when we go live. So, welcome, welcome everyone. Can you just please put your district or burrow in front of your name? >> Okay. Um, Josephine, can you just drop the Oh, I'll just drop the attendance. Think in
the chat. Um Rachel, I think that the the transcript was enabled. Okay. Um so can we have Jose, our Spanish interpreter, please make your announcement? particip. Quattro. Uno.
Gracias. Spanish announcement complete. >> Thank you. Um, so would someone make a motion to call this meeting to order? >> Motion. Second. Was it Tanya?
>> Thank you. Okay. Um, Josephine, you want to do roll call? >> Yes. >> Okay. Okay. Good morning everyone. Um, I'm going to start roll call. If you're
here, just unmute and say present. District 1. District two. District three. >> Present. >> District 4.
District 5. District 6. District 7. District 8. District 9. Present. >> District 10.
District 11. 12. >> District 13. >> Present. >> District 14. District 15. >> Present. >> District 16.
>> Present. District 17, >> I am here. >> District 18. District 20. I am here. District 21. >> I'm here. >> District 22.
>> Little faster. We have our chancellor here. I just >> District 23. >> District. >> Was that 23? >> Yes, she's here. Okay. District 25 26 >> here
>> 27 28 29 >> I'm here >> 30 >> present >> 31 >> present >> 32
D75 Five, >> Brooklyn High Schools, >> present, >> Bronx High Schools, >> Manhattan High Schools, Queens High Schools, and Staten Island.
>> Okay. Um, so we're just going to go um a little bit out of order. We're going to do the standing rules after because our our chancellor's here right now and we want to make sure that um we're good with time and he has an opportunity to answer all our questions and let us know
what's happening across the city. So, Chancellor Samuels, the floor is yours. >> Hi everyone. Good morning and uh thank you for taking the time to be on here and uh great to see so many faces that are becoming familiar. Um so uh I think
um we have some slides that we can can share. Um I wanted to make sure I do this because you know as I become more and more uh familiar with um you know the the parent
advocate space parent space and become more familiar with this role. I I I I really mean it when I say, you know, I want to be the chancellor. One of the things I want to bring to this role is the idea of high uh engagement of
parents, high empowerment of parents. You know, some people like empowerment, some people like engagement, you know, but at the end of the day, I want to make sure I am connecting and connecting with uh parent community and families,
caregivers for for impact, right? And so um you know as as you all know and have heard me say you know we really believe in uh safe and academically rigorous and truly integrated schools and a school
system and we will um we are even expanding on those priorities. But before um we get that um if I can move to the next slide. in addition to the in addition to what is expected
right so these meetings uh for example this one with epac like it's expected this was what um was carrying was going on from before I joined we have our pep meetings we have our pep engagement I obviously want to engage differently with the stand with those standing
meetings but also I want to uh establish uh some processes of my phone that are getting me directly to schools and directly to to families. And so, you know, over the last 100 days, we've
visited uh for the 45 districts. One of the things that I always thought of when I was a superintendent with a new chancellor, I always thought when am I when is the chancellor going to come to my district? I was very clear that within the first 60 school days, essentially the first 100 days here that
I would visit every district, every superintendency and we would have community conversations there as well. And we have u visited all 45. We have our nine uh chancellor's conversation across all of our borrows. We have one
final one on April 25th that had to be rescheduled. And then we in addition to all that, we've done three hearings um in Albany uh and two with the with the city council and we're probably going to
be asked to do another one um at least before the end of the year. And of course, I've had dozens of meetings with uh districts, folks, schools, folks, central staff, families, um students, community organizations, elected officials, and so much more. And so
we're not only going to be engaging in general and empowering in general. We are going to all always have something that we are engaging with specifically as well around content around some things that we want to highlight and we
want to uplift. And so the New York um kids rise safe for college program we have activated an 80% goal activation goal. This is a very very important uh initiative when we think about affordability of our
city. One part of that is college affordability and you know it's not only tuition it's when when when a young person is going uh to college it's also um travel expenses there's also um food
expenses and so on. And so we want to make sure that as many families are as possible are um are involved in that. Um and so I want to just um say we have so we have our superintendence. Um I'm going to be
doing a video about this. Um Daniel Gentto, the first deputy chancellor sent uh something out about this as well where we are making sure that we double down. We want as many families as possible. We want to get to 80% for the fourth grade because that's the grade
that um it kind of started with and we want to get that grade um uh up to 80% by the end of this year. And then also you might you you would have known that we are also engaging around our AI feedback window. um those specific
things are happening now. And then we're also thinking about some um some things in the near future that we're going to be uh launching about just to kind of uh you know let people know possibly about what what accelerated
programs in our city could look like and and thinking also about what what integration as a city could look like too. So just um look out for those things and uh but we do want you to focus on the things that are happening now is our kids rise safe for college program and AI feedback and that's it
for me. >> Thank you so much chancellor. >> Um so now we have some questions for you if you don't mind. >> Great. Um, what opportunities will parent leaders have to regularly engage with leadership to provide input and be
included in real decision- making at the district and school level throughout the year? >> Yeah. So one of the things that well one that's you know kind of part of what I just presented in in in in this in this thinking around that um and I think I
think to to kind of go a little bit further um I want to when you know when is necessary um and regularly bring things to to these meetings that we are
contemplating before decisions are made to to kind of highlight them and get um folks uh their feedback um and and in addition to the things that we already have, we want to uh add more opportunities um and and we will create
that and and especially around high leverage priority issues um and so we'll work with um Deputy Chancellor um Flavia around uh making sure that we have um opportunities across the
all the time. Um when it comes to specific topics and when it comes to topics that uh folks are are going to bring up. >> Great. Thank you. Um what improvements are being made to special education services and supports for families?
Yeah, listen, this is a great one because it is uh something that's super top of mind for me and I've learned a lot from Deputy Chancellor Fod around this because you know um as I look across the city um
I and I talk about integration a lot. You know, one of the silent places or the invisible places where integration uh segregation occurs is certainly at the turning five process or certainly as our our our families are choosing to
either engage in um the public school system or not. And we are doing a lot of work around our due process cases and and what that will look like. But it all relies on ensuring that we have high quality access to to um really strong
programs in neighborhood schools. And so um that is something that is is going it is top of mind for me. I'm I'm constantly now talking to city hall about that because not only does it accelerate outcomes for young people,
but it also um makes our system more efficient when our young people don't have to travel as far. um for um to to uh on on on buses and so on. So I I think you know that is going to be the heart of the the work and I'm going to
turn it over to uh Dr. Fod to add anything. >> Uh thank you chancellor chancellor you keep promoting me um in my doctoral status but I I can't get that dissertation done ever since I became a deputy chancellor. Okay. >> Um um real time work here. Um, but
Chancellor, I mean, everything you said was was spot on. And, you know, that's also brings us back to the emphasis around um, preschool and all the investments that we just made in in preschool, Randy, and all. Um, if we get our students early, as you know, and um,
help them start learning how to verbalize, communicate, attend, access academic content, we're going to see a much more integrated um, and inclusive school system. And um, we're very much on on that path. And I just like to add one last thing. I
was uh at the PEP last night when there were um there was some collocations of district 75 schools in um in the Bronx. And um it is great to see that both the PEP as well as um the community is
aligned that we are one community. We are one. We we we serve all kids and um it's it's we will continue to to to build that um momentum and that thinking
in in in in our city. So I want to shout out yes district 8 in the Bronx and uh shout shout out folks who are really uh committed committed to that. Thank you. >> Okay. Thank you. Um, what can schools
how can schools partner with international organizations to give students exposure to global learning experience? >> Yeah, I mean that's an interesting one. I think you know we have opportunities here. Um, we we have several you know
every every break now um I'm I'm on pins and needles as our kids take trips around the the the world. they are going to a lot of different places. Um Peru comes to mind and other and others. But um and and so
we have several schools who who and districts that do a lot of um partnership with with with international um uh or or groups that give them access to international experiences. We also have in our high schools um where the
there are there's part of our cultural um responsive culturally responsive work that um folks are immersed in in in in working in in in several countries. I was in Mororrow uh high school where um
we had several discussions about some young people who went to Poland, some young people went to Barbados and like their immersive experiences they were able to speak very powerfully to um but I'm going to turn it over to um Alan or
um Danielle or um or Marbel to see if there's anything you want to add. >> I mean, you nailed it. We have virtual opportunities through programs like global studies. We have the trips that are organized at the school level. Uh a lot of our schools partner with EF tours
but there are other partners. Um and that's the ones uh that chancellor was referring to going all around uh the country. I mean I'm sorry the globe. And uh we also do a lot of um sharing of practices. So over the last 10 years uh
we've hosted over 250 international delegations um just here not and then those that we've gone to visit as well and um there is uh I think something I can probably drop in the chat when I'm done talking
about um a way to make sure our students have passports. um these are all governed by chancellor's regulations and um you know lots of oversight and partnership with families and the the companies that we partner with to take
care of these trips and they're highly successful. So, two that come to mind uh over the break were Japan um and well, I said two and now the other one just flew out of my mind. But, uh all we had tons of kids away over spring break and everyone had a great
time and came back and um we had a a new protocol. We were checking in over the break with our partners to make sure our kids were safe, thriving in their experience and troubleshooting anything that came up. Um, in terms of the qualities and impact, uh, you know,
Alan, if you want to jump in, as a a former high school superintendent and someone who's really partnered with the high school soups, which is where we see these trips, um, just like the impact and, um, opportunity and access this gives to our kids. >> Yeah. Um, good morning everybody. Um, I
I I think, you know, first I want to be able to say that like if anybody has great suggestions or contacts or resources, please share them with us. um you know our students could definitely benefit from that. Um I think the the
idea of global exchanges and cultural exchanges are could not be more important. You know, our chancellors talked about just how powerful and meaningful it is for our students to be able to um be global citizens and, you
know, enter into a world where we're able to bridge differences. um and you know the fact that we're in New York, some of our students don't even get out of their own burrow. Um and so we've been really intentional about providing not only you know the opportunities but
ensuring that there's full scholarships um language access um you know we know of trips for example where students are actually learning different languages going to the new country and actually teaching those students um and engaging with other students while they're there.
um as English language instructors um and really building some really robust and profound relationships that they've been able to continue even once they return back to >> great and and I think I uh made a mistake. I said I went to Maro High
School. I went to Midwood High School. My fault. Thank you, Randy. >> No problem. Okay, next question is, what steps are being taken to ensure more students have access to internships, apprenticeships, and real world career
experiences? >> Yeah. Well, I you know, I'm just going to go to um hand it back over to um to first deputy chancellor. There's a lot that we're doing here. Um, and it all
aligns with where we're going as a as a state uh towards the portrait of a graduate and New York State inspires. This is essentially when we get really we we need to continue to get really good at this and excellent at this
because this is how in the future um we will measure our success. So um if you uh can talk a little bit about P pathways Danielle and um as well as portrait for graduate and also Alan. >> Absolutely. I'll kick us off but you
know I'm going to turn this over to Alan because this is passion project too. But uh this is exactly where our pathways and future ready work lives and thrives. Um, and we um are really we have a great framework and we're building it out to
be an even more impactful wide-reaching strategy so that every student has access to real world uh learning experiences even before they graduate. We actually have a very cool um uh piece of our story where we show the
difference between a resume of our students um through their learning experiences and work-based experiences while we're with them um and those who are not um and how the the experiences and exposure to these opportunities
shifts their readiness. Um we have CTE, early college uh career connected learning models. uh they have access to internships, work-based learning, industry aligned coursework. Um we you you know our new schools that we're
opening are highly connected to healthcare, technology, green economy education. Um so they're getting both the academic and uh career readiness. Uh we have tons and are deepening partnerships with employers, unions, and
industry leaders. And we're working um to make sure that you know it's we're we're narrowing that like that story that so many of of us have that it's like I was lucky to have this experience. I was lucky to have that adult in my life. We're narrowing it
from luck to intention. And that's where I'm going to turn it over to um Allan to kind of that's sort of the why behind New York Inspires Portrait of a Graduate. So Allan, take it away. >> Yeah, thank you so much, First Deputy. Um I I think that that
really is at the heart of this question, right? Um uh you know, we know that students and families are saying we want to be better prepared for the world ahead. And we know one of the best ways of doing that is to be able to be
outside of the classroom, to have these real world career experiences, to have the right kinds of exposure to learn what it is that you love, and also just as valuable to learn what it is that you don't want to do. um much better to be able to experience that and learn that
about yourself before um you go too far down the road. And so really proud of the work that we've been able to do um uh through Future Ready NYC. We've been expanding rapidly throughout our high schools, offering multiple pathways in
many of our schools. Um, providing not only the internship experiences, but all the necessary guidance and support and college partnerships alongside those internships and apprenticeships. at the frontier of this work is really making
sure that those things are linked back to all the other students um and all the other experiences the students are having in our schools that they should not be seen as isolated experiences that you know when we talk about for example
on the portrait of a graduate competency critical thinking and communication skills how are you able to demonstrate that not only in your English class but also at your apprentichip ship also in your after school experiences and really helping students understand that it is
the applied way that they are mastering these different skills that's going to be tremendously valuable. Um we're also really making sure that when students are engaged in these apprenticeships or internships that we're able to vastly increase the amount of paid internship
experiences um and compensating students for their time. This is both during the school year as well as in the summer. Um, and we're really excited about this work um and done in conjunction with um the city department youth and community
development DYCD um to make sure that we're expanding that work as well and building on the amazing things that have been able to happen through summer youth and point. >> Okay. Thank you. Um,
so this is similar, but it's directly affecting an an age group of kids. So many 14 to 17 year old students obtain working papers, but have limited access to jobs unless selected for some youth employment. So, can New York City public schools expand um access and
availability to inschool or school-based paid internships, micro credential programs, or skilluing pathways that allow 14 to 17 year olds to gain real work experience over the summer and after um school before they're eligible
for more traditional jobs. >> You're muted, Chancellor. >> You're on mute, Chancellor, unless you want me to jump in. Um, thank you. That is a great opportunity to talk. You got it, Chancellor. >> Yeah. Yeah. No. So, sorry about that.
Um, I was I was going to say, you know, it is it is similar to the question, but um but specifically around summer, uh, you know, we we do have those opportunities and every year, you know, as somebody who as a 17-year-old, my
kids, I think, um, I talked to Kevin about this, he's going to be a lifeguard this summer for the first time. So that's that's very cool and interesting. Um but anyway, so you can go ahead Danielle or Kevin if you have anything to add. >> I mean Kevin, would you like to jump in?
DC Marian. >> Yes. Good morning everyone. What I would say is, you know, I could drop in the chat the summer youth employment. I think that is the the driver that I I would like you to share widely. Um that is the most robust program opportunity for our kids for summer employment. So I'll put that in the chat. I think if if
you could message that to the communities that you support and serve, that would be wonderful. I'll do it now. >> Thank you. I mean, we do we have kids that have applied. They just if they don't get accepted, there are no real opportunities other than that. So, they have like when I turn 14, I'm going to
get my working papers and then realize there's no job for them. >> I'd like Yeah, Randy, I'd like to know the places where where the application goes through and there's a sticking point. We're also doing some more work with NIS, our custodial workforce. um really fun and exciting work with actually Chris Gardner. Um he's a really
motivational speaker that gets out and tries to connect kids to job and career. So it's exciting. So I'll definitely share that and any any places where you don't feel there's a connection, please share it with me and we'll partner up with the USCD. >> Thank you. I will. >> Okay. >> Yeah, there are a lot of there are some significant opportunities out there for
kids during the summer time. So yeah, we just probably need to make the right connection. Yeah, I mean I I'll also add that we've got things for example like summer design institute where hub schools are really offering like arts portfolio development credentiing opportunities
where you can work across different campuses. Sometimes SYP works on the actual school campus so that you know for students who are not as comfortable traveling or going on to a different agency. We also have a program called Career Connect NYC um that provides a
real customized summer work experience for the students that might not otherwise meet the traditional SYP eligibility requirements. Um, and I think this kind of career connect work um really is is a leadup to ensuring
that the students have the right scaffolds and supports to be able to be ready and make sure that um we're overcoming any challenges getting into SYUP. >> Okay. Um, thank you for that. Everybody wants to know
when will the school calendar be released? requiring my now. >> All right. Um, uh, so I would say very, very soon. Very very soon. You're not going to have to wait too much longer.
>> Okay. And, and will that be a one year, a two? >> Yes. Yes. >> One year calendar. Um, we'll try to get to something longer. Um, uh, maybe next year, but, uh, right now we have a one-year calendar. And um def
you know I I feel I feel strongly uh feel confident saying by the end of next week the next year will be out. >> Oh that's definitely a good answer. >> All right. All right. I like to give those. So since I I might have to quit while I'm ahead though because I have to
run to another call. Sorry. Um, I think there, you know, I'm sure some of my team can stay on, but uh, always good to see you guys and, you know, I am going to be the guy that guy that's always out there and, um, my team's going to be always out there engaging. So, thank you all for, um, for being here and and and
your time, but I have to hop. >> Thank you, Chancellor. Have a great day. >> You, too. >> Okay. Um, Josephine, you want to go back to the slides? and we're going to go back to the um standing procedures.
Priscilla six, thank you so much and good morning everyone. I'm just going to go over the meeting norms. Do wait to be recognized before speaking. Be here. Be respectful, courteous, and professional. Disagree
amicably. Remember, others would like to speak. So, be mindful of the time and keep your responses to two minutes or less. Don't unmute yourself to say you have your hands up. Don't have side conversations in the chat. Don't be disrespectful. Do not do not ask
follow-up questions after your question has been answered. Use the chat to ask follow-up questions. Infractions will result in warning on the first infraction, except in some cases, or you'll be muted for the rest of the meeting or removed from the meeting.
Thank you. >> Thank you, Priscilla. >> Okay, so we have our chancellor here and now some announcements. So, um March 31st, the kindergarten offers were released. April 15th, middle school
offers were released. The deadline was extended for the school survey. So, please, this is how they know what what parents and students think of what's happening in in school. So, please make sure that you fill that out. Um, next week the 19th to the 25th is National
Public School volunteer appreciation week. So, I would like to thank all of our parent leaders who volunteer um their time and their efforts to make their school communities the best they can be. Um, and we definitely appreciate
everyone who steps up. We know that sometimes, you know, it does feel like a thankless job, but to our children, it is everything. and the more involved you are, the the better our kids do. So, thank you so much for all that you do for our New York City public schools.
Um, April 20th, G&T upper grade applications open. May 8th, the application closes and June 11th, the offers are released. The 21st um, summer rising results um, will be released and May 5th is the deadline to accept the
offer. The 25th is the last chancellor's conversation at Curtis High School, 105 Hamilton Avenue in Staten Island. May 8th is the deadline to share feedback and comments on artificial intelligence guidance. So, please make sure if you have any questions or concerns, you
voice them on that feedback form. And then to check and see if your school or your PAPTA is owed funds, you can click on um you can go to New York State uh unclaimed funds to search. And a lot of schools have found that they are owed
money and PTA. So please make sure that you you do this. You'd be very surprised. Um so our next meeting is on May 14th. It will be hybrid. We do need to know how many people plan on attending in person. So on the bottom of the
attendance form, the last question asks you how will you be attending. So please make sure you fill that out. Um last month we voted 16 said yes, one said no. So and then the other thing is that the in-person location it's at tweed. Um is
open to only the CPAC voting members. So due to space it's only the CPAC voting members. Everyone else that usually watches on the YouTube it still will be livereamed. So you can still watch it on the YouTube. Um, so we've been working with Anthony
Aguular, our face liaison, and we've been updating the PAPTA and President's Council resource folder. It is not live, so you won't be able to see any of it yet. Um, we want to make sure that we heard your concerns to make it more easily accessible and not needing to use
a a DOE email to log in to access it. So right now for today, we're going to share the timeline for President's Council and PAP PTAs. This way you have something to prepare for the next school year. So these timelines are based on chances regulations A660 and best
practices. So please make sure you share them with your district parent leaders. Um if you're watching on YouTube and you want a screenshot, but we will drop it in the chat for um our members. Also, for elections, we want to make
sure that president's councils know that you have to let your superintendent know by June 1st when your elections are taking place. Um, best practice is to have them done before the last day of school. Um, president's councils should be held by June 30th and no later than
September 30th. But you want to make sure I I want to make sure that everyone understands that even though it says no later than September 30th, the term ends on June 30th. So if president's council's elections are not held by June 30th, you
are no longer the executive board of your president's council. Your superintendent would then have the elections done by September 30th. So, you want to make sure that when you pick your date, it should be set to allow all
your PAs and PTAs an opportunity to elect their officers and have their representatives to president's councils. So, please just make sure that you're doing that and you try to have it done before um June 30th. For um PAs and
PTAs, you must notify your principal by April 1st. And the elections of the mandatory officers must be held between April 1st and the last day of school to ensure that there'll be a PTA in place during the summer. And that helps you again prepare for the opening of school
in the fall. Um Shirley, can you drop the um the timelines in the chat, please? So, the CPAC high school subcommittee, the high school, sorry, committee um summary was emailed to all the voting
members. These are the dates for the upcoming meetings if you'd like to join. I'm sorry, the Spanish interpreter has his hand raised. >> Hi, I'm sorry. My partner's call got uh disconnected. Can you please uh um put
her back in? But I've been interpreting the whole time. No, no worries. >> Okay. They're not in the waiting room. >> Um I'll tell her to check on it. Oh, she just texted in. >> Oh, so she's she's here. >> Okay.
>> She's not on the team's line. Tell her sign in on the team's line and I'll add her in. >> I think she's in the waiting area in the team's line. I don't see her. >> Okay. Um, no worries. I'll tell her to fix it. No problem. Just look out for it.
>> Thank you. We will. Okay. So, um, for our committees, if anyone would like to join any of the committees, you can go on our website on CPACNYC um, and join the committees. So, these are the upcoming dates. Um we will have
the the summaries for the capacity communication legislative and multi- language learners um at a later date. They just happened. So they need time to um get those together. And then the next special education meeting will be on April 28th
at 6 p.m. Wellness will be on April 24th at 10:00 a.m. And the alumni Oh, that happened. Um so here is our agenda. Next is the minutes. The minutes were sent out to all members um yesterday
morning, yesterday afternoon. So if everyone had a chance to review them, would someone like to make a motion? Are there any objections or anyone um have an issue with the minutes? If not, would someone like to make a motion to approve them?
>> A motion to approve. >> Okay, Ashley, can I get a second? >> I second it. >> I'm sorry, I didn't see who that was. >> Da Brooks. >> Okay, Da. Thank you so much.
>> Um, so no objections. Um, we're going to ask for our Spanish interpreter, Jose, to please make his announcement again. Spanish announcement complete. Okay, thank you um Rachel.
Okay, we will definitely look into that and make um the correction. Okay. Um and next we have our face updates. We have Dr. Ann Mary Lopez, chief of family, community and student empowerment. >> Good morning everyone. So, I'm excited.
There are some things coming through from FACE. I want to make sure that I wanted to thank you all for continuing to show up um for your schools and your communities. Um your leadership truly matters and it's felt across our system. Everything I'm sharing today is grounded
in one goal, making sure our families feel supported, informed, and connected. Um first and foremost, election for PAPA is upon us. It started April 1st and will continue through June 30th. Please, please, please get involved. Um for
um we are currently AC um across multiple districts this month. Um we've been in community together through our face and community series um to have passed but for awareness I'm going to put the dates in the chat um so that
everyone is aware of those dates. Um these sessions are being co-led by our team and um reads ambassadors focusing on the science of reading giving families real real um practical tools to support their children at home. At the
end of each session, our family connectors are there to make sure families leave not just informed but supported with resources around housing, food, and other needs. Um this is about meeting families where they are and making sure support um feels real and
accessible for our family connectors. Our family connectors continue to lead powerful sessions every other week. Um bringing in partners across college savings, student wellness, um emergency preparedness and more. Um we also have
upcoming special sessions focused on mental health and traumainformed care. um because we know support supporting the whole child means supporting the whole family as well. So I'm going to drop those dates at least the ones that have been confirmed in the chat so that
you are also um aware and have those. Um and again these spaces are about trust connection and making sure families have what they need. Um we're going to go over we've completed 11 town halls and have six more to go. I'm going
to drop the next three in the chat so that we have them. Um, and again um these are open spaces um for you all to um be able to have your voices heard, your questions answered. Um and again these spaces are important. They allow
for direct conversation, transparency, and making sure parent leaders voices are um are heard. Um and again we are committed to not just hosting these spaces but making sure followup and accountability are clear. Um as
co-president um Gray already indicated so she beat me to it. Um the AI engagement um currently we are currently in a 45day feedback period ending May 8th. Um and again it's really critical and really important for your voices to
be heard. So, please, please, please um provide any and all feedback um through um May 8th. Um we've also invited President's Council leaders um to a session in April 27th um to share feedback, ask questions, and
help guide the future of AI in our schools. Um again, just making sure that we are responsive and making sure that we are in partnership and we are connecting all things AI. Um, also something that has already been
addressed, but April 25th is the last chancellor's conversation at Curtis High School. Um, thank you again for your partnership. We are stronger um because of your leadership, your advocacy, and your commitment to our families. We look forward to continuing this work. Um, I'm
going to ending I'm going to end this with acknowledging that next week from the 19th to the 25th is National Volunteer Week. And I want to say I appreciate all of you and all parent leaders across New York City public schools that dedicate their time and
efforts and commitment um volunteering to make sure our students are successful and that the system overall is is success for kids. So again, deeply committed and I appreciate all um all of you and the hard work that you do. So
thank you. >> Thank you Dr. Lopez. So, um, April is autism awareness month and we wanted to make sure that we had a presentation for our students. Um, we have I don't know
if Christina Fod is here and even if you don't have your doctor, I I would look at you as a doctor cuz like you're amazing. Um, but we also have Kate Dolan, Molly Joyce Trainer, Michelle Netsler. I don't know if I'm missing
anyone. Are they here? Yes, we are here. Sorry, it took me a minute to unmute. Uh, >> hi. Good morning. >> Um, I you have co-host, so you could
share your screen. Does anyone else need >> Um, no. I'm happy to share my screen. I will do it in just a minute. Um, all right. Let me see if I can get
slideshow. Here we go. From the beginning. Are you seeing full screen? >> No, >> we are not seeing it. >> See anything? Okay, let me try it again. Are you seeing now?
>> Yes, now we have it. >> Okay, beautiful. So, um Kate should be joining us in just a minute um if she's not here yet. I am Michelle Nutler. I am the senior uh
director, senior executive director of specialized programs and instruction. Um and Kate uh Dolan Cheney will be joining me. Um she is the director of citywide autism programs. Uh unfortunately or fortunately Molly Joyce Trainer was not
able to join us today. She's actually at one of our uh New York City public school uh autism program supporting there. Um, so we're really excited to be able to join you today uh during autism acceptance month and to talk about neurodeiversity
um in our public schools and in our communities um and how we honor the uniqueness of all of our students. Kate and I have the privilege of working in New York City public schools autism programs and some of you are probably
all of you at this point are familiar with Nest Horizon and Ames programs. Um and we provide training uh across the system on this topic. Um and today we're going to give you um a little bit of information uh that we usually start our
journey uh with schools uh talking about um what is autism and building our um movement from awareness to acceptance. Uh because we've really moved beyond thinking about everybody knowing what
autism is to how do we accept? Um hopefully I'm able to move to the next slide with some ease here. There we go. All right. What is awareness uh to acceptance? Um I think this is a powerful statement, right? I know what
autism is. Um acceptance says you belong here exactly as you are. We think that this is central to learning to achievement for our students is that feeling you're part of the community and
you belong to the school community. Um is a way that we engage families and have students come as they are and we support them how they show up. Um and our role as educators is to help develop that and that is what we're working
towards um and honoring this month. So, what is awareness versus acceptance? I think it's tricky and you'll see folks um use it interchangeably. Um they're both good. We want to both we want to bring out uh awareness and acceptance,
but we also want to think about uh movement to acceptance really shifts our focus on how we're supporting autistic learners. So, awareness is knowing autism exists and understanding it, right? um emphasizing, identifying and recognizing the characteristics or
traits. Often when we're thinking about awareness, we do talk about deficits or challenge, what people can't do. Um and awareness also was linked to compliance, behavior, interventions or fixing
behaviors. Um and we don't want to unintentionally reinforce stigma by using awareness. We want to stop labels, right? So things that we can think about that we see they have autism so they can't. We need to manage these behaviors
because this student is different. Awareness is definitely a starting point and we we recognize that we want to make sure we build awareness but that is not the end goal. The end goal is acceptance. Valing valuing autistic
people as they are, thinking and believing that autistic people belong and deserve support and really moving place from a place of strengths, dignity and supporting our students. Thinking that neurodeiversity
is among us all and we are all here uh and that it is a spectrum, right? and that we shift the responsibility um from the individual to the environment. We are not adapting the students to our environment. We are adapting the classrooms for our students and that we
want to think about any accommodations or anything that we're um using as an intervention that we're moving from a place of respect and presumption of competency, high expectations for all our students. So, what does that language sound like? What supports does
a student need to succeed? How can we adjust the environment? This is a different way of communicating learning. It is not a deficit. Acceptance equals belonging, access, and respect. And we know if we move from
that place, our students are successful and they do well. So, let's just normal talk about when we're talking about autism. um it is a de developmental difference in how people's brains work, right? And
that's why we recognize it as a spectrum. Uh because we all have our uniqueness and we want to honor that. We also want to think about how students communicate, how students with autism communicate, how they interact with others and think about the world and how
they experience the world. I cannot emphasize this enough that it's not an illness and it is not caused by parenting. Um it's just it's just simply that brains can develop right differently. Um and we want to just
think about that. We speak to so many families and parents um who think about carrying this as um sometimes as a guilt or something they did and we want to emphasize to them that it's not something they did and that we have
supports in New York City public schools that are tailored to their child. Um so it can look different for for each child, right? Um, I think we're going to have a little bit of a clip that says if you've met one person with autism, you've met one person with autism. So,
it'll be communication differences in the way they talk. Uh, they may use fewer words. They may use gestures or pictures or devices. That's all communication. We know that students often with autism um struggle with social skills or navigating and
understanding the social world and the unspoken rules. There are so many unspoken rules that we all have to learn. Um and not always um are they clear. Um and we have students who really prefer routines and work really
well when there are structures um and things that are predictable for them. And honestly that benefits many of our students uh not just students with autism. uh we have students who are very interested in certain topics uh passionate interests um and they are
experts in that area and thinking about how that f fulfills them and using that to build on their education is really important. Um thinking about the sensory needs of students and when we talk a lot about what our classrooms look like and how we can adapt them to support
students this is one of the areas the sounds, lights, textures, touch. Um, many of our students, some of our students are very verbal and they can and they um talk early and they do well in school, but they still have autism
because navigating that social world and emotionally they need additional support. So, what is a what autism is not? It's not a behavior problem. And uh we talk about behaviors related to autism. Yes. But we also know all of us
have behaviors. All students have behavior. Behavior is a form of communication and we want to look at it as something that is commu the behavior is communicating to us. It is not a result of bad parenting. It is not something the child will grow
out of. We can think about how to emphasize a student's strengths and help them build skills to uh honor the integrity of where they want to go and what their goals are. Uh but we're not looking to change them, right? and it
isn't the same for every child. So, if we're going to focus on those strengths, we want to think about strong memory, deep focus, uh how students with autism can really think about something so deeply and come up with some really
creative solutions or ideas that their honesty is brilliant and clear. Um, and sometimes we're not ready for the honesty they're going to share, but recognize it as a strength. and then their unique ways of thinking and
problem solving. Um, and we always want to build on those strengths and help with any challenges the student is facing. So, history of autism identification. At this point, I want to talk about all of
us know somebody with autism. It could be somebody in your community. It could be your neighbor. It could be your children, your your child, your brother, your sister. Um, and the reason that it's helpful for us to think about this is to go through a little bit of the
history. In the 60s we had one in 10,000 uh children identified uh with autism, but often we were making some really big mistakes on identification and we were also using some blaming language. Um,
right. And we know this is a neurological difference for students. Um, and we've come so far. In the 70s, we increased our recognition, right? One in 2,000. Wow, that's a huge shift. And we got better at diagnosing. And when we get better at identifying, that means we
get better at interventions and supports. One in 400 in 1987 and it was a formal diagnosis in the DSM2. We are now in the DSM5. So that also has shifted a great deal. 2014 1 in 50
uh 20 sorry we have the slides uh reverse here 2008 1 in 88 and 2014 1 in 50 uh in the '9s oh I'm going the reverse order sorry um in 1990s we had
one in 150 right then we went to one in 18 uh one in 88 and that's where we see the DSM4 and that's where we saw uh asberers and identified autism as a spectrum concept. One in 50 in 2014 um
screening got better, awareness got better in 2020, one in 36 and we started to really understand identification uh for girls um and children of color and we were we've been reducing the stigma,
right? So we're re we're getting better at un understanding autism and today we have one in 31. Um and that is why I know that all of us know somebody who has been diagnosed or identified with autism. Um it's better recognition, it's
better understanding and it's better access to testing. Um and we're having conversations like this that are so important uh to creating that acceptance and belonging. And if you take away one thing today,
only one thing is that language matters. How we talk about students with autism and our children with autism. Um it's so important for us to think about how we do this, right? Strengthbased language. We emphasize this over and over and over
again. thinking about creativity, how observant some of our students are. They're very strong memories uh and their ability to um recall things, right? It's superior. Often integrity,
um their integrity, their honesty, their commitment to fair and justice, fairness and justice is is amazing. Uh we meet students all the time. the resilience that they persevere in obstacles. Again,
expertise uh in their in their passionate areas and focus, ability to sustain deeply focused attention. And we want to focus in on those strengths. We also want to think about how we're thinking about this, right, all the
time, and how we speak about students with autism. An independent thinker, not interested in peers. We don't want to say that. We want to think about their independence and how they're moving through the world. Um, driven by their own interests.
We want to think about how they're deeply focused, passionate, curious. I'm hoping that the language we've been using since the beginning of this presentation is demonstrating that. Um, we do hear people say they're off in their own world or they don't have interest in in others. And sometimes
they are very focused on their interests and we want to think about that low functioning. We will hear that sometimes it doesn't tell me anything about what the student can do or how I can support them. So thinking about early learner
skills, demonstrating those early learner skills, how do they show engagement? We can always talk about what the student or the child is developing, right? we can focus on the things that are moving us forward. Um, and this is probably one if you spend
time uh with children or individuals who have autism. Um, rigid. Rigid is something we hear very often. Um, prefers consistency or predictability and benefits from structure. See how we flip that? Um, many many students prefer
to know what the routine is and the consistency So just flipping the language um is really important. So I'm going to turn it over to my colleague Kate who is here
now. Um Kate, if you want to say hi. >> Hi everybody. I'm really sorry I had trouble logging into Zoom. Um I'm Kate Dolan Cheney and I am the director of citywide autism programs. I work with Michelle um in the dial office. And again, it's such a privilege to be here
today during autism acceptance month um so that we can talk about how we support in New York City public schools, how we support and talk about students. Um again, I think the piece that we look at and just to piggyback off of what Michelle's saying is like our language matters and there's been an evolution of
language throughout the years. I've been a speech language pathologist for 30 years. things that I learned in graduate school or in college are no are things that we don't talk about anymore. And recognizing that we are all works in progress and understanding that we need
to be reflective um and accept feedback and some of the things and terms that we're using sometimes has a very stigmatizing impact that we might not be aware of. And again, we're thinking about how we can think about language and how that
impact reflects mindset. So again, we're going to look at the left side here and where we pathizing what autism is. Autism spectrum disorder. The disorder we and the autism programs under the dial leadership, we have changed to the autism programs because we're taking the
D out of disorder. It's a difference. So we want to recognize that that language is really important. Um, we're going to talk a little bit about this at the end of the presentation, but using person first language, uh, a person with autism, those are things that can sometimes be really difficult for folks
who are on the spectrum to really think about. Um, autism symptoms and impairments. Um, again, these are all things, this language portion in New York City public schools where we're looking to really think about what this can do. Um and it these all of these
terms lead to lower expectations in many in impacts and also think about emphasizing what's wrong with a person instead of what supports they need. Uh again we want to think about this neurodeiversity firming language autism autistic. Um we talk about using
identity first language. Um again these are things that can be really impactful in our messaging. we as educators talk to families, talk to children, um talk about children while we're in school, like thinking about how they're
perceiving this this um awareness from the people working with them. Uh again, we're looking at just the shift in this language and how impactful it can be. um you know we're thinking about the experiences and car like that people
having in who have autism instead of the symptoms that they are representing or they might have and again that replacing that severity label um we look at that when we're using high and low functioning we're taking away all things we're taking away the presume the
presumption of competency and skills that students who would be classified as low functioning in that language model but we're also when somebody's high functioning with somebody's characterizing like that. We're taking away all things that they might be struggling with because we all as people
in the universe have things that we are good at and things that we might need to have some support around. We think about that interdependence. It's really important to think about this. So in dial in New York City public schools, the way we're talking about autism is really important and is changing and is
will always constantly changing so that we can make sure that we're giving the best outcomes for our students. Next slide. Yes. So again, we're going to talk about abbleism. And you know, abbleism is when we assume like when people assume that it's normal, that
there's one way to be normal or right way to think, to learn, to move, to communicate, and then we treat people with disabilities as less capable, less valuable, and needing to be fixed because they're different. So again, like thinking of that reflective mindset. Um, as somebody who was trained
many, many, many years ago, I often need to be reflective of the language that I'm using and be precise with my words. Again, there's no intent if I make a mistake. I would like to just be aware of it and be thoughtful. Um, you know, again, I think this is like one of the
biggest tests. Would I use this language if I was in a conversation with an autistic person? I think that we can use this with all children with disabilities and all children. thinking about would I say this to the person in many instances? No. Um, again, those are
things that we look at. Does my language suggest that autistic people are inherently inherently inferior to non-aututistic people or assert that they lack something fundamental to being human? Again, this is not something that we would look at. Um, we want to make
sure that we are seeing autistic people for who they are. Um, again, taking away some of those misconceptions that they're purposefully doing things. I say this to families all the time. Their behavior is their communication. They have communication differences. They, no
child with autism goes home at night to plot how to have a terrible day the next day. This is just not who autistic people are. We want to make sure that we are coming from that mindset, coming from that area of like support and awareness and acceptance. um you know
again not using that medicalized labels on autism like thinking about that they are severe or they have level two autism. We want to understand what autism is so that we can help to support it. Again knowing the common characteristics very helpful knowing
that each person with autism is going to have a different area of strength and area of special interest and areas of where they're going to need support. again coming in and describing what they could benefit from as opposed to what they are doing and what their outcomes
are when we see it in the moment. And again, we're looking at going back to our fields as we're all people here who have worked with folks with autism and folks with disabilities and just being reflective on our language. Again, I say this to families all the time. I am a
work in progress. I oftentimes, as the director of the autism program, sometimes do have missteps because of my training or not being able to think all the time. Again, it's not coming from mal intent or from a per a place of harm, but I want to be reflective. If I've misststepped, I want to understand
what I said and how I can then not make that happen again. And again, like this other piece of thinking about when we have unnecessarily other autistic people, like we're outing them. We're making them be different. We want
them to be included. Um, and understanding that autism is part of a global developmental neurody diversity that we all have. Um, every person on this call has a different way of thinking, being, sitting, learning,
experiencing the world. So just recognizing that um as one that is really important just the recognition. Okay. All right. So what has New York Oh, go. >> No, I was just going to jump in. Suzanne put the link uh to um Suzan Chief
Sanchez put the link into the chat for the New York City public schools inclusive language glossery. uh you can uh put your phone on the QR code and scan it right now. Uh we will also uh share this so you can access the
inclusive and interp interdependent language um initiative guide that we have. Um Kate, go ahead. Take it away. >> Love this. So when we just think about how thoughtful New York City public schools has been about thinking about the changes that have happened with
around language and how we're talking about disability the say this that not that. Um again it's about how we want to train our staff to think about intentionally speaking about children with with autism but all students with
IEPs programs and services support needs and access. And the goal is to have consistency across the New York City public schools that everybody is thinking with the same lens. They're being reflective and mindful of the language that we're using to characterize students. Uh understanding
that our words are powerful. I could make an off-the- cuff comment that could be misinterpreted. Thinking about it, it might that is a powerful thing. Thinking about when we talk about our children who are aggressive, really aggressive or they're defiant. They said no. I don't
look at somebody being defiant because they said no. We look in the autism programs, if somebody says no, they need help or they don't understand. Let's go step in and figure that out. But norming this language is really, really important. Again, thinking about the
inclusive and interdependent pieces. Inclusion means students belong in their schools where they are. Interdependent recognizes that all learners rely on supports. I rely on supports all the time. I need to make notes. I need to have checklists. I need to have
check-ins with folks. Um, even though our supports all may be looking different, students with autism might have one set of things that they look at. And again, New York City public schools mission about using this initiative to um move away from that in
independence piece that we're making children you need to be independent, you need to be independent. No, we all need to be interdependent because no person on this call is completely independent. We rely on resources. We rely on strategies and supports. We rely on our community and thinking about New York
City public schools as building a community of people who are there to help support and to triumph children with disabilities is our goal. Again, our amazing Dr. Steven Shore um he's a uh an education
professor at Adelfi University. He is an autistic self- advocate. We use this, you know, it is the most powerful quote that we have. If you've met one person with autism, you've met one person with autism. Um, that message is that every person is different and every person
with autism is different. There is not one kind of autism. There is some characteristics that might might overlap, but not one person or two people have the same level or same needs. They are individuals and we want to always be coming from that individual
need place. So, we're going to segue right now into that person first versus identity first language. So, as somebody who was trained many many many many many years ago, neurodiversity wasn't a thing like
we thought about really in disabilities training like it was about thinking about what children couldn't do. So, again, the neurodiversity movement is like a term that is used to describe differences that we all have. our brains are all working differently and that there is an idea that there is no
correct way for one brain to work. If we could come from that portion um of thinking about how our students are thinking um we could really change we are changing we can more further change where people are going again that person first language is like I am a person
with autism um that is really was the trend many years ago um it's evolving and again I always say this to our team and to people we're working with we are on an everchanging landscape of where language is shifting and modifying again
people when you say I'm a person that has autism that suggests that autism is just a portion of you um again when we have now the shift for the adult self- advocates is really thinking about the identity first I am autistic that is something that I cannot take away from
me I am it autism is part of who I am and being able to recognize that be proud of it is an area that we're seeing again there is no one way to refer to a person Again, people might want to be referred to who have autism as person first, like I'm Kate and I have autism.
I also have all of these other things that go with me. There are people that would say, "Hey, I'm Kate. I'm I'm Kate and I'm an autistic woman." Those are things that they would say is an identity first language. Again, this is about preference. We're going to talk
about the highlight and the shift that most people with autism really do prefer the identity first language because autism is really an intrinsic part of them. It's not something that we can take away. Again, that is an area where you're going to have to ask people um
how they want to be referred to. And I think that respect of thinking about that, really thinking about your own actions and your own language is really just a shift that we want to see continue is asking that autistic individual, how do you like to be
referred to the representation and I know that you know Michelle gave a wonderful um of synopsis and and like refresher on autism, the difference between awareness and acceptance. So we in the autism programs think about that representation
and there's so many things when we think about any information around autism. We want to know that it's a positive piece like anything awareness acceptance some of the representation pieces and specifically the puzzle piece has been one that's been more controversial in
the years that I've been working in in the field of supporting students with autism. Initially, the autism puzzle piece was created by non-aututistic people, usually family me like adults or parents, um that had been tried like tied to harmful narratives that autistic
people often are referred to as being incomplete, mysterious, or a problem to be solved. So, that is how the autistic self- advocates look at the puzzle piece as a representation model. Again, it's something that we look at. We just want
to point this out. If you're using the um puzzle piece, great. We just want to un like just to share the information that the autis the puzzle piece sometimes can be controversial. Um again, the puzzle piece comes out of organizations that looked that their
primary mission was about curing and fixing autism rather than accepting and supporting students and autistic individuals as they are. So again, just this is an information session that we want to highlight some things. Again, um this is the world that Michelle and I both live in all the time. We're working
to support autistic families um and children. This is information that I've learned over the years and certainly something that I think is valuable information. So, the representation that we're often seeing now is really the infinity loop. Um the symbol represents the infinite diversity of possibilities
within the neurodeivergent community. having it be um the rainbow one is really about then bringing all of those folks into that. Again, we're thinking about that how do we affirm and use that language to promote inclusivity,
strength-based perspective, and that self- advocates presenting this representation for the rest of us to then accept and change. And then our understanding of what this symbol means is important to the self- advocate uh
for the adult self- advocates um so that we can really feel that they are being accepted and again we think about the three main takeaways for today um is really about being a lifelong learner. Um again if I
had just relied on the training that I had gotten many many many many years ago I would still be in that same space. Um, again, things are changing and we want to be responsive to that. Our understanding of autism and the disabilities more broadly continues all the time to evolve. When we know more,
we do different things and that's good. That's about things are developing as we're learning. So, language and simples symbols and practices that were once common are no longer reflective of what autistic people are telling us. Um and growth requires us to stay in change
where when the challenge is longheld habits. So again thinking about those things that change is really important. Um again there is no single right way to talk about things just ask um that re that response to people who have autism
asking them what's your preference? What's the most respectful way for me to talk about you as a person or to reflect your identity? I think that's a really important shift. Um, again, it's just going to build trust, you're going to build connections, and you're going to
be respectful of neurodiversity or neurodiverse individuals. And again, the keep learning and keep sh growing. Um, that is just, you know, lifelong learners. We are all here to, um, know more things. Um, and again, this is about supporting and celebrating autism
um, acceptance month and really to build our collective understanding on how best to support our autistic children and families. Thank you. Thanks for having us. I know there's a chat uh, there's a question in the chat about how can we better support our students who are non-speaking or
unable to say what they need uh, need help in directly. Um, so I do think that, um, we do training on that and it's a a couple hours. Um, and I just want to say that, uh, we
think about how to use, um, to use the communication that you're using, gestures, um, pointing to things, picture exchange, uh, augmentative communication devices, assist of tech. Um if we are always thinking about how to build
opportunities for students to build communication um and functional communication meaning what can they ask for to express their needs um and that's something that we do across the system and it's really unique to each child um and I think that's the
easiest way to answer this question without uh having uh specific student information but Kate do you want to add anything around what I said. >> Yeah, I think uh I think you're an amazing answer. I think one of the thing too is look at the school team um in
general like look at that speech language pathologist, look at that occupational therapist. The related service providers are often experts on how to support um communication. Also thinking about our children who are non-speaking, do they need an augmentative communication or an atal?
Um those are things that I think bringing that collective team um together um is really really helpful. Um especially in the early stages when you have a child who's non-speaking, we need to figure out a functional communication ser uh uh system for them. Um and it's
really valuable and really and thank you for asking that question. It's one that we get a lot. Um, and knowing that within your school buildings and in your school teams, there are experts on on how to support that. >> All right. Thank you so much for having
us. >> Thank you. >> Thank you everybody. >> Okay. Um, I don't see Anthony Carry on here yet. Um I also while um we have our wonderful people from Dial here um just make an
announcement. I'm going to do a Brooklyn plug. I'm sorry because all you guys from the Bronx are always like highlighting all your wonderful things. I'm going to highlight Brooklyn. Our um Brooklyn B president Antonio Renoso presented a check for over $9 million
to fund sensory rooms in district 75 schools in Brooklyn. So that was absolutely amazing. I saw that, you know, Deputy Chancellor Christina F was there. Um, that that's an amazing accomplishment for our kids for what they're going to
be able to have and how much it's going to help them, you know, and it's supposed to be open to I think I believe after school as well. I see Suzanne nodding. I see Michelle nodding. >> Yes. Yes. Um, and thank you for that, Randy, because it was it was in incredibly exciting. I'm actually going
to drop a link for you all here. Um yeah and there likely the majority of the rooms the sensory spaces that are going to be built are going to be in colllocated schools. So schools that have district 75 and the community school as well. Um so it's going to be
really really exciting and um his um you know donation and his interest in this and his perseverance has has been incredible and I just drop a link to the to the story in the chat if anybody wants to take a look. But appreciate you highlighting that and uh as our as uh
deputy chancellor for said you know making these supports the norm um and the expectation is exactly where we want to go to. Um yeah working on that schools with horizon uh we you know we already h we have about
84 sensory spaces right now and building you know more and more. We're working with facilities and planning uh and um you know we got class size law to to to to address also uh spaces at a premium
and um I believe you know we're still we are doing everything to prioritize this support. So Randy thank you so much for calling that out and way to go Brooklyn B president. >> Thank you. Um I'm just trying to see our next presenter is not here. I'm just
trying to send a link again. Jose, can you do that from the the emails and I'll just move on a little bit? >> Yes. >> Thank you. Um, yes, Reema, did you have a way to
contact him? >> Okay, thank you. I I text Plet. So, I just want to acknowledge what Reema wrote in the chat that um Plet Healey and all the work that she supported in D75 also led to that work in Brooklyn, which is the best burrow in the city.
I'm sorry for you guys who aren't Brooklyn, but we're also the biggest. >> Girl, stop it. >> I I have to cuz I was always like getting like, you know, this this Bronx thing that kept coming at me. So, I have to also highlight how how good Brooklyn is. Like, we're we're the best. and and apparently our burough president, you
know, $9 million, you know, I hope that the the other burough presidents, you know, see that and um and and follow, you know, because that would be great for all of our our children across the city. Um, okay. So, in the meantime, we talked
about elections, we talked about Anthony, you had wanted to add something. Go ahead, Anthony. >> Uh, morning everybody. Um, I just want to do a plug. Um, a lot of people have been speaking about elections but haven't been telling you what does that entail for the moment. Right. So, as of
April 1st, you should have notified your principal of your election date, time, location, um, if it's hybrid link, things of that nature, right? Um, also at the same time, some schools do it a little bit earlier, but you should start creating
your nomination committees. Nomination committees consist usually of three to five individuals in the general membership who would like to volunteer um to host the elections to gather
solicitation of nominations um and just basically anything election beginning to end that group of people is doing. those individuals should not be running for a
position on your executive board or any other position available um just to ensure that no funny business is going on um and they can make themselves win, you know. Um
that's pretty much it when it comes to elections so far. Um and then in close to May to June um you should start um hosting those elections. When it comes to um getting nominees, usually the way
that happens is um is um written in your bylaws. So please go to your bylaws. Sorry, I'm getting a call. One second. Please go to your bylaws and check the nomination process in your bylaws. Uh
but for the most part people um sent out either from backpacking distribution list um from the parent coordinator how their process of collecting nominations.
Um, some people on that uh solicitation form they they have an end date. Um, my suggestion with the end date, yes, you can put it. I wouldn't close, especially for their schools who have trouble with
parent engagement, I wouldn't close the the uh portion where you're taking nominations. Why? Because if you write a closed date on that solicitation then when it comes to your meeting you can't take nominations. So we should keep
nominations open so that you can the day of your elections ask if anybody wants to nominate themselves as well. Um people usually ask but isn't that an expedited election? No. Why? because you
are actually taking nominations before time. This is just in case purposes that I couldn't or didn't get any nominations before time. I still have the opportunity to fill that vacancy without
having another meeting um which will then send you to the next month. Um and that's it for the month of April. Um in May I will give you a May June timeline with further details for those
month about the election. >> Yes. Um Shirley, you have a question. >> Waiting for New York City Commission. >> Yes. >> Okay. Could you email him the link? I'll try to put it in the l in the chat, but
in the live Well, I can't I don't want to put it on the live stream. >> No, no. I sent it I sent it to him and I sent it to Pette. I'm I'm here. Thank you. I received it. >> I'm so sorry, Anthony. It's >> okay. I'm here. >> Okay. Um, so we're ready for you. The
floor is yours. >> Unless you need a second. >> Oh, no. I'm good. Um, let me share my screen. >> Give me one second. >> Okay. >> Okay. Go ahead.
>> Okay. Let me try it. There we go. Okay. Well, first off, good morning everybody. Um, thank you again for, you know, giving me some of your time this morning. Um, my name is Anthony Karion. I'm from the New York City Civic Engagement Commission. And today, I just
want to take a few minutes of your time to speak about uh the upcoming vote phase for the people's money. So, some of you may already be familiar with the people's money, but for those of you who are not, it's a process we like to call participatory budgeting, which basically
means that any New Yorker over the age of who's 11 or older, so a sixth grader or above, can decide how to spend $4 million of the city budget. So, this process happens every single year, and we want to get as many youth voices
involved um in this u this program. So just quick overview, it involves four phases. So in the fall around October, November, we collect ideas from the public. Um any person could submit ideas. So kids, adults, any New Yorker.
And in the winter time, January, February, we have burrow assemblies that then take all these ideas and create a ballot. And then in starting May 6 through June 21st, we'll have voting. So people will vote in their burrows for
projects they want to see get funded. Um and then in phase four which is next year starting you know beginning in October of 2026 we start implementing the winning projects. So, just to give you an idea, um, so we have a six week,
uh, vote, six week vote period starting May 6 through June 21st. And these are some of the, uh, projects that, you know, get funded through the people's money. I'm going to cover just really quickly a video from the Bronx just to
give you an idea of the types of projects that, you know, we're talking about here. So, these are projects that were implemented in the Bronx uh in 2025. We can't hear anything. >> Oh,
let me uh maybe >> advance. When you share the screen on like the top middle or top right, it'll say advanced settings. Go to advanced settings and click share audio and then go back to share the screen.
Gotcha. Yeah, there we go. I just checked that little share sound button. Okay. Okay. Apologies about that. Let's try one more time. Okay. Increase the volume. >> The What's in your burrow series
spotlights inspiring community-led projects, each funded by NYC's People's Money, to show how New Yorkers are transforming their neighborhoods with real local solutions. Let's look at what's happening in the Bronx. >> This project is basically trying to
break the negative trend that has often been associated with the Bronx in regards to education and poverty and trying to make sure that the youth are actually able to have a future that they can be proud of. Whether it's vocational employment, this is what we're trying to support and trying to do with our
initiative. We've been involved with the tree coalition and participatory budgeting at the city level for the past few years, apply and be a funded site to go out into the community and to run uh workshops with community members. For me, helping students go through their
college process, especially in this area of the Bronx, a lot of them are disserviced in a way because they are told that they're not going to do well and a lot of them are slated to not graduate. So, it is challenging but also very rewarding when I see them get to
this point and they are graduating and they are going away and they feel like they just can do it all. We serve teenagers, middle school students, families, seniors, and the Bronx community at large. JJ Grant is
actually a local Bronx fashion designer. She believes in social emotional learning where the kids are learning and identifying what their values are and depicting it into illustrations on their canvases. >> I see me came about because um we
thought it was very important to be able to look at yourself in a mirror and to start at a younger age. Especially like the adults that come from the areas and the neighborhoods that we come from, they struggle a lot because they just don't know themselves. This is Kids Bay Boys and Girls Club
located at Captain Hill. We're promoting a program right now called Arty Unbound, but it's also being sponsored by CDC. >> As long as our doors is open, kids know they can come here. So, and they can pursue any activity that they like, and that is going to diminish them being in the street or, you know, getting into
any type of violence. >> We're trying to get them like feel closer within us as a community and as a whole. getting them to have like fun and just be feel safe and have fun as kids. >> Bron Health Reach Institute for Family Health was awarded the CC grant in order
to slash Bronx hungry and increase nutritional knowledge. >> Most if not all of our elderly live on a fixed income, which mean they have very little money. So gaining access to Health Box will alleviate the cost to healthy foods. >> It's such a tight-knit neighborhood that we feel like having this farmers market
right in the middle of it. Obviously, it provides access to healthy foods, but it goes beyond that, right? It connects services. It connects people together. So, we're just so excited to kind of build that ecosystem. >> We believe that like we are helping create and, you know, help impact like
the youth who are going to be in this green workforce and who are going to continue being the leaders as we continue moving on. This is an interdisiplinary program that focuses on sustainable agriculture, technology, and construction skills. We do this through a free 8week training which encompasses 150 hours of hands-on learning and this is going to be used for free food
distribution throughout New York City. I think it helps bring people together. I think it helps people connect to their outside world and like understand different perspectives and backgrounds and I think that's super super important that a lot of people don't do today especially in New York City. It's really really important that we understand what's happening around us.
>> So that's just >> want to get involved or learn more about this program. So that's just one just five projects from one bureau from last year 2025. But there are projects funded um in each of the five burrows. Um and this year,
you know, we have again some exciting projects. A lot of them are youth related especially. So the allocation of the $4 million is weighted for each burrow based on population level and poverty levels. So Manhattan will get 660,000.
Uh there will be 10 projects on the ballot. Four projects will be funded and each project will be awarded at 165,000. Um these four in particular relate to youth know your rights workshops, youth internships, uh finding of helping youth find housing
after foster care. So that's the Manhattan ballot. Won't go through all of them, but just just highlight a few of the projects in the Bronx. Bronx has allocated a million out of the four million. Five projects will be funded and these two in particular relate to youth in terms of money management
workshops and programming for children on the autism spectrum. And then in Brooklyn has about has 1.175 million. Uh five projects will be funded and these three in particular relate to
youth youth services hub civic education for youth and wellness support program for families of special needs youth. Queens has 975,000 allocated. These in particular relate to
youth, connecting youth, uh techsavvy youth with seniors, creative workshops, um recreational activities for foster kids, um and girls steam program. And finally, Staten Island is allocated just 190,000. And they have two
projects, vocational training for high school students and self-defense classes for young adults. So, a lot of exciting projects, very new, innovative, and like I mentioned, we really want to get schools involved. We want to hear from the youth, uh, and we want to have them
vote on which, uh, projects they want to see get funded. So to get involved, um we'd like to invite, you know, representatives, uh teachers, principles, um parents, if they're interested in hosting a vote session at a school, um
they can either invite us to facilitate a CEC representative like myself or one of my colleagues, or we can train internal school staff to facilitate a vote session. And a vote session just consists of a small presentation that just introduces what's on the ballot,
what is participatory budgeting, and then finally choosing a vote method. Can the students vote digitally using their smartphones or with a tablet or computer? Or if not, um we can also bring paper ballots and the students can
vote um the oldfashioned way. Um and so we have here a QR code. If if you're interested now, you could scan it and you sign up and then a CEC representative will reach out to you, myself, Pette or one of my colleagues or you can also go to this uh this link
here oen.nyc.gov/pbschools and sign up that way. Um again where we can host vote sessions any time during the vote phase which starts May 6th and lasts just a little over six weeks through June 21st. So with that um want
to thank you for your time and take any questions you might have. I'll put the link in the chat also. >> Thank you Anthony. >> Sure. >> Um does anyone have questions for Anthony? >> Okay. I guess then your presentation was
uh really good that they don't have any questions. >> I think there's a question in the chat. I'm sorry. I didn't mean to speak out of turn. >> Sorry. Um, so do students still have time to join the projects? >> Do the student um these were projects from last year in the video if they're
referring to the video. So they already happened. So this is um but um the new the new projects there'll be an opportunity um once we once we get the votes and see which projects will get funded, then we'll look for uh nonprofits that can implement those
projects. Um, and then those those nonprofits, depending on the location of those programs, will be recruiting students for those programs. But in terms of getting students involved now, um, we're looking to to host boat
sessions at um, at schools or have them be a part of our youth ambassador project as well. Here's the putting the link in the chat to sign up. There you go. Okay. And Ria, you had a question.
>> Um, question comment. Uh, hi Anthony, how are you? Super happy to see you. >> Um, >> so I wanted to, it's more of a comment just tell everybody that you guys can set up sessions like where they can come to do the votes when the voting period
opens at your schools. Um, middle schools and high schools. all your students are eligible to vote if they're over 11, the staff. So, that's something that I've always done on the Truman campus is have them come out. They set up a table. In the high school, we have
the middle schools come over and vote. Um, just so everyone knows, the zip codes that get the most votes are where the projects get funded. And so, it's really helpful for us. Like, this is how we get money that we don't have. So, you know, like Reszo, a that's great. It
takes a while. Sorry. Budget is fantastic. >> Hello. >> Yes. >> Sorry. Um I could hear the speaker on the Spanish line. I don't know why. >> Um Anthony, if you could just double check the team's line.
>> Sorry to interrupt you. >> No, you're fine. Is it one of the me is it somebody on the Spanish line or is it me that you hear? >> No, it's you specifically. It's like coming from your microphone. >> Got it. Anthony, just double check the team's line. Thank you.
>> Sorry about that. >> Disconnect me. >> No, you're fine. It and I appreciate everybody um indulging the pause. We're very big on language access. We are trying to make our platform accessible. Um and the reason we need to stop is because they can't interpret while I'm
talking on their line because the Spanish people hear me in English and can't hear them in Spanish. So, I just want to thank everybody um especially on the YouTube um for indulging us and taking this pause to make sure our Spanish community is able to hear us. >> Yeah, that's why I stopped cuz I want to
make sure everybody on the Spanish line um effectively gets all the everything you're trying to, you know, set out to them. >> I appreciate it. And you were there with me last night, too. So, thank you for being here. >> Yes, ma'am. No problem. >> Is it fixed now? >> Yes.
>> Perfect. All right. So you've been me Anthony. >> No, no, Anthony Aguular from Face. Um, so yeah. So that was just it. Shameless plug is that you want to contact take Anony's information from CC, not CCC, but Pacific Engagement Commission. I
know we're having a fun time with the acronyms and names today, but um, please contact him. Ask them to send somebody to your school because that whole week you can get your whole school to vote, your teachers, your parents when they're doing pick up and drop off and and get a
project funded in your neighborhood for your kids. That's it. Thanks. >> Thank you, Reema. >> I'll just add uh one more thing just uh the link to what Remo was talking about leads to this form. So, we have all the
schools in our database. So, if you just look up your school, um I'm just going to pick up a random school. Um Nathaniel, Hawthorne, Woodh Hall. Just look up your
school, whether it's elementary, middle school, high school. Sign up as a main point of contact and just any tenative details. Do you have a date in mind? Number of students, do you want to vote with paper ballots digitally? and do you want to be the facilitator? Do you want to bring a CEC
representative? And then you click submit and then myself or one of my colleagues will reach out and and uh coordinate the vote session at your school. >> Thank you so much, Anthony. Okay, so if there's no other questions for Anthony, we're going to move on
where with our agenda. Thank you, Anthony, so much for being here today. I apologize for sending the link out so late. I thought I sent it to you, so my sincere apologies. No worries. Thank you all. Take care. >> Okay, you too. Um, so next up we have
Jeopardy. Um, unfortunately we don't have um many of our um central staff here. They kind of enjoyed it last month. Um, so the rules are the person who answers the question
correctly gets to pick the next category, but they do not get to um keep answering the question. They still have to raise their hand. So after you're done, please lower your hands in order to continue. Anyone who has not filled out the attendance form, can you please
fill it out now? We want to make sure that we have um the last question is how will you be attending the May 14th meeting in person or virtual. We really need to answer that question um for face so that they can make sure that they have the accommodations for us. So if you plan on attending in person or
virtual, please um let us know on that form. We have 24 responses. Uh we have 29 people on the call. Um a few people haven't um filled it out and I privately messaged them in the chat. So please check and um complete the link. Okay. So
we will pick the first question and then after that um we'll go from there. So Josephine you want to pick the first question? Yes. Um I am going to choose acronyms 300
L re. Anybody could raise their hands. We'll make sure Remma is not a hogger. >> Okay, go ahead, Remma. She's in the chat already. >> Restrictive environment. >> Yes, least restrictive environment.
>> Okay. So, Rema, you now get to answer uh to pick the next category. >> When it Okay. Um, sure. Name that rag for 100. Okay. Designation of schoolbased staff as a
language access coordinator. At the beginning of each school year, each principal shall designate at least one staff member to serve as the language access coordinator, also known as LAC, who will be responsible for supporting the language assistance
services within the school. The LACE should be an assistant principal or other school administrator who has knowledge of general school operations, parent communication strategy, and the ability to relay information to school staff.
>> Which regulation is this, Caroline? >> What is A663? Oh, you go. >> We have to deal with this at one point. >> You are correct. You get to pick the next category.
>> Uh, can we please have famous people with autism for 200? This Saturday Night Live alum and Ghostbusters actor was diagnosed with Asperger syndrome in the 80s.
Caroline, >> I'm going to take a crack at this, but I really don't know. Um, who is Dan Akroyd? >> You are correct. >> All right. >> Well, Caroline's on. >> I love SNL. Sorry. >> That is so funny that you said >> I do love SN. Yes.
>> Okay. >> Uh, >> damn Randy, you were right. >> All right. Go ahead, Caroline. The next category, >> can we do who's who and New York City public schools for 200? >> I hope everybody knows who she is.
Quenton. Oh, I thought I saw Quenton Rice's hand. No. >> Okay. Anyone else? >> No, no, no. You saw my hand. You saw my hand. >> Oh, okay. Okay. Okay. That is Deputy um Christina Fod.
>> You are correct. >> You get to pick. >> I'm excited. Um Oh, we got Let's go. Famous people with autism 100. >> This climate activist from Sweden often
refers to her autism as her superpower. Rachel >> Brandon Tunberg, >> you are correct. Okay, you get to pick the next category. >> Um,
autism awareness for 200. >> A repetitive behavior like rocking, hand flapping, or spinning used by autistic people to cope with sensory input. Um Joy. >> Um what is STEMming?
>> You are correct. >> You get to pick the next category. Uh let's go with autism awareness for 300. According to the CDC, this is the current approximate pre prevalence of children in the US diagnosed with ASD.
One in >> how many? >> 31. >> No. >> Oh, no. I >> I believe it's 36. >> You are correct. Okay, hands down.
>> We got to recheck that one. >> That's right. >> Listen, that's the CDC accepted norm based on Yeah, guys. And we'll talk I'll do a whole presentation for you and on and data another day if you want.
>> Yes, Remo, bring it bring it to the to the space for sure. Okay, Caroline, you get to do >> um Can we have um name that regulation for 300? Council members shall not retaliate
against any individual who objects to discriminatory practices, who complains of discrimination or harassment pursuant to this regulation, or who files or participates in the investigation of an alleged violation of this regulation.
Name that rag. There's several people here that should know this rag. No one's the chat. >> Go ahead, Remma. Go ahead, Remma. Oh, wait. We're going. It's not. Let Ashley do it.
>> All right. Go ahead, Ashley. Oh. Um, I hope I may. Um, is it? >> Uh, it is. Yes, the D210. >> Okay, pick the next category. >> Um, >> you're very low, Ashley.
>> I can't hear her. Oh, >> can you hear me now? >> You're very low. You sound very far away. >> How about now? Better. Much better. >> Okay. Who's who in NYC for 300? >> Who is she?
>> No one. We thought pictures would be easier this way. You put a name to the face and you recognize people. >> Surely. Go ahead, Shel. >> Yeah. Early childhood. Simone Hawkins.
>> You are correct. >> You get to pick the next category. >> Somebody else. Whoever was last. I just I just wanted to fill the the >> acronyms for 100. >> Thank you. >> Damn. ASD.
>> What does ASD stand for? >> Joy. Autism syndrome. Autistic syndrome. Oh god. Disorder. >> Joseph, you're too quick. >> I know. Sorry.
>> Autism spectrum disorder. >> Okay. Next category. >> Um, acronyms for 400. What does BIP stand for >> Caroline >> behavior intervention plan?
>> You are correct. >> Pick the next category. Can we go with who's who in New York City public schools 100? >> Who's this handsome guy? >> Caroline, you're muted.
Oh, Ashley, go ahead. Okay. The picture is small, but is that Mark Rapperson? Right. >> It is. It is. Chief of Prevention Partnerships. >> Pick the next category.
>> Um, famous people with autism for 400. This Oscar-winning actor from The Silence of the Lambs revealed he was diagnosed with autism later in life.
>> Shirley, >> since Caroline has her hands up, she can answer. I was just filling the gap. But >> thank you, Shirley. Um, Anthony Hopkins, you >> are correct. >> You can pick the next c next category.
>> Let's go with autism. Autism awareness for 100. A person who is autistic has a brain that works differently than a typical person. This term is used to describe them. Joy Mike
>> Noel diverse. >> Correct. You get to pick the next category. >> Uh acronyms for 200. >> What does IDA idea stand for?
Uh oh. She's gonna get in trouble by Remma. Somebody raise your hand. Come on, guys. >> Is there anything in the chat? >> Remma, >> go ahead, Remma. >> Individual um the Individuals with
Disabilities Education Act. Y'all need to go look this up because this is your rights for your students with disabilities. Not what the DOE says, not the chancellor's rags. IDA. Shameless plug. >> Okay, Remma, pick the next category.
I forgot. Uh, chancellor's rags for 200. If parents have complaints about bus service, they should report these to the principal who will notify the bus company and the office of pupil transportation to resolve the problem.
If the problem is not resolved within a reasonable time, parents should call the district administrator of special ed of the community school district. The district administrator of special ed may be contacted through community school district office.
Caroline >> is it chances regulation 8 a letter a 8 01 >> you are correct you can pick the next category
>> can we go with who's who in New York City public schools 400 Who is this pretty lady? >> Shirley. >> Okay, since we Queens person, first deputy chancellor Danielle Ga,
>> you are correct. Next um category. >> Caroline, pick. It was the last one who answered. Go ahead. >> Let's go with autism awareness 400. >> This term means changing the environment
to ensure a person with autism can participate fully rather than requiring the person to change to fit in. What is the term? >> And the this is a good awareness question because these two words get
mixed up a lot. >> Hint Caroline I could only think of accommodating or accommodation. >> Woohoo. You are right. Accommodation. >> Yeah, that was the other one too. >> A lot of times it gets mixed up with
modification. Accommodation or modification people interwin them. Okay, next category. >> I'm not winning at this category at all, but let's go with uh who's who in New York City public schools. Who is this pretty lady?
Yeah. Hey Caroline, >> that is Miss Canita Lloyd. Am I right? >> Got it. Yeah. >> Okay. Because I was gonna say I've seen her like many times. >> Okay. See, you you did good in the last one. >> All right. All right. Um let's go with
uh name that rag. Uh 400 >> consultation with parents. One, prior to determining whether to adopt a uniform requirement, the school leadership team must consult with the school's parent association or PTA. Two,
toward this end, each school leadership team must co-host with its PAPA at least one open forum for parents, teachers, students, and administrators. Proper written notice at least 10 calendar days in advance must be given for the meeting
and it must be held at a convenient time for parents, teachers, students and administrators to attend. >> Quenton >> transfers regulation A665. >> You are correct.
>> Awesome. Next category >> going to autism awareness of 500. >> True or false? Autism occurs more often in boys than in girls. >> What?
>> True. >> You are correct. >> You get to pick the next category. Famous People with Autism 300. >> This American academic developed a more
humane method for handling livestock and is a leading advocate for autism awareness. Rachel Who is Temple Grandon? >> You are correct. You get to pick the next category.
>> Um, famous people with autism for 500. >> While never diagnosed, experts often analyze the intense focus and social behaviors of this theoretical psych psych physicist who developed the theory
of relativity. Caroline, >> who is Albert Einstein? You are correct. Let's go with acronyms for 500. >> What does PLOP P O P stand for?
Anyone who has a child with an IEP would definitely know this. It's on the IEP. I know you know Remma, go for it, Reema. >> So, to be fair, it's the staff's fault because they call it plop to the parents. They don't tell them what it
stands for. It's present levels of performance. Parents, you need to know what your present levels of performance are for your child because that is what your kid is doing right now. >> Last but not least, name that rag >> for 500.
The tracking system must be operable on all school days when students are being transported and all data within the tracking system must be accessible to the assigned staff at the board of ed. Which rag is this?
>> Caroline, >> is this a letter A? Number eight 01. >> No. >> Close. We did that one already. >> To be fair, they could have combined those two and that would have made more
sense. Caroline, I agree with you. >> Yeah, cuz they're very short. >> Caroline, just go plus one. Say it again. >> I can't. I honestly That's the only place I've seen it really. >> Plus one. Plus one. >> It's like part two, girl. Plus one. Just say plus one.
>> Plus one. >> There you go. 802. >> There you go. Okay. >> MVP today. The reason why we do the Jeopardy is because it's a fun way of learning things that we didn't know. It's it's
hard to ask parents, parent leaders, um, what questions do you have on different topics when you're not sure what topics you should be asking questions about or you don't know the topics in general. So, how can you ask something that you're
not aware of? Um, so this is a fun way for us to show you the things that you should know and if you don't, you just learned something. I see Caroline nodding. So you you like this? >> I'm in total agreement. I think it's interesting because most times because
you go into PTA, you think that that's the only one, the A660 and the A665, but then you start realizing there's all these volumes and some pertain to your own principles or to your own district and things like that. especially the um regulations on um travel and bus
services and things like that. Those things are very important because a parent may not even know and you might not know but it's actually written and that way you can support you know the the education on that. So I think it's great. I like reading anyway. So that's the best part of the whole experience,
>> right? But this is our way and it's not to embarrass anyone and if you know the answer you ask and if you don't and if you're not sure I mean you took a chance and that's what that's what empowerment and leadership looks like. So this is this is what we want to make sure that we're doing. Um and then also so that I
I'll go into like the elections again. We really want to make sure that we have our president's councils running by the end of June because it's the perfect opportunity for you to plan when you see anything. It tells you in September what you have to do. In September what you
have to do, but in July is when your term starts. So if you start planning over the summer in July with your boards, and now that we're in a virtual world, you can meet with your PA and PTAs, not as an official meeting, but as
a a structure to help prepare and plan for September, so that the planning is happening over the summer. And when September comes, you're ready. So that's why we want to make sure we do this. Please, for anyone who has not filled out the form, even if you could just write it in the chat how you plan
on attending the May 14th meeting. We don't want to have a meeting in person where we don't even meet quum in person. We want to make sure that everybody's that says that they're going to come are going to be there. Um we're trying to plan some nice things in person for you.
Again, it's only open to the voting members. Um, everyone else that usually watches on YouTube will still be able to watch on YouTube. >> Randy, do we have some questions from the YouTube um chat? Somebody was asking, "How can we reach
the dial staff?" >> Okay. Um, that's a big uh staff. I I don't know like who in particular they would be looking for. I would >> Randy I would recommend that they email
the special education inbox at special educationchools.nyc.gov. That inbox is manned by a dial staff and they will be able to get the support that they need and route it to whoever um needs to support them. >> Thank you, Reema. That's why we're a team.
>> You can add that to escalation emails as well. I highly recommend that if you have an issue and you're not getting a resolution in your school and you don't know who to go to, I mean, I would hope you go come to one of us, but if you don't find us, add the special education email to any escalation emails.
>> Put it in the chat, please. >> This way, she could just copy and paste it to the YouTube. Thank you. Um, Caroline, thank you for putting that. the elections. Yes. Shout out to Shirley Auburn Aubin um Geette Pezilante and you for doing the election um time to run
for um PTA link. It's always great to have, you know, familiar faces when people are on there and see the current and former parent leaders. And um Geette was also a parent leader. So, she was a president's council president um in
district 21. That's why, you know, we're the best district. Um, sorry I had to do that. Um, but yeah. So, any other questions about anything? Thank you, Josephine. Yes, next meeting May 14th. So, it's the same time, 9:30
at Tweed. Only voting members will be able to attend in person. Everyone else will be on the YouTube um live stream. This is uh April is autism awareness month. So we want to make sure that
everyone um spreads awareness to everyone and acceptance. It's not just about awareness, it's also about acceptance. Caroline, you have a question? >> I do. Um I know we filled out the form to give our election day for uh president's council. If for whatever
reason we don't have quorum or we don't have roles filled, do we have to submit yet another form to give you the next election date or how does nothing like that? >> So if you if you have your date hopefully before June 30th, the only thing that you would have to do the only
way you could have um another election if for quarum purposes if you don't reach quarum on an election meeting you can do it 5 days later. You don't have to wait 10. That's in the regulation. Um, but if you don't fill all the positions, as long as you have a mandatory position filled, you're okay.
And then you'll hold them in the fall. >> Okay. I just want to make sure that we didn't have to do yet like another form to give you another date that we're doing it. Okay. Thank you so much. >> I hope you get quarum. I don't >> I hope so too because we need this to happen. Thank you.
>> Any other questions, concerns, suggestions? Okay. If there's none, then would someone like to make a motion to adjourn the meeting? It is 11:42. >> I motion. >> That was Ashley. >> Second, Reema.
>> Thank you, Ashley and Remma. Everyone, have a great day. Um, and we'll see you next month in person.