell a story. Let's take a song.
Like, all sorts of different way if it's like culture and salsa and not just a westernized white, you know, English dominant way. And the intersectionality piece is even worth talking about LGBTQ. It's like black and brown LGBT people who are, like, the most firm. You know? And, like, that's what I really appreciated about your resume. So even when we're talking about parent engagement, we wanna make sure we're reaching out to those who may not feel comfortable because they were so big. I know for my mom as a as a black woman,
she didn't feel comfortable coming in as a black woman to the school. Mhmm. I I I do wanna ask if people as I say, you don't have to be on camera. Mhmm. But to just come closer and say your name so that I can we can What do you mean? On the on the record. Well, this is a this is a formal meeting. I have to I have to take minutes for Chris. To this is a long future of call. We need to do law. Law writers. Because they did. I don't go live now. There have been a lot of people for that. So we're we don't move there. Right. That's why. Sorry. I'm not trying to force you.
We just open meetings long. And and we want everyone who's participating remotely to be able to hear everybody loud and clear. That's also great. Mhmm. We have a question. Are school administrators and teachers required to take or have PD on how to engage with culturally diverse parents? Is that default or no? That's from Yvette Choi. Yeah. I'd say yes. That's something that should so another thing is many principals have, you know, coffee with the principal, tea with the principal. So I know that those may need to exist exactly what's happened, what's happening during,
you know, on that in every meeting. Right? So I can't really say. I know that it's for that to open the floor. It may help parents feel comfortable talking about whatever is on their mind. However, this is something that I can definitely bring back to administration and just let them know, like, we want our SLTs to be functioning. We want them to work in collaboration because that's part of my core c's. Right? My one of my core c's is collaborate collaboration, communication, capacity building, and collective responsibility. The only way that we're gonna move an agenda forward is if we're accountable and
we take responsibility, whether it's as a parent, because I'm a parent to to kids, right, or as a as a leader. So that's something that you'll I'm sure that I I I send for that message. Mhmm. And if you know somebody that's doing it well, share that too. Exactly. Mhmm. Why why would it create a wheel? Can't think of it. Let's see if there's any hands raised. I don't see any any Q and A. No questions on the Spanish line. Sorry. Any in the line? No question in line. I do see a hang in.
And this is, principal Penela. She's the principal at Louis Armstrong. Victoria is going to promote you to panelist, miss Penelope. So please, accept the promotion, and then we're gonna give you your time. Thank you, ma'am, for joining. Okay. Great. Can you hear me? Okay. Great. Because you're trying to break it up in and out. I just I just wanna express also it's so important, that administrators, principals know also, your concerns, too so that we can problem solve. So recently, we had we had an up an uptick in, racial slurs going on in our building. It's a very serious problem.
So and most administrators that I know, at least I could speak on behalf of the principals, is that once a problem comes to us, we wanna we wanna help solve it. You know? And so, like, as for myself and our community, you know, we're having we're we're we're having a forum with parents, community organizers, students, teachers, administrators to come together to put it on the table, you know, and to truly address these things and what can we do as a school community to try to solve some of these problems. So the same way as you said, they you know, you need to know what the print the superintendent needs to know.
Principles need to know too what's going on because I know, at least, from our hearts, we want to also problem solve with our parents. But if we don't know what's going on or what what's, the issues are, then we can't help problem solve it. So I just wanted to say that, you know, everybody needs to be on the same page, and we truly look forward to partnering with our parents and our community and, you know, with all constituents. Mhmm. Thank you, miss Fanella. We do appreciate your comment, and I really appreciate it. Miss Fanella comes to a lot of our meetings and speaks up, so thank you so much.
Just, you know, we appreciate what you do and all of our principals. We really do, buddy. Victoria and I are liaison, though. Thank you. Forget it. Yeah. Danny is the PTA president there. Oh, okay. It's, again, this time I was getting Thank you. Oh, well, we don't have any more hands. No comments from the interpretation rooms. We need no more comments from our wonderful public who is in the same place. Okay. Announcements. And that's the Eastern thirty calendar meeting. It's Monday, 04/21/2025 at 06:30PM. It'll be held at the District Office,
1 8 11 Queens Plaza North, Room 5 0. We will be having a zoning meeting with the office of district planning. And I want to thank everyone for showing up today and voicing your support. And even if it's not support, we'd love to hear from you, so thank you for coming, in person today. And now I'd like to make a motion to adjourn at 09:09 second second. You can't speak to our business meeting, but you can watch us. Yes. And Yep. And Yep. But if you have any comments during our business meeting, feel free to email us or do it. Sir, let's go back up while we are there.
Yes. Thank you. Okay. Thank you, Jonathan. I wanna remind everyone that this is a business meeting, and we will not accept public comments. You can email any questions, concerns, or comments to cec30@schools.nnc.gov. First order of business is the acceptance of minutes. Are there any amendments to the calendar and business meeting draft minutes? So the February minutes that count and sent. Is there not any amendments if, if you get a motion and a second? Make a motion to Thank you, Amanda. Thank you. Yeah. Anytime. Okay. Member reports is the next item on the original.
Does anyone know anything they'd like to share? I can share really quick. Mhmm. I wanna thank all the principals that filled out the additional, Microsoft one that we sent out for the bathroom renovations. This is what we discussed, I think, at the end of our January calendar meeting. And, our, February we did the whole meetings where we sent out a Microsoft form where we were going to, send some information to the borough president's office in relation to, schools in our district that need bathroom repairs. This is so that the, borough president and his team can be aware of the need for bathroom repairs in
the borough. Hopefully, this will lead to some repairs. You know, they were very clear that it wasn't a guarantee, but it's to give them some information so that they can report out to the capital needs in relation to bathrooms for our district. So thank you for the principal that filled that out. We also are using, the same request that we got through our capital request that we provide the school construction authority. So I think we have a list of about, fourteen fourteen, bathrooms. Due to our principal, and we still wanna send us some information. We're still accepting that, but we'll be able to provide you that information to the borough president's office this
Friday. Thank you. Just clarifying. Is that 14 schools or 14 balance? 14 schools. 14 schools. Thank you. 14 schools, some schools, multiple bathrooms, some school. Mhmm. You know, they're asking to, you know, the multiple bathroom repair for this 14 schools, not 14 bathroom. Thank you, Jeffrey. I'd like to just note that during the calendar meeting, it said, office of district planning was coming to our next meeting. That's the zoning committee meeting that's happening on the nineteenth. Okay. Yes. On Wednesday, the nineteenth. So they won't be coming to our counter meeting. There's a zoning committee in and of itself that's taking place.
I'll say more about that Yeah. Committee. From my member report, at the last meeting that we had, we did have a parent that expressed some concern from the highest score of 29 regarding, trips that were taking place and how children qualified for them. So I did attend the SLT meeting, for that school. I'm the agent to the school, and the principal said that she is going to look to the DOE for guidance on how they're going to move forward. They They also said that she in addition to the student service that they've got to give a service that was sent out to the parents as well. I will be,
paying a visit to you guys 04/29 on May 17, so I'll get some more information about that. Okay. That's what we have. Great. And we move along to our committee reports. Would anyone like to give us an update? I like the tag team on my on our update. There was that. But, for the that this is for the family. So quick update for the script tool of of s m three five earlier today. And then, I sit down with, principal Rodriguez to, to hammer out all of the details. So we are in process of,
of basically working in in, getting a site map together, working up with the vendors to get them approved, finalizing permits. But a lot of great support from IS one forty five. I wanna thank for Rodriguez for his support. I'm gonna let didn't send any names? I think he had it on with the chair rentals. He said he was able to support that. So I think Chair is a yes. Yeah. Chair is a yes. I think we can save on the rental for that. So I don't know how much it is that when we paid last year. I don't know. I'll find a document, but it's Yeah. So, get most of my system for days.
So I did find the survey that we sent out, for the principal of last year that president's council helped us send out. I don't know if we wanna be using it to send it up. I think right now would be the best time to send it out just because it's March. Right? Yeah. And if there's rumors, you know, like, you need to get them locked in so that they know that's happening. And then I guess if we're really set on May 3, the the settlement permit, pretty much you guys gave me the letter for the insurance for my sample, so I think we're pretty good. I'm just waiting on the balance of towels.
I guess once that stopped in, I just need the their insurance to send it in to them. One of the team already knows that we're having an event there, full support. We are closing. So I I did ask Chuck actually because I bumped into him. He did say that on Sundays, there's usually, like, a a market. So then, like, on 30 Fourth Avenue, they do the the cars can kind of drive slowly by because I we have to block off 30 Fourth Northern and 70 Ninth Street. So, you know, like because then cars there's no way to go. So then when he said it's Sundays when they have that farmer's market,
usually, a lot of cars slowly driving, they would drive on 30 Fourth. John is looking at me. Slowly? Only in one direction. Yeah. In one direction. Yes. Which is the, front west. Mhmm. So, I mean, we sit in when we spoke to Chris and Mark for you guys, what he said was maybe we can also extend the cycle to, like, up the block until thirty fifth. So Right. 30 Fifth is, like, the next block over. But I don't know if that's like because we won't be using that street up there. Right. The the reason to do that is because,
and the reason why that's kind of blocked off on Sundays for the Green Market Mhmm. Is because, cars like, because of the way the open street is, the cars would have to drive on the street if that's changed. If if they're driving on 79. Yeah. Yeah. But I I guess we should still not be decided to wanna close off that block as well. Yeah. We we we yeah. We'll follow-up Yeah. Shakers on. Yes. And then see how it goes. I I mean, I was I think it's a good idea Yeah. Just for safety reasons with a lot of kids around. And, you know,
people who would, like, live there, they can still get through like, they can still get through the park or whatever, but it's just the the less traffic we can get around there, I don't know. So since it's, like, a tentative site map that we that I just asked the hidden wisdom key to kinda draw up. So this the sample also needs to be a temporary draw. Yeah. Now it's with the way. I see. The only thing is that this there's, like, a patch of grass area right in the center, which we can't put anything.
So there's just that one really weird patch right there. K. Yeah. But everything else, I think that's it. Thank you. Does anyone else have any committee reports, Monica? Just a a quick report that as as Victoria said, where where the zoning committee is gonna have its first meeting of the year on March 19, and the meeting is at 05:30. And this will be the Oxford office of district planning will be coming. There are two items on the agenda.
The first is just a general check-in on the kind of capacity needs or zoning needs for the whole district. So if you're on the committee or you wanna come and be part of this, you know, take a look at the documents that the district ops of district planning sent to us about our district and about, you know, the the sort of needs the district planning needs for our district, and we can we can talk about any concerns you have or any questions that you have. And the second item, for that meeting is to talk about Hundred Point in Court Square,
which, you know, as you know, there's there's sort of, like, real capacity needs in in those areas, and, there will be new schools built. The first one is set to be to be built to be done in 2027. So the office's district planning is going to to come to kind of talk a little bit about that, and we will be taking public comment at that meeting. That is not the usual from the call or from committee meetings. But because this is an issue that I think a lot of people have been talking to us about and talking to their local elected officials about,
We wanted to be able to take public comments to hear what people, especially in those, areas, see and what they're what they're feeling, what they're what they're thinking about. So if you're not on the committee, you're welcome. Like, March 19 by third. Will be on the committee report? Yes. I I will have something short. The system is gonna be edge tomorrow. It's virtual and, in person. But they also have a town hall with the chancellor. It's on the eighteenth. It's not seventeenth. Whatever it's too bad.
I'm getting late. So, I did submit two questions. They asked if any of the CFO parents from the from the councils had questions, and I I submitted one, referencing the the finished student funding and how we're trying to secure it funds with, you know, a lot of children leaving leaving schools to go back home because of everything that's happened in our phone with ice and and and all this. Hey. And another question also behind the problem of the executive orders and how that is
being two of the hundred city schools in their eyes and how they plan how how they're planning on, ensuring that is safe and, if you can see the bonds of school, here that's three. Right? And that covers it. That's those are the two questions I submitted. And let's see. I'll be at the town hall. If it's in person, it's in person, and virtual, on the eighteenth. Thank you for joining me. And let's see. Alright. We're right along to speaker speaker series. I just have to make contact with legal aid. I'm waiting to secure a couple of dates to see when it would work to
have, kind of like a know your rights workshop, that we talked about at our last, your meeting that we said was okay to move forward with. Does anyone have any secret series ideas or or may get a I'd love to do a follow-up session with, about organizing. Thinking we get a lot of parents to attend, and they do have, like, a really good curriculum in relation to, how to organize. And the meetings can't you know, the presentations came along like Taylor said, but I really think if we tell them, like,
hey. You can maybe, like, hour, hour and a half, then it works up in together for us with some dates. Would y'all be okay with doing, like, a second session with AQE for a speaker series? Thank you. So I'll reach out to, Patrick Taylor to see what other speaker series we can do. Okay. Thank you. School spotlight is the next event I have. Does anyone have any ideas for any school spotlights for the month of April? So I did reach out to IS one forty one, but that would be totally transparent. I just reached out today,
and and I still haven't heard back from her. Mhmm. So I'm hoping that she'll be, available, then, but I don't know. Okay. No problem. Thank you. I reached out to doctor Wong at 361 waiting to confirm verify for Nick. We need somebody to push you. Would you know I would like to ask, responses. She wanted me to do a spotlight, and she's both pretty excited that I didn't go into a spreadsheet. Okay. So I put We have a contention. The room. Yes. Yeah. I can change it. Put it in as a concession. Okay. Cool. Alright. So we've got looks like April May and June is fighting.
Gotcha. What we're right about is old business? I think on the old business side, it was a bathroom form that people forgot, and we're sending that to the, our presence office. You don't change things. Those are the business. New in person. So I don't know. Alright. New business. Next month's agenda. Secondary because I think Yeah. That was supposed to be there. But, yeah, the next month's agenda, do you all have any ideas or any, office that the DOE would like for us to reach out to to present at our April meeting? We just kinda had a few things come up more rapidly and end of this meeting, but if there are, you know, maybe presentations you think the community would like to hear from,
we'd love to, go ahead and get the ball rolling on reaching out to the deal to make those presentations for next month. I think the only one I mentioned was, for Ashley to do presentation with No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No What was that presentation again? It was parent involvement and and it it was mainly parent involvement. Well, we're if if y'all okay, maybe if we stick with the parent involvement, then maybe we could have, somebody come face, come in and talk about, what they'll do, what they're supposed to do. Donnie, you're making a face?
Look. You know. I know. But Just a That I just had a thought about, I have to mention faith. The the early childhood folks, did they ever set up, date, or say no? I heard. They came to the games. They came. Oh, my goodness. So that's the one that I've been in comes in. Oh, that I've been at. Mhmm. That'll be the first. Yeah. They came. They did the first for sale back. Well, how do the faxes look for me? Yes. But they can. Okay. Just just one thought, you know, the presentation is gonna be from from anyone that we had from AQE today.
So if And, also, if there are ideas from people outside of the the DOE that would be relevant to our our community clients. Mhmm. We don't have to be dealing with people, but we do have to get someone here. We can't reach out to BLT to see if they go down four hour April meeting. Well, she didn't take the meeting scheduled for twenty first. April '20 first. So it's after spring break, but we do have to get, some presentations out there. I mean, it's something that that adds some of our pushes, like, that public surfing when that information doesn't but Yeah.
Maybe we can have him hunt in, put that Mark Randerson in his office. We can return it. Yeah. For safety. Okay. But they have a at at at the office and self presentation that involved the DOE and and, you know, folks and and I I guess, they call this thing. And then they had a lot of detail that I would it was really good intention just to inform parents of what to look for, really. Okay. You can reach out and maybe get those credentials in there. What time will we leave it? We're wrapping up a meeting right now.
Wrapping up right now. Okay. Alright. I think that's it. I mean, in the school spotlight videos, if you guys have any, Alright. It is now 09:44PM. I'm calling to get into the. I have to get a motion in a second. Fantastic. Everything. Thank you. Have a good night. Good night. Bye. Thanks.