Good morning everyone. The attendance form is dropped in the chat. If you can just write your name in front of your I mean I'm sorry your district and burrow in front of your name and complete the attendance form.
um with the Spanish interpreter. U make your announcement, please. >> Yes. Thank you. Um Fore sayro uno unoidentifician. Gracias.
Spanish uh announcement complete. >> Thank you so much. Um Josephine, you want to share the slides? Can someone just confirm the the YouTube is live? I believe it is. I just like someone else to confirm.
Yes, I see the live. Let me just check in. >> Click in. Yes, we're good. >> All right. Thank you so much. Okay. Um I'm going to just drop the attendance link in the chat again. For everyone who
just came in, can you please write your Why is this doing this? They did a very weird update to Zoom. So, just bear with me one moment. Okay,
the attendance form is now in the chat. Everyone wrote their name. If you need um assistance in writing your name in the chat, please let me know. Josephine, uh, you want to do a 10? >> Yes, I will do a 10 then. Um,
okay. District one, you could just unmute. District two. >> District three here. >> Yes. Good morning. >> That's three.
>> Yes. Three. >> District four. >> District five. >> District six. >> Good morning. Hear and present. Uh district seven. District eight
present. >> District nine. >> District 10. District 11. District 12. District 14.
District 15. 15 is going to be late. He let us know. >> Okay. District 16, District 17, District 18, >> District 20, that's me.
Um, District 21 >> here. District 22, District 23, District 24, District 25 >> here. Good morning.
>> Good morning. District 26, District 28, District 29, >> here. District 30. Becca's here. Uh, District 31. >> Good morning. Here.
>> District 30. I'm sorry. District 75. She's excused. Yes. District uh Brooklyn High School's President's Council. I am here. >> You are uh Bronx High School President's
Council. >> President Um, Manhattan High School >> present, >> Queens High School, >> present. >> And Staten Island High Schools
>> present. >> Excellent. Thank you everybody and good morning and welcome. >> Okay, next slide Priscilla. Good morning everyone and I am going to be reading the CPAC meeting procedures.
To ensure fair, smooth and orderly CPAC meetings. Please follow these guidelines. Use the raised hand feature and wait to be recognized before speaking. Limit comments and questions to two minutes so all members have the opportunity to participate. The order of
speakers for CPAC bylaws are as follows. Executive board voting members and non- voting members as time allows. Speaking and voting eligibility. Only verified voting members or designates may speak and vote. Representatives must display their district ID name plate with their
district number on the Zoom. If a pres president is absent, the design may vote. Alternates must have written authorization. Seating and Zoom priority. Voting members have first seating at the table in person and priority virtually. Voting rules. Only voting members or approved designates
from each district may vote on CPAC business. Thank you. >> Thank you, Priscilla. Um, okay, next slide. So, some announcements. Our middle
school admissions is closing tomorrow. So, anyone that did not apply, please make sure you do so by tomorrow. The Big Apple Award nomination deadline to submit a nomination is January 21st. We have some outstanding teachers in New
York City and we want to make sure that they get the recognition they deserve. So once the nomination opens, you can use this link to and we will also drop it in the chat later on in the meeting. Um make sure that you just share with
your families to nominate our outstanding um teachers. Next slide. So, um, CPAC committees, we did have a meeting with the standing chairs and discussed how information will be
shared. Um, in our meetings, we also sent an email. I apologize because I know that most of you were flooded with emails. I did not know that that was going to happen, but we wanted to make sure the list is very outdated and we wanted to make sure that the members of the committee still wanted to be included. Some did ask to be removed
from the mailing list and some want to and most want to continue. So, uh moving forward the standing committees will share a summary of their um and they will share with their committees. So, right now we just have the um the dates. We know that the upcoming wellness
meeting is tonight at 7. So, if you plan on attending, the link was sent out yesterday and a reminder was also sent out this morning. If you'd like to join um one or more of the committees, you receive the email. You can um use the cpeknyc.com and under the standing committees,
there's links to view each committee and a link to join the committee um that you're interested in. Next slide. So here's our agenda that was also shared with the members. Next slide. So, we had shared our November minutes.
It was sent out last night um for everyone to review before today's meeting. So, would someone like to make a motion to approve those minutes? >> Samuel's motion to set minutes as is. >> District 31 second.
>> Thank you. Are there any objections? Okay. So, the minutes were approved with no objections. Um, is anyone here? I think I saw Daniel. >> Hey, yeah, I'm here. >> Okay, let me just find you so I can make
you a co-host. Okay, so we have our first presentation by the Office of Student Enrollment on 3K, prek, and kindergarten admissions. And we have Daniel Hilddrth. And Daniel, the floor is yours. >> Great. Thank you so much, everyone. Good
morning. Um, can y'all see my screen that says exploring elementary admissions? >> Yes, we can. >> All right, great. Uh, my name is Daniel Hilddrth. I'm the executive director of elementary school admissions for the office of student enrollment. Um, and I've been invited to speak a bit about
our admissions processes. So, um, really happy to speak with you today. So, going to talk about all the admissions processes for elementary school for fall 2026. Um, and so today we're going to talk about 3K, preK, and kindergarten
admissions. So for 3K, we're um looking at students who are born in 2023 who will be eligible to begin 3K in fall 2026. For preK, students born in 2022 and kindergarten students born in 2021.
Um, families will apply each year in order to participate in the admissions process for these three years. Um just want to start off by saying that uh our elementary schools welcome and serve all students. That includes students who are learning English as a
new language uh by providing transitional bilingual education, dual language programs, language supports in schools and programs. Um we also serve students with accessibility needs. So if your child needs an accessible school
and we will ensure that they are provided it. We also serve all students with IEPs or with 504 accommodations. Um, and some of those placements will be made for students through the CPSC for 3K and preK. We'll talk a little bit more about that. And um, always
supporting families who are living in temporary housing or families who are new to the to the city or to the country. Um, and so supporting families in temporary housing sometimes looks like not pro not requiring them to provide the same level of documentation
in order to register and enroll. And finally, all of our schools welcome LGBTQIA plus students, families, and staff. So, uh, first we're going to kind of break down the different um settings and
school types for our elementary school programs. Um there are nearly 800 elementary schools and over a thousand 3K and pre-K options throughout New York City. And uh these schools and programs will have different different types of settings. So first I want to just go
over the most common a zone school. Most families in New York City live within a school zone and this is the school where they may have the highest priority to attend. Um and it is true that most families in New York City do attend their zone school. We also have non-zone
schools, schools that do not have a specific geographic area assigned to them. Um, and those schools may admit students uh with priority to the district where it is located or the bureau where it is located. Many non-zone schools do have unique admissions priorities. We'll get into
that a little bit more, too. Um, families are able to apply to either of these school types. Um, and so they're not limited to their zone school. All right. And uh prek centers are programs that
and schools that serve grades before kindergarten. So prek centers look and feel like a school that only serves 3K or prek or both. Um and these are located throughout the city. We also have New York City early education centers and these are also known as
NYEKS or CBO community-based organizations. These programs are run by the community-based organization, but they're contracted with New York City public schools to offer 3K and preK. Um, and then finally, I want to just mention that family childare networks um and
family childare programs are programs that are licensed child care providers in a home setting. Um, this is only exists at the 3K level and often serves students in a mixed age group from birth to three. Um, okay. Moving right along. So,
there's also different program types at some of these schools and providers. So, a school day um program is a a typical program in the sense that it provides a classic 6 hours and 20 minutes of um all
families are eligible to apply to this seat type and all prek and prek settings offer this type of seat. Extended day and year seats are offered at NYKS. There are community based organizations and family child care programs. Um there
is income and need eligibility through the child care application for these seats. And these seats offer a longer day of 8 to 10 hours. Um and city transitional seats are um give a priority based on income and
need. However, all students are eligible to apply and those also offer an extended 8 to 10 hours of carrot day. Finally, I just want to mention dual language seats which are offered in 3K, pre-K and kindergarten programs. And these are programs that um seek to
instruct students 50% of the time in English and 50% of the time in the target language focusing on um and the goal is to build a classroom of fluent English speakers and and native speakers of the of the target language.
Okay. And then my last chart looking like this is just understanding different program choices for kindergarten. So, um, we have kindergarten, a classic kindergarten option, which is typically available at every school. Um, we also have some
schools that have gifted and talented programs. A number of years ago, we combined the kindergarten G&T admissions process with the general kindergarten admissions process, so families can rank all of the programs for kindergarten on one application.
In district 24, we have STEM programs. These are um specific programs that admit students um in a zoned admissions priority but do focus on a STEM curricula. And again, we have dual language programs at the kindergarten level as
well where families can apply specifically to the dual language program at a school um in addition to the general monolingual program or one or the other. And that'll be a theme as we speak today. So what are families doing right now? Uh
we opened the kindergarten application on Tuesday of this week and uh families can list as many program choices as they are interested in. There are no limits. We do ask families to list their choices in true order of preference. And this means putting your top choice as your
number one choice on the application and your runner up as your second choice as your second place on the application on down the line. How you list choices on your application does not change your child's priority to those choices. And what I mean by that
is if I'm applying to my zone school as my first choice or as my 12th choice, I will always have my zone priority to that program. And what I'm doing by choosing its ranking on the application is I'm telling the office of student enrollment what my preferences are
because our goal is always to give you one of your top choices that the the topmost choice we can possibly provide. Um there is priority for students who are currently enrolled at a school perhaps in 3K or preK and they'll have a
priority to remain at that school. And um we just want to be really clear that we really want to drive home the idea that you should only list schools that you do want your child to attend to. There's no strategy in adding a program that you're not interested in um because
that could be a program that you receive an offer to if you list it on your application. So let's talk a little bit about priority groups. Most schools um again are zone schools and those schools are going to give priority to families who reside in the uh again most families do
attend their zone school for kindergarten. Not all zone schools have 3K and pre-K programs. However, um you're also going to have a priority to any programs of schools that are in your home district. So, first there's your zone school where you may have highest
priority. Then there are other programs at schools in your district that you may have priority to. You'll also get a priority if you have an other child attending a school. So you have a child applying and they have an older sibling attending. There will be a priority for
that. Um G&T programs give priority to siblings as well and to families who reside in the district but not to school zones. Uh there is no zoned priority for for G&T programs. How offers are made is a combination of
considerations looking at the choices listed on a family's application, the seat availability at each school, and a child's priority group to that school. Um, we intend on giving an offer to everyone who applies by the deadline for
3K, preK, and kindergarten. Um, families are not guaranteed an offer to a specific program, but we make every effort to make offers to the highest ranked choices on a family's application. The timeline for 3K, preK, and kindergarten is is pretty similar. Um,
as I mentioned, we opened the kindergarten application earlier this week. PreK applications will open up this um in January. During this time, families may be exploring options, attending open houses and events at
schools and programs to do some research. It's also a good time to create a My Schools account if families haven't done that already so they can start using the directory in my schools to research programs. Once the application is open, our main goal is to
have families submit that application by the deadline. Families can do that through my schools, which is definitely our recommendation, or over the phone. There's a little bit of quiet time until we release offers in the spring. And so those offers will go out to families
beginning with kindergarten in late March. And uh at that point, families can accept those offers, register at their school, and potentially uh receive weight list offers. As soon as offers go out, the wait lists open up as well. And
so families may be on weight list initially if they don't receive their top choice because we're going to weight list families at anything they ranked higher than the offer they received. So to illustrate that, I just want to give an example. If I'm applying to five
schools for my child for for the fall, but I get my third ranked choice, I'm going to be automatically weight listed at choices one and two. And so it's possible that I may receive a weightless offer uh on a rolling basis until the early fall in September when we close
those weight lists. We see lots of families get a more preferred offer through the weight list process. I like to tell families that when offers are released, it is the beginning, not the end of this process for them because so much can change.
Okay, so just kind of going um from our youngest students on up for 3K admissions. Again, we're looking for students who are born in 2023 who reside in New York City. Application will open up on January 14th. And this is not a first come first- serve process. So, anyone who applies by the deadline um
will be processed as an on-time application. And again, in 2025, we made offers to all main round applicants for the first time. Um we're expecting to do the same this year. The prek application will open on the same day. And again, not first come,
first serve. We just want to focus on getting an application in during that that period and we will provide a placement to all applicants during that time. One piece of advice we have to families is if you are looking outside of your residential district where you
where you live, you may want to consider those CBO programs. The CBO programs themselves do not have zoned or district-based admissions priorities. Um, so you would have a an equal priority to other applicants in applying
to those those programs. And for kindergarten, our kindergarten application is open. It closes on January 23rd. Um, all families who again not first come, first serve and all families that apply by the deadline will receive offers in the spring. Again,
most children attend their zone school. It is possible that you may apply to schools that are not your zone school, receive an offer to your zone school, and then maybe get an offer to something else from the weight list. Um, that is that is fairly common. Going to speak about gifted and talented
admissions for a moment as well. Um, on the kindergarten application, you can apply to both general kindergarten programs and G&T programs. If families are interested in those G&T programs, they should rank them alongside those other schools and programs in their preference order. So if you really want
a G&T program over program, you should rank it higher. Want to be clear that once you rank a G&T program and submit that application, then a process begins where we determine eligibility. Current preK students who attend district schools, preK centers,
and NYKS and charter schools will all be evaluated by their preK teacher. And anyone who is not enrolled in a program that I just mentioned or in a private or prochial school or just not enrolled at all will be contacted by the division of early childhood education to set up an
interview to determine eligibility. Um, we typically have, you know, three pathways for our applications. Again, my schools.nyc is the recommended pathway in the sense that this allows families to receive communication directly from us as milestones come up and as offers
are released. We also have our call center that can support families in submitting an application. Um, our number is here on the screen. And finally, our family welcome centers, which are in-person offices that families can receive direct support. Uh
families can set up an appointment by going to our website here. Okay. Um I do want to just mention a couple things that I'm not going to speak to off the slide, but um we really really
encourage families to apply by the deadline. If you want to make a change, you've already submitted your application, changes can be made through that application deadline. So, families can log in, they can apply, they can reorder their choices, they can uh remove and add things. And that's true
also even in the weight list round. If families have not considered an option and now they're interested in something they hadn't applied to, they can add their child to the application. I'm sorry, add them to the weight list. Um, I'm going to just abbreviate a little
bit of this just so we can um maybe potentially have some time for questions, but uh want to be clear that 3K and preK transportation is not provided through school bus service unless it is specified on the student's IEP. Enrollment in kindergarten to 8th
grade does not guarantee school bus service either, but there is bus eligibility dependent on um routes and distance to travel. Students who are attending outside their school district, however, are not eligible for busing unless, again, it is specified on the
IEP and in some cases with students attending citywide G&T programs if they fall within that bus route of 5 miles or less. Um, I do want to just push a couple other contacts of other offices that may be relevant to families as they go
through this process. um office of pupil transportation, special education office, English language learners and school support health. Um these are you know worthwhile in terms of if families have specific questions about these policies
and finally um just want to again push my schools. You can use directory is available there. Uh but reach out to us too if you have questions. Our call center line is there. I really would highly recommend folks emailing my team
directly at esenrollmentschools.nyc.gov. Uh we are very quick to respond to families typically within a day or two. And um all of our websites here on the on the slide are good places to just find more detailed information about some of the things I'm speaking about,
videos and tutorials. Um, you can also sign up for our email updates where we will um, again provide those reminders for milestone dates. Um, I think we have about 10 minutes for questions and I can certainly elaborate on anything more.
Um, so I'll pause there. >> Thank you so much, Daniel. Um, I'm just going to ask the Spanish interpreter if she could just um Identific. Thank you. Um, so we have some questions that we
received in advance. Oh, I'm sorry. You finished? Okay, she was finished. Um, what steps are being taken to increase access to 3K prek seats in neighborhoods where demand consistently exceeds supply? >> Great question. Uh, we are working
through different outreach projects. Uh right now in terms of things that are brand new for this year, we um are developing a pretty nuanced and targeted call operation to reach out to families, prioritizing families in temporary
housing as well as districts where we know we have seat availability and um unmet demand. So um we are working on a a pretty rigorous call outreach project. We're constantly working with CBOS and
um third-party organizations to pilot outreach efforts. Right now, we're working with the mayor's office to um pilot a specific child care outreach program in several shelters. We work very closely with the office of temporary h students in temporary
housing to ensure that those families and students are able to access our information um alongside their peers. So this is a a high priority for this office and and um I believe current and future administrations.
>> Thank you. So I believe you just answered this, but I'm just going to ask it because it was asked. How are you ensuring that all families especially multilingual multilingual families, immigrant families, and families experienced homelessness have equitable access to admin to the admissions process.
>> Yeah. Um so again, you know, we we make a a strong effort to ensure that all of our resources are available in the DOE supported languages and and beyond. You know, our call center also is able to provide interpretation in um many many
more languages than than the DOE supported languages. But this type of outreach is ongoing. Uh we're we're working very closely. Again, I I I want to focus on families who are living in temporary housing or shelter who we are tracking through various city agencies
and um doing direct outreach to those families. This is something we're also trying to provide information sessions in language meaning we always provide interpretation at events similar to how you're doing so here. Um we've also
piloted piloted uh in language events for Spanish and Chinese over the past few years so that um it is not provided in English and and given sideby-side interpretation. Um and so this is ongoing. We're working with our partner offices to ensure and
adjust. You know, we also have a very um rigorous team doing engagement with our constituents, with families, with schools, with uh CBOS to get feedback on our process and adjust year-over-year, see what's working and what isn't. So,
it is definitely iterative. >> Okay. And I just want to follow up. So, I know that you um shared about access, but what about the increase in seats in the neighborhoods where the demand is exceeding like where there's no seats and they're in need of seats? What about the increase for that?
>> Yeah, I so this is an annual process. Um every year we work with the division of early childhood education to establish new programs or um reallocate existing programs and analyzing where we have those gaps. So, um, we're in the process
of doing that right now so that we can open the application on the 13th with the programs available to families for next fall. I see a question in the chat as well about this. Um, and so the basically asking the comparison of seats
this year to last year and unfortunately I can't give you that number yet because that is still being established as we speak, but um should be finalized soon. And one thing I think is worth keeping in mind is that that can continue to fluctuate into the into the start of the
school year. So, um we've seen programmatic changes happen um as needed after offers go out, even maybe opening a new section at a school or moving a section from one site to another in order to meet um need on the go. So,
it's ongoing. Um but those final seat counts we can certainly provide year-over-year. >> I do. Okay, thank you so much. Um, any questions from the members? Just use the raise hand feature on the bottom of your screen. Um, or from the executive board.
Actually, any executive board members? Remma, >> hi, good morning. Um, how are you solving for the special education seat need and for the transportation issue? because I know you mentioned um STH
students when you answered the first question initially about access to those that um may not have access in areas where there's like a lesser um availability of seats, but also what about students that need hyperspecific seats or that need transportation
because it's not just students with disabilities that are eligible for transportation. There are other subgroups. Yeah, I'm going to be limited in my ability to speak to transportation policy because that is housed in a different office and I and I don't I'm
not an expert. Um, but in terms of students with disabilities and accessing programs, you know, the the special education reform, which is well established at this point, requires schools to provide programming for their incoming students. students
who require a specialized program, which it it sounds like you're referring to, where maybe that's a student who needs a district 75 placement or um needs something really tailored like a bilingual special education program. We do have a separate process for students who are transitioning from prek to
kindergarten with a finalized IEP. Those students will receive a placement to a school that meets their IEP recommendation. In most cases, students that is the same school that they would have been attending kindergarten otherwise. Meaning, if I apply to
kindergarten and I get an offer to a school and then my IEP is finalized, the goal is for that school to be the school that can still serve me. And that and that is true for the most part. Um the exception is when we have students who have very very specific program recommendations such as district 75
programs um bilingual special education or families interested in ASD programs, autism programs. >> Okay. Um Priscilla, >> good morning. Thank you. I had placed my question in the chat, but I'm going to ask it here. So, there are gaps with
kindergarten public and charter enrollment dates. I'm not sure if your department or division can align with whomever can. How can this be better aligned to close the funding gap that impacts public school kindergarten
enrollment? >> Thanks, Priscilla. I I'm not sure I totally am familiar with what you're referring to when it comes to the funding gap. Um, but I do absolutely understand the the timeline situation in the sense that our admissions process,
we we really work to try to get kindergarten offers out as soon as we possibly can. Um, mid-inter and spring break don't help with that. um but um it's challenging and so charter schools are able to set enrollment
timelines that are that are not uniform to ours and not all charter schools are following the same timelines. So, um it's tricky, but what we try to do is tell families that, you know, you can participate in both processes and we try to then work with schools so that when
families may have offers to more than one site to ensure that um you know, they're communicating directly with the schools about their plans so that a school if they are losing a student to another program or school system that they're able to fill that seat seat readily from the weight list.
I think let me just quickly just say charter has a cut off somewhere closer to October and for that reason when they know that they're not going to retain that student that's when these students become available to public and that causes a funding problem with public
schools in terms of now having to wait until they can accept or receive funds for those students. And that's where we have a big issue I'm seeing in particularly my district where we have a deficit of kindergarten enrollment >> in district schools.
>> Yes. >> Yeah. Um Priscilla, I'd love to speak with you more directly about this because it sounds like there's, you know, some things you know that that I don't in terms of exactly how that's playing out in your district. >> For sure. I will reach out to the information you provided. Thank you for
your time. >> Yeah, please. Thank you. Hey, thank you so much. We are perfectly on time. I just saw Mark enter the the meeting. Um, if anyone has any other questions, please write them in the chat and we will forward them to Daniel and
his team. Thank you, Daniel, so much for being here for your presentation. >> Yeah, thanks for having me everyone. Have a great rest of your day. >> You too. Um, okay. So, we have um
long title, Chief Mark Ramperson, the Division of School Planning and Development, Office of Safety and Youth Development to present on distraction-free learning. Um Mark, I'm making you call so you can share your screen if you need to and the floor is
yours. >> Um first of all, first and foremost, good morning everybody. Uh again, my name is Mark Ramperent. I'm the chief of safety and prevention partnerships and under my off under my respective um vertical falls the office of safety and
youth development which encompasses a number of offices the office of suspension the work around bullying LGBTQ uh the work in restorative justice the public school athletic league safety and security overall uh climate and culture
and support for our school counselors. So all of those things fall under my respective vertical. I have the pleasure of serving New York City public schools for 33 years in various roles. So I might know a little something about the work that I do today. I'm here really
just to give you an overview of the state of um our school system as it relates to um safety overall. And I'm going to talk a little bit about safety high very high level safety snapshot so that you can get a sense of where we are
um in the school system. I know that there were specific questions asked about the effects of the internet enabled devices thus far. We are still checking the temperature around our schools but let me share with you the many schools that I've gone to to have
um conversations about what the change has meant for them. Um, some of the things that we are we are observing is more students talking to each other in the cafeteria, more students interacting in the corridors, really communicating with each other as opposed to walking with their heads down. And many of our
teachers are um happy about the fact that young people are more engaged in academics and less focused on their electronic devices. And while we are not a perfect system, we are happy to share that we're reaping um positive results in that respect. and we're continuing to
work toward um ensuring that our school system is um cell phone free. Um schools had the obl uh the uh autonomy to implement the type of cell phone collection or or um internet enabled
device restrictions that they wanted. Some people went with collecting, other people went with pouches, other people went with all kinds of amazing um ideas to restrict the use of. So just to start out there, so with overall incidents in
school, we are seeing a 2% increase. And the 2% increase is for our level one to three infractions. And for those of you who know school know schools, you know that the one to three infractions are our lowlevel infractions, right?
Insubordination by a student, a student refusing to show identification, a student refusing to give up their cell phone, so forth and so on. So it runs the full gamut. In that one to three, we're seeing a six we're seeing up, this is up by 6.6%.
6.6%. The 2.4 4% increase that I shared with you is a combination of our entire 1 to5 incidents. Level fours to five are our most egregious fours to fives. We are
seeing a decrease of 9% in our school system overall. As it relates to overall suspensions, we are seeing a decrease of 9% as well with principal suspensions down by 6.2% 2% and our superintendent
suspension is down by 19.5%. So, lots of restorative work happening there, lots of interventions being utilized and lots of pre-work, right? It's the broken window theory. If you address it when it's a crack, it won't, you know, uh, continue to shatter. As it
relates to bullying overall, we're seeing 11% decrease in bullying with a 34% um decrease in violations proven to be um bully based. As you know, schools are required to conduct investigations
anytime there's an allegation of a bullying and they have to get back with a disposition based on the investigation. In 34% of the cases were not bullying. And then we have incidents of posting disturbing um or distributing um
unauthorized material via cell phones or electronic devices. We're seeing a 25% decrease um in that as as opposed to last year. So the message is definitely out during the course of the school day not utilizing devices to do um commit those kinds of infractions. And then
overall crime in our schools, this is NYPD data. We are seeing an 11% decrease in overall crimes. Our seven majors, we're seeing a 10.2% decrease and a 17 uh4% decrease in violent crime down in
schools overall. So, we're doing a lot of work and this work is not happen happening just with our school staff. This is about the collaborative relationship that I'll talk about briefly going forward. And then as it relates to weapons and dangerous instruments in schools, we're seeing a
5% decrease. We're seeing less um items being found school, whether it's a scanning school or non-scanning school. And as it relates to firearms in schools, we're seeing a 50% a 56% decrease 50% uh decrease in firearms
collected. New York City public school. Last year we saw five we saw nine at about this time last year and we're seeing four so far this year. So, a lot of work is going in, a lot of conversations with young people, a lot of enforcement by our partners in the NYPD and the school safety division, and
a lot of work around social emotional support for our young people. And I say again, this is not work that we do alone. This is the work that we do with our caregivers where we are uh the office of safety, youth development, at least through our counseling group, we
are offering traumainformed care training for our caregivers, right? We've trained 8,000 caregivers to date since September and we're continuing to push forward. Our local business partners who we are reminding our schools are a part of the school
community and our young people frequent their establishments and we ask that our schools continue to bring them as in as part of the conversation as we talk about supporting our young people as they transition to and from schools. our community-based organization, our
partners and CBOS and people on the floor who are credible messengers and violence interruptors who work diligently in our communities to keep our kids safe, reminding our schools that it's important to tap into those partnerships, our faith-based partners,
faith-based partners who who have their ear to the ground and the parishioners who visit their um establishments on the on the weekends and weekdays. This is an opportunity to talk to them about how they can help secure our communities and
keep our schools safe places and keep our young people safe. Our elected officials who continue to invest in our schools and continue to support our schools in various areas, but they also get the concerns expressed by the community. We definitely want to make sure that we keep them as our partners
as well. And our most important commodity here, and I'll say commodity because they belong to each and every one of us, is our students. our student ambassadors, continuing to highlight them and have them speak on behalf of their school communities. Have them be ambassadors in their school communities
and make them upstanders and not bystanders. But again, this is not work that we do alone. I appreciate the opportunity to be here before you and being able to share u what I consider to be um pretty favorable news and we're continuing to um chip away at some of
the uh unfortunate incidents that happened um whether it's around our school system or in our school system but here to answer any questions that you may have. So thank you very much uh madam president. >> Thank you so much Mark. Um, so we had a
few questions we received. Um, have you seen any measurable improvements in student behavior since the ban on internet enabled personal devices took effect this school year compared to last year? >> Yeah, we've uh we've been um gracious uh young people have been gracious enough
to oblige us in early conversations. We've visited a number of schools and we've had conversations around um what this what this ban has meant to you. Um, and young people are saying that it's forcing me to have conversations with people who I didn't know. Um, I've met some more friends. I mean, our schools
purchased board games and we are now interacting in that way. So, yeah, we're seeing we're seeing a difference in young people in the way by which they're interacting. We are not taking a victory lap by any means. We know that we still have more work to go as we deal with the internet and we deal with uh the
powerful internet and the new phones that are literally handheld computers. We know that we have challenges on our hands. So, we're dealing with the cell phones and the earpods. We're dealing with the watches and now we're dealing with the meta glasses, right? And that's
a challenge for us as well. So, it's a long way of saying yes, but we still have a long way to go. Thank you. >> Okay. Um, can you share data showing whether or report suspensions or classroom incident rates have decreased since the device ban was implemented?
Yeah, I definitely shared with you um some data just now and that data is reflective of all of the the overall ORS. I specifically went to any ORS that's related to the cell phones and I shared with you that we've seen a decrease in that respective area. So
that question probably came before I shared out fully shared out the data >> and we're seeing a 25% decrease as it relates to posting images or your cell phone for those purposes. So, thank you for that question >> and that is abs that's great. Um, are
there early improvements by some schools such as better focus and fewer classroom disruptions being seen citywide or only in certain districts or grade levels? >> So, it's a it's a school to school. I mean, what we're seeing overall is that principles are expressing their
gratitude um to the state as well to the city for implementing this internet enabled ban. Um and they are citing things like more focused um students. Again, young people are talking to each other and they're becoming friends. Um learning about all of the different um
uh supports that schools have to fill that void that they think they need with the cell phone. Again, more board games than ever. I've seen rolling carts of board games. I've seen young people mimicking some of the internet challenges that they've had, you know,
where they're either dancing or, you know, hand clapping, whatever it is. Yeah. So, we're seeing um some better better interaction from of our young people. Um it is specific to each school. We are uh working with uh an
organization to see how we um get a full snapshot of the whole school system um so that we can better share out what that looks like for all of our schools. Okay. Um I just I see um Reverend, you have your hand up. I just want to see if there's any questions because I didn't
ask questions from the chat. Um but they have to be a voting member. Any in the Spanish line from a voting member? I'm not the chat. I'm sorry. The Spanish line. >> I just asked just one minute. But they have to be a voting member.
Um, no questions. I guess there is no one. >> Okay. Thank you. Um, Reverend Thompson. >> Hi, good morning. Um, firstly, I want to say thank you um to Mr. Rampers for um
being vigilant in providing restorative justice training. Um you know we we we he definitely provided that over the summer. Um thank you so much for that. Uh we did have um a discussion yesterday at our CEC in district 8 concerning um
making sure that we have trained professionals doing our restorative justice uh practices and restorative practices within our schools. um just to avoid any um you know misallocation of the true meaning of those just to
avoid those harms and um you know even working with the superintendent um superintendent to make sure that our staff and our administrators um and whoever is providing the actual service you know in real time is actually a trained professional to do so just to avoid any potential harm as we you know
continue to do these services. So, just wanted to put that in the space and again say thank you for um for really uh supporting the community and parents in in making sure that this is getting done with fidelity. >> Absolutely. Absolutely. And thank you u
for your continued advocacy for the work around restorative justice. Obviously, you've read some of the the naysayers in the uh in the papers lately who believe that uh restorative uh restorative practices are here to take place of of
suspensions. And we are continuing to remind people that this is another tool in the belt. It is all of the work that happens before we even think about a suspension. It's around helping our kids sort of um um and take ownership. Um but
it's even better that we're able to um extend that support to our parents and our educators who are the respondents to student behavior. So thank you very much for highlighting that ma'am and I would uh we're continuing that work going forward and we're always available to
train parents. So if you have groups of parents who you want us to support, we'll be more than happy to do that for you. >> Okay. I do see a question in the chat um about opportunities for community members, parents, and parent leaders to participate in restorative justice
practices, including training. >> You put the butts in the seats. We will bring the trained professionals in front of and we'll be more than happy. So, you can reach out to me directly. The president can um share my information with you. Um, and if you're able to to
again bring people to the room, willing uh people who are willing to participate positively in this initiative, we provide training for you. Our goal is to train any and everybody who's willing to participate. So, thank you for that. >> Thank you, Priscilla.
>> Thank you. And good morning, Chief Rampand. It's always a pleasure. I first want to commend you for the work you're doing in South Queens. Since the safety town hall at Van Burren, we have seen tremendous improvements. So, thank you first and foremost.
Secondly, the the question that everyone wants to know about crossing guards. I know that may be tied to funding restraints. However, there are some schools that are in need of additional crossing guards and or maybe some information that can be shared as to how
they could obtain a permit to have street closures within the designated school hours. >> So, thank you for that. Um, and I appreciate your advocacy as well. So, and it's always a pleasure to see you, especially with the fancy shirt on. I see you. I see you. Um,
>> thank you. >> I'm a fan of the camouflage. Um, so crossing guards, so as you know, the crossing guards are employees of the NYPD. How in the purview of my office, we work in lock step with the police department to ensure that every one of
our schools that is requesting a crossing guard in fact gets a crossing guard. So if you would be so kind and send me an email with those schools that are missing crossing guards, I would be more than happy to pass it on to uh Craig Goobury in my office who sort of spearheads that work. We've been very
successful with our uh partnership with the NYPD to get crossing guards um at schools. Um there is a requirement that a school must meet in order to have a crossing guard and they're normally the schools that do not where the kids transition on their own and they're not transitioning with a parent. Right? So
if you send me that information for those schools, I'll make sure that we reach out to those respective precincts and someone will visit the principal, view the site itself, walk the area, monitor the traffic patterns, dismissal and morning entry, and they will support
the school in getting this the uh much needed uh support. Okay, >> thank you so much and happy holiday. >> You same to you. Be well. >> Thank you. Um, I just want to remind everyone when speaking to just speak a little bit slower because there's
Spanish translation happening and we want to be respectful of them. Um, question in the chat. Has there been any further expansion or discussion planning of protections to ensure the safety of students in relation to ICE?
>> Yeah, so that is a ongoing conversation. our partners here in New York City public schools that that is responsible for the work in Project Open Arms is as a matter of fact today we're meeting with groups of advocates to talk about
as communities how we can continue to support um our newest New Yorkers as well as others who are vulnerable to the possibilities of ICE enforcement. But as you know, we're continuing to offer rights training. our mayor, our incoming
mayor has uh made it a point to continue to make know your rights training offered available to anyone who wants to participate. Um we are in the process of having some real deep discussions around how do we mobilize the community to
continue to be the eyes and ears of the community to make notification when such um enforcements are taking place in the community to ensure that uh people have ample time to sort of protect themselves from these unfortunate measures that's being taken that that are taking place.
So the long way of saying yes, there's a lot of work that's still being done. Um that work will be shared with uh our partners in face who will then turn key and make sure that the message gets down to parents. Um a lot of the work can't be highly publicized for fear of some of
the what you see at the highest level of government. I'm speaking cryptic intentionally. >> Okay, thank you for that uh question in the chat. What happened to the burough response teams? >> The burrow response teams? I'm not sure
who they are. Whoever that is, can they come off mute? Is that >> okay? >> Hi. Um the burough response teams were a function of project open arms when it was first implemented where at first
there was just a response team and then we realized that we needed to break into burrows because each burrow had really specific sets of needs and concerns. And so each burrow had a response team and there were a couple of parents on the
team. um to to was actually my person for the Bronx before she became the head of that project. Um and once she transitioned and they initiated that space, the burough response team stopped. But those teams were
responsible for those huge um events that they had at the shed and the door and like so I'm just wondering what you're asking for is something that we had. How do we bring that back to kind of do what you're saying? >> Yep. Yep. Um I will reiterate to Tamara
um the burrow response team sounds like it was a successful um initiative. I will remind her rema and either she or I will get back to you on that but I'll reach out to Tamara and ask her today is there any appetite to 2.0 that
initiative or do they do they still exist but it's not as widely known but uh Reema some one of us will get back to you before the day is out. Thank you. >> Thank you. Um, are there any other questions for Mark? Anything I missed in
the chat? Okay, thank you so much, Mark, for answering our questions, for always being available to parent leaders. We appreciate you so much. And we >> absolutely >> same to you. Happy holiday to everyone. And again, um, my, uh, offering for
restorative justice applies to all. It wasn't for anybody in particular. It It's out to all. Second, um, the trauma informed care training that we also offer to parents is also available to the parent leaders. So, please get the
message out. Um, I can send, as a matter of fact, Madame President, we will send you the offering dates. They are virtual. any parent can can log on and be a part of those trauma-informed trainings. Very important especially during the times of the holidays. Our
kids are sad. Um parents are sad, right? We have all kinds of things like food insecurity and and um you know all of these things happening to our young people at this at this holiday season. So, you know, just being able to manage and level set is is a helpful tool. So,
please take full advantage. um it's not about numbers for us and and and um we are dedicated to this work and want to see as many people supported as we can possibly support. So thank you again and uh I appreciate the invitation. >> Mark, would you mind one one quick
question that just that um are behavior intervention plans being implemented with fidelity? So yeah, listen, that's more a question for our district 75 folks who are responsible for the BIPS and so forth. I
can't speak directly to that. So um when Andy and or um Christina Deputy Chancellor Fod gets on the line, I think that that's a better question for them. I don't want to tread into anybody else's area, so I apologize. >> Okay, no problem. I just love
>> and and and just as a just as a point of information, while I strictly focus on 75 on um students with special needs, the a BIP can be administered to any kid with a behavioral issue, but it's really a it's really um something utilized for
our students who have, you know, particular behavioral issues. Um I can look at BIPS overall uh and see how schools are utilizing affecting and so forth. It's a larger conversation and it
will take a a large amount of time for that information to be to be um ascertained. So, I don't want to sound like I'm shunning it off, but it's a huge huge burden. I can't answer that question for you in this time and in this space. So, I apologize for that.
>> Mark, what I'd like to rephrase the question. I I think it's not about um following the BIP. I think it's about what happens when a student with a BIP gets in trouble >> and because we are seeing where we're having students with IEPs that have
behavior plans that are >> are getting suspended and are the response is not appropriate to the documentation and like you're ending up in an MDR situation which is unnecessary. Like why would why should a student have to eat any suspension days
to go to an MD to a uh >> help me with the acronym uh the something determination review where it's to decide >> the manifestation of determination. Yeah. >> I just cuz I know there are people listening that don't know the acronym. Sure. So like what we're going to go and
determine that the student doesn't have to be suspended because it is a manifestation >> manifestation of a disability. Yep. And so why should a student have to be they still have to be suspended until the review which could be up to 5 days that they're waiting in a suspension site not
wrongfully. I think that's what the question is trying to get at. >> So I got I got to tell you this one is a big one for me and and once I took over the work of suspensions it's one that made my stomach sick and I'm hoping I'm able to say that in this space. Right. a young person who is serving a suspension
only to find out that they can't be suspended because their actions are a manifestation of their ability disability. How do you get the time back that you already served? Right? And so for me, one of the fights that I'm having and we're having conversations with legal on the highest level is that
a young person is not removed from their school until such time as the NDR is done. So that's the work that my team is working on. Um, and we continue to advocate for all students, but this this particular group of students is a real
real concern for me because my actions manifestation. How do you dare? >> Yes. >> How do you dare suspend me for it? Right. It's like suspending water because it's wet. A bird cuz they fly. Right? That's that's the work. So,
please forgive me for outbursting in this space, but this is a big one for me. So, thank you, Reema, for clarifying and um I will keep you guys informed of where we land with that. >> Thank you for everything. You just said, everything that parents are feeling and saying always. So, thank you so much.
Like, you don't know how much that means to all of us listening to you say that. We appreciate that so much. >> Thank you. >> And hopefully change change will come sooner than later. >> But thank you so much. Have a happy holiday, Mark. >> You too, everybody. Be well. >> You too.
Okay, moving on. That that was definitely impactful. That that really made a difference. That was appreciated. Um we are so good on time today. I am so happy. This is just wonderful. We now
have the new chief of face, Dr. Ann Mary um Lopez. The floor is yours. I'm still muted. Um um thank you, uh President. Um I wanted to just um say if just in case I'm the
new chief of um family and community empowerment um here at the Division of Family and um family, community and student empowerment. Um I wanted to give you some updates. There's some really exciting things happening here at Faith.
Um, and so, um, just to kick it off, the family connectors, um, so New York City Cares, um, we now have over 1,892 family connectors actively supporting their communities. Um, we've delivered a
total of 38 city agency and partner trainings, um, 20 in the spring and 18 in the fall with only two sessions remaining to close out the 2025 year. Um so those sessions are here. Um I'm going
to put them in the chat so that we have them. Um and I'm also going to provide the sign up. Please please sign up. Make sure that um you know you have an opportunity to um be the voice and the
support of your um communities. Um we also have um cares in action sessions that kicked off on December 1st where families and parents are learning about the science of reading um so that they can be a part of their child's literacy development and their journey. Um we
also had um trauma-informed care training this Monday um that just passed. Um that was an incredible opportunity to start with family connectors um to add tools in their tool box to care for themselves as they care
and support their communities. And it was an amazing experience um having family connectors be in community in person together, learning together and um supporting one another. Um and that is truly just a model of um the work. Um
then to go into uh CEC um each um CEC host a town hall in their district with the chancellor um once during the CC's um every two years. This is an opportunity to share information, hear about the community's concerns and res
um respond to questions. Um join us in January for these upcoming town halls. Um make sure to register and submit questions beforehand. I'm going to add um that we are in CC9 and CC 29 um in January. I'm going to put the that in
the chat. Okay. Um and I just want to say please encourage your um school families to get involved with their um education council. Um it's important um that uh as trusted partners in supporting our students and families,
you play a key role in connecting parents to meaningful opportunities um and help parents make their voices heard and shape their school community, encourage them again to join. Um there are 32 community um CEC's, one for
each school district representing families of students in grades um preK. Um, additionally, for citywide, councils advise on policies affecting high school students. Um, um, CCHS,
um, um, Cecil and, um, I I'm getting used to the acronyms, so just bear with me. Um, CCSE, um, students with disabilities, and, um, CCD, um, 75. Um, each of the 36 council
holds monthly public meetings. And so um making sure that um you you um support these councils we um partner and create um stability for policies. Um
I'm going to also add the um upcoming meetings. There's a link to that. Um, and many councils currently have open seats, so visit the link below to view
current vacancies and apply to serve. Going to give that. And then lastly, as a reminder, winter recess will be from December 24th to January 2nd. All New York City public schools will be
closed. And with that, on behalf of Faith, myself, and DC Melendez, we wish all CPAC members and their families a very happy holiday um season and a joyous and positive year ahead. So, thank you, Dr. Mary Lopez. Um,
does anyone have questions for Dr. I don't know if you're prepared to answer questions. Anyone have any questions for Dr. Amarie Lopez? And in the chat it says D75 uh seats are open and we need your help to fill them.
So please, if you are a D75 parent, please apply for a D75 um rep vac vacancy in your district. Okay. So thank you Dr. Anary U. Lopez and have a happy holiday. I know you're going to stay on for a little while
longer. Um, but just in case, have a very happy holiday. Um, where are we? Okay, Becca, are you ready? Okay, so now we're going to play a game.
We are going to have a little trivia. So, Becca, you going to explain the way it works or you want me to explain? >> Either way works. But I think I need to be a host to share it. >> You're not a co-host. >> No, remember I was in transit. So >> Oh, right. You kept jumping off. I kept
making you clos. >> Okay. So, we're going to do no teams. And the way it's going to work is there's no buzzers, but there's no team. So, the p the first person who raises their hand will be called on. And then
if you answer the question correctly, you pick the next question. but you don't continue answering the questions, then the next person has to raise their hand and then they'll be called on. And if you get the question right, you ask the next question. If you get the question wrong, the next person in with
their hand raised will get to answer that question. Is that clear for everyone? We're all good. Okay. So, we're going to I guess uh Becca, you pick the first question and then we'll go on from there. We'll start with the
basics. So we'll do A660 basics for 100. >> Okay. Question. >> Okay. Want me to read it or you want to read it? >> You can you can do that. >> Okay. So it must be reviewed every 3 years and whenever A660 is revised and
then readdopted by a twothirds vote of the membership regardless of whether or not any amendments were made. >> Reema, what is the answer? B >> lost. Can we see the >> There they are. >> Thank you, Remma. So, Remma, you pick
the next question. Everyone put their hands back down and the first person who answers the question and we'll just keep going. So, Rema asks, "What's the next question?" >> Acronyms for 100. >> Okay.
>> SLT. >> Do I answer it? Raise a hand. Raise your hand. >> Caroline answers it. It's the person who raises the hand first. So Caroline, >> Got it. Got it. >> What is a school leadership team? >> Can we see the answer?
>> Yes, you are correct. Caroline, you get to ask the next question. >> I'd like to choose who's who in New York City public schools for 100, please. Okay. Leon leazison. Oh, sorry.
Remma, Remma, you're quick on the buzzer. >> Who is Anthony Agul? >> Can we see the answer? >> Okay, Remma, you pick the next question. >> President's council for 300. >> Okay, put your hands down.
>> All right. A president or a co-president must serve on this citywide organization. >> Reverend Thompson, >> what is CPAC? >> Correct. Reverend Thompson, you asked the next question.
>> Reverend Thompson, pick the next question, please. >> Uh, acronyms for 200. >> Thank you. LC Quentyn, >> family leadership. What is family leadership coordinator?
>> Oh, and he answered in the form, right? Very good, Quenton. Thank you. Okay, Quenton, you pick the next question. >> Awesome. We're going with acronyms for 500. >> Okay, just put your hand down. Quack.
Go ahead, Remma. >> What is Chancellor's parent advisory council? >> I knew you knew this one. >> Okay, you get to pick the next question. Just put your hand down so this way.
>> A660 for 200. Okay. So, failure to elect mandatory officers by the last day of the school year if it is if it has not held elections or fails to elect at least one mandatory officer by the last day of school. Failure to hold elections for
mandatory officers in a timely manner. Fails to hold a timely expedited election to fill a vacancy in one or more mandatory offices. >> No hands raised for this one. I'm shocked nobody want anyone want to take a guess
bandana. What is a PA and PTA? >> No. Tanya Tanya, you want to answer the question? One second. They cease the function.
>> Let me see the answer. >> Thank you. Tanya, you pick the next question. >> Uh, President's Council 500. >> Okay, just put your hand down. Thank you. >> Right. Pursuant to state law, all community education councils and
community superintendents are required to meet length with the PA PTA officers in their respective districts. The president's councils and the corresponding CEC will collaborate to establish a mutual agreeable mutually agreeable meeting date and time and agenda topics.
>> Caroline, >> what is the quarterly meeting? >> Can we see the answer? >> Yep. Okay, you pick the next question. Leticia, you can put your hand down.
>> Can we please have elections for 300? >> Okay. All right. The deadline in which elections of mandatory officers of President's Council must be completed to be eligible to run for CPAC executive board. Reverend Thompson.
September 30th. >> Um, Tanya, >> come on, Randy. >> October. Everybody better screenshot that. >> Hey, come on. We all got that wrong.
Y'all was with me, right? Okay, next question. Oh, who answered that? >> I said October. >> All right. It was it was it was October before our October meeting. Okay. So, pick the next question.
>> Uh, elections 500. >> Okay. All right. If the PA, PTA, or PC president is unable to attend their president's council or CPAC meeting, this person attends on their behalf with the approval of the organization's
membership and certification form. >> Reverend Thompson, >> what is a designate or delegate? Want >> to see the answer? Yep. Okay. Uh, Reverend Thompson, you pick the next
question. >> Acronyms for 400. >> PE Tanya >> Po for educational. >> Sorry. Oh, she didn't finish. She didn't quite finish yet. Okay. All right. Uh, Tanya,
you pick the next question. Uh, let's go for president's council 400. >> Okay, she said 400. >> Okay. Every two years, the president's council is responsible for the selection of questions and for the running of the
forum involving the potential parent members of this council. Quenton, >> um, what is the CEC elections candidate form? >> Can we see the answer? >> Correct. Quenton, you picked the next
question. >> Who Who's in NYC for 500? >> Oh. Acting Deputy Chancellor for Operations >> Tanya. Tanya >> pass.
>> Oh, you pass. >> Yeah. >> Okay. Rema, >> who is Kevin Moran? >> Can we see the answer? Rema, you asked the next question. acronym for 300 >> base
>> Caroline and that's like a little bit tricky one because I keep changing it. So go ahead with all the things that you have to say Caroline. >> I'm going to give you both. I I originally had family and community engagement, family and community empowerment is the other one I've heard. >> Okay. >> Can I just say that I wanted to answer
but I couldn't find the hands up. just saying. >> Okay. So, yes, they they do change. It's interchanges with engagement and empowerment, but we like empowerment. So, I'm I'm glad that when um Dr. Lopez
said it, she said empowerment. That was great. Okay. So, Caroline, pick the next question. >> Let's go for A660 basics or 500. >> Okay. PAS and PTAs that use that wish to use
school building during school hours must obtain permission from the principal. Use of the school building during school hours does not const not count against the blank number of hours per year of free use. >> Remma, >> what is 110 hours?
>> We see the answer correct. Remma, you get to pick the next question. Um, who's who in NYC for 400? >> Acting first deputy chancellor. >> Who is this about the mother? >> Can we see the answer?
Remy gets to pick the next question. Elections for 100. The form which candidates and voters must present verifying their status as a PATA presidents or designates at the time of the president's council elections are held.
>> Reverend Thompson >> election certification form the answer. Okay, Reverend Thompson, you get to ask the next question. >> Let's try A660 basics for 400.
>> Okay. President's councils have the right to request and receive full and factual information relating to student testing schedules and student achievement data from the superintendent. What? >> Wait, I'm rereading it. >> What is the A660?
>> Well, it's in the A660, but what section? >> What section in the A660? That's a very good question. Well, under >> uh I'm going to I'm going to throw a lifeline to Remma. >> Got another game show.
>> All right. Well, for these purposes, Rema, >> can you reread the question? >> Oh, right. It's the No, it's the rights. It's the the the rights and responsibilities. >> Can we see the answer?
There you go. You get to ask the next question. Quen, if you could just put your hand down. Who's who in NYC 4300 >> the deputy chancellor of family community and student empowerment
>> uh Reverend Thompson >> Dr. Christina Melendez who is Dr. Christina Let's do elections for 400. Okay. This must allege a specific
material violation of A660 or of the organization's bylaws. Reverend Oh, sorry, Remo. >> A griev What is a grievance? Can I see the answer? Okay. May you pick the next question.
Who's who for 200? >> Okay. The deputy chancellor of the division of inclusive and accessible learning, also known as dial. >> Reverend Thompson. >> My apologies. I never lowered my hand. >> Okay. Oh, Dr. Melendez, would you like to
answer that question? I'm sorry, Rema, but can we let Dr. Melenda answer this question? Do you mind? >> She's good. Go ahead. >> I just want to say thank you for letting me play. I just jumped on because I missed mine. I saw that I Tamika, my chief of staff, saw that I was on there.
Um, I want to say it's another Christina. Um, Christina Fod. Did I get it right? Did I get it right? Yay! Dr. Melendez, you get to pick the next question.
>> Oh, my favorite topic, elections for 200. If you know, you know. Okay. The deadline in which elections of mandatory PA PTA officers must be held. Remma
>> June 30th. >> Okay. >> All right. It's 11. I >> detailed answer. >> I don't see the chance on. Let's go quick with the next couple of questions. Requ60 for 300. >> Okay. For general membership meetings, a
minimum number of members specified in the bylaws, including at least two executive board constitutes what, >> Caroline? >> A um eight members. >> What what's the name of what it constitutes?
>> Yeah. >> Uh a quorum. What is a quorum? >> Answer. Thank you. Choose the next question. Let's go for president's council 200. We'll go for uh president's councils must hold at least blank monthly general
membership meetings per school year. >> Caroline, >> uh nine monthly general membership meetings per school year. What is nine month? Nine months. Nine meetings. >> Yep. Yes. Okay. Okay, our chancellor's on. So, we're going to stop. We're going to just pause for the last Oh, we're
going to just do it. >> President or co-president must serve on this district level organization. >> Caroline, >> I didn't have my hand lower, so I need the >> What is the district leadership team? >> Okay, thank you so much. Um,
Josephine Slide. Um the slide Josephine or no chancellor. >> Okay. So >> Oh, I'm here. Randy, did is it okay for you? >> Yes. Yes. Yes, I see you. >> Good morning, everyone. It's great to be
with all of you. I sincerely apologize. I am under the weather and waiting to finish up at the doctor's office. So, I ran out um to be with all of you for a few minutes and then I have to go back in and apologize, but we'll leave um you know, the team here to support with um
question and answers. Um first of all, I just wanted to thank all of you for your incredible support um for your partnership. Um it's just not only from a professional but from a personal standpoint, it has really enriched my
life as a mom and as an educator. Um to be in spaces with all of you and you've taught me so much um about the system and how to be a better mom. And so I just want to thank you for all of that and wish you a happy holiday and and know that regardless of of what happens
um you know you have all started a a movement um to really push for parent empowerment and I know that mayor elect mom Donnie um that's important to him and that is going to be very important to whoever is the next chancellor whether it's me or someone else. So, I
just wanted to come on really quickly and thank you all. And I'm so sorry I'm not on camera, but you're not missing much, but um it was important to be with all of you, even if it's for a few minutes. Thank you. Okay. So, before you hop off and this
just shows the dedication of our chancellor. She's still here. She's in the doctor's office. She dipped out to like still meet with us and speak with us and just that's that's just we just love and appreciate you so much. So, I just want to say that during our
November CPAC meeting, we unanimously passed a position letter to Mayor Elect to retain you to ensure continuity and progress for our New York City public school students and families. And we've worked with many administrations and no
leader has ever demonstrated a more sincere, consistent desire to work with parents. So you've restored meaningful parent inclusion, involvement, engagement, empowerment, um ensuring that parents are partners in
the decision-m and not just bystanders. And community voice is now like embedded in major system decisions because of you. And this relationship cannot be easily replaced. And we do hope that your leadership will continue with the new administration.
>> Thank you so much. that means the world to me. Regardless of what happens, just knowing um what we've all been able to accomplish and and the time we've all spent together, it really means the world to me. So, thank you for those incredibly kind words and I I I'm just I
love you all and I appreciate you all so much. Thank you. >> Thank you. And we wish you and your family a happy holiday season and a happy and healthy new year. >> Happy holidays. Happy New Year. See you all soon. Bye. Bye.
If that's not dedication, I mean, I don't know what it is. So, we appreciate her being here so much. Um, so we're going to see, we had sent some questions in, so we're going to ask the questions to you guys and if you're able to respond, if
not um, we'll email and share the response. So first question is can you change the permissions on shareepoint so that PTAs can access the necessary files and
documents. So when you go on to um the shareepoint the face documents and stuff like that if you don't sign in with your DOE emails sorry DOE emails um at schools account um you can't access the documents.
So can that can that be changed? >> We are all smiling um and and very clear about what the cough was about. Um and so thank you for the for raising that to us. We are more than happy to look into
that. Uh I don't know how the workaround is off off the top of my head without talking to DIT. I don't know what the workaround is with the I think Reema may have an answer for us but happy to to figure this out with you and and get back to you ASAP um around that but
Remma I don't know if Rema had something to add there >> whoever owns the SharePoint the administrator just has to go in and check off the box uh manage access for viewer access only and then anybody that
opens any file within that folder will have viewer access. But when people ask us for like an interim financial report, either we have to actually download it and send a PDF, send screenshots or or send them to the the landing page for
the resource folder and then they have to go through all of the individual prompts and folders to find it themselves. If we send it directly again, it asks for the the login with the DOE emails >> at school's accounts.
Um, okay. >> On it. Thank you, Remma, for the workaround suggestion and I'll get back to the official maybe step-by-step guide on on how we can do that for ourselves so that then you can have access to those things as well. >> Thank you. Next question is, what is the
plan to reduce chronic absenteeism and re-engage students who are struggling? >> I I want to start and then like pass it on. I know the team is here, Flavia and Malikica. I saw them on um and they have great work that they're doing. But I do
want to start with right here all of you um as the leaders in your spaces continuing to support and encourage others to of the importance of of sending their children to school. But more importantly, thinking about some of the family connector charge, which is,
you know, maybe there is a barrier that um you may not have the community or may not have shared with the community that that is causing you not to take your child to school. Um and so maybe there is something that we can do as a collective. And and what we know for sure here at New York City Pools is that
that parentto parent um connection is a more trusted relationship is more is is clear. um comes across very genuine and you guys are very trusted messengers in your spaces. And so I I want to make sure that you also know that you are
part of that solution. Um as well as all of the things that that our school leaders and our superintendents are doing that Flavia and Malikica will share. But I want you to know that there is there is a lot of power in in what you do. And I hope that you can survey people and then if you can't support
them directly and they're comfortable with you sharing with us, we want to be able to support them as well. So please feel free to do that. But Flavia, >> thank you Dr. Melendez and uh good morning everyone. Good morning Randy. Um so I'm excited to uh be here to talk a
little bit about the work um that we have been doing the work that we are pushing to continue and then some new and exciting um strategies and materials that uh that we actually have recently developed. So uh Malik is going to be sharing um some of those on the chat. So
if we were to kind of as Dr. Melendez highlighted look at like what are the you know three to four or five things that we could do to help uh push attendance improvement. I kind of put those in the chat so just so that we have them at a high level is really
making attendance expectations clear for families for students for the community. What do I mean by that? And especially Randy to the question of being chronically absent like not all the parents all the students depending on the population that you're dealing may
have a full understand two times per month um on a regular basis that adds up to 18 absences and automatically make you chronically absent right so I think it's clear expectation clear communication
one thing that I'm excited to share is that through the work and the partnerships that we had had with uh superintendent, with principles, with community members, including embedding some of these practices in the community school initiative that I also lead from
2021 2022 where we were at 40.7% chronically absent. We are out we are out now down 33.3%. So does that mean that like we we kind
of sit back and no there's still so much work to be done but if you quantify that on numbers that means that 3 years ago we had approximately 70 more thousand students who were chronically absent than where we ended last year and that
means 70,000 students or more with more opportunities. And I actually love the way that this question was framed, which was about we're looking at attendance, but it's really about re-engaging students who we are struggling. Because what this question did is automatically
show you that attendance is what we see. But the symptom and the root cause is what we need to figure out. Are children struggling because of mental health, wellness needs? Are they struggling because of academics? Right? That's what we have
really deep in the work that we have done at the around New York City reads and New York City soul that strong academics the places where children see themselves in the curriculum in the work that they embedded places where children have strong relationship my son attends a school in DOE last Friday I was like
Elliot you're not feeling well please like I'm going to keep you on he's like no I'm going to school I'm going to school he learned his lesson cuz I did get the call and around noon I had to run out because he started throwing up in the school, which is never a good experience, and you know, he's he's fine
now. But for him, the relationships and what he experiences every day in school is what encourage him to be there every day. And those same experiences that my son is um having is what I want to see for everyone. Um in addition to that we have
done a lot of work to really build the practices as schools so that schools are convening weekly attendance meetings checking who are the students who are at risk because the key here is to support students early and often so that they
don't become disengaged like really shifting the narrative to be more prevented reaching families quickly rather than after the fact. also this notion of personalized supports for each child. So the better that a school
community knows their students, knows the families, the more targeted that we can be about the interventions, about the supports that are put in place because what worked for Ellia may not work for Jenny may not work for that child, may not meet the need of that
family and that community. So we cannot improve chronic absenteeisms for the goals that we have set out if we don't partner well with communities and with families. And talking about partnering with communities and families and I think uh my colleague Malikica may have
even shared some of those um in the chat we have uh these districts that we're targeting um through community partnerships. We also provided funding for targeted districts to come up with attendance plans. And part of the requirement that was embedded in those
plans as recommended by deputy chancellor Melendez was to make sure that the CEC's were engaged on how to how that funding that came from central and the resources and the plans were reflected. So the whole idea here is that it's not just the responsibility of
the central team. It's not just the responsibility of the superintendent but the parent boys is critical like the community as I mentioned that my child goes know him and adore him but I don't think there's anybody out there that knows and love and care for my child the way that I do and if they do they will
want to partner with me to make sure that they're doing the things that he needs so that he could be um successful. We have a bold and ambitious goal for attendance this year which is improving attendance to 20 uh to 92%. And right
now we are at um you know we have a little bit of a ways to go for that because we ended the year with 89.8 A and then our chronic absenteeism goal is to go to 29% which will put us back
to um more closely with what attendance to uh chronic absentism was with pre- pandemic and we know that we could achieve this goal with your support um because we have already seen a reduction in chronic absentism in 7.4% 24% over
the last uh three years and we added um uh I think Malikica put a link and some resources that uh that we have available and they are accessible very timely I just see Malikica put the link they are accessible in multiple language so
please take the videos share them with the communities uh yesterday today if any of you follow me on on X I've been tapping some of the resources that we have been putting out with support from the chancellor from the coms team. Let's made this a number one priority for all
of us because we are doing a lot of great things in our schools in our school communities and children have access to food, to resources, to care, to knowledge, to love, but if they are not in there, they are not going to be receiving all of those resources. I'll put my email in the chat. Malik is here.
Anything that you guys need um along with this Melendez, we're always accessible and available. So, thank you so much for um having that great question and for the timing of this request. >> Thank you so much. We appreciate that and and we learned, you know,
yeah, the ad launched so everybody was looking at that and kind of curious and so I'm glad that you were here to be able to explain it to us and everyone that's uh watching on YouTube so that they can all see and hear this information together. >> Randy,
um next question. Can New York City public schools create and implement a city-wide policy that prohibits schools, PAPAs, and CBO partners for scheduling events on the same nights as district and burough president's council meetings and
citywide and community education council meetings. So, parents are not forced to choose between fulfilling their elected leadership responsibilities and participating in their child's school activities. So, a lot of you know where that that
came from. Um, my former superintendent in district 21, Isabelle Damola, who's now the first deputy chancellor, um, we had a conversation. My daughter was very little and they were having an event at the school and it was the same night as my president's council meeting and I
wanted to be a mom and see my daughter in the show, but none of my executive board members wanted to give the meeting. They were very nervous. So, um, I explained that this is a hardship for a lot of parents that we have this obligation that we signed up to do, but we also want to be moms and we're moms
first or dads first. Um, so she made it a policy in the district unofficially, but you know, that there could be no events on the nights of President's Council and CC meetings so that everyone is able to um, attend. So, being that it's a best practice, we like to see if
it can go citywide. Yeah, Randy. Um, thank you for the for the context there. Um, because you're not you're definitely not alone in having experience, um, those moments where you're like torn between even just two meetings, let alone like your child as well. And so, um, we we know that
this this has happened more than it needs to or we we hope it does. We are very grateful for you all volunteering your time and expertise in in many of these spaces and and parent leadership structures. And so we we want to thank
you for that. We also want to share that we are very much committed to what you are saying which is making sure that our principles and our superintendent are thinking about how do we plan around and with our parent leaders. Um, and so many
of them do. Um, and sometimes the schedule just gets tight and the calendar just gets really tight and they have to make executive decisions. And I hope that those happen less frequently than we than how it could, right? And I think about the holiday seasons and just
how many days are in December. Um, and I think about the June month and how there are regent exams and all of these things that happen. But what I know for sure is that your voice is really important and valuable. Your meetings and what you are doing in these meetings are really
essential to the work that we do. And so we can't say that we care about those things and then sort of simultaneously schedule other things. Um, and so we will definitely remssage this idea early on as we start and as we go into the new year, not
school year, but the new year um to all of our principles to remind them that there is there is a calendar that exists that you guys are very consistent about the dates that you pick. Your meetings are not moving around for the most part. And so if we could work together with you all to make sure that at the school
level, at the district level, we have some sort of calendar coordination, um, I think is something that we will definitely encourage for sure. Thank you. >> Thank you. We appreciate that. I mean, if there can I mean, so president's councils and PAS and PTAs, we have our
dates. It's in our bylaws. So for president's councils, we send them out in the beginning of the year. Um, actually, we propose them at the end of like in June. their tentative dates already sent out and the same thing for the CEC usually there's come out in July or August so it's there in the beginning of the year so if everyone just plants
around those dates in their districts citywide it would be a little bit more difficult for them but if it's something that we work on in partnership I'm sure we can figure out a way to get it done thank you any questions from the
executive board Rama. >> Hi everyone. Um so I had a very interesting interaction um in a DT meeting and um just wanted to share or
wanted to ask a question. um when we're in our DTS or in our SLTs and we're expected to progress monitor and create goals and you know adjust goals at you know middle and end of year for the rest
of the year or the following C or DC. Um there's a certain amount of data that's able to actually progress monitor. um like if you say you're gonna do attendance or if you're going to say you're gonna improve reading and then you have a reading assessment that it would then make sense that you would
have access to the assessment data to see how you did at the next progress monitoring period now when I've I've been requesting this information um for almost a year now and every month is that the data is not available or
that like it's still being processed or it's embargo which is true for not a long time. And then the last response was that um the data they're providing is the data that they're required to provide which I could provide a
screenshot is the snapshot of the superintendent's dashboard um which is does not include beginning, middle and end of year data. So is not fully relevant um or or useful in progress monitoring goals that are also not
necessarily reflected on the dashboard. Um and then the other part of the response was that I know my district best and that if I need more data, I can contact the superintendent's office. And this was uh
communicated to somebody else on the team who liazes between the staff and the the the DT members and um and I don't know what to do with that but I know that I don't like to waste my
time and this is what we are required as per New York State Education Law 2590 to be doing in these spaces and so I don't want to be in a space where I'm an unpaid volunteer. here um not doing my job that we are elected to perform for
our constituents um and mandated to perform as per federal guidelines, state law, etc. um transfers regulations A655, A660. And so how do we support uh district leadership teams to uh work f
and function properly um and get the information that we require um in a timely fashion to do this within the year we're supposed to do it in. Thanks. Okay. Um, I don't know if there's anyone from Yes,
there. I see. I see Fanny. >> Hi. Oh, go ahead, Ja. >> No, I And hi, um, Reema Danielle Jenta and I get to work with um, Deputy Chancellor Rux's team in DSL. So, um I
think I I think probably I have a thousand more questions to ask you, but in general, um just to make sure I'm like really addressing it, but in general, there's so much data that's coming at us and some of that data has to be prepared for sharing. Uh not all data because of personal, you know,
identifiable information in our different systems has to be prepared for sharing. I think it is a best practice at school leadership teams and DL teams to bring sharable data and people can notice trends and make you know ask those questions and kind of brainstorm
around with us what do we think is the right next step and I know even as a principal and former superintendent myself when I would bring some of that data to the table I might already have some big ideas and um to throw into the mix around what this data looks like to
us and have done some level of progress monitoring ing that helps kick the conversation off. Um, so some questions I'd like to maybe follow up with you on the side is like what specific data um, and then I can maybe help tease out what is some of the data that you know really
can be um, and should be encouraged to be at the table during these risk monitoring um, sessions at your SLTs and DTS. Suzanne, did you want to add anything else? And also, Reema, feel free to follow up with other questions.
>> No. Uh, uh, Jont, I think you covered it all and and great. Thank you for that. >> Um, so I I appreciate the response. I I do want to I want to root us in the fact that I've been on DTS for 10 years. And so this is
I'm on seven DTS, right? Because as Bronx high schools, I have to be on all of the Bronx ones. I'm on the D75 DT. I'm the chairperson. I've been a chairperson of a DT for over five years. And so, right, I know what data I'm supposed to have and I know what data
they're allowed to share because it's being shared by other teams who are also superintendent, right? And so, if one superintendent team can and must share this data, then it can and must be shared by the others in the same spaces
for the same purpose. And so specifically what I'm talking about right now is beginning, middle, and end of year data, which is absolutely required to progress monitor in the middle and the end of the year. And so it's absurd that a team is saying that
they can't provide this data to me. And additionally, that the data they're providing is not the data requested nor fully relevant to the five priority areas that we're discussing in the DC or the college and career readiness section of the district DC. but that that the
response would be in such a tone, right? And so there's the two issues here. One is the fact that it's it's felt to be okay to respond to a request in that manner versus, you know, taking it up the ladder and if it was like I can't
like you know, Deputy Chancellor Rux is not here so I can't ask. But um this concern has been elevated allegedly through the DFSP every month and it's in our minutes every month for like a year. So then at what point like right we're
all elected for a year's term as per the regulation. So we spend the whole year fighting for data and then we're not elected anymore. And so again, I'm just confused at if we truly want to involve, engage, and empower parents, then we have to start
with ourselves. And so each team has to at least be provided a minimum of what they're expected to share in these spaces, which again is in the highle timeline. I just want to say there's a document for this that says you we need this. Um maybe it's helpful if everyone
reads it. Um, and I'm sorry that I'm getting frustrated, but like and and then we'll get another superintendent and we'll have to wait another year, two years for people to catch up. And in the meantime, our students are suffering, which is reflected in our graduation rates, in our regions rates. Like we're
number one at all the things that you don't want to be number one at. So now I'm I'm respectfully very frustrated. Thank you. >> So then what I would just say to end on that is know uh and especially as you were describing, you've been lifting some things. So, I don't want to repeat
or or slow down some of the conversation, but it with this specific case, um, I'm happy to like connect with you on the side, but I do know that you, you know, have a lot of access to Chief Hulla and DC rocks, but I'm happy to,
you know, you're talking about the insistence and correct insistence upon that calibration and coherence across the system of um, and so if there's an example of a breach that you're feeling frustrated that it's not that like that gap's not getting filled.
So, I don't want to, you know, give you all the big answers cuz you have a very specific question. Uh, I'm happy to, you know, connect with you and also make sure the folks that weren't able to join us today that you normally connect with, I I will I will make sure that, you know, you need to connect on this again
and act >> and just Oh, sorry, D. Um, and then I just I just want to add that in our FLC trainings that we have um alongside DSL, we can definitely uplift what the
specifics are and what does what do A6 and 655 say around some of this work. Um, thank you Randy for putting it in the chat. But like you know just reminding them of what what's expected at these meetings and what is okay and and what is the requirement um as per
our regulations is something that we do already and we're happy to also uplift the specifics here around DT DCs um etc. So just know that that'll that's something I noted for for the new year's trainings um and I'm sure Ann Mary did
as well. >> Thank you. Um, Caroline, we're gonna have you be the last question. >> 30 seconds, literally. Um, first of all, I just want to give Reema kudos because this is something that when you get into this particular seat, you either have
enough time on a PA and a PTA, you may know what you're doing then and there, but there are presidents that are very new to this space right now, and they don't realize what they have the right to have or not have. Even though A660 says what it says, not everybody's reading that to be very honest with you.
It's from my experience what I've seen. And with that said, to me, the DT is pretty much the higher level of an SLT. And if you're in the SLT, even if you're not a president in the in the council space, you know that you have access to
all of that information. And everyone should have access as a PA PTA president and as a president in the council on the DLC to an IPL plan portal space. Everyone should know they have access to that. I have come across people that do not even know what plan portal even is.
And so when I'm seeing this, I think there needs to be a some sort of larger intention to create um the intention I and know and knowledge that this particular space of PTAs and PAs and President's Council, yes, they're
volunteer, but if we're going to call ourselves part of the mandatory officers, then we need to be equal to those other mandatory officers that are obviously not voluntary. So that that's what I wanted to say. It's more on this, you know, our rights and understanding you should be treating us just the same.
It should not be who gets this information. It's all for our kids, all of them. So, that's all. Thank you. >> Thank you. And I guess we'll have um speakers set up for the next meeting and we're going to just continue until, you
know, we get it right. We're we are in a better place than we used to be. Now we're being seen and heard. we're being respected and valued as parent leaders. So, as long as the work, you know, as long as the right people in the right
spaces and places, the work will continue and it's going to continue to get better for everyone. Okay, so we are now at time. We've done remarkable all day today. I am so proud of us. This is like the best meeting. Um, so I just want to thank um the
chancellor for stepping out of her doctor's appointment to be here with us for um the cabinet members, for all New York City public school staff that's here with us today. Um, thank you so much. We wish you all a happy holiday. I'm going to say actually to everyone who celebrates,
merry Christmas, happy Hanukkah, happy Quanza, those are the things. So, whoever celebrates whichever holiday, I wish you the best and a happy and healthy new year to everyone and we'll see you all in 2026.
So, >> it's been a true pleasure. Have a great a great end of the year to all of you. See you. >> Thank you. The the meeting is not over. But we're just allowing our our partners to go back to uh what they need to do to
continue their days. >> Happy holiday. Yes, everybody. >> Thank you. Same to you. Okay. Now for Anony's hot topics, preparing the interim financial report.
Anthony, you're a co-host. Yeah. Okay. So, Joseph, you need to stop sharing. Anthony, you are able to share and we don't hear you. It shows you're unmuted. It just we
can't hear you. Nothing. Slides are moving. Don't hear you. >> Anthony, do you have your microphone up? No sound. >> What if he signs in and out?
>> You want to leave and come back? Okay. So, while he's doing that, we did this Jeopardy for you guys with the trivia. So, did you like that? We could continue that on other topics if you'd like. We're we're just trying to make sure
that everyone knows the rules, the roles, the regs, the policies, but do it in a more fun way than just like a boring training sometimes cuz like I know me sometimes I zone out. So, we just want to make sure that you're all engaged and it's it's, you know, active
and animated and everyone enjoyed it. >> Yes. Okay. >> Hear me now? Yes. Okay. Floor is yours, Anthony. >> Thank you. >> Uh yeah. Uh so we're going to talk about
inram financials today. Um I have a couple on my slide. I want to go. There you go. All right. So, the things we're going to be talking about today is transfer of records, uh, proposed budgets, monthly financial reports, and
interim financials. Why they all correlate in some way somehow to the intra financial report. So, as we all know, at the end of the year, um, it is the outgoings board
responsibility to transfer all records to the newly executive board. um either if it's paper or electronic. Um if it's paper, it must maintain in on the school premises. Some of the
documents that we refer to or that should be transferred uh our bylaws, any amendments, meetings, uh notifications, agendas, minutes, um elections, ballots, things of that nature. And then EIN,
banking information, and records, statements, things of that nature. And that must be kept for uh six years. And then if any legal issues, that as well should be kept for six years or as long as the investigation
uh proceeded. Now, the transfer of records is important because you see number one, we're gathering information for the proposed budget. Um this is where you find everything that they did last year,
all the expenses that happened um and took place um so that you can put a new budget out for this year uh that you are elected. Um things that you should be looking at is your uh any income that
came in. Um so if you are uh acrewing those same uh interest or uh income that you can uh plan out your uh events or whatever you are doing expenditures as
well you can gain a uh insight on where you should be shooting so that your numbers are not unrealistic. Um and then this helps you that you are going to do. Um one thing I will say
before you go to number five, approving the budget. Um in your quarterly meetings, you should be talking with your principal about any fundraisers events that you are having. Um so that
you get approval. one thing, you have to get approval for your um your events or your fundraisers that you're having in the school, right? You don't have to get approval for your budget. Your budget is
yours, not the principles. Okay? You're just getting approval for the events that are taking place within the school. Now, monthly financial reports, I wanted to touch base on this because this is basically a summary of what's happening
within that month. Um, if you see on the the the picture on the left hand side, uh, here's a sample. Um, the way they the way this board did it was they categorize things. So, if you see it
here, it's picture day. It's not telling you exact sale. It's not telling you each purchase or everything. Sorry for the expenditures. It's not telling you each purchase that they made, right? It's just giving you a lump sum. So, it could be that two people are getting
reimbursed for this snack sale. It doesn't say that there because they're categorized. However, you do um for records have to maintain all those receipts, checks, whatever have you about that category because if you do
get audit, we need to see all that information. But for this purpose of your financials and then the interim financial report, we're just going to categorize each event because it just makes it a little seamless. Uh when we
are uh calculating everything, um when you are when you do this monthly report, you should be sharing this report with PTA members. You should also be sharing it with your principal. And if you're president's
council, you should be sharing it with your superintendent team. So this monthly report also makes it easier when you're doing the interim financial report because you're basically just taking all that
information and just putting it into the interim financial report. The interim financial report, what is it? It's just basically a a midyear summary of all incoming and outcoming
money to uh the PAPA and just keeping track of everything. At the end of the year, you will have an annual financial report which shows um from the beginning to the end. Um the interim financial report is due
on January 31st. you submit that to your uh parent coordinator or whoever is designated to receive that and then they put it into a system where we received it. Um and at the same thing as the financial
report, it is the responsibility of the PTA to give copies to their membership. Now, here is the first page of uh the the interim financial report. We're just going to go um on how to fill it out
just a little bit. So, this starting balance should go here where this arrow is located. And you get this information from the transfer records that we spoke about earlier in this presentation. Once you get everything, that first balance
when you initially got uh the bank statement is what you're going to put here. Then we're going to take any membership dues. If you do not collect membership dues, you're going to basically leave it at zero. And that's where you would put
that information. And then over here, any income that you received other than membership dues should go here. Um, as I said before in the um, monthly financial report, just
categorize it. It makes it easier. Um, >> and then just put the balance. Once you have everything in this column here, you just add everything up and put it in the totals uh, total income in the bottom.
This is the second page. The second page is any expend expenses that you cured that you spent money on. So you're going to list every expense by category. Again
here list um and tell the amount. So basically whatever it was goes on the left hand side on the right hand side obviously their amount. You're going to total that up and add that here. On the bottom where it says fund
balances, you're going to take the income minus your expenses. And that's how you get this amount. Be sure on the bottom to get the following information. the day you distributed uh this report to the
members and the principal and then have it signed by your president and treasurer of the bottom. Once you submit that um to your principal or parent coordinator or both who or whoever's uh
the designate to receive that information uh they will input it into the system again and that's how we get the information and you're in compliance with the intram financial deadline that is stated in A660.
Any questions? I just see a hand raised because I still sharing my screen. So, >> yes, Caroline. Go ahead, Caroline. >> It's a short question. Um, I have a few PTAs that are kind of struggling with um
keeping their treasure roles uh their spot open or I mean uh filled. And so, what happens if you don't have the treasure there, but it hasn't been enough time passed for you to fill the seat? So you should fill this you should try
to fill your seat at your next meeting but you're saying before >> the right because the the isn't the in isn't this report filled out alongside the treasur with the president? >> Yes. >> Right. And so the treasur is no longer in that exact board. How do you proceed
in the time between now and >> the due date? So, as a president of the PAP PTA, they should be assisting in uh filling that role um or completing the
the form essentially. Um it shouldn't be that hard if they're doing like I said before, if they're doing the monthly uh financial reports, you're just basically taking that information and putting it into the sheet. As long as they were doing that, it shouldn't be that hard.
Um, and if the president can't do it, the vice president can support or any other members in the council um into that seat. So, >> but this is where we leave it to the president to uh delegate and to ask for support if need be your council.
Sometimes you need help from your council and the people who know the information, right? I just wanted to follow proper protocol for that. Thank you so much. Anthony >> Priscilla, >> sorry guys, I am actually at a school building. I do have a question that all
PTAs are asking, >> but the issue is what if none of the board members can be on the bank account for personal or legal reasons? And I have one school that has a board
with that for that very reason. They cannot establish a bank account because either immigration or personal legal reasons. >> It's unfortunate. They just can't fund raise. You would hope. Yeah. >> So in your bylaws, in my bylaws, I have
who shall be a signator and who may be a signator in the event that someone who shall cannot unbankable for whatever reason. And then you can have like your financial secretary, your corresponding secretary, someone else on the board that can be a signatory. It doesn't
always have to be the mandatory members. >> I think it's a good idea for them to possibly elect those nonmandatories. That's a great suggestion. Thank you, Randy. >> Okay, just says the minimum is two secretaries, but it doesn't say a maximum, right? So you could have more
than >> this is what type you already know this is one for supportive purposes. >> Yeah. >> Also think about like if you have uh family ties and things of that nature where two people can't sign and so
forth. So that's why we say at least two but it can be more than >> if need be. >> Okay. >> You don't want to stop business. Go ahead. Sorry. >> Sorry. would you mind stop sharing your screen because I just wanted to share my screen really quick. >> Sure.
>> So if this is helpful to anyone, I actually have this is what I use. So we're here also as CPAC to share best practices with you guys. So this is something that I've used in my district for almost two decades. This is how this what helps me keep on
track. depending on if you want you can use this for your PTA um monthly meetings as your um financial report or you can just use this to keep your records and then have a a regular ordinary monthly financial report. This
is Excel. The formulas already in here. It has a variety of income and expenses to see, you know, it also gives you ideas of what you can do at your schools. Elementary and middle, obviously in high school would be
different, but once you add an amount in here, it totals it at the end, brings it to the bottom, it all it does all the work for you. So if you start inputting information up until January 15th and
you stop when you do your inim financial report, you just have to pull from this line. The other good thing about this form is your expenses. If you put your proposed budget amounts in here for your expenses,
deduct it. So it'll tell you how much you have left in your budget to spend. So, it's very quick for you to look at and see and say, "Oh, you know, there's this great sale. I want to buy all this stuff for our fight fest. We want to get, you know, spirit and buy all this
stuff. How much do we have left?" I would be able to tell you here, we only have, you know, $300 left. You're like, great, we could buy two things with that, you know? So, if you'd like, I could drop this in the chat and share it with all of you and you can use it or not. It's just, you know, if you'd like
to just to make your life If you mess up the formula though. Oh, it's currently in use. I can't share it. Let me close it. It's not letting me share. Give me one second. Okay.
So, that's in the chat and you can use it or not. Share it with your PTAs or not. It's just a best practice that works well for for me. So that those are other things that we want to do here as well. If you have any best practices in your district that works well for you,
please share them because like everyone said, we do have some new presidents here and we want to make sure that they have all the things that they need to be successful. And if we keep it to ourselves and not share it, then what
kind of parent leaders would we be? So, anything that you have, share and we can create um a Google drive for everyone to pull from. We have that at Brooklyn High School President's Council. Yes, I can. Um
so, any questions for Anthony on the the financial report? I'm preparing them. >> Sorry. Is this document that uh you shared Anthony available to us or is that something that's just exclusive to the >> if you could please share it with us
because I think that's something that goes deeper than just the documents when we show them on our meetings. It helps us kind of elaborate a little bit deeper and it breaks it down for us. So I thought I I found it really well uh put together. Okay, I will share with CPAC
and then CPAC can share information. >> We'll forward it out. And just a reminder, thank you Remma for adding that to the chat. Just a reminder, even if you are not fundraising, you still have to complete a financial um an interim financial report. You just put zero for the income, zero for the
expense, zero for the um the fund balance. That must be done by every single PTA because it has to be uploaded to SPLCI. Okay. So, thank you Anthony for that great uh presentation. I just I just also want to add
something. So, as off we're we're finished with the financial um as parent leaders, we're urging families to take action now. Our paraprofessionals are UFC paraprofessionals who support students with the highest needs every
single day. They still do not earn a livable wage. They play an essential role in ensuring that our children can learn, grow, and thrive. Yet, their compensation does not reflect the value of their work. So, the
majority of the New York City council members have already signed on to support the power of respect check bill, which is intro um 1261, demonstrating broad rec sorry, broad recognition of how critical this issue is.
Uh, now we need New York City Council Speaker Adrienne Adams to bring the bill to the floor for a vote. At a time where city council members earn six figure salaries and are considering additional raises, our paras
continue to struggle even though our schools cannot function without them and the imbalance is unacceptable. So our children depend on these dedicated par profofessionals. So we want to make sure that they get the respect, the recognition, and the fair
pay they deserve. So if everyone can take a moment to call or email Speaker Adams today, our collective voice can help move this bill forward. So you can email speaker Adams at councsil.nyc.gov or call 212482-6731.
I will drop that information in the chat. Um, if are there any questions about anything else? If there are no questions, I am proud to say so we we are trying to shorten the meeting a little bit. We know that the meetings for three hours have been a
little bit crazy for people and that's why some of them can't join. But um, >> it's 11:55. >> We're still in the morning. So if there is nothing further,
would someone make a motion to adjourn this meeting? >> Motion to close. >> Motion to district 31 second. >> Bronx High School's first. >> Oh, okay. Bronx High School and District 31. So we want to wish all who celebrate a happy holiday season, happy Hanukkah,
happy Quanza, merry Christmas, and a happy healthy new year to all. And we are adjourned at 11:55 a.m. >> Woohoo. >> Thank you all for coming. >> Thank you.
>> Thank you. We'll see you next year, 2026. And I will >> thank you. Happy holidays everybody. Rapid crossover everyone.