I know that um Ashley and uh Randy you have cohort. Can you please help uh admit everyone while I share the meeting? No problem. Rosa, no problem. Thank you so much.
All right. Can you guys see my slide? Because I'm using like two devices. My internet is really at its last already. We could see it. We could see it. Thank you so much. Thank you. Thank you so much. And with that, we are going to
start our monthly uh meeting. This is a CPAC Chancellor Parent Advisory Council uh meeting for October. Um, and we're starting the meeting at uh 9:33 a.m.
just writing it down for minutes purposes. And okay, for those that are new to the council uh and those parent leaders that are
hearing us on uh Zoom, right, what is uh chancellor's uh what is CPAC, right? As per chancellor's regulation A660 that establishes CPAC, right? Does not govern CPAC. Uh, CPAC is a city-wide
organization that advises the chancellor on issues of importance to parents of New York City public schools. Um, CPAC also supports the president's council by providing information on important issues affecting the schools and
guidance in the development of local parent leadership. PAPAC the chancellor's parent advisory council is comprised of president or the representatives right of president's council that
represents 32 districts including burrow all the burrows hope everyone is helping admit because I see them popping into my screen um and we advocate we are elective to support and and and serve
1.1 million New York City public students and their families. At Chancellor's Parent Advisory Council, we ensure that every single parent's voice is heard. We collaborate with different stakeholders and work together to
provide high quality and youthful information. We are always striving for excellence, equity, respect, and opportunity for all. I'm going to my next slide.
Computer of course. Okay. So, for the school year 2024 2025 up until today maybe depends on um everyone staying in the room for the
elections. I am your chairperson. We have our first vice chairperson Randy Geray. We have our second vice here person Erica Newton Rodriguez representing district 8. I forgot. Uh first vice president is Randy representing Brooklyn High School. Uh
recording secretary Miss Ashley Muero representing District 1 President's Council. And we have corresponding Secretary Josephine Kangalloi representing District 20th President's Council. We
have uh treasurer Rebecca Staley representing district 30th president's council and again I did say Rosa Diaz and I represent Mahhata High School President's Council and with that we're moving on.
Okay, attendance attendance we will taking only for these uh par districts. Uh I'm not sure who's the a president or the representative because we have not gotten the election
certification form. We just received names and email address. Uh so please please please kindly send your election certification forms to info cpacygmail.com and include our face uh liaison Anthony
Aguilar. Okay. And also for everyone that doesn't know, as per CPAC bylaws, CPAC executive board reserves the right to contact a district president's council if they have not been represented three
consecutive CPAC general membership meetings. So please, please, please send uh your representative uh your president. You must let them know to be here on time and engaged.
And with that, the CPAC procedures my computer CPAC procedures and standing rules to ensure that our CPAC meetings are run smoothly. Uh we ask you to respect the following.
Please do not speak until recognized by the chairperson, myself who is chairing this meeting. Please limit your comments or questions to two minutes to ensure maximum participation by the greatest number of representatives in the room.
Remember that the order of speaker aspir is as followed the executive board as six voting members and then non- voting members if there are any and only if the chair recognizes you. We want to make
sure that we hear from everyone in the room and not uh one person all the time other than the chair. And with that also let me just leave let me just read a very amazing quote that I
live by every day. Great leadership usually starts with a willing heart, a positive attitude, and a desire to make a difference. We're moving on. if my computer wants to
work. Okay, so with that we have uh the amended agenda and we also next to it is also the monthly meetings for the rest of the year. We are going we already uh uh started with the um starting the
meeting and I'm going to do roll call right now. I totally forgot. I apologize. One second. Okay, let me get a pen. And we are doing roll calls. Okay, let's see.
District two. District two. Okay. District three. Here. Here. District two. Here. Sorry. Okay. We have another Anthony in the house. Okay. District three.
District three here. Ray Mcado. Uh, we have Lauren. I'm sorry. Oh, I'm her co-president. Yeah, I'm her co-president with co-presidents of district 3. Um, Miss Ray,
I yesterday there was Miss Lauren uh being that me. Can you tell me what happened? We're co-presidents, so I'm going to I'm going to be coming to the meetings instead of her. You know, as co-presidents, we pick and choose which meetings we're going to
be designated for. Um, so um I'm assigned to go to CPAC. Yep. Yeah. I don't know who told you that. Um, so this is what usually is in the election certification form. There's usually one of the two co-presidents that is elected to do the DOT and one is
elected to do the SEAP. This is why it's very important for us to get the election certification forms. Yeah, we think Tracy said she sent everything in with the minutes and everything. Sorry. Can I No, I'm talking. I just want to
clarify because there's a lot of things going on and there's so much miscommunication and I'm like we aspiring leaders follow the regulations, followers regulations, right? And in the elected certification forms, it'll tell you you
were elected to be on PE that PIP representative and the other person is elected to go to the DOT. And I definitely get that because I do attend the DOT meeting. Um I haven't received
anything. So you can observe uh district four, district four. Okay. District five, district five.
Okay. District 8. Sorry, District 6 is here just in case. Oh, okay. I know about Carolyn because of uh the elections. I know I I don't
see her in the list because um again I just want to clarify because I don't want any miscommunication and I I'm very transparent like my leadership has been given a lot of information and transparency and I don't see um I know
your elections were when uh Caroline our elections was on Monday and we just uh provided a certification uh unfortunately last minute but yes it's been submitted. I know you were elected. No, no. I know you were elected
and you are uh uh verified uh district 8. I'm sorry. Erica. Okay. I'm not the PC for uh outcoming for district 8. There's a they just selected
someone on uh sorry about that. Um, district 8. Okay, I don't see them here. Uh, district 11. District 11. Okay. District 12. District 12. Okay. District 14.
Okay. District 15. District 15. Okay. District uh 17. District 17. Okay. They're not here. District 20. Good morning, Josephine. Here.
Thank you, Josephine. Uh, District 21. Good morning. I'm here. Thank you, Vetta. Uh, District 22. Good morning, Vanessa Canastasi here.
Vanessa, thank you. Good morning. Uh, District 24. District 24. Okay. District 25. This is Veronica Peter Leon. Veronica, thank you so much. Um,
District 26, morning here, Adriana Vz. Morning, Adriana. Okay, District 28. District 28. Good morning, District 28.
Yes, sir. Good morning, uh, District 29. Good morning, Madam Chair. Solo Monero, District 29. Good morning. Uh, District 30. Yes. Thank you, Becca. Uh, District 31.
Good morning. Present. Thank you, Melissa. Um, District 75 as in Ashley here. Thank you, Ashley. Okay. District. It's not district. Burrow.
We're going to the burrow now. Uh, Bron High School. Bronx High School. Hola. Can I have a name, please? Hola. Good morning.
I didn't recognize your voice. It's a lot of changes. I don't know anything anymore. Okay, we got your back, Rosa. Thank you. Thank you, Mommy. Um, Brooklyn High School present.
Oh, thank you, Randy. I'm sorry. I need my coffee. Um, Staten Island present. Thank you so much. And Manhattan High School is myself.
I'm sorry, Rosa. Um, yes. I just want to just clarify in the chancellor's regulations A660 it does state that the face and the New York City public schools has to provide us with a membership list and
information contact information which we were provided and your name is not on that list and you question I don't work for the department of education that that would not be me if they provided it or not or whatever miscommunication the list and I just
want to share that as the executive board we make decisions as a whole and four of us as the majority agreed that we do not need the election certifications and that we trust that face is going to provide us with accurate information which they have. We
had gotten um the information today for district 3 ray and you questioned it with you needed the minutes and the proper information. So, I just want to share that you did not you did not ask for that. Nothing against you, Ashley, but you did not ask for that for district 75, which was the same
situation, and for Manhattan High School is also the same situation. So, we didn't receive that information either, and neither did base, right? So, let's look up our bylaws, right? Because I remember I remember and
it is on recordings, right? that we go by our bylaws and as per bylaws as per our bylaw right we have the right to request those election certification forms and you are being recorded right
now and there are recordings from the past that say the same thing and I don't remember any notification any agenda any voting any email that says that we
were supposed to vote on this item. So, we didn't vote, we made a decision, which the executive board has the right to do, and the majority of the executive board makes decisions together. As far as our bylaws, we do have to abide by our bylaws, but it does state in the
chances regulations A660 if our bylaws contradict the A660 that the A660 supersedes our bylaws. So, I just want to make sure I just want to make sure that we're in compliance, but you did question and I do understand that D75's election
certification form was sent to face and we do have Ashley as the member, but the same certification form was sent for D3 and then it was we need the minutes and a letter from the superintendent as per Rosa, which is true. That is what we
request. But the thing is it was kind of a double standard because she didn't request it from D75, but she did from D3. So I just want to make sure that we're all following the same suit, but we didn't receive it from Manhattan High School President's Council. So can you share that with with face so that we can
be updated? Also, also to clarify I'm sorry ladies to clarify to uh for D75 that was done in advance. Um FaZe had that information already. um and
they were uh face had directed um the FLC Nora to go ahead and do it a certain way. So if it was requested that minutes and everything was needed, that was not asked of us at all. So Ashley, I have no problem accepting
the certification form, but Rosa accepted that from D75, but wouldn't accept it from D3? So, I'm just questioning, do the same rules apply to everyone? No, no, I get it. And thank you for bringing it up because I love emails.
Emails provide proof. Um, so I see that Ashley's name was already there and everything is in an email. So, like from 10 hours ago, now there's a new representative. You understand? There's
no communication. There's no email. And in our bylaws, maybe you remember that it states that in order to change a design, it has to be 10 days before via an email to
feedback. In order to change designate, the membership needs to vote on it. That's it. We don't have to get the election certificate. We get the election certification form, but the membership has to vote on it. That's that's the
only thing you have to do to have a designate changed is the membership votes to remove the one person and votes to add the other person. So there's no issue here. But I'm just saying you c you question D3 but not D75. And also we
haven't received anything from Manhattan High School President's Council as far as minutes. So can you provide that? Yeah, my president is actually on the line. And I don't know if she's able to unmute. Erica, um, you can give thumbs up if you
want me to speak on behalf of Mahhatan High School's President's Council. It doesn't work that way. Rosa, we need the minutes. Well, she's she's a member. And she be recognized, please. Oh, I'm sorry, Reema. Go ahead, mama. Thank you.
I have a question. So, I reviewed the agenda. I saw that we have resolutions. Are the two resolutions the only voting aside from the elections? Can we can can we can and minutes? Okay. Can we table minutes resolution and and
this conversation to the end of the meeting so that we don't mess up our time cuz then like everything's going to get pushed later and we may not get to a whole agenda and we can have this conversation right before all the voting. But can we just get through the be like every other item that doesn't
require that please? Sure. Thank you so much. So, we're moving on. I want to make that an official motion. I motion to table this conversation in all voting to the end of the meeting. Second. Second. Second. I'm sorry.
I think a bunch of us second it. District 31. And I'm sorry. My name is Erica Binham. If I just may speak candidly. Um, I have a work meeting and I was just pulled away from it. I didn't even plan to be here because I had to do my actual job.
So, yes, if we could get to business and either I am willing to meet with anybody else who needs to meet with me um regarding some issues, I'm happy to do that, but I have to listen into this conversation and go back to chair another workrelated meeting. Eric
Binham, Manhattan High School's President's Council President. And thank you Thank you so much um ladies for keeping us um focused.
Okay. And we are moving on. So this is the um was that a new hand rem? Nope. I was trying to vote with Nope. I was trying to raise my hand to vote if that's what we were doing just to
expedite the process. That's all. Thank you. Thank you. I don't think anyone objects to us moving on. Does anyone object to us moving on? Okay. So, this is the agenda. It's a full full full agenda and these are your
monthly meetings for the rest of the year. Uh the new executive board will change it according to their time and and and yeah. Uh so the agenda uh CPAC business and updates. We have
the first thing uh special education committee, wellness, safety and health committee. Uh members update anyone that wants to share anything. And then we'll have um um the June, August, and September minutes, but I believe we received June. I know everyone is busy
and that is okay. Uh resolutions. We have two amazing resolutions that not just support one school but support all the schools in New York City public schools that have sports availability and we have a brief review and
discussion uh with you know the chancellor's regulation maybe not depending on the time uh we have Katherine Jedrick I cannot pronounce it I'm sorry if I butcher your name data privacy um group on student privacy and
rights And then we'll have plus size senior advisor, division of operations and finance, Erin Gham. I believe she's here already. Um then we'll have a conversation with our chancellor. We're not sure what time she is um going to be
here, but whoever is presenting uh or speaking, please, please, please stop so we can let our chancellor um speak, give her remarks, and ask some live questions. And then we'll have the office of public
transportation, Lauana Chambers, and Melissa Eil, director of communications. We'll have um Barkley Center. This is an opportunity for fundraising for all of us. Uh PAPs, uh and President's Council, of course,
by Joseph Dimmitri. Uh and then we'll have CPAP bylaws reviews because they're very important. a lot of um members still do not know and abide by our our uh bylaws. Um we'll have some faith
updates uh by Jesse and then we'll adjourn and uh hopefully afterwards we'll have a conversation and do a lectures. And with that, yeah, let's stop right there and we are going to start. Um, is
there any members that want to share any information or news? If not, we'll go to a special education. Any members that would like to share, please raise your hand. Okay. and uh special education committee. Uh
chairs, would you like to um inform us of the next meeting and any um information that you might have on that committee? Anything that you might want to share? Good morning. This is Ashley. Um so just
a quick uh snippet. Um, unfortunately we could not make the last meeting happen due to a event that was being hosted by FACE and we didn't want our time to overlap um because they were sharing a
um a uh information session on special education and other information. So we just wanted to make sure that that time was allocated for parents to be present for as well. Um however the previous month went really well. Um I I believe a
lot of our concerns for our um our gifted children, right? Um is um just that having more support for their busing. There's a lot of conflicts going on. Unfortunately, many of our students, they didn't even start school until
about last week and it's kind of really sad. Um and then also uh parents are just seeking more support in their schools um with afterchool programs as well as um having making sure their their students um their kids actually
have their IEPs uh completed as well as um guiding them towards uh steps if they need uh more help to get their IEP process started. Um, I will share I I'll drop the the flyer into the chat so
everybody can have the upcoming dates for the rest for the remainder of the the time the school year that we have. Um, and this way everybody has the information. Um, but that's really it. I don't want to take up time. Um, but that's what we have. And I'll also leave
my email in case anybody has any questions um, regarding uh, the committee or anything else. Thank you guys. Thank you so much, Ashley. Um, and I also attend those meetings. It's very important to continue being uh engaged,
present. Everyone's voice um needs to be heard and every single member of CPAC is welcome to join any time. And members of the public, please, please sign up. I do have a QR at the end of my presentation
that you can just scan it, join the meeting, and if you are not being admitted for some reason, which we heard that before, let us know because we're not perfect, right? We're human beings advocating for our families is it gets busy. And now, uh, can we have Janna?
Would you like to share the dates and times and the committee meetings? Yes, thank you, Rosa. Um, we haven't had one since the last CPAC. We did give an update. Our next meeting is October 16th at 7 PM. Thank you, Rosa, for co-chairing. There's a lot going on
across our city for safety for our kids, especially with the ongoing, I would like to say, epidemic violence, unfortunately, with our high school students. So, I think it's very important if people can please join our meetings and I look forward to the conversation. Thank you for all this.
Thank you. Thank you. Um, okay, let me see what else is next on the agenda. Okay, there is no district uh anyone does not want to share. And with that, we have um the June minutes. Um Randy,
do you mind putting them up or actually uh the minutes to the end, Rosa? Oh, thank you so much. Okay, we're gonna fix the time. We right on time now. We perfect. Thank you, mama.
Okay, we're going on with resolutions. My computer, if anyone can or is able to put on the resolutions that was already sent out and it should be in everyone's email, that'd be great. If not, just give me a minute. I will do it myself.
We tabled that too, Rosa, because we got to vote. The resolutions are to vote, Mommy. I know. We tabled all voting to the end so we could fix that conversation and maybe the FLC could send that documentation while we waiting. My computer is so tiny right now.
Okay, so it's um I guess we're right on time. Sorry. I guess we're right on time. We're just going to go with our data privacy group and we'll table the discussion of the chancellors after all
the presentations. Um, okay. For that I'm going to pass it on to Katherine. Let me give you cohort if you are going to share. Good morning everyone. Um, I'm going to uh hand this over to
very shortly to uh my colleagues on the privacy team. Uh I see uh Dennis Doyle on and he will be uh running through the bulk of the presentation but I just wanted to share uh a little context. Uh as some of you may know in the spring um uh after hearing feedback about our our
existing chancellor's regulation on data privacy and uh you know some plans of ours to update it we uh the chancellor asked us to convene a data privacy working group to um talk about the regulation and give feedback and we were able to successfully update that regulation.
uh last spring uh uh and I want to thank Rosa who was a member of that uh working group and helped us get to that place. Um but one thing that came out of the working group as well was uh there was obviously a lot of um feedback about topics beyond the regulation including
uh how we uh educate parents on this very important topic and what more we could do. So after the regulation uh was updated, we moved into a second phase of the working group uh that uh included work from three subcommittees and one of those subcommittees focused specifically on parent engagement and education
uh and worked with uh myself and the legal teams to come up with some some new resources and tools that we could provide for families, including the uh presentation that you're about to see from Dennis. It's the um uh first time that we're we're sharing it out publicly, but it's intended to do uh a
more robust job of educating parents on this very important topic. Um so without any further ado, I will uh turn it over to Dennis, who I do see on and I think should be ready. Um but I just want to say um I want to thank Rosa and all members of the working group and our our subcommittees for the work they're doing
on this important topic and I'm happy to speak to anybody um offline more about the work that we're doing there. So thank you. Yeah, thank you, Katie. And hi, everyone. Thanks for having me on for this meeting. Um, like Katie said, this is a presentation that we've been
working on um since we recently updated the chancellor's regulation. And part of the reason why we put this together was to try to create a presentation that could be turnkeyed for parents so they can basically get better understanding about how does student privacy law work,
what their rights are. Um, and so we want to share that with you here today. Um, so let me share my screen. Okay. Can everyone see that? Okay. So, this is the the guide that we put together for parents and students um
to help them better understand how student privacy law works at New York City public schools. And the first like the starting place for all this is where do privacy rights come from? Um and how do they work? Um and we sort of use this
analogy of building a house when it comes to privacy law. And the the foundation of that house is the federal law uh fura the family educational rights and privacy act. And that's sort of the baseline, the foundation for all
the privacy law that gets built upon that. Um, on top of that, the additional floor that raises the floor in terms of requirements and standards is the state law, and that's New York State Education
Law 2D. Um, that came out in 2014, I believe it was. Um, regulations for it came out in 2020. Um, so these changes were were part of the major changes that we included in the update to
Chancellor's Regulation A28, which you'll see is sort of we call like the attic or I don't want to call it a roof necessarily, but it's sort of the upper floors of this that build upon the requirements uh beneath it. So you have
FERPA establishing the foundation, New York State Education Law 2D building upon that and then Chancellor's Regulation A20 further building upon those two. Um so that's the framework that we're dealing with when we talk
about student privacy law. And then we we ask, you know, who has these rights under FERPA, under EDL law 2D, under Chancellor's Regulation A20? Um, and it's going to come down to to parents and students. And so parents have the
rights if the if the student is under 18. And once the student turns 18, the student has those rights. And if you talk about, well, what is a parent? Um, that's going to include obviously birth parents. Um, but that's also birth
parents of students who are in foster care. They're going to retain those same rights. adoptive parents, stepparents, legally appointed guardians, foster parents. These are all going to be considered parents that have these these rights.
And then one of the ways that we reorganized Chancellor's Regulation A28 was to sort of frame everything in terms of what your rights are. And so we created this um this page here in the presentation to to explain what are the
different rights. And we kind of distilled it into nine different rights. And in the presentation like we have the right to non-disclosure and you can click on it here and you see um the right to non-disclosure means unless an exception applies education
records and the PII or personally identifiable information in it cannot be disclosed without your consent. That's one of the most fundamental rights that you have. you have the right to to access and that means that education records have to be provided to you
within 45 days um of the school or New York City public schools receiving that request. Uh the right to information security, you know, we have an obligation to keep data secured using administrative, operational, and technical safeguards.
Um this is a big one under Edlaw 2D, the right to not have your data sold. um you can't sell student information. You cannot use it for commercial or marketing purposes. That's that's a very fundamental aspect of Ed Law 2D that's
now incorporated in our chancellor's regulation. We have the right to amend records. Um so any education records that are inaccurate, misleading, or otherwise violate your privacy rights can be amended. Um the right to be notified of data
breaches. This comes from New York at Law 2D as well. So, you have to be we have an obligation to notify any of our impacted students uh or or families if their information is subject to an unauthorized disclosure and that's going
to be from the smallest disclosure to a large data incident. Uh you have the right to know about student surveys. Um, this is an existing federal law um known as the parent pupil rights amendment that we've now incorporated into the
chancellor's regulation that says parents have to be notified and have the right to opt out of any surveys that are touching on certain sensitive areas, politics, religion, sexual behavior, that kind of thing. um you have the right to be notified of
your rights sort of uh circular in a way but um it's there it's one of the rights you have we have an annual furpa notice the PP notices and we distribute those annually every year at the beginning of the year
they're also available on our website um and then you have the right to file a complaint um you could either file a complaint with us you can file it with the the US Department of Education or the New York State Education Department. So these are all the sort of the
fundamental rights that we you know have classified under the new chancellor's regulation and we'll get into each one of them a little bit more just a little bit more detail here. So the again one of the most fundamental and this is probably one people normally think of when they
think of something like furpa the right to non-disclosure the right to confidentiality of your information and the general rule is that education records and the PII in them cannot be disclosed without your consent and
with that said there are a number of different exceptions through which your uh personally identifiable information can be disclose without your consent. Some of the notable ones uh sharing PII with other school staff who need that
information to do their job. This is known as the school officials exception under FURPA. And also sharing uh PII with third parties that have completed our data privacy and compliance process.
Um this is sort of similar to the school officials exception except for it's basically permits us to outsource certain certain functions to third party vendors um to perform services on our behalf. And this is going to cover
everything from your community-based organizations that are working in schools all the way up to your big tech vendors. and all of them have to go through our data privacy and compliance process at New York City public schools. Um there is the health and safety
emergency exception. Obviously, if we're faced with a health and safety emergency, we don't really necessarily have time to get consent from a parent to deal with something like that. Um, so if it's a student that's having a medical emergency, schools are permitted
to disclose PII to the hospital or whoever's treating the student um to make sure that like they're not going to be an imminent harm. And then lastly, another exception that I'll highlight here is the directory information
exception. Um, and directory information is the exception that allows schools to share certain types of PII only if the parent or the student is given an opportunity to opt out. And the sort of classic example of this is honor
roles. So if a school wants to post an honor role up in the school uh recognizing all the students who have, you know, achieved a certain uh GPA, they can do that as long as they've given notice to the school community and
to the parents and families and given them an opportunity to opt out of that. in an AA20. Um, we've set up a system where if it's going to be the school that's using directory information, they're only permitted to to do it for two different
purposes. One of those would be recognizing student achievements like an honor role. And the other would be for school publications, um, student newspapers, play bills, um, yearbook, something like that. Um, and
if they if they do want to rely on the directory information exception for those things, there's a a closed set of information that they can designate. There's only, I think, eight different types of PII that can actually be designated as directory information. So
we've we've tried to make it very strict in terms of schools abilities to use this but at the same time you know enabling schools to to have something like an honor role and have student newspapers recognizing student
achievements participation in sports that kind of thing. Um so that's a general overview of of your right to non-disclosure. Uh then you have your your right of access um which is a key right um and this comes from furpa that schools have to provide education records as soon as
possible and no later than than 45 days um and before granting access schools have to verify the requesters's identity. They have to make sure that the person that they're giving the records to actually has a right to receive that. And typically this is done
by requesting you know photo ID. If we get like an email from a parent asking for records, like they should have to authenticate that they're actually who they say they are. Um, A20 uh also
requires additional notice uh whenever you have a situation where um the request for records is coming from what we've called a restricted parent. And this is a new term under the new regulation. A restricted parent is a
parent who has either their access to the child or to the child's records restricted by a court order, a state statute, or another legally binding agreement. Um, or it could also be a parent who is not appearing in any New
York City public school records. We don't know who this person is. They're coming in. They're claiming to be a parent. They're deemed a restricted parent. And whenever one of those parents makes a request um there has to be notice given to the uh the custodial
parent or the parent with whom the child lives. Under the past regulation um we had a framework where notice had to be given to the custodial parent whenever a non-custodial parent requested records.
And we found that that was creating a lot of barriers for parents um who really for no good reason, maybe they just have joint custody, maybe they don't have majority custody, um but they're getting a lot of difficulty in
getting access to their child's records. And so we're trying to we tried to make that change in this regulation to make it easier for those parents to get the access to the records that they're entitled to. Um, and so now it's only a
case where a parent who's a quote unquote restricted parent typ and typically this is going to mean they have some sort of court order against them. So for example, if there's a stayaway order against a parent, the parent is not to have any contact with the child. We're now deeming them a
restricted parent. We have to send a notice to the custodial parent notifying them that this parents requested records and they have a court order against them and make sure that the court order is accurate and it's up to date. It hasn't expired.
And then if that's the case, the the parent who's requested the records, they can get uh access to records but only in so far as permitted by their court order. Um, so that's one of the big changes that we made to the new
regulation. Um, the right to information security. Um, a lot of these requirements come from education law 2D, including the requirement that New York City public schools
um align with the and use the National Institute of Standards and Technology or NIST framework for improving critical cyber uh infrastructure cyber security version 2.0. Um, the state current state regulation only requires compliance with
version 1.1 I think it is right now. although they're they're going to be amending that soon, but we we sort of got ahead of the curve a little bit in the chancellor's regulation requiring uh compliance with 2.0. Um student data has to be encrypted and rest and transit.
Data collection and transmission has to be minimized and limited to educational purposes. And then our thirdparty vendors again which I discussed a little bit earlier have to go through our data privacy and security compliance process. Um, and that's composed of three
different parts. You have the the data processing agreement that gets negotiated between my office and legal and the third party vendor to ensure that we have the appropriate contractual agreement and requirements for those thirdparty vendors that's binding them
to protect student information. Um they have to also go through a security review conducted by New York City public schools and our division of um DIIT instructional information technology. Um that's for particularly
for edtech vendors that are that are um providing educational software for our students. And then third um if the vendor is going to be storing information in the cloud they also have to underu undergo a cloud review and that's conducted by uh separate city
agency which is OTI this this New York City office of technology and innovation. Every one of our vendors that gets access to student information must go through this process. And um so this is a a very important part of uh
student privacy framework and our rights here. Um right to not have your data sold fairly straightforward requirement from New York New York State Education Law 2D that's now adopted into our chancellor's regulation. You cannot use
student data for any commercial marketing purposes such as advertising. Um, any vendors who violate this this rule are going to be subject to severe legal penalties that could include suspension or termination of access to
DOE data, uh, civil or criminal penalties under New York state and federal law and potentially disqualification from bidding on uh, future contracts that involve personally identifiable information. um the right to amend records. If
education records are inaccurate, misleading, or otherwise violate a student's privacy rights, parents and students have their right to request to amend that education record. Um those are going to be needed to be directed to the principal.
And if the principal ends up denying the request, there's a process for for appealing that and requesting hearing. And we have more information about that on our student privacy website. The right to be notified of data breaches. Um, anytime an unauthorized
individual accesses student information, uh, New York City public schools is going to notify the impacted students or their parents, uh, depending on the age. Um, we also post information about data security incidents of note on our
website. Um, so you can go on there, you could find out information about incidents uh from years past. Um, they're all going to be the big the big incidents like the Illuminate incident. Uh, two years ago there was an incident
with a company called Move It. We have we post information about that onto our website. And again, this right is going to apply to parents. whether this is the the smallest unauthorized disclosure, somebody's copying the wrong person on
an email that has PII in it, we notify them and that goes all the way up to, you know, some of the more high-profile data breaches that we've seen. And uh these notifications are going to be sent uh within 60 days of New York City
public schools discovering that the information uh was impacted in a data breach. Um, the right to know about student surveys. Touched on this a little bit before. This comes from something called the PP. Uh, parents and students have the right
to be notified and opt out of student certain surveys that touch on sensitive topics like politics, religion, sex, mental health. Um, parents and students also have the right to be notified and opt out of any non-emergency invasive
physical examinations or screenings. And this also includes a right to request copies of surveys um that are covered under this and also copies of any instructional materials that are part of the students curriculum. Parents and students have a
right to request that um under the PP and under chancellor's regulation A20. Um again the not the right to be notified of your rights uh annual furpa notice we send out uh PP notification we
send out um we provide also at the beginning of the school year the parents bill of rights for data security media consent forms uh directory information notice and opt out form um all these are available on our
website um and just to to note uh for the media consent forms. Um this is about the use of student images and student likenesses and student quotes that are going to be used by New York City public schools posted on our
website for our own media purposes. Um and also there's a separate form for nonprofit purposes. Um, and the directory information form obviously deals with whether you want to opt out of any use of PII for directory
information purposes at the school like like things like honor role we discussed before. Um, and then lastly, your right to file complaints. Um, this one's fairly straightforward. Complaints can be sent to us directly
um by mail, by email, to the state uh education department or to the United States Department of Education. Um and we have to respond to those those complaints and and give them full consideration. So that wraps up uh our
presentation here. And if there are any questions, um, we could always take them at student privacy at schools.mnyc.gov. Um, you know, we're happy to answer any questions you have there. We also recently launched a new student privacy
website at schools uh.myc.gov studentprivacy. So, I'll stop right there. Thank you so much. Uh, Mr. Doyle, do we have any question? Please raise your hand and if you cannot raise your hand,
please unmute. Are there any questions from members first? I guess it was very detailed. Rosa, could I just jump in real quick? Thank you for hosting us today and I want to reiterate um you know this presentation is a step toward us
really wanting to um do a better job of educating parents and and getting the word out and making this the sort of thing that goes ac that you know is available in all schools and all parents can talk about. Um so um we really appreciate the opportunity today uh to to present it to this broader
audience and hope that you'll all be seeing it across your schools soon. Absolutely. And everyone will get the um link to the new website and all the information. Please send uh the slides when you have a chance. I know I have them, but um so I can send it to
everyone and everyone can have the same information. You know, I love full transparency and communication. That's how that's how I lead. Um thank you so much, guys. You feel welcome to stay or you can hear the next presentation. It's up to you guys. I know you guys are very
busy and thank you for everything that you guys do already. Thank you. And thank you. Now we have um class senior advisor division of operations and finance. Erin, are you here?
Yeah. Hi. Good morning, Rosa. Hi. Good morning. Good morning. Good morning. Hi everyone. Um, thanks thanks for inviting me. Let me just adjust my camera. Um, thanks for inviting me to come speak with you all um on a quick update on where we are
with regards to class size this year. Um, I hope many of you are seeing some of the impacts of this work in your in your children's schools. We're seeing it kind of all over the place. Um, there was a very significant investment this year um that we made and do I have I can
share. Okay. Um, can you all see Can you see my screen? Not yet. Oh, give me one second. Okay. Yep. Okay, it's loading.
Great. Okay. Um, wonderful. I haven't done this in Zoom in a while. Okay. So, I'm sorry. Okay, there you all are. All right. Um so just wanted to give a quick overview about um where we
are um right now. Again, as I said before, hopefully many of you are seeing some of these impacts in your um children's schools. I know I am. Uh and and I've heard from many many families that that are really appreciating this
investment that we've made. Um so just because some of you are are new on this, I wanted to start with a a a general level setting here. um about what the class size law is and and where we are and then we'll go into kind of the work
um that has been done over the last few months um in partnership again with the uft and CSA as they are um our collaborators in all of this work. Um okay. So the class size law um again
requires that we reduce the actual class sizes and not average class size um in grades K through 3 to 20 students a class, in grades 4 through 8 to 23 students a class, in grades 9 through 12 to 25 students a class. Um the
reductions were required to begin in the 23 24 school year um and then grow 20% uh annually each year. So for this year we are at we are working towards the 60% benchmark. Um again this data is
collected as of October 31st. That's a date um that we'll share uh many times over but that really is our critical um our critical data collection date. schools are still working to finalize their data, finalize staffing, hiring,
things like that. Um, and that is the date that we take to do our official reporting. Uh, we have to share a um a report with uh New York City uh or sorry, New York State Education Department as of November 15th on this.
Um so again, we have a lot of work. Uh our teams are doing an extensive amount of things between October 31st and and November 15th. um you know looking at our preliminary data we're we're optimistic um as we were working through this
milestone but again the final data won't be reported out until October 31st. Uh the law also allows for exemptions. So um in these cases the uh or in the law there's four types of exemptions named
uh one for space which requires any um agreement around those exemptions to have a capital budget aligned to resolve. Um you have an exemption for overenrolled students, license area shortages and then again for severe economic distress. Um as I mentioned at
the top uft and CSA are our collaborators in this work. Um we partner with them to develop uh and ensure their sign off in the class size reduction plan which we put together annually. Um and for exemptions. So so um again all the exemptions must be
approved by both UFT and CSA. Um at this time and as was published in our July 2025 class size reduction plan. Um we did uh reach agreement on exemptions related to space. Um and these exemptions these are for schools um that
are impacted by cited uh and planned capital projects. And then also the specialized high schools under the overenrolled students exemption um uh specialized high schools without um space to comply uh will be exempted
under the law. The details of that are all um in the uh class size reduction plan which again was published in July 2025. Um just an overview again for where we are. So we have our new class size caps and and just comparing to the old you
can see uh the significant reductions that are happening in particular in the lower grades. So one to three has the most drastic shift. Um again as a parent of a kindergartener and a fourth grader it's it's you know heartening for us to see for me to see this in the classroom
and again like hopefully you all are seeing this as well um and hearing this from from parents. Um again the reductions are across all grade levels here um including in arts and PE which are PE and performing group categories
which are fairly high at 50 and have now been reduced to um 40. And this is last year's map but it gives you a sense of kind of where things stood as of um 11:15 2024. So you can
see across the city um you know the the districts with the highest percentage of class size compliance were in central Brooklyn. Um so district 16 32 um these and 23 these schools had the highest number of classes beneath the
caps. Um uh also district 5 in upper Manhattan and the South Bronx. Again these were the districts with the highest compliance rates. um schools in uh Staten Island, South Brooklyn, and
parts of Queens were the least compliant. So, you can see um district 26 only had 25% of classes at or beneath the caps. um through the FY26 um or this funding process that schools participated in leading up to this
school year. Um you know, schools in these districts with lower compliance um tended to um opt into uh you know, the funding process um because they needed the resources to reduce class sizes.
Um another critical part of um of the class size reduction work is around considering what space is needed for schools. So this map again this is um this is a bit older data but generally gives you a sense of need in space right
so so again this is a main driver and impacting class size if a school doesn't have space to comply in their current enrollment um configurations then either we will um really need to focus on acquiring more space or consider
exemptions. Um so when we engage schools in the FY uh 26 or the funding process in advance of this school year um we asked schools to be really strategic about how they were considering space um uh in in their planning process. But
again you can see this uh this map really shows you where there are um high levels of capital need um to increase space to reduce And again, just to give an overview of what we have been doing, um, because
again, this is a multi-year process that the that New York City public schools has been working towards. Um, in the 23 24 school year, um, we convened the class size working group and I do want to acknowledge there are a few folks uh, on the call who are on our group. So,
Rosa Diaz, we appreciated your work. Randy Ger and I see Laney Hson is on here as well. and and she uh all three of you all were were critically important and we appreciated um your perspectives as we worked through this together to deeply understand the law.
Um after the class- size working group, we convened uh the first uh or we developed the class size redu the first class size reduction plan. Um and again the benchmark in that calendar year was um uh was 20% and we exceeded uh
exceeded that benchmark at 39%. The following school year um in advance of that school year we invested um over $180 million in class size funding. Um and our primary strategy was working with superintendent to ask them to
increase compliance um across their portfolios by 3%. At that point we that resulted in us um reaching a 46% benchmark. Um for this year the uh jump from 40% to 60% was significant. Um we
worked in partnership with the uft and the CSA. uh we had schools um develop a plan and uh I'll talk about that in in more detail um in the next few slides. Um uh and again this was a deep and
close partnership with uft and CSA. Um we invested 450 million new dollars um in 750 schools to fund about 3,700 teaching positions and 100 AP positions.
We also as I shared earlier negotiated our first series of exemptions um to to set the stage of kind of this is a very complex process. Reducing class size takes into account many things at the school level um down to
kind of individual schools programming and use of every single and consideration of every single room in the school. Um, as you all I'm sure very close with your schools and principles um I'm I'm sure you know how much um for
the schools that participated in this planning process how much work and strategy involved uh it involved working with principles um uh and um the folks who are who are doing scheduling at the school level. Um the first year again or sorry in 24-25
um we worked to uh with schools to increase compliance by 3%. We asked superintendents to work at the school level and kind of consider across the portfolio how they could make some changes. Um we uh revised our capital planning strategy that year and then we
we uh rolled in some additional funding for class size. Uh we also laid the groundwork for supporting teacher recruitment and retention um uh in a bit more uh depth on that. Um and we focused on high poverty schools again as we were
distributing C4E funding and that was last year. Um for this year again we had to shift strategy significantly because we recognized that it was again a big jump uh to get to 60%. Um so understanding how complex this approach
was um we developed a process again in partnership with um NYCPS uft and CSA um that really looked to schools as um experts in knowing how to do this at their school level um and again asked
them to work in consultation with their SLTs. This ensured that communities were a part of the planning. everyone in the school was invested in the approach and um could come to consensus generally about how to develop these plans. Um in
the plan, schools requested resources to support uh teacher staffing, non-instructional room conversions, and additional classroom resources that would be needed as they were working to reduce class size. Um we had overwhelming response from schools that
far exceeded um our expectations and we had over 800 schools submit plans. Um and then 750 of these schools were awarded funding for approximately 3,700 teaching positions and about 100 AP
positions. Okay. Um just so you have a sense of how schools were thinking about this. Maybe some of you might have participated in this process um on leadership teams at your schools. Um but principles had to
consider a range of resources. So uh a range of strategies to reduce class size. Um supporting teacher staffing uh was was obviously a central strategy. Um they also had to take a look at how teachers were being programmed in their
school. they were teaching uh their contractual maximums like they were teaching a full course load. Um looking at all the individuals at a school um who hold a license to teach looking at existing spaces um and then again fully utilizing and
programming existing classrooms. Some schools might have considered multiseession programming where that was appropriate um sharing classes or virtual classes but again these were all optional strategies. Um, schools were not required to do any or all of these.
Um, again, it was driven by the school. It was it the plans were developed in consultation with the SLT. Um, uh, yeah, and and they submitted them in, uh, in in last year and we worked to get the funding by April. Um, again, we
did some additional work around teacher recruitment knowing that there was going to be a significant number of teachers needing to be hired. Um and again there was a lot of work on early commitment for the new hire stipen the teaching fellows um and and working on
recruitment and retention pilots in a series of districts. Um so Rosa that that's what I have for today. Um I don't know if folks had any any additional questions.
Thank you so much. I know it was a very detailed uh and I know um as part of the uh co-chair for the special education, we tried to provide a lot of um feedback
from the parent perspective. Um is there a question? Oh, we have a question. Um Erica, you have a question. Hi, good morning. I just had a quick question. Uh, and just a clarification
question. So, how does a 60% citywide translate to the percentage each individual school needs to have for class size? Is that also 60 60% of their classes or does that work? That's a great question. Thank you so much for asking that. Um, this is this
is part of how the law is written. Um, so the law asks us to look at all classes across the entire city. um and consider that 60% is 60% of all classes in every single school. Um so schools
will vary um in terms of their percentage of classes beneath the caps. We know we have schools that are at 100% compliance um because they have the space and they were able to um get the resources through the application process this year. Um, and there are
other schools that do not have space to reach that. But again, it's looking at all classes in aggregate across the city. So again, it's not by district, it's not by school. So your school may may be higher or lower than 60%, but again, we're we're counting it across uh
across the city. Okay. Thank you. Thank you so much. Does anyone have any questions? So, I do have a couple of questions that were uh sent out to Anthony and BB. Can you hear me? I kind of froze for a second.
Yeah. Okay. Uh so, my questions and these were Thank you for being patient with me. Uh these were sent out. How many additional teachers
were hired this year to lower class size? Um, I know I took a look and I know there um we have um uh a spreadsheet from the school budget uh uh location and I'm not I don't know
how to read them too much. So, can you can you let me know about that? uh because it says uh that 3,74 teaching positions were funded, but the dashboard says something else. Uh can you clarify
that for me? I think I see um Stacy from DHR who's here. So Stacy, can you um help us with that one? Yes, good morning. So, couple of things.
Our hiring is not necessarily just specific to class size. Like yes, there was a uh unique and intentional focus on class size, which is where the 3,700 um additional teachers um were, but we've got attrition every single year. So overall, our hiring practices are
relative to what the need is. Um of the 3,700 positions that were funded for uh the class- size mandate, over 90% of those positions were filled. And it because again we don't hire just specific to class size. It's difficult
to sort of distinguish in a dashboard what's class size versus what's our overall um need for hiring. So relative to the class size we got really really close on those 3,700 positions. Like I said we did over 90% of them. Um, but
some of that was due to brand new teachers coming into the system and some of that was from teachers transitioning from where they currently were to uh to new locations. Um, what that overall means though is we got money for
positions, we filled those positions, and we still have a lot of work to do uh in the upcoming year relative to getting to the next milestone for um class size. But nothing really changed relative to our practices. We do traditional teacher
recruitment which is us recruiting teachers from uh institutes of higher education who decided like yeah teaching is what I want to do and we increased the numbers for our New York City teaching fellows program which is our alternative certification program to get folks who are career changers into our
classrooms. And we almost tripled the size of our teaching fellows program um coming into this year. So, we've got almost a thousand new teachers coming in through New York City teaching fellows. Okay.
Far more than last year. Yeah. And that's a lot of changes. I'm like not used to like too many changes, but if the change is uh impactful and positive for our students, uh you know,
like we must do them. Um any questions from the membership? Otherwise, I will continue with the second question. Okay, I I see one in the chat um from Becca. Um are ICT and G&T classes exempt? Um so
great question. Uh the law does not cover special education classes. However, ICT is considered a general education class. So, it would be um included under the law. Same with G&T classes. Um the only exemptions that
have been um negotiated and signed off on by um uh us uft and CSA are um uh related to space. uh again and that's with schools that um are being positively impacted by cited um and
planned capital projects and then um a subset of the specialized high schools. But uh that is all detailed um in our class size reduction plan. Okay, any other member question before I go to the next question?
Okay. So, DOE has admitted that about 500 schools do not have the space uh at the current enrollment, right, to reduce the class size um mandate. Um these schools enroll nearly half of all
the students. Will the principles be allowed to cap admissions at a lower level to meet the mandate especially if they are underutilized schools at the same grade level? Um I I I can take that one. Um so you
know we recognize that for some schools achieving class size mandates in their current space and enrollment configurations is is not going to be possible without dramatic enrollment reductions or significant capital expansions. um we are invested um and
working in partnership with the school construction authority um to ensure that that and and I I think Cororuso could probably speak to more uh a bit more around that um but that's definitely a major part of our strategy. Um but
regarding enrollment to date um we have prioritized family choice and um have not made any significant changes to enrollment for the purposes of complying with smaller class sizes at individual schools. um as the law does allow for
exemptions. Again, I've mentioned that um two have been negotiated to date. Um and uh we work to consider others um but uh there have been no um no significant
changes to enrollment at this time. Um does Cara want to add anything to it? because I know I know it's like a lot of space is needed and we have uh
a lot of um schools have to create uh an additional grade level just because they have a lot of students of that specific grade. Right? If if
there's like um fourth graders, let's say, and you had three of those classrooms, now you have to add another classroom. But if you don't have the space, what do you do? Right. Um good morning everyone. Thank you for
having me here. Um I think I've I've been here before. Uh certainly happy to talk a little bit uh from the capital perspective. Um I think one thing u to share is um I think when we talk about
new capacity folks automatically think about new buildings new nieces um which uh it's great those are um approaches we have been we have been using to deliver new seats uh for decades um in order to
support class size we what we have done is to work with uh our partners at uh New York City public school to identify uh potential opportunities where in existing buildings by combining some rooms, dividing up rooms to create
additional classroom. Now that approach doesn't work for every school. Um whereas for some school where there is opportunity for us to gain even just one classroom, two classrooms, even 10 seats. Uh to the extent possible, we are implement those what we call classroom
conversion um projects. um those are a good are faster and probably a little bit more costefficient. Uh so and in the February amendment we identified I think three projects those are pilots. Uh it's also the start of rolling out the
program. Um we are going to identify more projects um soon and we continue to work to um again to take advantage of any opportunity where we could create additional space in existing buildings.
Um exactly do what you are talking about where a school needs another classroom to support opening the new classes for certain grades. Uh again as long as it the co comp we can create space co- compliant um that can work for the
school we are implementing those um projects uh as fast as we can. Thank you. I know every single parent wants things to be done fast and I know everything takes time and I'm not good with time. I want everything like now.
Um I know I have another additional question and this is the last one for me. Um, so the SEA testified last uh March that 75,000 additional seats will be necessary to comply with the law. How many schools how many school seats
will be added to the revised capital plan uh that is going to be released next month? Um, and will the SBA uh disclose the district and grade level for the addition of funded um seats that are needed?
Thank you for the question. Um, so the 75,000 seats was a very very rough estimate based on the five the 500 schools we know were not in compliance as of last September. Uh, again they are very rough estimate and as you know
enrollment is very dynamic. So that number is probably different um now but that was to really just give us a sense of how many how many seats we need citywide. Um in the plan there is currently uh 6.13 billion allocated for
uh to create new capacity. Now that sounds like a lot of money. Um but it really only we estimate will fund 33,417 seats. That as you can see does not uh cover all the 75,000 seats we estimate
needed. Um it is only partial. um it will only address part some of the schools. Um we don't think the funding um we don't anticipate the funding level will change in the upcoming plan. Uh so
it most likely will stay at 6.13 billion for new capacity. Um but we will share hopefully in the November amendment some of the progress we're making such as the additional uh classroom conversion projects that we are able to um
authorize and proceed with. Um also just want to um kind of share it's not update in the current no in the proposed November amendment but I don't think we had the chance to um explain how the changes were made in the February
amendment. So uh we have heard you know from a lot of um external uh parties and like you guys advocates um about how do they we have seats 30 3,000 seats but they all citywide how do we know which
district gets how many seats so what we have done is again working with um Aaron and team and other offices at public school to look at where we have the most concentrated seeds the level of the sea need within different geographic areas.
Um so we did identify 12 subd districts u that will receive seat allocation because they either have a higher level of sea need or may have a high concentration of se need. Um so 12 district and subd district receive seat
allocation on PSIS level. Two borrows and queens received seat allocation on high school level. Uh I'm happy to share a list of those district subdist uh folks here if that's helpful. Um again
we don't Okay, consider it done. We'll we'll send that over. Um we're not going to make any change in the November amendment. Uh typically we're trying to monitoring the enrollment trend to make sure things are not swinging in big directions. Um right because capital
investment on longer term strategies it will take time to uh implement. So to change direction too fast is going to really prevent us actually um to implement local sites. But we will continue to monitor enrollment and work
closely with with public school to um make adjustment in the future if if there significant switch in tren trends patterns that needs to be acknowledged and adjusted. Um but for the November amendment we are not anticipating to
make major changes. Hopefully that answers some of your question. Yeah, I mean we will continue and you know to work together. We're like parent advocates and you know like I feel like you guys take all our feedback
respectfully and thank you so much for always acknowledging that we're like in every single space trying to advocate for our parents trying to advocate for better um students environment and space you know um I appreciate you Cora I appreciate you Erin uh we have a hair
raise a thank you Rosa for the acknowledgement um and I appreciate the sea with the conversation And I appreciate everyone with small class size, but unfortunately at District 26, we have a very different situation where everything, especially our high schools are extremely
overcrowded. They have two cohorts. Francis Lewis, they each have over 3,500 students and we don't have any more high schools within District 26. It's ridiculous what's going on in district 26. But with that being said, and I also
put in the chat that I do know parents because of small class, I'm just putting this out there to everyone that had been told that their school from down the block where they have moved because Queens North is different. They because because of small class size, they had to look for another neighboring school. And
I brought this to attention to my PTA presidents to let their incoming families know what will happen in our district as a result. It's unfortunate. With that being said, the SCA, my question to them is, what kind of community outreach have you done?
Because I also was on on the community board as well to actually partner with community members to find these properties and to find the space for that so that we can move on and have these high schools so we can have the access to for our families because my children literally travel almost two
hours every day each way to their high schools, right, to other high schools. So, District 26, once again, I'm sorry, is very different from everyone else, but I would like to know and if you can share maybe at President's Council at Queens, uh, District 26, what is the SEA
doing to partner with our communities to look for these spaces together so we can help our communities as well? Thank you very much, Rosa, for the acknowledgement. Thank you, Adriana, for your question and your advocacy. And this is to show you know the passion that like we go and
visit our schools. We are presidents of president's council. We're SLT. We're title one with CC. We're like in every single parent leadership structure trying to advocate like um I know that my my interactions have been great but
that's not the same in other districts and it's unfortunate but again let's let's continue to work together. Um any any feedback, any response? Cora, you guys are going to follow up. Um sure. Thank you for the question, Adriana. We um absolutely this 26 has
been a very challenging area of us. Um to be very honest, uh as you know before even before class size, we have always identify C need in district 26. Um but unfortunately it is such a welldeveloped
uh area. um we have you know come across sites um but there were sites we unfortunately lost um you know for whatever reason but one thing I want to I know you asked specifically about high school but I do want to mention other you know PSI schools just to show some
of the things we um have done that is uh slightly different from you know the citywide strategy right district 26 again very difficult from a real estate perspective very difficult to identify a piece of property that is big enough
appropriate for school to for us to construct new school facility. So what we have done there is we really look at existing schools where it's possible uh to try to build additions. We opened PS26 edition this past September. Uh I I
know we have opened quite a few uh additions in the past as well and there's other uh addition projects that is currently in construction. So those are things because we couldn't find um really appropriate property to build
standalone school. So we're trying to address it that way. It's still very difficult because there are times you have parks land where we really cannot build. uh open space is also very important to the community. So you have complicating priorities that uh
unfortunately we're facing with. Um one thing I would say is you know we go to CC's we go to committee boards all the time. Um and I'll put it in the chat. We do have a email address for everyone anyone who come across a piece of dance.
This might be opportunity you want to bring us to our attention. We look at every uh every site. Now a lot of site unfortunately doesn't work but we we don't need you guys to do that assessment. If you send any information
to us, we will look at them. Um and we're trying to be more creative. If even if it works as annex, it's not as ideal as a standalone school, but we will talk to, you know, again your city public school to figure out if there is a creative way to make it work. Um you
probably know we are currently design PS1 188 edition as well. So there are we are really trying to identify where we can opportunities to enhance capacity. Um high school is another animal it's
even harder. Um it the size of the property it requires for us to build a high school is so much bigger. It it is very difficult. Uh what I'll share is we are actively looking. We have our brokers uh our mayor looking for sites.
Um we built annex uh for Francis Lewis. We open we did open quite a few um annex buildings uh in that part of Queens. Not enough. We we acknowledge that um we are actively looking again if there is any
needs any uh if you drive past any weekend you want to send our way please do so. I will drop the email address in the chat so that you have it. But every time we go to CC hearing, we talk to anybody. We always share that
information. We welcome anybody to um give us leads on real estate property so that we can look into them. Thank you. I appreciate that and for the connection. I will share that with my presence and presence council and hopefully it is a liazison for Queens which is a very
different conversation especially for a high school. So, I appreciate I appreciate your uh the time this morning. Thank you. Thank you. So, basically, we're going to be the a special construction authority in a special investigation. We're going to
whenever we like around, we're going to take pictures and email them to you. Is this a good space for our high school? So, that's what we're going to do. That's we outside every day. Let's do Thank you. Uh we have um a question by
Hi guys. Um it's not a question. I apologize. I'm actually just want to take a moment to give everyone a very very quick reminder. As per our attendance, if you can please rename yourself. There are people who are still
on today right now and there is no name. Um, you've also been reached out to personally, so if you guys can just please respectfully, we appreciate it. Um, just rename yourselves just so that we have it um for our attendance
purposes. Thank you, Rosa. Sorry. Thank you, Ashley. I do see um a New York City public schools iPhone. I'm not sure if that's our chancellor. No, the chancellor just got on down.
That's me. That's Mark Granderson. Tracy Tracy. Thank you so much. Thank you so much. Thank you, Mr. Mark. Um, thank you so much uh for everything. Um, are there
any other questions? And remember, if um you feel that your district is may have a little space, just take a picture, send it to Kora. Is this a good space to build a new school? We're going to be like the special school construction
authority agents, par leaders. Thank you, Kora, for the presentation. Thank you, Erin, uh, for the presentation. And are there any question? Okay, no more questions. We are going to move on with the agenda. And up next, we have
the Office of Public Transportation. See, I have Luanda Chambers and Melissa Eel. Yes. First, good morning. Uh, my name is Glenn Risbrook. I'm the senior executive
director of student transportation for New York City Public Schools. How's how's everybody doing this morning? It's always a pleasure being with you every um every uh every time we get a chance to be together. So, I'm I'm glad that you're uh uh uh entertaining us
today. and and um I have my team with me that's ready to put on a presentation about uh the current status of of transportation and some of the things we can look forward to this year to to briefly talk about some of the challenges and uh just to answer uh
questions that may be uh that you may have for us after the presentation. Along with me, I have the deputy senior executive director of uh uh transportation, John Benson. And uh with us, we'll put on the presentation. As you just mentioned, we have the
executive director of communications, La Luana Chambers, and uh uh the director of communication, Melissa Eiffel. So, on that, I'll turn it directly over to them. And um thank you very much. Good morning, everyone. I'm going to
share my screen. Um, please let me know if you're able to see once I start doing so. Oh, I have I sent a request. So, whoever's hosting the meeting, please accept. Thank you. One second.
I was giving co-host to everyone. Thank you. You're on. Okay, great. Um, so can everyone see my screen? Not yet.
Okay. And it has uh it's it's sharing, but I don't see the There it goes. We're good now. Now we're here. Okay. Great. Um so I'm going to start um with an overview about the Office of People Transportation and our services,
the scope of student transportation in New York City. Um we have the largest ground fleet in North America with about 11,000 vehicles, which is twice the size of the MTA. We provide transportation services for public, charter, and non-public schools. Students receive
busing. Students receive busing to schools in New York City's five burrows, as well as schools in New York State, Westchester County, and Long Island, New Jersey, and Connecticut. Content and background. We have 52
school vendors who transport 150,000 students to and from around 3,000 schools using more than 9,000 routes across New York City. Over the past three years, the number of students in temporary housing has increased by 98%.
The number of bus routes has increased due to increased bus sites, increased student travel distances, increase in students with IEPs and limited time travel 6,000 this year, increased students 6,92
6,92 curve to school last first day of school versus 67,723 this first day of school. And we'll also experience a driver shortage of approximately 300 drivers. Melissa, before you go to the next slide, I just want to uh highlight a
couple of things with this slide. Um just I just don't want it and this to be lost on everyone that we've actually added uh uh close to 7,000 more kids uh this time this year uh from LA this time last year. Um and um our drivers, yes,
we are we do have a driver shortage. our vendors uh believe it or not did a better job this year of of hiring more drivers. Uh but with this the increase uh the massive increase of students requiring transportation, they're still falling behind the curve a little bit to
try to keep up with the influx. But uh I just want to point out that there are been quite a number of students that have been added um requiring transportation year-over-year from 23 2425 to 2526 school year. You can go on to the next slide. Thank you for that clarification. Can
you also put the um the presentation on like presentation mode because we're able to see your whole screen. Oh, okay. Um let me try to do that. See if you can on the top corners if you can just uh open the screen up to the
full and then maybe it'll show up that way here. See? All right. Hold on. And it should be presentation should be okay. If you go to the bottom the little podium there's the minus and plus sign.
Press the little podium. Yep. Do you mind giving me one second? Thank you. Remma, thank you. Can you uh give me one second? I believe I see our chancellor. I just want to acknowledge that she's here and you pause for a second. Sorry.
No, I just let her in. I'm sorry. I just let her in. I was actually going to tell you guys to take a pause. Thank you, Ashley. Always on point. So, I can you want me to stop sharing? Yes, please. Uh I know our translator is like going from one place to another. I
don't want to take um all her time just to, you know, just give us a couple of minutes. I think I lost her. I'm right here. I don't know if you mean Ashley.
We see you. We see you. Okay. Hi everyone. Sorry about that. Having some audio issues on my desk desktop. Um, thank you of course Rosa, Randy, and the entire CPAC. And happy Hispanic Heritage Month and ItalianAmerican Heritage
Month. Um, we are going to uh we're getting ready for our Hispanic Heritage celebration right after this. So, super exciting. And we'll be celebrating Italian-American heritage uh later this month as well. Um it was great to see so many of you at the start of at the state
of our schools last year, last week last year. Uh we did things a little differently this year as you saw. We kicked off with a panel um to put the community at the center of of the event. You know, sometimes we have events like this and they don't feel like they're intended for the people that they are,
which are families and children. So we're really proud of doing that this year. Um we included greater levels of student engagement. Our MC's were students, our journalists were students, we had performers. Um, as a matter of fact, I just uh read one of the articles
that came from our student journalists that day. Um, and they're super engaged um in in all that we are working on this year. Um, we also had multiple principles speak and released a firstofits-kind accountability tool, which I encourage all of you to use.
schools.nyc.gov/accountability tool. Um this tool really uh fosters transparency about our progress this year. It is a work in progress. It is our first our first one. Um and so we know there'll be other iterations and you'll all have feedback on different types of data. I do want to note that
there are some data that are static for the year. Um you know that's why we have like comparison data and and what we did last year versus what we opened with this year. And then there are some dynamic data that will change at different periods of the year. Even if they stop at some point during the year,
there will be some changes in this school year. Um and so we tried to make that transparent as well. So please, if you haven't checked it out already, you should absolutely do so. Um we um in my remarks, I focused on the idea of lighting a spark through academic rigor
and intellectual curiosity. And again, thinking about our student journalists and the roles that they played. um you know those are the types of things that we do authentically across the system to spark that intellectual curiosity. We also made a few announcements um MTSS
and and uh MTSS framework and and really doubling down on what that looks like. Um, again, this is not new to schools, but we want to make sure that it's done consistently because we shouldn't, much like we did with New York City Reads and Solves, we don't want families to have to guess the quality of these services
um in in the school that they get, right? They should they should be able to count on this solid support. We also announced an 80 school New York City reads ELLL pilot, which is really important specifically for the schools that use the ENL model. We know that
this is the most popular model and so we really want to make sure that we are supporting teachers with what happens in that classroom because when we do that then we know that students are benefiting from it. We also announced our four-part AI framework um which really uh really comes from the
involvement we've had with PEP and with CPAC and other parent leaders. um you you have all talked about the need for um responsible AI use and censoring safety, mitigating bias in AI and those
are two key components of the framework as well as leveraging AI to help with efficiencies and build productivity in classrooms. So again, doubling down on the message that AI does not replace teachers, but it is in fact when we
select a set of tools that are safe and that are um honoring the diversity of New York City students, these tools can actually make teaching um a a more enhanced experience for both the teacher and the learner. And of course, the last
part of the framework is preparing students for an AI world. making sure that our coursework is getting them ready to be producers of technology, not just consumers of technology. Um, but to do that, we have to make sure that our curricula are up to date. We also
announced an expansion of NYCPS cares. Every child and family is known is now in 125 schools. There are 119 NYCPS care schools to receive trauma-informed care training which includes st students, staff, 500 up to 500 families and 250
family connectors. So, I'm super happy to make all of those announcements and we are also um excited to answer any questions about them um in the time we have together. Before I close, I do want to spend a moment
talking about safety. We've had multiple senseless tragedies recently. We lost a student to gun violence, two to subway surfing. And as parents on this call, none of us want to even imagine receiving that call or even imagining the thought of our
children not coming home to us after school. And so we need the partnership of the entire village and that includes all of you to ensure safety for our young people. And please know that this is my top priority. Mike and Mark and I talk about it all the time. Um, and we
know that we can't do this alone, which is why we spend a a a great chunk of our time engaging with the community and with CBOS and with NYPD um to make them good partners to enhance the partnership that we have and to make sure that we're being good partners.
It's an all the way around process. Um and so again, we can't rest until we're not getting reports of any young person um losing their lives to some senseless act. Um but we appreciate your support and we um anticipate that that support
from all of you will continue. Um so I want to thank you for your your partnership and for being here with us. Um and I'll turn it back over to you um to ask any questions. I know my team is on and they've been asking questions even while I was figuring my technology life out.
Thank you. Thank you so much. Um, it was fantastic. By the way, I know I saw in the chat Ashley said the same thing that it was great. Uh, like the kids were very excited and it's a beautiful space, too. Um, we have, uh,
questions and we're going to start with Adriana. Oh, let me pull over. Uh, okay. Yes. Thank you. Thank you so much once again, Chancellor, for being in our spaces and listening to our parents and our concerns. as parent leaders, it's really important and I'm thank you for that
safety um blurb that you just put in because here in Queens, it's been an ongoing issue and it's very scary and it's our parents are very frustrated and I hope that I have reached out as a member of this committee as CCHS that we will have a press conference with our
electeds tomorrow that they have put together and I hope I have asked our school leaders as well to please come forward together in unity to speak out on what's going on. And I I would really really appreciate the partnership between the schools, the admin, our
communities, and our parent leaders if we could all be this in this space together just for our children. So, thank you so much for even saying that today because it's really it's really scary for our parents and parent leaders, we have to just keep going. But thank you so much. I appreciate you.
Thank you, Adriana. And um you know unfortunately I I will not be able to be there but um we have committed to meeting um with the school communities and I think Mark you're already working on that. Um yep uh next Friday or tomorrow?
No no no tomorrow. Tomorrow at 4 p.m. we're moving it up to 400 pm to be respectful to those who are are um uh recognizing the religious holidays. So, it's going to be four o'clock tomorrow then uh Martin Van Beurren with the
police department, DYCD, our credible messenger partners, CMS partners, school safety division, as well as others to come out and talk about resources availability, talk about the supports that we have out in Queens and the work that the police department is doing to mitigate some of the violence that we've
been experiencing. Thank you for that, Mark. I didn't actually get that information, but thank you for sharing and I will share that as well. But we also have a press conference tomorrow at 9:30 at the same location. So if we could also share the news as well coming together, electeds,
parent leaders, school communities. So thank you so much for helping us put this out there. Absolutely. And um Adriana, just so um we're clear, between the press conference and the meeting um that Mark is hosting, um I will he'll definitely
bring those next steps, those suggestions back to us at cabinet. So that way then we can move on some action items, right? Like we we don't want to just talk about this. We want to actually have tangible items and things that we can do. So please note that that's the spirit of that meeting. Yes. Um and that I look forward to debriefing
with Mark um even though I can't be there. Thank you. and and CCHS trying to uplift the student voice as well and putting together a student panel hopefully with our partners. We're putting out there as well. If we can get some support with that, I'd really appreciate that because the student voice is important as well.
So, um hopefully we can all come together for this. Thank you so much, Hans. Thank you for your time. Thank you. That's great. I don't remember seeing an email about that, but again, I have like a million emails, so apologies. My fault. Uh I'm sorry I skipped the
executive board members first. Sorry Randy, it's okay. I had um submitted two questions. So the first one was how can schools ensure timely and transparent communication with principles, chapter leaders and PATA leadership as well as
the broader school community when a serious incident occurs and it's shared publicly through the news so that the staff um the families and staff are informed promptly and supported appropriately so unnecessary stress or confusion is avoided.
That's a really good question and um you know I think part of the problem is that it's sometimes it's the nature of the incident where certain things cannot be shared especially if it happens offsite and we don't have um you know it's an it's a police investigation. Um so I just want to be transparent about that.
Unfortunately, there are times where you'll hear something in the news because it leaked, but we legally are not able to communicate, right? And so, I think that that makes things a little difficult in other spaces where something like a weapon is recovered in a school or there was a um you know,
like in another case, one of our campuses in the Bronx had an evacuation because of a bomb threat. We are going to double down on the messaging with our principles on when and how they should be communicating. I mean, it's very simple. you can send out a message to everybody in multiple languages and give
them real-time information. That was the expectation. We were making sure that principles understood that and making sure that they were trains on that, especially since we knew that cell phones were going to be restricted. Um, and I will say that that campus in the
Bronx, they acted very quickly. um you know a relative of mine is actually a student on the campus and so I knew through um one of my relatives that she received the messages in in real time on what was happening. So I think that it's making sure that where we are able to
communicate and share information that we are continuing to do that well and we of course will continue to check in with our superintendent and principles to message that. Um, and then again, I think the the the the more nuanced and complicated piece is when there's something that is a is a police matter
we're not necessarily able to share. And so, um, Mark Legal and I uh will work with DSL to kind of think through what those situations can look like um, in terms of communicating what we can communicate and then whatever we can communicate, ensure that the communication is clear and fast.
Mark, is there anything you want to add to that? Yeah, I want to add what I what I want to add is um on an annual basis we do training for our school all of our school leaders on the emergency preparedness and one of the things that we stress and continue to stress is the
importance of communicating in real time utilizing our existing systems like gamma which was super helpful in getting real time information out to our parents. We also, as the chancellor shared, double down by providing a phone number to parents that they can have
direct contact with our schools if they're hearing something or they're seeing something that they want to report or share. But one of the things that uh we are in emphasizing is the importance to overly communicate with our parent partners. So, thank you for that question.
Thank you. The second question was, "What is the policy regarding students who use assisted technology devices being permitted to travel with their personal devices throughout the day? And how can we assure that the school safety agents are properly informed and trained
so that students are not required to to store these uh devices until the end of the day, which limits their access to the necessary supports they need." So that's a really great question and we have been uh clear through the policy and their chances regulation that
students if they qualify that they must be able to keep those devices. Um I know that Mark works incredibly closely with NYPD and school safety so that way that training is occurring. But if you see if there is a case where that is not happening a specific school we need to
have that DBN we need to know what's happening there so that way mark the BSD um and and the superintendent can connect with that school immediately. We will continue to recommunicate that if we need to do a P digest, if we need to go in front of the superintendent and
the principles, I'm meeting with the principles right now. Actually, um throughout the last couple of weeks, I've been doing very small burrow based and gradeband based uh meetings with principles. So, I'm happy to also make that part of the talking point with them. Um, but even with all the
communication, right, sometimes things happen in specific places and so you guys should feel um you should you should absolutely be empowered to escalate that to Christina um to Jesse, to Mark, to me. You have all our numbers. Please use them and let us know. But we need the specific school,
right? It's not um if it's something that's happening in pockets of places where you've seen it, we we need to know it. It's not like blowing the whistle on them. We just need to know it so we could take care of it. So if we could get that information, that's going to be helpful. Sure. And we were we were intentional
with our training for school safety that the cell phone policy itself while enforced by our schools, the agents are doing nothing more than detecting and directing, right? School safety agents should not be directly involved with the collection distribution of cell phones.
So any enforcement is that of the school. So if you can be more specific, let us know where you're seeing this so that we can address accordingly. Thank you. Uh does any uh executive board member have any question first? If not, the
rest of the voting members and I do have um a question regarding family connectors. I see Veronica. Thank you so much, Madam Chair. I do have a question and it relates to safety for schools that have that you share
space for example uh the yard with the that is run by the parks department but with the kids use the space for play for races and so forth. Is there any way or some sort of coordination that happens around the procedures that need to be in
place for the locking of the gates while the kids are outside or like in relationship to like what devices are used or like how can you better assist um in supporting the school with accessing yards and preventing the public from using the the space while the kids are in the building in that
particular space. So there's a standard agreement with our parks department partners that the schools that the the parks that are adjacent to our schools are utilized by schools during the course of the day and after 3:00 it's public. It can it becomes public space.
A we can't lock gates when kids are in parks, right? It's a safety hazard. While they can close the gates, they can't lock the gates secured, you know, so that first responders can't make their way in or kids can't make their way out. If we're finding that there are
community members in the park during the times that the kids are in the park, you should make sure that the burrow safety director is notified so they can get the local precinct to come out and just remind the community that during the school hours they can't utilize the park space because it is designated as school
space during that time. And just a quick followup, is there any way that there can be a sign that can be posted for like school hours? The yard will be used during the following school hours. Is there any way that we can do that for like some of the schools that are using the shared spaces or can we
request that from the parks department? You can definitely request that from the parks department. They've been doing a great job when we did make those requests to put those signs up just to remind the community. Is there any way that you can share the contact for the parks department or how we would go around requesting that type
of Veronica? Can you also just like tell us if you could just give us the like the areas, the parks, the addresses and which ones you want and then we can I Mark I can call Iris. We can just exper Thank you so much. We'll do. Thank you,
Chancellor. That is actually a great question. Uh I do have a followup with that regards because we have here I'm in district 4 and we have a school uh
public school next to a charter school. They're literally next to each other a couple of feet away and that charter school just closes that gate for our kids to play on. So like I don't like that. I don't like
that and I will be taking it directly because I'm also community board 11 and I have raised this concern at a community level and I guess I'm going to have to uh raise it up with the commissioner Iris Rosa because we
shouldn't have uh lacked um gate especially because we need our children to have the vitamin D. We need them to to explore. We need them to play. We need them to grow and socialize. Um, is there anything that says that uh the
playground is specifically for charter schools? If it's next to the charter school, if it's closer to the charter school than the public school? No. Is that something that maybe I don't know? Parks department space is public space. No, no particular school owns this space.
Okay. Yay. Beautiful. I know how to advocate now. Um, thank you so much. Does any other member have any any question? Veronica, please feel free to raise to I thank you. Thank you, Madam Chair. I just forgot to ask this question. So, I
know that we're saying about yards that are managed by the parks department. If there is equipment in that park, let's say a soccer goal, and the net is broken or is ripped, who is responsible for maintaining that that uh replacing that net? Is it the school? Is it the parks
department? Because if we're having our children use equipment that is managed by the parks department and that equipment is broken or that equipment is not uh well functioning for the children and that creates a hazard for a child to get entangled into a net or like or children who are in our specialized
programming Z75, NES, Horizon that are using the space. What can be done to make sure that we're regularly checking the spaces to ensure that the children if there is no playground equipment and is just cement and they're enjoying that and there is just happen to be a soccer goal. What can we do to make sure that
the parks department fixes these issues promptly. So there is no issues of safety pertaining to the to the children. So I think there are a couple of here there are a couple of things here and I don't I don't want to monopolize the time with this um and turn it into a briefing. Um, I think if if the
equipment is by the park is is bought by the parks department and it's their property, then it has to be maintained. I don't know if any of our schools are using their equipment in the parks for recess. Um, so that's why if you could tell us some of the specific schools that you're thinking of, that would be
helpful because then Mark can also connect with those principles. But I'm happy and so is Mark to have the conversation with Iris to say, "Hey, we're noticing that there's some broken equipment. if it's yours, can how what's the process? How often is it is it evaluated and assessed for maintenance
needs? Um, and how can we be helpful in making that happen? We have a wonderful relationship. She's super responsive. Um, and we're happy to to dig in if we know the specific places. U Mark, is that sound right to you? That's exactly what I was going to share. Thanks,
that's amazing. I love when we take actions, everything gets resolved here. Done. Uh, thank you, Veronica, for your question. Those were emergency questions that I also had written down and I know on Zoom they're like blasting me with um uh tag saying like you know like this is
what we needed to hear because this is how we know how to advocate and thank you u chapter leader. Um okay with uh thank you uh chancellor for all the the responses to all our question. Does any
other executive board member, voting member have any other questions for our chancellor, for Mr. Mark? We have the whole cabinet. We have everyone here. Everyone, you know, literally rem. Yay.
Hi. Good morning. Um, so I I have a question. I have a school that keeps doing an application for an open streets, like the open street application. um because there's a lot of traffic during busing and it's a safety
concern and not it keeps getting denied and um we've tried to go through DOT to get it um and they basically said to go through the the burrow burough commissioner's office
um to get potential interventions to slow the traffic. Um but can we get support with that? It's a It's actually D7. It's a D75 school in Queens. Can you give us the Yep. I'm looking through the email cuz it's like a very long thread with a lot. Can you just text it to Mark?
Yes. 23Q. Yeah. Just send me what you got. I'll forward you the email because there's a lot of people copied in it. Okay. Thank you. Yes. And I also know uh we as community board 11, we do the
licenses and permits. So, we're also able to provide uh and approve those open um spaces for date and time and uh location. So, uh look up your local community board in that uh specific
borrow. Thank you. We have another question by Priscilla and then Ashley. Good a well good still morning. Good morning everyone. Um, Mark, District 29 needs you desperately for more town
halls. Um, I'm not only am I um president's council, I'm CEC transportation chair, we're having an uptake in gang violence in our district. So, I'll be at Van Beern Friday. We're looking to put together a town hall similarly to what we did to combat the
smoke shops, but it's it's getting to be a little bit out of control. Yeah. So, I'll reach out to you directly and I'll connect you with our safety chair, but I'll see you Friday for sure. Absolutely. And all of the right people that you need for this panel in this uh this forum, they will all be in the
house. So, that is what tomorrow's meeting is about. It's about, you know, all of the resources in one place, connecting with the people that you need to address the concerns that you just shared. So, I'll see you tomorrow night. I do and I'll identify to you the schools we are working with that need
the assistance with gang violence. Um looking to looking forward. Absolutely. Thank you. Okay. You're welcome. Thank you Priscilla Ashley. Good morning everyone. Um so uh I guess this is more as a parent leader as well
as a um a new family connector. um how can we support our students who are um going through a lot of bullying um in Manhattan, especially uh here in District 1, there's a lot of bullying
going on. Um it's starting uh very early as um sixth grade. Um, and there's a lot of high schools that are antagonizing a lot of our other schools, and it's becoming a
very, um, harsh pattern that I keep seeing. Um, right now as it stands, um, I know here in global leaders, um, besides my son, um, there are about six, seven other students who are being bullied by another surrounding school.
Um, so I guess how can we as parent leaders, right, and family connectors? How can we go about supporting our schools and really ensuring our families that it is still a safe environment, that it's okay for our kids to still be
in school um, and to kind of, I guess, anti-bully policy. Like, how can we enforce that? How can we share that? Mark, would you um mind meeting with the family connectors and just having someone from your team go over um the chancellor's regulation, the reporting,
the uh the hotline, all the things. So that way the family connectors have that information and they can share that with other connectors. Doesn't have to be you. Maybe it's Dr. Logan, someone from your team, but I think it helpful. I got you 100%. And we'll give them all of the resources, literature they need
and point people if they have additional questions. So if you would reach out to me ma'am with your contact information we'll work through we'll work with Christina yeah I just want to say that OSI's on today at 12 and 6 speaking about many of the
services and supports you provide alongside with our attendance team. So Ashley for sure show up today. It's so timely that you asked that question but but that's that's what's going on today. Mark's already on it. Thank you guys. And you should evaluate Ashley. you should evaluate if you get all the all
the information that you need and if we can find a followup for like a very targeted one on bullying we can do that too because I know OSA covers you know OSA covers a lot okay perfect thank you guys I appreciate it okay um unfortunately I have to to drop
I apologize um but thank you so much um everyone uh your feedback is always super super helpful and it helps us to know exactly what it is that we have to march forward with doing so thank you It's great seeing you all. Oh no, Caroline, sorry. Maybe send that
question. Thank you so much, Chancellor. Thanks so much. Bye. Happy to take your questions. Send them over to to Anthony, Jesse, the team. I I'll make sure they get answered. Have a good one, guys. Yes. And also send uh also include CPAD
because we want to know uh the question. So, Priscilla, was that uh is that like an old hand, a new hand? Maybe it was old. Okay, we are moving on. Thank you so
much, Mr. Mark, for all your knowledge and accountability. That's me. Uh, okay. We are moving back again with the Office of Public Transportation. Melissa, take it away. Hope she's still here.
Well, Glenn, hang on. Melissa still Sorry, she's still here. I still see you on I see her here. She She might have stepped away a second. Um I know. I'm sorry. But that was a lot of
information that we needed to hear. Even I had a question for the chat. Sorry, I didn't step away. I'm sorry. I'm just trying to get back to the screen and I couldn't get back to it from where I was. Um, one second. Um, okay.
Apologies everyone. No worries. One minute. No big deal. All right. Can you see my screen? Uh, yes. It came up. You just got to put it back on present. Uh, present. Okay. Um, I think we were on this one.
Yeah. All right. We went through that and go to the next slide. Thank you. Okay. What's what's new in transportation? Streamline transportation processes for students in temporary housing and foster care as continue under Chancellor's
regulations A8. Improved timelines for reimbursement processing. Expanded training on transportation eligibility and coordination for New York City public school staff, shelterbased staff, and external
partners. Analytics and reporting having been modernized through systematic changes and single sign on to simplify access for the creation of familyfriendly transportation networks to generate reports on service compliance and
readiness. Omniard updates. Omniard management portal helps to streamline ordering and deactivation. and digital omniard pilot will minimize disruptions for lost and damaged cards.
Um so this is our transportation eligibility chart for general education students. Um so this shows you how that's broken down for busing and omniar eligibility and distribution. Um and next we have our specialized
transportation for um students with IEPs. uh and 504 plans and um special accommodations. So this is the eligibility for those um students.
Um and this is the service type. Um and this is just describing what curves to school is. Let me just take a moment before we go to the next slide. I know we're we're up against it, but this is very important. Um I I had to uh explain this to uh to
one of the constituents and some of the families. Um we used to refer to um uh specialized transportation as doortodoor. Um and now u now it's referred to as as curb to school. It's the same service. Nothing has changed.
Um it's just to uh further uh explain and clarify what the service is. uh buses will pick up students at the the the closest safest curb to the home. Most times that would be right in front of the door, but other times it may be
uh a little away from the home so that way the bus can safely pick up the student and drop off the student in the afternoon. Go ahead. Okay. Student omniards good for four free rides each day. Students can tap a
student omni card whenever you want to take up to four free trips every day of the week, any time of the day, even on holidays and during the summer. They can be used on subways, local, limited, and select buses, Staten Island Railways,
Roosevelt tram, and Hudson Rail Link. They cannot be used on express buses. There's free transfer subway to bus, bus to subway, or bus to bus within two hours of the tap. That's also available. And it's good until the end of the
school year, which is August 31st. And this is the key updates. We're doing ongoing enhancements including GPS enabled bus tracking, student ridership verification, a caregiver app with live bus location, route management tools,
and a bus QR code scan pilot to reduce travel time and provide families with real time student boarding updates via the OPT student bus app. Um August 1st we started um delivering fairy codes um
we're available for elig eligible students eligible high school students I should say through the Nixa app. So students were be were able to access those codes to use the Sparies um starting August 1st and September 1st students were able to purchase 2025 to 2026 student discount tickets with
discount codes. These improvements modernize student transportation to make it more efficient, equitable, and responsive to the needs of families. Our goal is to provide every student with safe, timely, and reliable transportation while offering families
greater transparency, peace of mind, and communication. I'm now going to pass it off to our executive um director of communications and engagement, Laana Chambers. Thank you, Melissa. And good morning,
everyone. Um, so I'm just going to go through the remainder of our slides. So, this FL first slide is just a slide for us to um make it known to parents that we want them to create a Nixa account. When parents create a Nixa account from a
transportation um aspect, they're able to have their students um information displayed and which includes vendor name, vendor phone number, um your transportation coordinator contact information at your school and your drop off. And so from a transportation
standpoint, a Nixa account is great, but it's also just great for any parent to have um so they can just have overall information regarding their students. You can go to the next slide, Melissa. Um the um this slide just talks about how
families can use our New York City schools bus app to be able to track their students. And so our caregiver app allows families to view live location of buses on each for each student. Um there's also FAQs within the system and
self-sport videos that families can use if they need help navigating the system. And then we're always working on adding new features like bus arrival time for the app. So if parents have any um questions or
incidents that they need to report um we do have a customer service line which the number's on the screen and they can call that number starting from 6:00 in the morning until last drop off of a student. Um but on a school level, they should reach out to their transportation
coordinator, which is going to be their source for um support for busing, omni cars, student trips, and just any other transportation needs. And then we were excited to launch last year support hub. So, if a parent doesn't want to call in and, you know,
maybe they don't want if they feel like the the the wait time may be a little long, they can always submit a ticket through support hub as long as they have a Nixa account. Um, this will allow you not only to submit a ticket, but to also um view it step by step where it is in
the process until it is resolved. So, this is just another tool we have for parents, another way for them to be able to contact us. And then we have recently launched Eureka chat box. And the chat box is an AI power support tool that allows
parents to uh ask questions without having to speak to a live agent. And the chat box can give you diff your same information that like you can get with your Nixa account like your writing writing information, vendor name, and different things of that nature. So if you just kind of want to quickly pop in
and use Eureka, that's another helpful source for you. So, student and family improvements. So we have been working with our vendor Nagaro who manages our call center to just make sure that we are creating different improvements for parents and
those things look like tool readiness um what I've already mentioned AI um our support with Eureka um they we have increased staff readiness so we fords we hired more staff and we also had flexi
staff um they also we had a strategic roster management and that was carefully reviewed and optimized to just make sure like during peak times we had the staff available and then we've had enhanced reporting. So that's just additional reports and dashboards that have been
developed that helps us monitor staff productivity. Excuse me. Excuse me. Um and we do sometimes have service delays, right, which are not acceptable.
Um and we always take direct action to address when those things um do happen to make sure that our students are arriving to school in a timely manner. So from July to December in 2023, we had about 43,000 delays reported. Um from
January to June of 2024, we had about 45 delays. 45,000 delays reported. Um, and then when you just factor in the size of our operation, um, of a full service day, uh, we do take about approximately 3.4 million
trips per year. Um, so having 88,000 total delays equates to approximately 2.5 um,% of our total trips. Melissa, um, Laquan, if you could just hold on there a second. um at the last PEP uh meeting um I believe one of the
vendors um uh explained this same particular slide in their own way and it kind of felt like a lead balloon because it it was it was uh pretty much saying that everything is going great. uh for the for the most part, most a large uh majority of our kids do get to school on
time, but and the size of our our transportation network um will illustrate here that yes, maybe 2.5% is all the delays are, but that represents a lot of kids. And this is why we're here to try to to improve uh the
experiences of our families. 2.5% is is about 4,000 kids per day that are are experiencing uneven transportation and and affecting uh their ability to get to school on time every single day. Yes, it's a small percentage of the overall
150,000 kids that we traverse every single day, but it's a significant number of kids is why we're here today to try to improve the services to our families. And we we don't rest. So, anytime we hear of a delay or we hear of an of issue with transportation or if
any of you uh contact us, we jump on those things as quickly as we can. And and I just want to say that any one student, any one of those 150,000 students that don't get to school on time because of transportation that it blocks their ability to learn is one kid
too many. So, um we go to the next line. Miss Ford, sorry, I'm having a bad internet connection. Sorry. Yeah. Um, so we just wanted to review so students requiring um limited time
travel. So um you can see on the graph in 2001 we had less than a thousand students that required LTT. Um and now when you jump to uh 2024, we have over 5,000 students that have been required
um that are required to have limited time travel. So that you know, this graph is just showing you the the increase um for students requiring limited time travel. And then this um chart is just showing the average students distance to school
has also increased by a lot. So in 2001 it was less than three miles students were traveling. Um and now we have over about 4.5 miles that students are traveling on a bus daily. Let me just jump in here as well before
we go to the next slide. So based on this information and and what we said earlier uh with additional 7,000 kids that are entering the system this year as opposed to last year, what we're what we have now are many more kids traveling further away from home to
school requiring to get there in less amount of time. So that is that is kind of the the hurdles that we're trying to climb is making that uh that that hill a little bit more steeper. Uh but that just illustrates how uh the the the
transportation supports that are requested by our by our our families and children have increased over time. Uh and uh no um Reema we we we don't have that but we can see if we can get that to you at some point uh uh to get a Corinstein data for lateness for kids. See if I can get that to you another
time. We can go ahead. Okay. And and on our last slide um there were some questions that were submitted to us. Um, most of those questions were answered throughout the PowerPoint, but for the ones who weren't, we just wanted
to be able to respond to those. So, the first one was, who's responsibility for providing busing to IEP students, and private schools that receive services from the DOE? So, we provide busing to public schools, non-public schools, charter schools, and
some schools outside of New York City. If a student's IEP listed busing as a related service, buses busing services are provided by New York City public schools if the school is within 50 miles of New York City. The second question was what happens when there are no
busing par profofessionals and students and the student required on one. If a student is coded for a bus parah, the parah must be with the student for the student to ride the bus. Every child assigned a parah has been assigned a prepaid ride share code if they're in
their Nixa account to use if a parah is not assigned or out for the day. And then the last question is timely communication to inform parents of different situations. So to keep parents informed about route changes or other transportation related updates, we use a
combination of tools such as calls, email notifications, and New York City public schools busing app. Also, our transit team works closely with the schools and bus vendors to relate information in a timely fashion. Thank you. Thank you everyone. I send my
presentation if you have any question. Yes, please send uh the presentation over. I know you mentioned IEP uh students. What about nonie students? And also um can you clarify if it's 0.5
miles or more than a mile in order to provide busing? Okay. Well uh nonINP students that's generally our general education students. We traverse about 75,000 of those students every single day. Uh for
if we I'm not going to go back to that slide, but the the 0.5 miles is is for children that are in K through two. They have to live further than.5 miles away from the school to be eligible for transportation. Anything closer than that, then they would uh walk to school
for be traversed by their by their families. Okay. Um do you have uh the data for the charter schools that are currently receiving transportation? uh we can get that to you. If there's
any specific information that you need from that other than amount of schools and students, please if you can send that to us and we'll get that answer right to you. Whatever those questions, can you also put your email down for all the members that are here and are able to get your information
straight from the chat. Oh, we have another member. Becca, I'm just going to keep it short because I know we're running behind on time, but I know you said.5 if you live um from the school, you don't get a metro card, for example. But for a high school student, yeah, they might happen to live
close to their high school. Is there anything being considered because these kids have activities like if they're in the PSA sports or they're um competing on debate teams and they need to travel, so then they have to pay just because they happen to live close to the school. Is there anything being considered about giving all high school students omniards
no matter where they live? Yeah. Yes. Go ahead, John. Yep. Thank you for the question. Uh, so two things. One is for school related activities. Even if a student is not eligible for the student omniard, the school can provide them with a twotrip omniard so they can travel to the
afterchool activity if it's a school-related activity. In regards to expanding eligibility for the student omniards for the students that happen to live close to the schools that are currently ineligible, those are conversations we're having with MTA right now. I would expect there we would
need significant additional funding to expand the eligibility. Right now about 500,000 students receive student omniards. Just expanding to that group of students that live with within a half mile of the school is another 500,000 students. So uh those are conversations we're having. It's going to require some
uh financial negotiation and some identification of additional funding and additional uh policy ramifications as well. Yeah, because I'm just referring mostly to high school partially because yes, they might have a game and that's on the schedule and that's an event, but then these teams practice as well and
practice at various locations. I mean, I personally carpool a bunch of the kids myself, but it's like I didn't realize that some of them didn't have a card and it's like how do they get home, you know? It's like they have to pay and it's kind of crappy actually. Yeah. So the the quickest answer on that is the two trip card school. We give out
a lot of cards for PSAL programs to schools and they give those cards out to students. They can get from the end of their school day to that after school program or sports event or whatever the case may be, practice, so on and so forth. Then they have an additional trip to travel home at the end.
And those are available now. The schools can provide them to to students. Thank you. We have also a question from Priscilla and then Adriana and then I also have a question. Sure. Good afternoon. Now I have been very
active with OPT. I'm sure many of you on this call know who I am. Um we're I'm in district 29. We are a transportation desert. So many of our students, particularly high school, um required the Long Island Railroad. So we're
wondering if you would consider deeper discounts to the Long Island Railroad. That is a significant cost on our families. Without the Long Island Railroad access, some of our students are traveling up to two and a half hours. I mean, you can get to Philadelphia faster. So, it is quite a
bit of stress on our families. A lot of our families don't drive and can't drive. So, that would be um one thing. We don't have fairies over here. The fairies are in Far Rockway. And we do have a quite a bit of express buses which our burough president did extend
uh for the Queens bus red the bus redesign network with MCA but that's a whole another story. But the Long Island Railroad would be my only recommendation aside from some of our exception schools. That's it. Yeah. John, do we do we have anything uh
uh is there any conversations going on with Long Island Railroad? I don't think we have any discounts with them, do we? We do not at this time, but we can discuss with MTA. Yeah, we definitely would and and just say about district 29, I'm I'm from Jamaica, so I know exactly what you're talking about as far as the desert. So, I I agree with you
100% and we we will we will have those conversations. Thank you so much. Thank you, Priscilla and Adriana. Amen to everything that Priscilla said because I'm in district 26 and the railroad. I know, Rosa, we put a resolution
together in fact about the omniards, but and I'm glad that you amended it. But my com my question is once again, I'm bringing up the ferry that these kids from the harbor school have to use just to get to school. It's not even after school. They have to get to school. So, I don't understand why that cannot be
free for these kids. So, please, can we look into that for the harbor school or there's any conversations or how can we advocate for this school that is on an island? Please. Yeah, we certainly can. John, go ahead. No, absolutely. Um, we'll follow up with
the Harbor School. I think we do have something in place for them. I don't recall the exact details, but we'll follow up and make sure we get the students the support they need. Thank you very much. Thank you. Yep. And this literally proves that your
voice of every single district makes a difference. we need to be here in order to ask questions and get things resolved here right now. Um I have uh a question. I know that uh the school year for some
districts didn't start okay when it comes to transportation. Some parents were told, "Oh, well, you know, we're busy. We'll pick up your child at 8:20." And I was like having a heart attack like why? I raise it to my superintendent. And then they that
superintendent told oh yeah you got to go to the school. The school has like a transportation liaison. So it was like a whole circle of everything. Who can a parent directly connect with when they having a transportation problem or inconvenience other than
their Niska. A lot of parents are not techsavvy. A lot of parents is still do not have Niska accounts and a lot of parents do not speak the language. like who can they directly other than the principal or other than the superintendent? I personally don't know who is like the
transportation for that specific school for like each specific school. Is there one? John, you want me to go through that? Sure. So, the best point of contact for any family, any parent whose child is experiencing a transportation issue or has a transportation question is the
transportation coordinator at the school level. Every school has identified at least one. that's going to be the best point of contact. That person at the school level has access to a transportation liaison within OPT um that supports hundreds of schools um and
provides training, targeted support, solves issues, assigns and sends extra omniards, whatever the case may be. So that's the best escalation path. They can also call our call center. Um wait time is under a minute to report any service issues and get them resolved as
quickly as possible. Most of those incidents are not going to be solved on the phone. They do require some investigation and some follow-up before they get resolved. So I I I hope that answers your question. That best point of contact in terms of a person is the transportation coordinator at the
student school. Right. So with regards to that the transportation coordinator, what happens if that specific is not helping the parents? Can I also get the phone number the call center phone number just in case? cuz I know I had a couple of parents taking a taxi because of
transportation barriers. Where can those parents send those invoices to get reimburseed? So, what I'll do, I have to pull it up. There's a a transportation reimbursement section on the support hub, which is a link with a form you fill out, you
submit documentation, the receipt, so on and so forth. That comes directly to us. We have a team looking at it to uh process and issue reimbursement as quickly as possible. Yeah. And the number that you that that you want to call was in the slide. We're going to send that to you and we should also put it in the chat. One thing I
want to talk about reimbursement also is that it has been true with all transparency over the past. It has taken an inordinate amount of time to reimburse our families. We invested more personnel to this and assigned a high level executive within OPT to oversee
the reimbursement and he has gotten it down to under 30 days to from point of receiving all the pertinent information to uh uh paying uh the families uh reimbursing the families for the transportation that they use. So we're very happy about that but and and we're still moving to shorten that time even
more. So thank you for the question. Thank you so much. Uh I see a couple of links and a couple of phone numbers already in the chat. Guys, please grab it. Grab all the information and also it will be sent out um hopefully by the end of the day. Uh thank you so much for all
the information. Thank you uh for pro providing it in the chat. Uh you might see a lot of emails now that you provided us information. Um thank you thank you for the uh very detailed presentation, Melissa. Uh, and with
that, uh, a quick announcement. Laney, do you want to make the announcement? Uh, now you have like a minute because like we are like past time, right? Um so um as Dennis Doyle earlier
explained last spring the DOE amended the privacy regulations and the first time authorized itself and individual schools to share a category of personal student data called directory information within the school and outside the school with organizations and other non-school vendors as long as
they give parents the right to opt out. I run an organization called Classize Matters, but also co-chair a national organization called Parent Coalition for Student Privacy. And on our website, as well as the New York City public school parent blog, we provided specific
instructions on how to opt out of that directory information sharing, including a one-page unofficial form that you can hand in at your school, as well as clear instructions for how to opt out via the official DOE forms for the five outside organizations that they plan to share
your kids information with, including charter schools, the military, and others, as well as the deadlines for opting out that are coming up soon starting on October 22nd for the military. Schools are also supposed to provide you with an opt out form for the
disclosures that they plan to make. Um, and if you haven't received that form, you should ask for it as soon as possible. Now, as you know, DOE and schools also share student personal information with more than 500 companies and organizations that provide specific
services to schools, including edtech companies and more. And parents do not have the right to opt out of those disclosures. But according to state law, parents do have the right to know about which companies, which data, how it's being protected from commercial uses and
breaches, and correct the data if it's inaccurate. Some of these companies unfortunately have already been shown to violate the state law when it comes to the commercialization of data and or preventing breaches. So on the website and blog, and I'll provide links to both, I suggest several questions that
parents should be asking their principles and school leadership teams about this data sharing, as well as asking which edtech programs are using artificial intelligence, which poses a special risk to student privacy. We're also holding a special privacy briefing
on Monday, October 20th at 6 PM to go over all this information in more detail and answer any questions you might have. The info on how to register is also on the website in the blog, but you can also use the link tinyurl.com
special privacy briefing. I'll put these links and the QR code if I can put paste it into the chat. Um, so just as a reminder, it's Monday, October 20th at 6 PM via Zoom. I'll also put my email in
case you want more information, but it's very important that if parents want to opt out of this uh directory information, data sharing, they need to do it very soon. Thank you, Laney. This was a very important information. I know we're past time. Uh, thank you so much
for everything you do, Laney. Please send us I I know I have the information, but please send it out if you can put it in the chat and the your email and number and everything for everyone to know. I love sharing information and I'm so sorry, Joseph. Apologies. We are so over time. Honest apologies. Thank you
so much. You take it away. You good afternoon. Good afternoon. No, no concern. No concerns. Uh all important topics. Uh and you know, glad to be here. uh especially want to give thanks to the uh CPAC advisory council of course for the invitation and and the ability to provide uh the platform. I'm
going to uh share a brief presentation. We'll try and make up some minutes as well. Uh I manage Arena Group sales here at Barlay Center. Can everyone see the screen? I hope. Okay. And I've been with the company since 2012. Um but before that, many years
ago, I'm was also a DOE student and a proud one. PS 205, IS-96, New York High School, and when you speak to the PSAL, that's near and dear as well. I played football at New York High School. Um, but what gave me the opportunity to work in sports cuz we all
dream of playing in sports and have these aspirations um came to fruition uh in 2012 when I started working with Barlay Center. And now it's uh you know wonderful to be able to give back to these students uh experiences that we really never had uh growing up provide
fundraising opportunities uh for everyone. I do see a ton of people on the call uh that we currently work with and thank you for uh working with us here at Barlay Center and the New York Liberty uh as well. And now I'd like to begin my presentation
and of course the mission and objectives uh fundraising at the top of the list for the DOE. We have uh numerous programs available uh through ticket sales uh through fundraising components uh via our events uh to provide these opportunities to you uh whether at cost
utilizing a budget or no cost uh as well through marketing campaigns that you would provide with your PTAs and getting the school involved and the staff involved. Faculty and staff appreciation. Everyone works very hard throughout the year. Everyone certainly needs a time to
celebrate. We do have opportunities where faculty and staff uh can do also do what we call a group experience. It's all about the experience. It goes beyond the game and more. Third objective, field trips and curriculum. We've added sports career days and we're excited to have two of
them for the Brooklyn Nets season and something I'll touch upon as well. Uh we also have our family show campaigns also coming through uh fruition which is Disney on Ice coming soon. With regards to fundraising, we can work work towards your fundraising and revenue goals while building memories that last a lifetime.
We have ticket raffles, opportunities to have online tools via personalized links, creating high yield fundraising programs, and more. As you could see here, here's our fundraising link uh in which we've been working with Randy uh many years. We have KECSS
set up and currently we could set up family shows that includes Disney on Ice coming in January of 2026, the Harlem Globe Charters, 100 Theater Tour, uh, which is February 15th at 3 p.m. right before midwinter recess, and also Ringling Brothers, which is going to be
announced soon. For faculty and staff, we have numerous clubs and opportunities that include food and beverages, starting with our Hennessy baseline bar, which is a 50 ticket space where we rope it off and this can be rented for a Brooklyn Nets game, which is a beautiful space. We
also have the row, which is located on suite level that can be purchased for a minimum of four people and includes food and soft beverage, even a coach um as well. And then we have our key club, which is also a new space that we've created that can be rented with four or
more people uh to enjoy a great experience at Barclay Center. So faculty and staff, if you'd like to set something up special um with your teachers, with uh multiple grades, and the school in general, please feel free to reach out to me for those opportunities. And discussing, of course, our youth and
the field trips that we have. One of which that comes to light is our sports career day. We will be hosting our first on November 3rd. And this session will be from 12:30 to 2:30 p.m. It will also include a game that evening. So, we'll
have the students come out during the day. Um, of course, the next day is election day and the kids are off, which is wonderful. So, it's almost a Friday night. Um, the game is at 7:00 p.m. as well. But more importantly, the sports career portion, we'll have four executives from the organization. And
we're an organization of over 300 executives um to give the opportunity for these kids to start to conceptualize and think about uh ways that they could work in sports, something that I had growing up and I found my way through sales. Uh we'll also talk about the globalization of the Brooklyn Nets brand, which now includes the New York
Liberty. We're playing two games in Macau, China this coming weekend actually on Friday and Sunday against Houston which is going to be a wonderful uh week as well. Our tourism has skyrocketed here in Brooklyn and we're super proud of that. So when we talk about all of this and put it into light
within that two hours um these four executives will also speak to and they're sea level executives their career path their daily responsibilities and more. So that'll be the first session right here. And then the second session, which will be STEM day, will be on February 9th as we celebrate Black History Month um through our Unite
Nights. So our stars of tomorrow, we want we have key objectives. We want to reward our students, of course, recognize them and allow them to participate and gathering together in collaborative efforts. And that's where we specialize in groups of 10 or more.
Here's a quick video uh on our group experiences. Again, it's not just a game, it's an experience. And I'm going to showcase this video which will be one minute So at the forefront we have our student awards and um these are really life when
you talk about experiences some of the most incredible that are offered um in fact in any arena around the country. Um starting with our high- five line. The high- five line allows 25 students to high-five the players as they walk out onto the court. As they come out to the
court therefore available two pregame and two halftime. I know many of you have done them before. incredible opportunities. We give the kids shirts as well and we provide jumbotron access. Uh we have a photographer that takes stills also. A wonderful, wonderful moment uh as part of our group experiences and that's all through
ticket sales. The second of which is the anthem buddies standing in front of players for the national anthem pregame. We provide shirts for the students as well. We have 15 participants available uh to be on the line on the home and awayside pregame. We also have our
student rewards for pregame shootarounds. So although your seats might be in the second level for the game, uh if you qualify, you can have your students sit from the first row watching shoot around. Then we also have participation. If you have a dance crew, we'd love to speak
with you and let you know how you can dance on the court. Whether it's pregame or halftime, we have wonderful opportunities. You can celebrate uh spirit nights. um opportunities at experience for students is family experiences and collaborating the parents with the students of course as well. Um and these are all exciting
opportunities that you can have as keepsakes and perform on the court which is an incredible experience. We also have playing opportunities on the main court um which is incredible also that can be done pregame as well as postgame.
photos on the court after the game as well. So, numerous experience. There are no extra charges. Uh it's simply through ticket sales and how many tickets you purchase. Family shows are upcoming. As noted, Disney on Ice will be January through February. Um everything's pretty much in
the first quarter of 2026, including the Harlem Globe Trouters, which will be on February 15th, and to be announced, the Ringling Brothers Circus coming soon as well. Hopefully I made up some time. Thank you all for your uh listening into this
wonderful opportunity for your kids. And here is my information. And I will also share the slides as well via the chat. Awesome. Thank you so much. Uh does anyone have any questions for Joseph?
I see Juliana. I just want to say hi Joe. How are you? Um I did good to see you. Thanks. I did a fundraiser for President's Council Queens and I have to tell you everyone loved the experience. We're working on something new now. They did the um they were on the court and I
don't I think I don't even know. High five line, high five line. They got the shirts. Oh my god, it was such a great experience. So, thank you, Joe. I'm looking forward to your partnership this year. Thank you for it. It's a really good experience for everyone that's looking into it. So, thank you. Thank you so much.
And the key of course is awareness, everyone knowing about these opportunities and we'll set up meetings and everyone of course is personalized um from with respect to the experiences and all but feel free to reach out and set up your meeting today. Awesome. Thank you so much. Any other
questions by any member? I don't see any other hands raised. Oh yes. No, I just want to share what I put in the chat that um it's a great opportunity whether you use the link. If you use the link, there's no money in advance and you can
just share it out social media, school website, you know, it doesn't have to be members even in your school. You could invite friends from outside and your school would still or your district would still get money. Um or if you do a district night out, you can purchase tickets in advance. That's how I met
Joseph. I was like, how do I seat these people? So he had me come down to the Barkley Center when it was empty and showed me like where they break because I'm a little OCD. So just to make sure that we're sitting sitting people where we, you know, where they want to sit like, you know, I want my three friends to sit with your six friends and we have
a row. So if anybody wants to do it and needs help, Joseph is amazing and it's it's a great opportunity to raise money for your school or for your your president's council. Absolutely. Thank you for that. Uh Randy, I have a question. So, are we able to
use title one money to do a fundraising for the PTA? We are a DOE vend vendor if that is the question. Um, we are DOV DOE vendor. We accept purchase orders um as well for any of our experiences and games. So, this like if we are doing a parent
engagement and you know like um so we're able to use title one money would that Randy please speak up. Sorry, not for this. Not for this. Not the 1% parent involvement funds. You can't use it for this. But but the school can purchase
the tickets also. Like so they're a DOE vendor. So the school wanted to purchase tickets. They can. They just can't fund raise. But if we purchase the tickets, it has to be approved in your um working budget. But you can do it in advance, too. If you're not a proposal, I I don't
I don't see I don't see a problem. You know what I mean? Because we're using title one for parent engagement, education, touchups, right? But how does that affect our children in school? What are we teaching them about our children in school and their learning and their education? Fun.
Now, so from I understand the schools can the schools separately can use their own funding for these workshops that they have within with Joe. So, and the workshops include all these other things. So, I know the school can do that because it's part of the curriculum, but I know par presidents
and PTAs were not, you know, it's not a curriculum thing. So, I I'm pretty sure we can't do that. It should be a thing. Um, I saw a hand raised, but then it went out. I didn't know who it was.
It was me. I I simply as a my first title one experience there was a lot of no nos obviously that people wanted to do things with the money and I was like that has nothing to do with academics or there's no real educational value coming
out of it unfortunately uh maybe team work but other than that I just wanted to say that that is true you unfortunately you can't use it for an event like that or um a recreational space that way. Thank you. We have our sports career days. So
something to take note of for middle schools and high schools um which are going to be very impactful. There'll be two dates so potentially uh from that component. Whether you have a budget or you don't have a budget, please feel free to reach out. We have solutions um to help you fund raise and you know as with my story it's my pleasure you know
to be able to work with these you know every school and just provide awareness. Thank you so much Joseph. have your hand up, Christina. Yeah, the screen protector. Sorry, guys. So, I used to be a title one pack many
moons ago and High School of Fashion Industries has a robust, and I do mean robust, title one pack. Um, my other child goes there, and I will say Title One can be used for family engagement. In district 29, we often get tickets to
Jets games, Mets games, and we utilize that for family engagement. We also use that for students and temporary housing to promote engagement and stronger relationships between mother, daughter, son, and dad. It can also be used, of course, to align with the school's
goals. This year, we have our centennial at HSFI, so we're utilizing that to promote more engagement in the school. um with the hopes of families being more engaged with their children, we're going to do a technology workshop with that, showing our older adults and
grandparents how to effectively use technology to support um their children, grand so on and so forth. So there are a vast amount of things title one funding can be used for this particularly for this presentation is fantastic for family engagement. someone who would
never have gone to a game to promote healthier relationships in the household so there can be better and healthier relationships in the school particularly with the uptake in crime that is is highly needed. So yeah this is awesome. So I do know and you can also utilize title one funding to pay for food for in
um for workshops inside the school building. So light refreshments and things like that. So some of you may not know I do title one pro uh presentations in my district and I helped us secure a pack. I need you, Priscilla. I'm I'm here for my city, you know, to to
work with you all. I I can't give you guys four hours of my day, but I would love to be on a committee to help in any way. You should put your information down. I will. And expect a lot of phone calls and emails. Okay. My pleasure.
You're up next. Hey, so I would actually like to request that we have DSL come and do a workshop on Title One, a presentation next month because as far as I understand Title One, and I was a Title One DACK chair
for 4 years, that is not an allowable expenditure because it's a field trip. And while we call it parent engagement, the title one money specifically has to tie back to an academic goal. Not just a title one, not just a parent engagement goal, but something academic, right? And
so let's say let's say you were learning about history and you wanted to go see Hamilton like, and that's a stretch, but you can tie that back to a goal within school, right? Like, but you really can't. This is specifically family engagement and schools get a separate
bucket of money for family engagement. Title one is to close gaps and so it should supplement not supplant. So it can't be used to fund family engagement fully. It should be a supplemental. And so they should be utilizing their
regular family engagement money or PTA funds for that because even if you're going to purchase food, typically what they want you to do is to figure out how many people you have and stick to the $4 and whatever 60s something cents for the
afternoon and like $412 for the morning. Um like they're very specific with Title One. It is highly externally restricted. I dropped the links in the chat. I also have expressed centrally concerns with the way districts and schools utilize
their title one funds because a lot of schools do like carnivals and say family engagement or purchase a lot of swag and don't utilize it for title one teachers to facilitate pullout session and tier three supports to catch kids up. So I guess my question would be if we're able
to utilize title one funds for parent engagement, what do your academic outcomes look like? because that's why you're getting the title and money in the first place or because you have a high population of your school that lives at or below the poverty line. And so then I would be then looking to
support expenditures within that, right? Like people that have attendance issues getting washing machines or building out a laundromat in a school to support people being able to wash clothes. And I have to decide I have a little bit of money at the end of the month. Do I send my kid to school or do I, you know, keep
them home and not get an ACS case for sending my kid in dirty clothes? And that may be a really Bronx specific uh situation with Title One. But as far as I understand it, and I don't want to be the expert, I'd rather ask DSL Sharon Renters team to come and tell us so that
we can cuz listen, I want to do that too. So if we could do that, let me know because I'll do it too. But I just want to make sure that we're like the proper information. Like I think we might all be a little bit right. So if they could just come cuz they're in charge of this for DOE, like that's their whole
portfolio. I love that. Were you referring to Title One overall or were you referring to Title One? The regulation's not different. The one the rules the the rules are the same. The 1% is just allocated by the pack.
The expenditure rules are still the same. It doesn't change because it's the family engagement money. You still have to use it. So then for a family engagement goal, then you would maybe do a math night if you see that you have a high percentage of students that are not proficient in math and you have a high
percentage of students that maybe live at or below the poverty line. So you also provide a meal and maybe a metro card and then you have people come in and maybe you can send them home with manipulatives to support in math age appropriate of course, but that that would kind of be what title one should
be. and and and if it's not like then your outcomes, your academic outcomes and your outcomes for STH and for your lowincome families should be high. Yeah, I love to have them present because that's a lot of I guess
misinformation right now. Uh, Priscilla, I posted um the allowable expenditures in the chat for you if you guys want to take a look at that document, but I do agree that we should have a DPAC presentation because that would help our
DPAC viewers on YouTube to have better clarity as well. Um, and exactly spot on with what the Bronx rep said. Yes, it is used to raise a specific goal. For for example, literacy and math. So, math nights are very popular. Um, we've done
Japanese denim and paint nights to elevate literacy in the arts. Um, wherever the school needs support and you closely aligning with the SLT because the title one rep is also an automatic member of that SLT, which is extremely important. But, um, I do agree
with you on in that statement you said, but I also did share a brief overview for all of you all to share um, for parent leaders with your packs in your respective districts. And that's an official board of ed document by the way. Thank you. I just I just saw it. Um
Ashley, good afternoon everyone. Um so I just wanted to thank Joseph because this was an amazing um amazing presentation. I definitely enjoyed um watching the video you
shared. I even saved the link you shared in the chat. Um I just think this is like a huge opportunity. I know a lot of kids in my neighborhood, you know, in these in these schools, I know that they are very big on sports. So, having this type of opportunity, but to their
schools is something that is major. I'm very big on, you know, family engagement in all of our schools. So, I think that this was like amazing and I just want to take the time to thank you for um, you know, for today with your presentation.
Thank you so much, Ashley. Thank you. Appreciate the uh CPAC, you know, again, advisory committee uh allowing us to present. We're here for the city. So, Barklay Center's here, Brooklyn Nets are here, New York Liberty are here. We're 365. So, in terms of engagement, um please feel free to reach
out and let's set up some more time in closing. Thank you so much. Yes, thank you. Thank you. I know you presented before to us also for Randy for inviting you. Thank you. Absolutely. Thank you Randy and everyone involved. Thank you. Pleasure. Have a great day.
You too. Thank you. And with that we are going to skip uh the CPAC bylaws for now and we are going to move on with Jesse. Literally three minutes pass. Good afternoon everyone. Good afternoon
members. It's always wonderful to be here with you as always and have the chance to share with you a few of our updates from the Office of Family and Community Empowerment. I want to always start by saying how much we appreciate all of you. The work you do to keep families informed, connected, and engaged is absolutely essential and it
sets the tone for a positive and collaborative school year. So always want to always echo and say on behalf of all of us here at face and the department that your partnership makes a real difference in our schools and communities and I wanted to thank you for that. Um first I wanted to as far as
an update let's start with an update on our chancellor's town halls. Um these uh town halls are just an important opportunity for families to connect directly with the chancellor and ask questions and share their concerns. Um, and I wanted to give a special thank you to CC31 for hosting um, our first town
hall for this uh, academic school year. Uh, this happened this past Monday, October 6 at the Patre uh, campus at Staten Island. The event was fantastic, warm, welcoming, organized, very organized. Families um, were very engaged and and the council asked on
their behalf very thoughtful questions and and very important questions. I felt the conversations were very rich and productive, and I really wanted to acknowledge the leadership, hospitality, and partnerships shown by everyone uh on CC-31 and the Staten Island community. We're very grateful for all your hard
work. Uh looking ahead, we're excited to join CC6 on Tuesday, October 21st at PS48 um in Manhattan. And then after um our town hall with uh CC6, the next town hall will be with CC-15 on Monday,
December 1st at the Brooklyn High School of the Arts um at the Brooklyn High School of the Arts. So, we're looking forward to um these uh next town halls and thank all of the respective councils for their support in making them happen uh and for their participation.
So, also want to mention that September um was a very strong start to the school year. Uh this uh new school year, we kicked it off with um a collaboration uh partnered with district 75 for their back to school event on September 6th. And then later in the month, we joined
uh PS55 and uh I want to uh give an acknowledgement to principal Lewis Torres and and all of his incredible staff PS55 for another fantastic back to school celebration. families, educators, community members came together to celebrate learning and build meaningful
connections. And then moments like these are always a reminder of just how powerful it is when families feel welcome, supported, and included. So, thank you, Principal Torres, and and everyone at PS55 for such a wonderful event. And of course, our family connectors were right there with us answering questions, sharing resources,
encouraging other parents to join the program. Their dedication and energy continues to inspire families to get involved and strengthen their communities. It's really amazing to see how much impact these parent leaders can have, not only in individual schools, but across the city. And I have just
tremendous admiration for for all of our families and family connectors. We thank you so much for being there. PS55. Um also wanted to talk about um our continued work through our family connectors program and NYC ambassadors program. Um both of these programs are
wonderful ways for parents to step into leadership roles, share resources, and make a difference in school communities. So, I thank all of the parents for participating, everyone participating um in in those respective programs. And looking ahead through October, we'll be
hosting a new round of family connector training sessions on Wednesdays and Thursdays from October 9th through um October 30th. We've scheduled both midday and evening options to make it easier for families to uh to participate. And these sessions, just to
give an overview, focus on leadership development, facilitation skills, and navigating DOE and community resources. They're designed to help connectors continue to grow as trusted leaders in their neighborhoods and make sure that families feel informed, empowered, and equipped to support their children's
well-being. And lastly, I just want to say as we move forward into the fall, I want to again express our deep appreciation for all that you do. Your advocacy, leadership, and commitment to family empowerment are at the heart of what makes our school communities thrive. And together, we look forward to
continuing to build a culture where families are not only welcome, but truly empowered to be full partners in their children's education. So, thank you as always, uh, members of CPAC. Always a privilege to be here, um, uh, to to share a few of our updates and, uh, happy to take any questions.
Are there any questions for Jesse? We heard everything clear. Thank you so much. Yes. Thank you, Rosa. Thank you, members. Okay, with that we are moving back to
our resolution minutes. [Music] Let me see if I can pull them up. One second. Sorry about that. [Music] If anyone of the executive board has the minutes for June. I know it was sent
out. Um I have everyone. Yes. Got it. Uh hoping that everyone got a chance to review the minutes. Uh if you didn't, we'll have like
literally like a minute to review them. It was already sent out ahead of time. Uh, can you see my screen? Maybe bigger. Looks good. Thank you. Uh, Ashley, do you want to do
like a little um debrief? Not everything. Obviously, a little just debrief of when our meeting was, the time, and if everyone is okay, we can just scroll. Please let me know. Okay.
Sorry, I I can't I'm sorry. I'm I'm on the phone with uh my big one school. I'm sorry. No problem. No problem. In the interest of time, I know it's like literally going to be 1 p.m. and we don't want to keep you waiting because we have another thing coming up. Um so this was our
meeting for uh June 12. I don't we don't have the uh August or September uh just yet. We'll have them hopefully for next month. Uh the pre the president's councils in attendance were district 1 2
4 6 7 8 9 15 16 20 21 22 26 29 30 317 75 uh Brooklyn Manhattan and Queens High School. Um we read through all our um uh we went through all the presentations. We had a couple of
presentations pre please look it up in uh YouTube live YouTube live recordings. Uh we also had a presentation by the with regards to um the DOE external. And with that regards uh just in case uh DOU
externals was paused, we're waiting to hear more from the chancellor uh and and her team any notification um from them directly but as CPAC already knows that um it has been paused and then we had
face updates uh regarding town halls. Uh and then we adjourned the meeting at 12:45 literally like 4 minutes from now. Uh, can I have a a motion to uh adopt the June minutes?
June minutes. Thank you, Caroline. And a second person, please. Adriana. Thank you, Adriana. Okay. Anyone objects to
passing the the June minute to adopting the June minutes? Okay, with that being said, let me stop the share and we are going to quickly move to I just Okay.
Oh, the resolutions. We have uh two resolutions um which with we discussed last month with regards to the omni access. We had uh the office of pupil transportation stating that there
will be more changes coming along. Hopefully that doesn't take too long. And then we have another resolution with regards to PAL. And this is an ongoing issue. It's not something new. Uh I know a couple of councils have done
resolutions for PAL and this is like a brief one minute literally resolution. Let me just pull it up if anyone hasn't had a chance to read it. Um, a second [Music]
way. I'm looking Okay. So, let me just pull it up so you guys can see. Apologies that I'm taking forever. That's how it seems. So, sorry about that. And I'm going to share my screen
right now. Okay. If you guys can see uh real quick. I don't know if Randy if you want to read them or I can read them myself. Okay. Going to interrupt for a second. I thought that we needed to verify who's eligible to vote. That's why we tabled
these till later. Also, who authored the PSA um resolution because I only found out about it this week and my name's on it and I want to know who wrote it. I believe back in March or April it was um
oh my god I forgot which one um I don't know it was one of the CPAC uh committee that all of us is able to attend. I saw them I saw it there and I know a couple of other councils have um also raised it up. This is a big concern
that is still ongoing an ongoing. I'm not I'm not arguing the concern. I'm arguing the timing because as an exec board member, I thought that I would have prior notification than a couple days to read this over. So, I'd like to table at least for now. Okay. I don't see any problem with
tableabling, but hoping that the new council does take this into consideration for next month. Yeah. And what about uh the omniars resolution? Are we able? Oh, what am I talking
about? Okay, so with regards to eligibility, we are gonna go to concerns that have happened with regards to the A660. Let me share my screen.
[Music] Is it sharing? Am I sharing my screen? It's coming up. There it is. Yes. Thank you. Thank you. Thank you. Um, a lot of concerns have been brought uh
directly with regards to the president's council responsibilities. Uh, and a lot of interference has been happening with regards to the districts and superintendents. And I just want to read this out loud so everyone is able to to to know and grab this information
and take it back to the district and take it back to the superintendent say, "Hey, you know, we're supposed to work together, but you don't mandate on my parenting leadership structure platform. Uh we respect each other. We work together, but uh overall the superintendent and the district has one
job and we as a parent leaders also have a a job and responsibility. So uh with that regards regards and this is directly from the uh chancellor's regulation A660 uh although president's
councils are supported by and should work closely with their superintendent we are autonomous. We're autonomous entities and must be allowed to operate free from interference or supervision from the superintendent and other school
officials. the districts CEC, the CCE, the CCHS, the CC LL, and the CCD75 have no jurisdiction over the affairs of
President's Council or our constituents who are our PAPA's executive boards. Please know that we welcome that you are liaison to our schools but you don't mandate um what we do in our specific
schools in our specific burrows. We welcome the support. We work together. Obviously, better the more the better. But this has been brought numerous time in different forums. And I just wanted to like read it out loud so everyone
understands that we don't mandate on each other. We are supposed to work together. And please, the district and the superintendent need to respect us as parenting leaders. Okay. And
let me see. Okay, I think okay with regards to CPAC and there's uh one paragraph about CPAC. Okay,
what is CPAC? CPAC and this is straight from the chancellor's regulations. I'm like showing you live. CPAC is a citywide organization that advises the chancellor on issues of importance to parents of
New York City public schools. CPAC also supports the president's council by providing information in on important issues affecting the schools and guidance of uh any developmental development of local parent leadership.
So with that regards is president's council. PATA are supported by president's council. The membership the president of each hold on a second.
Oh Jesus Christ I can't even. The president of each president's council is automatically a member of CPAC co-presidents. co-presidents
and I just have to repeat it. Co-presidents must decide which one will serve on CPAC. It is not one day you're one month you'll be the designate, the next month you'll be the designate. It does not
work that way. Like yesterday you were the designate, today I'm the designate. Doesn't work that way. If the president is unable to attend CPAC meetings, a design must be chosen to serve on CPAC in the president's state.
The design must be a member of the president's council and the appointment is subject to the rules for in section IH4. I did not find that. So, if anyone is able to help me, that'd
be amazing. I did not find I period H period 4. Sorry that I'm unfamiliar with that. Um the president's council CPAC representative is required to provide
regular reports to the president's council on the work of CPAC and to solicit feedback from president's council to share on CPAC. Okay. And in order for CPAC to effectively advise the chancellor, the
DOE will share information regarding school programs and student achievement with CPAC. This is what basically we do every single month. We also meet with the chancellor uh to advise to ask questions and actually you know support
our districts directly. Okay. uh to facil to facilitate CPAC functioning effectively the DOE will ensure that a member's list and appropriate contact information are forwarded to the co-chairs sometimes is
chair sometimes is co-chairs that is in our bylaws um after the president's council elections have taken place members contact information on CPAC's email account like lister website social media accounts and other mode of
communication linked to CPAC must be used exclusively for CPAC purposes. With that regards, I bring the privacy and safety of protecting uh parenting leaders emails. I don't
like to be added to political emails or town halls unless I request it. And uh I don't like to be added to um uh any particular uh lease serve without
my authorization without me signing up for it. That's what happened yesterday. Apparently they just added me to some type of group. I don't appreciate that. Let me know ahead of time because everything is a spam for me. Um so
that's with this regard. Um, one second. Okay. And I believe someone wrote about the bylaws. So, I wanted to read our bylaws and also to clarify something because
and maybe Randy has been longer uh than me. obviously she has more knowledge but throughout these years uh me being the representative for Manhatta High School and Shirley uh repeating numerous time and it's on recording it's
in recording uh that SEAR we govern ourselves by our own bylaws uh I guess maybe our bylaws need to be updated and I have brought it up uh numerous times uh just so we can all
be transparent. I like transparency. Uh Jessica, in the interest of time, I suggest we also table this because we really should be moving on to our elections. It's almost 1:00. Definitely. Um,
I was just about to say the same thing, but I Josephine, I just like that everyone is aware of what the bylaw says before they even take a role. Uh, but I guess
Becca made a motion and Joseph second it. Am I correct? a second. And can I offer Rosa, if you have the digital version, if you want to drop it into the chat, that way if anybody does want to actually take a look at the viral during the election, they have the
option for you. So, and it is on our website as well. Thank you, Erica. And it is in every single email that I send. I don't know if you had the chance to review that, but it is on the emails. it is on the
CPAC website. Uh so we'll table that for um I guess next month hopefully everyone will uh read it and up next I believe well we're not doing resolution because
we don't have um we're not sure of our memberships currently. Um wellness we should just uh I vote to adjourn the meeting so that we can meet um offline and confirm memberships and move on to elections.
Okay. Thank you Becca for that and with that we are moving on. We are adjourning the meeting. I'm taking off the live stream. Hopefully it works.
Sorry. Okay. I and we just want to remind everyone who is here uh that we will be starting the election. So, please stay on. At this time, I think we only have uh 16 voting members.
Hang on sec. Let me see if I'm able to stop the [Music]