Just give it one second so we can just make sure we're live streaming. >> Okay, let's move on. >> Just trying to Okay, so we're all good. >> You can let people in. Okay. So, I think we are good now. Everyone can hear me.
Welcome to our first hybrid meeting. Thank you all for being here. If you can just put your name, your district in front of your name, your district or burrow in front of your name. And we are going to do Oh, can I have a motion to open the meeting? I'm
sorry. I'm just like a little bit frazzled. >> Thank you, um, Reverend Thompson. Thank you, Rachel. District 15. Okay. It's definitely different thing seeing people. >> No. >> Whose screen is that? >> Not. >> Yeah.
>> Yes. So, I have to like remember who everybody is and see everybody and no names, but okay. Um, so we motion to open. We are going to do roll call. Josephine, you going to do roll call? >> Yes. Can everybody hear me
>> or do I have to unmute? I don't know if we have to unmute. I don't think so. >> Okay. All right. Thank you. Um, good morning everyone and welcome. So, we're gonna start with district
one. Sorry, hold on. >> District two. >> District three. >> Present. virtual >> district four, district five,
District 6, District 7, District 8, District 9, District 10, present. District 11,
District 12, District 13, >> District 14, 15 >> 16. >> That was Zoom. District 17 18 19 Nobody 20 I am here 21
>> 22 >> present >> 23 here >> uh 23 22 uh 24
>> 25 >> present. That was no. >> 26 >> present 27 28
>> 29 30 >> 31 >> Present >> 32 >> District 75 Brooklyn high schools. I'm here.
Uh, uh, Bronze, she's on her way. Manhattan, >> good morning. Manhattan High School's here. Rosa Diaz, thank you. >> Queens, Queens is here. >> Staten Island.
>> Good morning. >> Stat Island Zoom. Yeah. Okay. Thank you. >> Okay. >> Okay. If everyone could just write their name. I see the district. So, could you just write your name so we can see who everyone is? Okay. So, we hope everyone had a happy
Mother's Day. All the mothers and mother figures. Um, today's going to run a little bit differently because we're hybrid. So, we're going to have um still follow the raised hand feature. So, if we're and we're going to have the members, the executive board members speak first as for our bylaws and then
we'll alternate if anyone has a question or is going to speak between in person and virtual. Um, we want to thank Ariela Blackwood Kennedy for being here. She is giving massages. So, as soon as they're empty,
you can just get up, get your massage, come back. I'm sorry for the people that are here virtually that are unable to get you a well-deserved massage, but hopefully um you'll get someone get a massage from a loved one. There's time to get here. You
know, if you if you want to get over, you can still come. Uh so, next slide. I know we're running really late, so I want to go through things really quickly. >> Next slide. Um
yeah, we went over them. Okay. Um so announcements next slide is um May 5th was the deadline to accept the summer rising offers if you received one. The May 8th was the G&T upper grade application
closed and June 11th uh parents will receive those results. The proposed amendments to the chances regulations A655 are finally up and ready for public comment. So, if you have public comment,
can you >> We're going in and out. >> If you have public comment, please make sure um you can either email the um I can't even see that regular 8655
schools.c.gov or you can call the number you see on the screen. We also gave you the um testing dates for elementary, middle school as well as high school regions. Um, we are continuing to work with Anthony
Agular, our PACE liaison, to update the CTA President's Council resource folder. So, if there's documents that weren't previously there that you think would be helpful, just let us know so we can see if we can add those documents. It takes a little bit
of time because when the DOE releases something, it has to go through their legal department and go through marketing. Um, but the timeline, the next slide, the timeline, um, we were able to share because we worked on it, too. So, you're getting the sneak peek of what's to come and there's a
president's council timeline and a PTA timeline, PATA timeline to help get you prepared and ready for the school year. So, if you see there's a nice amount of stuff there for July and August, if you have your elections by June 30th, you can do these things over the summer. you
can meet with your principal, your superintendent, and plan. If you don't have your elections by June 30th, your term ends. So then, if you are a PATA, you are principal would be responsible in the fall to reestablish the PTA or
your superintendent's office would be responsible for president's council. Um, for PTA, you had to let your principal know by April 1st, president's counsel by June 1st. um you have you should best practice is June 30th but you can't have it no later
than September 30th if you were unable to get quarum you can have a meeting 5 days later only if you didn't meet quarum for the election meeting um if not it's a 10-day notice um so for papa if you have them between
April 1st and the last day of school like I said you plan through the summer best practice is to have them completed before your president's council elections so this way you're ble to run and vote for the next executive board. So, we sent them minutes in advance.
Everyone should see them yesterday. Uh oh, sorry. The committee meetings um all that have met or are going to meet the dates are a lot of them are quarterly. So, some of them finished for this school year and they will start up again
next school year. I know. Oh, I didn't that the special education is supposed to meet again next month and the wellness will also meet next month. I think everything else is is finished.
So, moving on to the minutes. They were sent out. Would someone virtually or in person like to make a motion to approve the minutes? I did notice in the minutes it said that D32 and Queens High School was um absent. I know you guys are present. So someone would someone like
to make a motion with the amendment of the attendance? Adriana >> D23 motion to accept minutes with changes. >> Thank you. So Adriana first, Tanya second. Thank you.
And now time's we are going to move on. Jesse, is Jesse here? Oh. Oh, sorry. So, good morning everyone. Um, and welcome. Great to see everyone in person. Uh, so it's just wonderful to connect with with everybody, see
everybody. I I wanted to start with two things first before I do my updates. F first and foremost, uh, happy belated Mother's Day. Uh, to all of the moms. Um, Mother's Day is more than one day. It's every day. And uh I'm often uh I often reflect on my mother. I would be
sitting here had it not been for her. I often tell the story that um she taught me to read as she was learning to read English. Like she would sit me on her lap and my mother spoke predominantly Spanish. She was learning English and she would read books to me as a little boy. That always acted me. Uh when I
graduated in college, I remember telling my mother that mom uh this diploma has your fingerprints all over because that's the power of mothers. Um so definitely to my mom sending her love right now. Um to all of the moms, I hope you had a great day and every day is
Mother's Day. So thank you. >> Um also wanted to start also with a thank you. Randy mentioned before about the PTA resource folder. really want to thank CPAC for all of their review expertise and support. That work would not be able to be done um without the
partnership of CPAC. So, I just wanted to publicly thank all of the members of CPAC for for their work and expertise in in ensuring that that Boulder um represents accurate information and is timely. So, thank you so much members of CPAC. So, as we reflect on the many
successful town halls, I'd like to talk a little bit about the town halls held across the city this school year. We also wanted to extend our sincere gratitude to the students and families and community and citywide education councils um superintendents, district office staff whose partnership and
participation made these events so powerful. Special thank you goes to the students who attended um at all of our town halls. Uh we we've had strong student participation. We've met student performances and it's all about the students. So really wanted to um
emphasize the student participation there and really thank all of our citywide and community education councils for their incredible incredible support, advocacy and representation of their community's concerns. So can never thank uh the members of the citywide and
community education councils enough for all that they do. So um this year I just also wanted to highlight our most recent town halls that we've had. had town halls in 20 uh citywide council district 75 CC3 and most recently district 5 CC5.
So wanted to thank all of the districts for their support uh and participation in the town halls. Uh upcoming town halls uh CC28 will be on May 28th. Uh CC 24 will be June 1st. Um
>> oh 26, my apologies. 26. um had a great uh uh uh town hall recently um um with u with our colleagues um so I got that wrong sorry 26 uh CC24 on Monday June
1st and CC23 on Tuesday June 9th also wanted to talk about our face and community work. So we have our trauma informed parent training uh series for our family connectors. So, family connectors from across New York are coming together to strengthen
connections, build trust, and support community well-being through our trauma-informed care and training series. Uh, some of the special topic sessions in May were around building a trauma-informed school. Uh, another topic was housing preservation and
development and tenants rights. So, our upcoming sessions um in each of our respective burrows will be uh in the Bronx. Our next session will be in District 10, Monday, June 1st. uh in Brooklyn uh district 13, Tuesday, June 2nd. Manhattan district 6, Tuesday, June
2nd. And Queens, District 24th in Staten Island, um Wednesday, June 10th. And also wanted to acknowledge the work of our facing community. So, our community impact continues to grow. uh
wanted to highlight that more than 660 families have participated in our in-person science of reading trainings helping parents gain practical strategies to support literary development at home. Uh as this successful series comes to a close this month, we celebrate the incredible
engagement, partnership and commitment shown by families across the city. And also wanted to uh let everyone know that we are also base is also in the process of planning a parent coordinator conference for our parent coordinators. Parent coordinators are essential
partners in this work with us. Can never ever do this work without them. Uh so that uh uh professional development series for parent coordinators will be on June 5th uh at Mega Evers College. Um so we're looking forward to a really uh
robust session with our PCs and once again it's an our our opportunity to share information with them, receive information from them and also to thank them for everything they do on behalf of our students and families. So with that said, um I'll conclude here. Happy to
take any questions, but always a privilege to be in front of all of you and really really thank you for your partnership with us and we really are proud to be in partnership with all of you and thank you for the work that you do day in and day out to represent our families. So well, thank you.
>> Reverend Thompson, you have a question. >> Yeah. Okay. >> Can everybody wait? >> They can hear you. Can you just if you take the mic and just you have to hold it down, you can move it closer to you and then
just hold it down while you're speaking. >> Okay. Can you hear me now? There we go. >> Good morning. So, thank you, Jesse, for that heartfelt um story. And um I want to say on behalf of this mom that that
means a lot. As a boy mom, when I hear men talk about their mom, um it really does impact me deeply. So, thank you for that. Um I wanted to ask about the parent coordinator conference and whether or not this was a mandatory PD.
Um the context of my question is around parent coordinators being allowed to be parent coordinators and um as we know their roles are currently under um review to be defined
and all of that. But um if this is just a voluntary if you can make it conference as opposed to a mandatory professional development opportunity. Um, I want to say here in this public
space that it's not going to have the impact that we intend. >> Um, we need our parent coordinators to get out of those buildings to get the development and the care that they need so that they can care for us appropriately. And so, whoever is
listening in the in the higherups, please um, someone in DSL enforce this PD. I'm asking for that to for our uh parent coordinate and and the people in here are nodding. >> Yeah. >> You know, um thank you.
>> No, I >> I understand face >> but we need DSL to enforce the training work together. Thank >> appreciate that. Actually, um currently right now as as we speak um we are in
partnership with DSL on training for our FSC's that's happening at the same time that this meeting is. I use that as an example that uh FAC's partnership with our colleagues in DSL has grown stronger and to your to your point it's it's been it's been definitely um a very good
partnership because we do realize that like the stronger we are together the stronger you know um support we can give in particular to our family points throughout our entire system. So point well taken um and we we are definitely looking to improve upon you know um our
convening. So definitely we'll continue those conversations with our colleagues but we are having a very strong relationship with them right now. >> Okay. So we are running really really behind and we are going to have our next presenter um vaping our vaping
presentation Despina Zaharakis. Did I get it right? >> Yes. >> I'm okay. Thank you. Um she is the senior executive director of the office of school wellness programs. So the floor is yours. Good morning everyone.
Great to be here with you in person and virtually. Um, let me How are we working the slides? >> Uh, >> or is the deck up? >> I'm sorry. >> So, are you presenting? Uh,
which >> he's going to put it up first. >> Okay. >> And which is This is forward >> to the right. >> To the right. >> Okay. There we are. Um,
okay. I can't move it. He has I think >> Okay. >> Are you sharing online? Okay. Good morning. Uh my name is Despinessa Harakis. I'm the senior executive director of the office of school wellness programs uh in the
division of family partnerships and community support. Um I am here with you today to um provide you a brief introduction uh of our office and to preview uh a new initiative, the New York City Public
School Vaping Prevention Initiative. We're going to be rolling this out in the fall, but this is a preview of of what we're doing currently in order to prepare for the roll out of the initiative. uh and I will be back here
hopefully to be able to roll out the entire initiative uh in the early fall. And so, Office of School Wellness Programs, we are the programmatic office for physical and health education and all
that fall under those categories, including, you know, the HIV lessons and um fitness gram, adapted physical education, and we also provide before and after school physical activity programs for students like Champs. I
hope you've heard of it. Yes, there we go. Um, and we also have great partnerships with the Knicks, the New York Road Runners, the Jets that really provide great opportunities for our students. Um, in addition, the condom
availability program for grades 9 through 12. Uh, we support school wellness councils and wellness committees at the school level. And we also have out a program that we are uh we train teachers called out for safe schools so that our LGBTQ students have
a trusted adult in every building that they can go to to really make sure that they feel supported, they feel welcome, and really looking at um ensuring that those students don't have any uh barriers to their attendance and to
their success. So that's sort of briefly our um our office. Uh we also co-own the New York City public school wellness policy along with the office of food and nutrition services. Now I have left our
policy that is school that is family and student facing on the table. In the back you will find a QR code. If you scan that code it'll take you straight to the policy online and all the links that are in this little booklet. But this is, you
know, a way to preview for you what you should be seeing in school, what should be happening in school, what students should be receiving. So, it's easy to read. Um, it used to be, you know, 7,000 words. We got it down to a manageable
document. Um and this is a way for you to really have a big picture of what um each child's day should be around physical education, health education, sustainability, recess, right? So, lots of good information. Scan the QR code
and we have our landing page now for um New York State Vaping Prevention. We received the settlement. New York City public schools received the settlement from attorney from the attorney general that she got from the
vaping companies, right? Jewel and other vaping companies. So, she dedicated funding to New York City public schools. Uh, our office and the office of safety and youth development are the offices that are leading the vaping prevention
initiative, but there will be a lot more offices included. We're just sort of the leaders of it. Um, so why we need this now? Now, of course, there has been a lag since the attorney general sued, since there was a
settlement, since we received funding, but this continues to be a problem for our young children, and unfortunately, they're getting younger, right? Uh, in my neighborhood, I see middle school students not only vaping, but passing around devices, right? It it is a
problem. And so we want to make sure that we are addressing the concerns that we have for students, but also what families have brought to us that they need support. They need to know what to do. So really family resources are going to be a huge component of what we're
looking to provide once the initiative rolls out. Um so this this initiative is funded through school year 2930. So, it's a multi-year initiative.
Um, these are sort of some of the areas that we hope to to um to touch including uh what the infrastructure we're building and we'll talk a little bit about the work done this year, but we're going to have one
wellness ambassador in every school and one wellness ambassador in every district. and I'll show you a little you know uh beginner schematic of what that that would look like. We are also looking to
um expand health education. There is one lesson on vaping currently. So we want to make sure that we are expanding vaping prevention in our health education curricula because it is a mandated subject. Every student must have health education in order to
graduate high school. Every student must have health education in middle school and every student must have uh health education every year in elementary school. So of course all the lessons are going to be age appropriate. Uh and we
have content experts working on that also. Um we are working with OSID specifically is looking at direct intervention and prevention services with their uh SAPIS workers the
substance abuse prevention intervention specialists and they've done great work this year in building uh to our roll out in the fall and I'll talk a little bit about that in a minute. You're going to have the deck you can go through it. I'm going to have I'm going to share contact
information. You can always reach out to me with any questions, thoughts, etc. And I welcome that. So, thank you. Okay, this is what we've done our office. We have asked schools to identify a wellness ambassador and we
are providing two trainings to those wellness ambassadors. The wellness ambassadors are not meant to um you know provide wellness programs to students. What they are meant to do is make sure that there is coordination
of all wellness efforts at the school level and that everyone knows about them. Like if there is a teacher with a group of children that are planting a garden that are growing veget, everyone should know, right? Everyone should know
what wellness efforts are being offered to students in the school and that should become part of what this person will be doing to coordinate. Um we have also asked every district to identify a wellness coordinator so that
we really have a point at the district and a point at the school easy for communication easy for getting resources out and easy for getting information and needs back. So that's sort of we're building the infrastructure this year.
Um we're also we also provided before and after school uh funding to schools to run a champs program, physical activity, get the kids engaged in school, get them interested in doing something different
than you know what we see before and after school which is a bunch of kids just hanging out, right? So it's really meant to engage students and really that's where a lot of the connection with school we hope happens. So we're
providing resources to schools for that and we have begun the curriculum work um to to expand our health education curriculum around vaping prevention. Um and then OSID has done some amazing
work uh directly with their SAPIS workers and students. So the students uh from a couple of schools in the Bronx, they created a studentf facing campaign which I love. New York made you strong. Don't let vaping break you. Right?
That's going to be our studentf facing campaign. But we will have a broader agency campaign that speaks to all the families to staff to schools to communities. Um they have worked to create the the
the slogan. They've had celebrations on anti- vaping uh activities in those particular schools. It's been mainly localized, but it will be the bigger roll out will come in the fall. And again, you'll be able to go through the
activities that um have already been done in 2526. Um this is going to look better when I come back in the fall. Definitely, we're going to be improving it. Uh we're going to really be fleshing it out. But this
is what I was talking about. I wanted to provide a visual for what we're trying to do. So, one wellness ambassador at every school, one wellness ambassador at a district. That's meant to create community. We want schools to know, we
want everyone in the school community to know what a school is doing around vaping prevention and wellness. And we want schools to share share great practices, right? Work. We want CBOS to be involved in that conversation, community- based organizations and
others. We really want a community coming together and having a way a mechanism for communicating between schools with the district and then all together as a community. That's sort of what we're building out this year.
Again, it'll look prettier, but for right now, I just wanted to to share a visual of what we're trying to to do. Um, okay. I spoke a little bit about the ambassadors. We have some bullets here, but really it's not about doing, it's
about coordinating and surfacing. Everyone in the community needs to know what is happening at the school level, right? Uh including families, including staff. I know that schools are doing a lot of good work. Sometimes it happens in silos. So, we want to make sure that
everyone knows that's their job, right? To coordinate, not to do. So, and to also share resources between schools, as I said, and with the district. And we see that district community coming together, right? And really looking at
what they are doing as a district around vaping prevention and meeting the individual needs of a district which are different, right? So, we really that's where the work should live at the school and district level.
Um and then we will have um we have key activities for next year. We will continue our training for these folks and communication coordination internally. We will also be working with the New York City Department of Health and the New York State Department of Health because they
have their own vaping prevention campaigns. And we want to make sure that we're coordinated. We don't want one agency to email a school and then we're emailing a school. We really want to make sure that we're coordinated. So, a lot of our activities will be to
provide resources to schools and districts and to really continue the training and the coordination and the expansion of our initiative. This is what we will be rolling out to you in the fall. So again, this is a preview and a very quick preview. Uh thank you
for the time. Um, all right. My contact information, Despina Zaharakis, Office of School Wellness Programs. Any questions you have, you will have the deck that you can look at, you know, at at your own leisure, ask any questions,
offer any thoughts, but please um feel free to reach out to us and not just for the vaping prevention. Now, you know, Office of Physical and Health Education, any questions you have, any concerns you have, we're there. our policy it uh our
pocket policy is what we're calling it but the QR code in the back will lead you straight to the landing page to really be access the policy and all the associated links requirements by the state by the federal government New York
City etc. So, thank you for your time today. I'm not sure if we have any time for questions or not. >> We are running late. We could take like two quick, please be quick, brief questions if you have.
>> Can I have the next >> Don't put her on the spot. Right. You're not You're not putting her on the spot. >> Virtually. >> Virtually. What time? I I Please email me, you know. on the way. >> Wow.
>> Thank you for surfacing that and please email me. >> Okay, we got to go. We got to rotate. >> I'm sorry. Email me. You have my contact information. Thank you. >> Um, we have a question online. Pandana.
>> Hi. Good morning everyone. Sorry I was late. My apologies if I missed something but I have this question. Um like you have outlined the student led, community led and districtled components of this initiative which are all vital. However,
the most influential voice in a child's life is their parent. My question is this. What specific parentled initiatives are being funded and supported by the office of school wellness? Are we being viewed merely as recept recip
it's hard to hear you? It's like it's coming in like it's not clear. Can you just say the question again? >> Okay. >> Or can you type it in the chat? >> Uh can you hear me now? >> Yeah, go ahead. >> Okay. My question is this. What specific parentled initiatives are being funded
and supported by the office of school wellness? Are we being viewed merely as recipients of information or is there a formal structure within the vaping prevention initiative that empowers us to lead the education and advocacy efforts within our school buildings?
>> Yeah, please. >> It's it's hard to hear you, Vanana. We're like trying to >> All right, I'll put my question on the chat. >> Okay, she's going to put it in the chat. Okay.
Okay, being that we're waiting for >> the question was um what specific parentled initiatives are being funded and supported by the office of school wellness? Are we being viewed merely as recipients of information or is there a
formal structure within the vaping prevention initiative that empowers us to lead the education and advocacy at first within our school buildings? >> Thank you. Go ahead. >> Thank you for that. Thank you for that. I um unfortunately I heard part of it,
but let me We're talking about funding, right? The our office is only the funding that we are spending is training the wellness ambassadors and funding schools to run before and after school
programs. We expect uh most of the funding will be dispersed to districts and to schools. We are not going to be running a central vaping prevention program. We're we're sort of organizing it, but we really uh
we're looking at schools and communities and districts being able to use money as they need to for each particular community. It's not we're not running this central initiative. Um we don't have we didn't hire staff, right? It's
not about this money is meant we mean this money to really support uh schools and districts and their vaping prevention and wellness efforts. And what we're trying to do is build an infrastructure right with the wellness
ambassadors that goes beyond the funding years. Like we need something lasting. It's not here's an initiative, it goes away and then no one's talking about wellness or vaping prevention or whatever the concern is at the time.
We're trying to really build structures that will last past the initiative. Uh but most of the funding will be uh for school and um district activities. And any other qu any other questions
please, you know, email me or >> you just Reverend, can you just speak to that on the side? >> We already have family healing ambassadors that are parents and we already have New York City family connectors that are trained to provide
services to our community. So please reach out to those two entities, those collectives of parents to assist with this initiative. Thank you. >> We're actually work we presented to the family connectors. We're presenting to everyone. We want everyone to know about
this initiative. We want everyone involved. So we look and we work very closely with face to ensure that we are tapping into all of their resources uh and their uh support for district staff, right? uh parent leadership
coordinators, parent support coordinators, uh right, family connectors, etc. Thank you very much for your time today. It was great being here. Thank you. >> Thank you so much, Despina. We appreciate you being here. Thank you.
>> Okay, we are moving along. I just I'm I'm so sorry with the questions. We just we ran so late because we had these tech issues. I just want to get through all of our presenters and I don't know how long we have the space. Um, so next up we have Roger Ball, the supervisor of school social workers, central crisis
support team, doing an overview of mental health and parent leader burnout. >> Yeah, you can tell. >> Does he also have your presentation? >> Yeah, it's I think I just saw it there. I was going to say I'm not giving seat
to you want me to get going. >> Yeah, the floor is yours. >> All right. A pleasant good morning colleagues. Um as indicated my name is Rajal. Thank you so much for the invitation. Um supervisor of social workers for the
Bronx, a part of our central crisis uh support team. and I was invited here to have really a brief conversation around burnout, self-care. You guys are all on the front line um doing all kinds of
work. And so I want to just situate us a little bit in terms of see if this works. >> Okay, I'm going to page through through through that. Um, I'm going to page through that as well. So, just in terms of your why, just really, really
quickly, if you're online, drop it in the chat, an elbow partner, just turn quickly to them and name your why. Why do you do this work? Why do you do this work? Why do you do what you do? Talk to your elbow partner. Just someone close to you.
>> Make a difference. Yeah. You heard her. She said her fore. >> She's honest. You want to say the same thing, too? She said Randy Force. I didn't I >> told some people to do said things.
>> I'll be able to see the chat. >> Okay. >> So, let's be on. >> That's right. >> Yes. Please write in the chat. You could write in the chat. This is a hybrid meeting. Are all participating? >> All right. I would like to invite you to
bring your conversations to a close. We've heard that people have been forced to participate. We've just kidding. We've heard that this is your eternal wise. This is gives you brings you meaning. You want to make a
difference in the world. Want to make a difference not only for our own children but for the children of New York City, our neighbors, our friends. And so the jobs that are often times brings us the most meaning are often times the ones
that are most difficult because we put our hearts and our souls into the work that we do. And so I want to just sort of name for us what we sometimes refer to as secondary if this thing would move what we sometimes refer to as secondary
traumatic stress. Now secondary traumatic stress could be under understood as what you experience internally after being exposed to human sufferings. And so whether it's hearing about someone's, how many of you listen to
stories all the times about, you know, what families are dealing with, what parents are dealing with, all kinds of red tapes, injustices, all of those things. and and and that's why I want to so so for whether it's hearing about it, whether it's reading about it, whether
it's observing it from a distance up close, whether it's personal, you're here because you're fighters, because you believe in our families and the work that is required to move the needles. And so when we think about
secondary traumatic stress, it's ranges from sort of mild to severe um that changes our internal how we feel on the inside. Have you ever noticed that if we're all sitting here or for
those of you are online, if one person yawns, what happens? Everybody as though as though it's contagious. I mean it was my yawning. Why are you yawning too?
It becomes contagious and that is a really overly simplistic way of understanding what you're exposed to. You see, in some ways, and I've been saying this across the city and
certainly in the Bronx where I serve, that my line of work, my field, my area of expertise, which is a clinician, the human services, psychology, social work, and education actually doesn't do justice in terms of
what happens to the body and the brain when we are exposed to human suffering. I continue to say if you really want to truly understand it you have to go to the neuroscience. Neuroscience tells a very different story but we use terms like empathy.
Neuroscience uses words like neural coupling that is what is happening out there the suffering that that person is experienced. The brain that is here, it's as though the stories lock into each other. And this brain
that is listening, this brain that is feeling becomes almost indistinguishable. So because you're listening to the suffering of others, because you're bearing witness to the suffering of others, your brain is not always making the distinction that that is not your
suffering. It internalizes it as though it is your own suffering. And that's why we get things like burnout. That's why we get things like secondary traumatic stress. That's why we that's why we begin to experience the
same things that the other brain is experiencing. You could be watching a really great movie and you know that's beautiful part of it and you're choking up. Now you know these people are acting. So why are you crying?
Well, as it turns out, there's a part of your brain that does not make those distinctions. Your frontal cortex make those distinctions. Your old brain or your primitive brain or your brain stem does not make those distinctions. It simply locks in the experience. And so
if the yawning is a metaphor for transference of the other experience, then just think about all of the stories, the many stories that you listen to on a daily basis, the fights that you put up, the advocacy that you
engage in, the support that you offer. You cannot ex go through those and not be impacted by it. So why am I here? Why did they ask me here? They really asked me here to to to to warn you, >> to tell you to take care of yourselves.
Can I say that again? >> Yes. >> To take to put your mask on. You know, my folks said, "Don't point your don't put your finger in my face." Right. But I'm going to raise my finger and say, "Right, take care of what? Your cell." And so there's some terminologies here.
Um when we think about burnout is results from high workload, high exposure to human suffering and those could burn some of the experiences when internalized could include things like exhaustion and and and and cynicism and depersonalization
and loss of satisfaction in this volunteerism that you engage in. I want to say that in this volunteerism that I know because the slide says job And I
um and I I I want you to sort of to to well let me just name this. And you know they say that the the opposite of what what well let me ask you what's the opposite of love? >> It isn't. I knew you were going to say
that. Of course. The opposite of love is not hate. the because you know why it's not well you know what's do you know why it's not hate because love and hate lives on the same continuum if you've well I'm sure you do you well let me say
it any if you've ever if you've ever loved somebody you know the amount of energy that it re it requires if you've ever hated someone you know the amount of energy that it requires the opposite of love is
actually not hate, it's indifference. And when you experience burnout, indifference is what sets in. You don't feel anymore. You're not inspired anymore. You're not motivated anymore. Don't care anymore. Not just for this
work that you do, but maybe even for your own well-being. You stop. The worst things that could happen to humanity is that we stop feeling. And so that's what burnout does. Make you not want to get up out of the bed.
Spring is on the horizon and you can't see the cherry blossom. The birds are chirping and you just can't hear it. That's what happens when you're at saturation point. I don't have a lot of time so let me am I right?
So these are just these are just some these are just these are just some terminology and I want you just to to lean in on this here. And so when we think of vicarious trauma it's the same thing. It's the same song that I've been singing since I've been sitting in this
seat which is what happens to you internally. your sense of well-being, your sense of trust, that the world is a safe place, that you have something to contribute in a meaningful way to the advancement of public education of our
community. From intimacy to control to esteem to your what we sometimes refer to as your internal and external locus of control that you have the agency to make a difference in the world. and
vicarious trauma sometimes rob you of that compassion fatigue of course again these are just terminologies but the one that I really want to name for you and I think that I could have spent the 20
minutes or so just talking about this one here which is moral distress if all of you that are sitting here and that are online Right. >> Appreciate you all being here today.
>> But >> he's available for all your president's council meetings. Just handsh and so >> think you're gonna be pretty busy. >> That's what you get for doing a good job. >> Y'all are robbing me of my time. Let me
let me thank you. So it is not lost with me nor is it lost with you that the reason why you do what you do while you volunteer your time is to scale obstacles to cut
through red tape to see injustices and to respond to them. However, all of you that are sitting here will have to concede and to acknowledge that you have limited power. And I want you
just to to rest with that that when you see something that is a miss, something that's unjust, you know the right course of action, you know what ought to be done, but you yourselves don't have the power to make
that change. and the folks that you're lobbying, advocating with and begging and pleading and are not moving fast enough or at all. That's where moral distress comes. You
see wrong, but you can't write it. And sometimes you may feel rage, sometimes you may feel frustration, sometimes you feel anxiety, sometimes even depression and listlessness or melancholy as they would say. All right.
So here it is. Read this quote. The expectation that we can be immersed in sufferings and loss daily and not be touched by it is as unrealistic as expecting to. Let me reframe this.
dancing in the rain and not getting wet. It's just not possible. So, go back to what I said just now. Go back to that yawning. Go back to watching that great movie and see people sort of, you know,
um, crying in there. There's a part of the brain and that's what that's at its worst. We we we take on the sufferings of others and we are impacted by it. But how could we not? It's actually what
makes us human to feel with and to feel for. So in the next couple of minutes I'm reading this book and it's called un mattering. Some of you may have read it or not, but um I sort of deviated from
our typical secondary traumatic stress workshop and sort of do an abbreviated conversation with you about mattering. And so you matter and we see you. We hear you and we know that the work that
you're doing is important. So here are five things that you can do. Number one, to create a culture of recognition to celebrate each other.
Celebrate the work that your colleagues are doing. There's a frame not in in in this book, but there's a a term that that that is referred to as invisible invisible scaffolding. Everybody knows that your work is
important. Would you agree with that? >> Everybody agrees that your work is important, but you may not always be treated as though you're important. So, we take the work, but we don't take you. We take your service. We value your
service. But you not necessarily. So, and the way that is the way you know is because we say thank you for the work, but there's a difference that's saying thank you for the work and I appreciate who you are.
So, I see you. And so, one thing you could do is create a culture of recognition. Be a tattletail. When you see people doing good work, I'm telling I'm telling I'm telling everybody the good things that you do. Someone say bad
news travels fast. Well, we need for good news to travel even faster. So that's the paradox. Your your work is important but we don't all it's like parenting, right? Everybody knows that our kids our kids need us but nobody
give us the support ourselves. All right. So create an impact file. Oh, sorry. Before I do that, oops. Secondly, and I'm moving really fast. You understand this is a two-hour workshop.
A major source of burnout, I want you to hear this. A major source of burnout is actually what happens and firefighters, teachers, social workers,
doctors, you as well. There is something that happens when you like when you watch a movie or you you have you ever had like a really good movie that ended prematurely and you were expecting for something else to happen and it just comes to an
abrupt end. Now I want you to think about what happens to your brain in those moment. Okay? Think about what happens to your brain in those moments when you you you need to see the next chapter. You need to see
you need to see the next the next phase. Think about the last parent, the last families that you supported. You were in the middle of the support and then the support is cut off. They move away. You don't know what happens. Years and years
later, you're still wondering what ever happened to them. Sometimes you'll start work, but you don't get to finish it. And what the research shows is that when you sort of left hanging, your brain does not let it go. Your brain keeps looking for
resolution. And so as you think about the work that you guys do as a as a group, think about how you could close the loop, how you could bring conclusions. Sometimes it will be impossible. And the number I'm getting again I'm going really fast here. Let me see here.
The next the next one is called impact file file. I say the why and then I'll say the how. And the how is in front of you. At the dawn of humanity, if you could do you could have a great
day. You could have done so many good things, so many things that you've accomplished and one thing happened. One negative thing happens and what does it do? It ruins your day. It throws you off. Well, as it turns out, it's not just who you are and how you're It's not
just like an individual things. What happened is that in our evolutionary development, if you don't pay attention to that saber-tooth tiger that is coming, it will eat you. And so, it doesn't matter all the good things that's happening
around you, if you don't pay attention to the danger, you're dead. And so what the brain does is it takes that one negative things and it locks it in because evolutionary from an evolutionary perspective you
must pay attention to the danger. So you could have great things going on and you all are doing great things but that one thing will throw you off. So how do you counter that? Keep an impact file. If if we had more time, I would say go to your phone, go to your email, go to your text messages, and I want for you to find one
note of someone that says much gracias. Thank you. That's right. And what you need to do is you need to you need to make sure that you um you need to make sure that you have some of those. All right, I have
three minutes. ritualize belongingness. And I'm going to put that like this. One, here are three questions. Who are you prioritizing? You're prioritizing everyone. Your kids,
public schools, and then if I ask you the next question is when are you prioritizing yourself? Then the response sounds very differently, doesn't it? But you know what? There's actually a third question
which is the question I want to drop on this table and let you figure it out. Which is who is prioritizing you, right? Like
right cliffhanger. cliffhanger. Who who is prioritizing you and all of you on a serious note? All all I have one minute.
All of you must be able to answer in the affirmative. the who is affirm is is um prioritizing you when the last thing I will say to you is this. There is a story about a uh person who went on the
scene of construction workers. There are three people that he spoke to and he says or she said what are you building? He says I'm a brick layer. I'm laying bricks. Went to the next person. He says what do you do? They says I'm an electrician and running the wires. He
went to the person who cuts the glass and says, "What do you do?" And the glass maker cutter says, "I'm building a cathedral." So, you could either look at your work as just doing a little piece or you
could see the big picture. And I just stopped by here to tell you, you're not just doing a little piece. you're advancing society, building our children um in service of public education. Thank
you. >> Thank you so much. >> With secondary, >> so thank you, Roger. I think you're going to be a little bit busy. Um you didn't share your email with everybody, so they might want to >> maybe we could drop it in the chat. It's
our ball at schools. So, it's our ball at schools. >> Yeah, our ball at schools. >> Great. >> Thank you. I'll take >> Thank you so much. >> Thank you so much. This was such a great presentation.
>> I I think we're going to have to have you back uh often. >> Okay. Oh, I'm cut off over here. Um, so we're moving on. We're trying to catch up on time. I apologize. Anybody that's here that needs to speak to Roger, you can step away from the table
and walk over. It's fine. Okay. Um, so our next presentation is from I'm sorry, is from Dr. Michael Matolo. Did I get that right? Okay. He is um the co-founder of intentional health and
wellness. He is also going to talk about family engagement, small shifts, healthier futures. >> This is so official. Wow, I hate sitting down. Can I stand up? No, I was right. I'll DJ. >> You could stand up if you just >> Yeah. Yeah. I'm like one of those. I got
to keep moving. All right. Awesome. All right. I'll wait. Uh yes. all good. Amazing. Um, all right. Thank you everybody. I think this is like an amazing like breathtaking and eye
opening. It's my first time ever doing it with you guys. My name is Dr. Mike. I'm along with um my wife Elena who's not here. She's our co-founder. She's the boss. She's my wife, too. So, you know how that one works. >> Yes. Absolutely. Thank you. Perfect.
Perfect. Um thank you, Randy. Thank you, Josephine. This is like amazing to even be invited. Um, and I think I'm just super, you'll see I'm like riled up about this stuff because like wellness and health and everything is my life. Um, I'm a physical therapist. If you got back pain, um, let me know later. But our massage therapist is here giving you
guys a little TLC. Who didn't? Amazing. Amazing. Who didn't get one yet? Don't be shy. I mean, come on. Get over there. All right. All right. Deal. Deal. Deal. >> So, it's going to be Ashley, Priscilla, get in line.
All right. Perfect. Perfect. You all can fight outside about it if you want to go first. Um, so I'll give you guys a little bit of a background of like who we are, what we're all about, and kind of like our story because I think it means a lot in terms of why we even have what we have
here. Um, so years ago, got out of PT school and, you know, health has always been my life. And, you know, I met a little lady, Elena Kellen Zopulo. is um Desmond. I don't know where Despina went. She's well fellow Greeks, you know, the Greeks work. So um she's a board certified behavior analyst. So she
was working with kids on the spectrum for so many years and she got burned out herself. Um and she was like, you know what? I need to make a shift and I need to make a change because working with the kids is amazing. It's rewarding. It's hard, but there's something a little bit bigger that we want to impact
them. We want to be we have to go a little bit higher up and that's families, right? And then working from there is now we have a little 2-year-old. Um we were like, "Well, how do we combine both of our worlds together?" Me as a physical therapist and her as a behavior analyst, and go, "Well, how can we like put our worlds together and like make something great,
solve a problem, right?" Cuz I always feel like the best companies and the best teams never always create a problem or always create a solution to a problem that you don't even know that there's a problem yet. Hence the iPhone, right? That's kind of how we kind of how we started, right? Um, so our our our
mission is really happier classrooms and and healthier communities, right? I'll try to shift. Does it work? I just want to do it for me. There you go. Perfect. Thank you. Doesn't go.
There you go. All right. So, we kind of came together like, well, who else can we bring on our team that can solve more problems? Right. So being wellness is well how do we how do we combine the best people in our fields to create a solution right um go to the one before
that if you can keep going right there perfect so we brought on more physical therapists we brought on registered dieticians we brought on licensed massage therapists yoga teachers mental health coaches and board certified behavior analysts um so
really all of us together is coming together as one team one mission one unit and and solving problems right? Kind of being your solution as CPAC leaders is you do you deal with so much on a daily basis and the the questions you get the things you go through is we don't want to put more stuff on your
plate. We just want to be a support, right? So, not just like another event. You know, how many events do we put on that's like, "All right, we're going to put this on. We're going to put that on." We want to be a solution for you. We want to be a partner with you. Next one, please. Perfect. So, the real challenge is not
engagement, right? It's it's not just about attent attendance. It's more about engagement. How do we get people into the schools? How do we get families into the schools? Right? So, all right. There you go. There you go. I love it. I love it. Um because
that's really what it is, right? It's like in I think everything that we spoke about today is is kind of lining up to this, right? How do we get engagement? How do we get our parents back into the schools? Because that's always the problems that we hear. And back when I was in school, my mother was all up in my business. Um and our parents were
really involved in the school. So, how do we get that back? And I think that's a that's a thing that we can always think about um and and collaborate about because it's not we don't have one answer. You know, every school's different, every district's different, depends on where you go. Um so from you know families to the educators right is
there's so many moving variables um and I think wellness is is and when you think about that it's not just you know the parents it's the kids and then the and the teachers too. So how do we kind of create a solution where everybody can get the benefit. Next next one please. Sorry it's not
working on me to be a bother. Oh yeah I got it. I got it. It's working. We're good. Um so wellness that supports the whole school community right. So we basically realized that we're not just facing one challenge, right? So there's staff burnout and I'm sure we all here are burnt out. We don't want to wake up early in the morning, make the drive-in,
looking for parking and our whole mood has changed, right? So from that to the families and what are our families kind of dealing with on a daily basis, you know, um the stress that we're dealing with, you know, the the lack of putting health first, you know, I always say that, you know, you put health first when you're sick and you're like, "Oh my
god, what supplements do I take? What do I do? I got to take care of myself, right? So, how do we be proactive about it? Because that's really everything. And our mood changes, our our energy changes, there's so many there's so many benefits to that. Um, so really our model of intentional health and wellness became just that. So, we target
families, we want to target our staff, and we also want to create a learning and support system for our parents and also for our teachers. So, we we do things from family wellness nights. Um, we have interactive cooking workshops with dietitians. So, I like to bring our
dietitians in because parents need help. parents need information, you know, when it's just the chef that's amazing, but there's no information there. Besides, like, yeah, make some good food, but you know, what about certain things that that might be struggling with that they don't have access to, right? And that's super important. We want to bring that accessibility to our schools. Um, and
then bring the best people, right? And and it shouldn't be that just because we have the financial means that means that you have to get the best. So, why not bring them to our schools directly? Because that's everything, right? We're all human and we can always kind of combine on that together is we're all just human beings at the end of the day. um and taking care of our staff. So
staff, you guys are staff, like we're all staff. So it's not just like just the teachers. So we want to bring in um teacher appreciation week was one that just passed by. So we brought in massage therapists, brought in yoga teachers, we brought in our dietitians to doing like healthy smoothie bars and just informational stuff. So so many really
cool things. Um and obviously I was going to get massage later, but you realize how 10 minutes just changes your life for the day. Let's say change your day, right? Change your moment. And you don't realize that about like just human touch and that not, you know, it could be anything. It could be words. Look how
the presenter right before us just made us feel something with his words and it was like, damn, that was hidden, you know. Um, so there's so many really great things about that and just getting our kids involved, too. So it doesn't have to be, you know, just for our families. It could be just parents. A lot of our schools will have days where
the, you know, their kids will come in and they'll go and get they'll go to maybe another room and do arts and crafts. So the parents have time on their own to do their thing. and we'll have yoga going on. We'll have massage therapy going on. So, it's like a little wellness retreat but in your own neighborhood, put it that way. Um, so we
do that with our staff, our stuff for our teachers. We have professional development in terms of classroom management with my wife Elena doing that. So, there's so many different um things that we kind of do, but overcompassing all around just health and wellness. So
again, right, this is my biggest thing is like, you know, what really makes us different is that it's more than just like another event on the table, right? We really just want to be a partner with you guys. We want to be your solution because again, every school's so different. So it's to collaborate on like what works here, what works there. I think that's the work you guys do here
is like well, what's working with you guys, what's not working here. So that's really what makes us different is that, you know, we want to be just kind of like your school solution and just health and wellness. And boom. Wellness has a bridge to connection because connection comes before participation. Again, going to
keep on hitting on that because I think that's that's everything. Um, so you know, when you have your families, you want to get them into the schools. Wellness seems to really be that connecting variable. Like everybody can bond over food. Everybody can bond over
movement. You don't need to speak a certain language to enjoy it, to get the benefit of it, right? Um, so, you know, really we're just creating kind of just relationships. And I think what we've seen so much with doing these events and being, you know, being within these schools is you have families talking to
each other when they're there that would not normally connect over over things, right? Um they have, you know, certain information or certain problems that they're dealing with at home that another parent is dealing with at home. And to kind of bring in that community I think is so important and not just
informational like kind of come you know we're going to have a workshop on this which is informational based but it's making them feel something cuz I always tell people is no one ever remembers what you say or what you do just what you make them feel. Perfect. So this is kind of how we work
with schools to make it really a really nice little easy visual. Um, and again, it's not just like click and buy like Amazon Prime, right? Although I kind of call I kind of like call ourselves that, but it is collaborative and it's not like, you know, what do you guys do? Send me some pricing. Um, it's more just
what do you need and what are your goals? What are your priorities and how can we customize something that's going to fit that, right? So, there is all your and I'll email you or we'll email you the the the deck after this so you guys have it. I'll give you guys um my number. I'll email you guys after just
to uh connect. So, don't worry about writing everything down. Um, but yeah, it's really just co-creating an experience together and and you know, we work with three years ago, we had, you know, we worked with two schools. Um, three years later with we're over 30 schools now and really just impacting
more and more people every year. Um, probably over probably over 3,000 teachers and educators that we've impacted. Schools have been with us from day one just because it's just good relationships. You know, I think everything is built on good relationships and trusted partners and just getting the feedback that we've
had. It just is just amazing. And these I can't read from here. My vision is terrible. But the middle one is like my favorite comment ever on an event that we did. Um it says the event was the event was the epitome of parental wellness. The opportunity to take part in a yoga nutrition experience
knowing that your children are being cared for and having fun. Words cannot express my gratitude and appreciation towards principal farendino admin staff for an amazing event. I literally saw that and like that was it. That's all I needed to see to know that like my work is is doing its thing cuz it when you
get feedback like that, especially when it's in person too, it's just it just makes your heart so warm and that that's what it's all about. And this one is more just about yes, we're we're we're a vendor. Um our vendor number is on there somewhere. Um, but a lot of our schools use our title
one funding, too. And I know with the, you know, with the grants that are coming out and the wellness initiatives, there you go. And I think with these wellness initiatives that are coming out now, it's it's everything with having the wellness ambassador at each and every school. I think it's so important, but also they need support. You know,
you can't just say, "Hey, listen. You're going to be the next ambassador." Like, what information do they have? They have to go somewhere. And why not go to professionals that have done this on a daily basis? Um, like I have my private practice that I do outside of this, my wife the same and our our team the same is like let's come together and go well
how do we become our best and how do we kind of serve our families um to do their best too and kind of bring what we have in schools and bring it home because that's what we want to do is we want to be able to bring what we do in schools to to translate at home to make it on a daily basis, right? Um you know we always we all know we got to work out, we got to eat healthy, but what's
the barrier, right? Yes, we have crazy schedules and all that, but it literally can take five minutes. So that's what we're trying to kind of build together. Um, and I think there you go. So if you got the gram, as they say, these young kids now, you can scan that. That's probably
the best way to follow like us to more current basis. We usually just kind of post our events and information on there. So we put a lot of info out on that. Um, and I'll share with you guys our website, too. But I'll give you guys a second. Thank you. Thank you. Thank you.
Awesome. So, thank you so much, Michael. Um, everyone here, if you want to get Michael's information, you can speak to him. It's okay if you get up and we'll >> I think I have enough. >> Um, >> I'll email everybody myself anyway. >> Okay. If you send it to me, I'll send it
to the members. So, for the members that are virtual, we are going to send the um the presentation to you all that will have Michael's contact information. And yes, he said the magic words, title one. So, everybody's looking for a title one vendor. you now have one and this will
be very helpful to our parents, our families, our school staff. So, that was a great presentation. >> Where is Where's Josephine? >> No, she's back. >> We have I know my vendor number. We're not on Famis. We're sub, but you can
still use us either way. Yeah. Yeah. Want to >> write it down? >> Yeah. You have that long email address, right? >> Yes. >> You you could do it his email in the chat. >> All right. It's I N T. I is in igloo. N
is in Nancy. T is in tree. 37 22 41. Feel like I'm doing bingo. All right. Who's the winner? >> Yeah. >> Yeah. There you go.
>> That >> Thank you everyone. >> Come up right. >> Yes. Yes. Yes. Thank you. >> It didn't come up right in the chat. >> Do you privately? >> No, no, no. It just says >> there's no like at >> Okay. So, we are kind of caught up. Um
the chancellor will be here for 11:30 cuz we kind of ran late. So, we asked if everyone could just go a little bit late. We're going to run into jeopardy. Hello. Hello. Hello. We're going to run into jeopardy. And if we if the
chancellor comes in, >> come on. So >> get massages. >> Ashley's in. You're next. So after Ashley is Priscilla, after Priscilla is Reverend, after Reverend Well, she's only here till 12:00. >> 12. >> So just make sure
>> here until 12. >> Okay. Okay. All right. So after Priscilla is Reverend Ashley's getting hers now after Okay. All right. So it's going to work the same way. It's going to work the same way. Raise
your hand. It's going to be interesting cuz I'm going to see who I see first. Virtual or we could we could we could Yeah, we can we can go back and forth. So, I hope you're all paying attention to the presentations because you're
going to find some of the the questions and answers here. Um, you'll raise your hand. We'll call on you. >> Oh, you guys. You guys are funny. Okay, so you could pick the first one.
>> Um, >> oh, I don't have you, right? >> It is. I'll look at the chat. You don't have to take the chat. >> Okay. So, I am going to pick
um health and wellness 100. Social wellness is defined as developing a sense of connection, belonging, and a welldeveloped blank system. >> Rachel got it. That was good.
>> What is support? >> Okay, so you you get to pick the next category. What causes burnout in parents? Okay, >> remember you have to raise your hand if >> that
go Caroline. Right. So, so there were multiple answers to this question. So, >> and DOE was not >> but but but that's but that's it. So, >> so go ahead Caroline, you can pick the next category.
Go ahead Caroline, pick the next category. True or false? Most vapes contain nicotine, which is highly addictive and can disrupt brain development in adolescents and young adults, impacting attention, learning, and impulse
control. >> Did you raise your hand? Okay. You got to wait to be called on. But she answered it, so it's okay. It's okay. It's okay. So, go ahead. Okay, you're correct. What is true? Okay, pick the next
category. >> Let's do moments for 200 >> and overall well-being of the body, mind, and relationships with others. Joy >> health,
>> but I think health and wellness go like hands in hand. It's the same. >> Okay, Joy, pick the next category. >> It's Jeopardy. >> Acronyms 300. You're missing Jeopardy, Remma. Acronyms 300.
>> Nic. >> Acronym NIC. What does that stand for? Huh? >> Anybody online? >> You going to phone a friend? >> Anybody know what NIC is? >> There's nobody in the chat. Nobody raise your hand.
Nobody virtual name. Nobody. Nobody. >> Anybody? >> Okay, >> we answered already. >> I didn't do that one. I didn't do that one. I'm not I'm I'm just I'm not gonna throw nobody under
the bus, but that wasn't me. All right, we'll do a doover. We'll do a doover. Pick Pick a next one. Pick another one. Okay. PTSD. Melissa. >> The Z. There you go.
>> Okay. I'm sorry. >> So, you could pick the next question. The next category, Melissa, >> what was that? 300. 300. >> True or false? Nicotine causes elevated blood pressure, increased heart rate, and spiked adrenaline, which can
heighten the risk of cardiovascular disease and heart attack. >> I don't know. >> I don't know. It was Joy and Ashley. Which one raised their hand first? >> I don't know. I was reading. >> You want to answer together? Who raised their hand first? Did you see who raised their hand first?
>> Oh, this is so hard in person. And I like it virtual better. Do >> you have the same answer? >> Let's see. Both of you say it at the same time. Three, two, one. >> Okay, you're right. You're both right. Okay, agree on the next category.
>> Acrons. Anyone virtual in person? Go once, twice, three times. Give the answer. Electronic nicotine delivery system.
Okay, pick the next category. >> Mental health awareness month. Melissa, >> sorry. >> Correct. >> When is May? >> That was easy. All right, you can pick the next category. >> True or false? Fatigue, irritability,
decreased motivation, and feeling overwhelmed are common signs of burnout. >> Ashley um Joy, sorry. Okay, pick the next category. What behaviors can happen when you suppress feelings?
There's multiple joy. So yeah. Okay, Joy, you can pick the next category. Where can parent leaders at the school level go for support, training, and resources? >> All of us.
Huh? >> All of us. All of us. Well, we're all No, no, no, no, no. You didn't. We're all president's councils. We are CPAC, but we are all president's councils. You didn't skip us. You got it right.
True or false? 100. Uh, vaping. True or false? >> True or false? Vaping can lead to acute lung injuries, chronic lung disease, and asthma. Inhaling toxic aerosol substances like dioetyl is linked to serious irreversible lung damage.
Melissa >> direct >> that was somebody online but I'm in here >> but people from >> Nobody's in the chat. >> No, somebody unmuted. >> True or false? Recognition and celebration of the contributions of
parent leaders can help prevent burnout. >> Tanya, Tanya, is it true? >> Okay, thank you. All right, Tanya, you can pick the next category. Where can parent leaders at the district
level go for support training? Oh, did we do that one? >> No, you did school level. Oh, parent at the district level. Go for support training. >> Tanya feedback. >> Tanya, pick the next category. True or false? The vapor the vapor emitted is not harmless water vapor. It
contains nicotine, ultrafine particles, and toxic substances that pose risks to others nearby. Tanya, next category. Vape aerosols contain dangerous substances including he metals, nickel,
tin, lead, and chemicals such as formah formalhide formaldahhide formaldahhide and benzene which are known to cause cancer. Wait, Melissa up.
Okay. All right. All right. Go ahead, Tanya. Next category. Name three ways we can take care of ourselves and improve our mental health. Tanya You see that?
>> That's right. cell therapy is good, too. All right. >> 400 acronyms. You said >> mental health awareness. 400. >> A condition that affects a person's
thinking, feeling, behavior, or mood. These conditions deeply impact daytoday living and may also affect the ability to relate to others. >> Joy said that >> Michael. All right. Next category.
Next category. Oh, sorry. I put the wrong one. All right. True or false? Half of all mental health disorders show signs before a person turns 14. >> You said true. Next category. Having
a balance of physical, intellectual, emotional and social health. >> No. Was it? No. 12. No. >> Wellness. Did Michael not know that? Who was paying attention?
Okay. Do three. >> Health and wellness. This refers to how you react to a lens in your life. >> Yes. Learning from your mistakes is an example of >> intellectual health.
>> Guys, we're still meeting. We're still meeting. Two more questions. It got very loud in here >> because the meeting is still ongoing, >> right? I said um everyone, we're still meeting.
Can we come back to order? Back to order, please. Two more questions. >> How are you? >> Okay. The acronym APV. Our NYCPS family can play along. the abbreviation APV.
>> Oh, wow. I like >> nice to see everyone out of the box, right? >> Yeah. I was ready to go online. >> No, we can't see we came to your house transl. >> Okay, last question, please. ADHD. ADHD >> Joy,
you are correct. Okay. Um, so that is our um, Jeopardy is now concluded. So, thank you all for playing along. I know you guys enjoy that. So, we'll keep them coming uh, every month. And now we have our chancellor joining us. Um, so Chancellor
Kamar Samuels, the floor is yours. >> Oh yeah. Wow. This is cool. I literally was headed upstairs because I saw a CPAC and I was like, "All right, I got to go to the office and do it virtually." And then and then they press they press two in the elevator. I was like, "What are you doing? Going to They're like, "No,
they're here." I was like, "All right, this is my first one in person, guys. It's so good to see you all." Wow. All right. You all exist outside the boxes. This is great. Uh together.
Yeah. Yeah. Yeah. Somebody, you know, somebody showed you my remarks. She knows what I'm going to talk about. Um Randy and Josephine, thank you. And to the entire uh CPAC um group, I it's always great to
be here with you, but it's certainly great to be in person. And I want to wish everybody um happy AAPI Heritage Month, happy Jewish American Heritage Month, and especially for this group um a happy belated Mother's Day, right?
>> Thank you. >> Um I want I did want to spend some time today talking a little bit about AI and uh tech in our schools more broadly. As you know, the feedback window um for our initial guidance closed
um on on May 8th, and we are continuing to take additional feedback, but I wanted to um just take a point to talk about how um I've personally learned from the feedback so that folks are very clear
and so that when we're moving forward as uh NYCPS um you'll probably hear some shifts in how we talk about AI and I just wanted to kind of frame it up here for you all a little bit. Um I think when we
initially launched the guidance we said things like um AI is already here. We have to make sure we we we we harness it and work with it. We said things like there's a lot of fear out there. Um and
and and I think Both of those things are are still true, but we I think what I've learned from the process is that it's important to use more nuance language that's going to
kind of deepen some of the things that um we've we've learned. And so the first thing I want to say is that um AI is a very especially for young people
it's an invasive technology. And what do I mean by that? I mean that the same things that make us feel like this is the best thing since sliced bread in the sense of it makes things so more efficient. It's just fast. you put
something into a into open AI, it starts sounding like you after a while and you're like, "Wow, how did this happen?" Right? The that feeling of of of of efficiency and effectiveness
when when you start thinking about young people and actually all of us, the flip side of it is invasive, right? It means that you don't it's not the same as you know social media where you know before
this job I was hardly on social media you know in fact one of the only things I I think I had a evaluation from a boss as a superintendent a while back and the one of the only thing they would say is like you didn't you're not on social media and I was like that's a problem
but um but my point in saying that is you could choose not to engage engage in social media in a in in in in in a certain way. It's like hard not to engage with AI and we have to talk about what AI is. It's not only um uh chat
GPT. It's not like we and so I think we have to have a more nuanced conversation um around AI, more nuance than we've put forward um so far. And so I'm learning uh and and also
it's now more than AI, right? It's what we believe and think about screen time, right? And the differences in the types of screen time. There's screen time that's active. There's screen time that's passive. the screen time that if you, you know, you're, if you even think about how you uh watch TV, there's like
if you're watching with your family and you're having a discussion about what you're watching, it's a different thing that if you're sitting with your phone and just scrolling through um things, I I don't know about you, but when I'm sitting on, you know, I I have YouTube, I don't have the other ones, but if I'm
just scrolling, like I my brain feels different than when I'm talking to someone and watching someone something and engaging, right? And so, so we need to as a system get to a point where we
are um valuing and respecting our communities enough to have a more um nuanced conversation, right? And so, and and and that's all happening within the context of a massive backlash
against a lot of the tech companies that out there. in particular tech ed companies. There was a time and I'll say uh like you know I think it was in 2012 that I went to the ASV um ASU GSV summit
and I thought it was the greatest thing. It was really cool. Um but now you go to that summit and it's like it's a it's almost a negative thing, right? I don't necessarily think it's a negative thing to go to the summit but I do believe that when we are we have to be clear
about which ed tools we are engaging in and why and then which we may not be engaging in and why right and I think those conversations uh you know coming out of this feedback process are really really important and
finally we have to we can't treat all of our um grade bands the same, right? I think we have to take a look at what it means for kindergarten to second grade or what it means for three to five, what it means for high school and middle school,
right? I think all we can't um pretend that all of the the our young people um need exactly the same thing. And so as we go forward in the conversation, um I want to get to a space where we're
having um a more uh thoughtful, more nuanced conversation and then develop um develop policies and practices that reflect that. Um also want to make sure that we are develop um engaging the
right coalitions around this outside of the broad engagement, the right folks who are both pro and against um and vendors as well as our union partners like everyone. We need to be really engaging so that we have to so that we
can get to a place that's really thoughtful in the next couple of uh weeks and months. Um, and so that said, I want to continue this um, critical dialogue with you you guys and um, and I'm just thankful that you're all here
and thankful for the job that you do and I'm looking forward to this meeting. >> All right. >> Thank you so much, Chancellor. >> Thank you. >> Okay, so we have some questions that were submitted. So it's different from being at home, too. >> Okay. Um so the first question is the
PSAL attendance policy is uniform for all athletes. Athletes are required to have 90% attendance per marking period. Excused absences do not count against this policy. Yet individual school policies can differ regarding how and when an absence can be determined to be
excused versus unexcused. How is this fair to student athlete athletes especially when some schools have stricter policies than others? >> Interesting. Um, so I'll say first of all, um, I love PSA. I, uh, I was at the
basketball championships, going to be at the citywide, uh, athletic, uh, championships. I think that is on Randall's Island on the 23rd. So, welcoming any, you know, the um, Jamaicans most love track and field, but
um, but I do love track. But, um, but but but having said all that, I think you bring up a a real issue in terms of consistency and Kevin I don't know if uh you want to address that. Yeah, absolutely. Thank you, Chancellor, and thank you uh first and foremost, thank
you to each of you for the work you do. I value you so much that your feedback, your experience, it's foundational, it's formative, it's what we look to. And it's questions like this that change policy. I'd say this is it relates to the PSAL. Uh prior to the PSAL uh being
incorporated into operations portfolio in March, I worked with Mark and DIT to set the eligibility standard in the DIT. So all athletic directors, coaches, principles know exactly who's eligible. This question is very important and it's timely because we're looking at what the
eligibility criteria are for participation. In 1998, I was a high school football coach and a teacher and I valued every one of my kids being eligible. Um, and we've looked at attendance uh over time and trying to reduce chronic absenteeism to try to improve attendance. And this here now is
is informant substance is almost a barrier to participation. We look at course grades as as foundational, right? We want to make sure kids are are performing and passing before taking on extracurricular. And we do think absenteeism covers that. Um and we don't want to have um barriers to participation in this way. It's
inequitable. It's not it's not fair in many ways. So your question is timely. All that to say, I hear this very clearly. This is powerful feedback. and if there's a way to capture the attendance standard within a course grade which then tr you know tears up to eligibility we'd like to see that. So
I'm going to bring this back in the decision memo format to the chancellor to review um because I think this is a very very good question and a policy impact that that may hurt our student athletes uh as an unintended consequence of a standard. So we'll come back to you on that for sure.
>> Thank you Kevin. Okay, next question. School safety agents, the shortage. So, what plans are in place? >> The mic right next to you. >> We see you, Mark. We see you, Mark. We knew you were ready for this.
>> So, what plans are in place for the 26 27th school year for scanning schools, especially for the first week of school? We have a percentage, we have a decent percentage of of agents leaving to join the NYPD, which is great for the NYPD. It's just not good for public schools.
Um that'll increase the shortage and add to instructional loss for students. So what plans are in place? >> Um just before >> is it dead? >> Oh, >> okay. Great. Um, so
I've had I had the pleasure of um going to the police headquarters or the school the training center where the um the our most recent graduates were were
graduating and I was for from school safety and I was really impressed with the the the kind of training that they they go through and I was there for the first day of the um department of education training. So, they go to a a
part department of education training and um we have in those recruits some really uh committed folks to to DOE and I'm looking forward to continuing to work with um the NYPD to make sure that
we continue to recruit as many as possible because um the training that they go through is is is strong. I would like to see them get more DOE time in that training. about that's something that we can talk to speak speak about more. But um just to say that uh it was
a it was a great team and and I'm excited to see those um join join uh our our schools in the fall. Mark, >> thank you and good morning. And the good thing about being the chancellor is you never have to know where you are. People just kind of take you there and let you
do your thing. So, the chancellor spoke briefly about his opportunity to greet the incoming um school safety recruits of all of which who are excited to join the ranks and be a part of the work in
New York City public schools to keeping young people safe. For the first time ever, we had a chancellor greet them while in the academy. For the first time ever, we brought principles to talk with the school safety agents, meet them in the academy to really talk about what
expectations are for school. So, we were intentional about bringing a principal from elementary school, a principal who represents our D75 um population of students, a high school principal, and a middle school principal. The work of the
school safety agent is appreciated, and the mere fact that many of you continue to advocate for more school safety agents is a true testimony to the work that they do in our schools. That doesn't go unnoticed and as you see the chancellor's got pretty broad shoulders
and he has been championing the fight along with our partners in school safety to continue to advocate for more school safety agents in schools. 22 school safety agents have left the ranks. So, there are there are approximately 4,000 school safety agents overall in the in
the current police um school safety division. Um 22 school safety agents left to become police officers, but they they have committed they city has committed to continuing to have classes to get those numbers up. So, there are a little less than a 100 school safety agents that are going to take the ranks
of those who have transitioned to the police department. But, we are particularly focusing on two areas. our elementary schools currently that have one school safety agent, we want to double that number. And any school that has more than 1,000 students in the building, we want to make sure that
there are two agents in those schools. And we are committed and continue to focus on our schools that have scanners. The important thing that I want you to know about the scanning process is the comp the full complement of agents is important during the morning hours when
students are transitioning into the building for the day. once they're in the building that that number can reduce from their the number that they're allocated but the the important thing is continuing to maintain safety in the building for the duration of our young people's stay. So we are completely
focused. We are working aggressively with school safety over the course of the summer. We are actually meeting with every principal from a scanning school to talk about expectations in the summer and some of the things that we want them to do to help mitigate this issue of SSA
attendance by supporting with supplemental staff not to do the work. The one intention one thing that we are intentionally uplifting this year with school safety is we will not we will not compromise students academic for school
safety agents attendance. We are going to make sure our kids are safe, right? Because it is a collaborative process to do so. But school safety agents don't determine, you know, how our kids are educated and the process by which that happens, right? It's a collaborative effort. So, just stay tuned. We'll keep
you updated as we continue to make progress in this area. >> Okay. Um, it it wasn't a meaning of them educating them. that when the kids can't get it in the school because they're down agents and they can't scan, then they're not getting their first period
class. So, it is >> point that's the point I'm making. We will not sacrifice kids education for school safety agent attendance, which means if they're not there, we're not going to not let our kids in the building. They're coming to school. >> Okay? >> Scanning school or not, we are going to
open the doors and allow our kids in the building. >> Okay. Next question. the suspension process for students with IEPs. Can the regulation be updated for superintendent suspensions where there
is a manifestation determination review that happens well into the suspension and then it's determined that it was a manifestation of the child's disability and the child shouldn't have been suspended in the first place? >> Yes. So,
>> you you hear it? >> Yes. Yes. Yes. I I don't And I'll How about I do it, too? I mean, it's a it's a challenge that we've dealt with as a system for for for many years, right? making sure that um
we when it comes to our students with disabilities, we are uh making sure that we are appropriately addressing um their needs when when when young people uh do things that um maybe we,
you know, are not aligned with what we what what what they need to do, but how we respond whether um that be a student with disability or not through restorative approach. But certainly when it comes to the MDR process, I think
this is something um that we often take a look at in terms of thinking about um immediate removal and or or or not. And so I think you know the most the most recent um practices around that I think Mark can probably address um a lot
better than I can. >> Yeah, I'll be super brief. Yes, it's me again. um say the the process of suspension continues to be a challenge for the system as a whole. We are laser focused on this the regulation in
particular for our students um with IEPs. the MDR process. We literally just had a retreat the other day and and this is one of the things that I've uplifted to my team members is that we at New York City public schools needs to take we are we are taking a closer look at
the whole MDR process and the time frame by which that happens as it relates to the suspension time. Right? So the young person is already out of school literally serving the suspension only to find out that it's a positive manifestation and it's got to return back to the school. The problem there is
this young person has been out of school. Right? So this is what we're looking at. We have a committee that consists of advocates and um educators as well our partners in dial who are doing this work aggressively to find to a make sure that we are in line with the
law and then b making sure that we are creating spaces where schools continue to be safe as it relates to the incident that got us to that place. So the answer to your question is yes. We are aggressively diving into this with attorneys and otherwise and we should have a response on this shortly, but we
agree with you totally. The MDR process needs to be readressed as it relates to suspensions. >> She wants a followup it looks like. Yeah. >> Ask me question. >> Okay. Oh, okay.
>> Because we ask everybody to answer ask questions in advance. I just want to get through. >> Okay. Make make one question. Make one response. >> Who it is? >> Okay. Okay. Um
>> Yeah, I was I was okay. Um so I I hear you know the response to the question. Um but my concern is once that process is already done and it's already seen that it was a mistake. um and is being handled. There also has to be an
understanding that that student still has an IEP. How are you continuing to support the children when they go back to school from that trauma that was already taking place because you removed them and that trauma now is with them that they were suspended and yes, it was
a mistake, but understanding that they're not registering that in their head as it was a mistake. They think they did something wrong. So now you caused a trauma with them and now how are you how was you the school, right? How are you guys supporting our students
the the transition to go back into class without having that on their mind because that's on their mind that's interrupting their school day. >> So I appreciate I appreciate you going to say something no. >> Nope. I appreciate that. Right. So I want to make a couple of things clear.
the process by which the school so the school response to the student behavior is what we're identifying as the the the mistake here. It's it's not a mistake in their response, right? What we're asking to do is put the cart in front of the
horse, right? I mean back of the horse as opposed to in front of, right? Where we're saying an infraction was committed. As a result of that infraction, the school chose to take a disciplinary measure, right? Something did happen that got us here. So, we
can't discount that, right? So, in terms of restoring the harm that is caused to the student, this is twofold because in every incident there's a victim as well as an aggressor. And in this case, the aggressor has a there's a manifestation,
right, of their actions that has to be weighed here. So all of what you said is yes, I'm saying yes, we agree to all of those areas. And the schools are required to do an entry conference back for a student. That means that a social worker, guidance counselor, caring
adult, there is a conversation had for the student required to have a conversation had with the student before they transition the student back in the building and just say, "Hey, you go to class." Is it a perfect system? No. We are really working hard to remind principles of the importance of making
sure that every one of our young people become whole when they go back to a school through restorative practices restored through the deescalation process the seal supports that we provide to schools that is our expectation for our school leaders. >> All right. Um
so one of the things that so there I I know that there are several um pain points here right one one of them being you know there's also how this is being implemented at the school level
right so how um our principles and and teacher like how are the human human the human beings that are actually im you know working with this at the school The second part is that you know I think since taking this role
what I think this is a subset of a larger problem where I hear from families of children with um disabilities for a host of issues and it makes me
feel like you the the the families might feel like there's like a deep conspiracy to keep their kids out of school whether it is because of busing issues whether it's like a different approach to the
suspension issue whether it's so I I am understanding that and I understanding that it's it is systematic and systemic that makes that make people feel that way and what I hear Mark saying and what
we're committing to is to look at that process and see how we can adjust that process to work better so that our um students with disabilities can be in school more and get the actual whether
that be the trauma informed care that they need get more access to that from the practitioners in the school. So I'll just say that as a as as an overall view that um I appro I am approaching things
that I hear with that lens. >> Thank you chancellor. >> I see her. She's just staring at her seat. >> You have to >> I I'll do even I'll do that. Jesus Christ. Hold on. Okay. I I just want to
comment that this whole process is extremely flawed and that we have a great written process up here that is not translated on the ground. This is a human resource issue. This is a people issue where when we have a situation
that happens that is warranted where there's a uh you're able to then give xyz consequences that the people aspect are not exploring all of the options that they have available to them and they're jumping straight to suspension. Additionally, we should not be allowing
students to be suspended and removed from instructional time while the MDR process is in effect. the MDR should happen first and the suspension should happen second. And legally, I don't even think we're in we're aligned with the law because then we are preventing
children from being educated before properly assessing that the that the incident wasn't caused by something that we have already documented in a legal document that is federally recognized. So, it's confusing to me that kids have to eat a 10-day suspension because the
MDR is 12 days later. You can't undo the damage that you did by removing a child from school. Every kid in that class knows they were removed for that reason. Every parent knows. So, we've created a situation that is probably inconsistent with the law. And so, I ask if we can
please like this is something we right here today can systematize where the suspension comes after the NDR and if the NDR takes too long, that's an internal issue that we need to deal with as adults, but we can't transfer that down to students. It's basically saying that the system is
it's backwards. Okay. Okay. Okay. We're just we're just going to have one one one one conversation and and >> no. I mean, point taken. And that's essentially what we're working on. >> Thank you. Next question. I know that was a hot one. Next question. This is going to be the next I know they have to
fill out the We ask that you guys fill out the questionnaire in advance so we can have your questions. We're going to ask those questions first and if there's time after that, we will ask the questions that you have. I can't. Prisa, I have to move on because we're running out of time. Okay. Um,
so we'll go to the next one. Please guys, just stay calm. Safety transfers for students who are being bullied or harassed. Why does New York City public schools revictimize students by making them transfer from a school that they're doing well in and
not the bully being forced to transfer? That's also a >> Yeah. So Mark, we we can talk to the the safety the safety.
>> All right. >> All right. No, no, no, no. All good. All good. >> I got Yeah. Yeah. I know. All good. Look, I mean this is look first of all for both of these issues we have to
understand that you know this is about people's children and when people's children the the the you know all of our kids need to be treated
all of our ch kids need to be treated with um respect, care and love. The first part of the the first question was about a a in a in that instance a young person who might be uh be accused of
doing something, right? And that child needs to be dealt with with the same care and love. And now the other side is when something happens where someone is victimized,
right? And and I can tell you having been a principal and superintendent through the system, this is where our parents and I saw um where is she? I saw Sadi walking in. This is where our parents amdala
gets triggered, right? So they're not thinking about like Johnny is has an IEP and D. They're thinking like, "Nah, my child is." And so, so we have to get to and so our
policies are are are in place to try to manage all of this where we don't necessarily have and this is not being don't take this wrong way, but like if I'm a parent, I'm not in my most rational space when I'm dealing with
with these things. So, Mark, I I just want >> Yeah, I just the record show I came to the table. to be on a table. >> I'm always in a safe place. So >> here here, first of all, we hear you. We
heard you loud and clear, right? This is not a new conversation for us here at New York City Public Schools. We've been aggressively aggressively, and when I say aggressively, there is currently a regulation that's posted and it's posted for 30-day comment. And we welcome all
of the comments around this notion of involuntary transfers. That's right. Let's be clear for every parent whose young person experiences bullying, they want the bully removed. Doesn't matter if there's an IEP. Doesn't matter what the circumstances are. I want my child
to feel comfortable in the school and I don't want this person there. Right? If we did that or we were able to do that, kids would never sit in schools. Right? we'd be moving left and right and right and left. Young people have rights, right? They have due process rights and
we want to make sure that we exercise those. But let me preface by saying New York City public school has an obligation to keep your child safe in school. Right? So the question was that the victim is forced to move.
>> We're not forcing anybody to move, right? Parents are saying, "If you can't move A, then my recourse is B." >> And here's the other piece. B is quicker. Unfortunately, it's quicker to do a safety transfer than it is to do an involuntary transfer. The involuntary
transfer takes some work. It's not just the infraction, baby out with the bathwater. There's work that the principal has to do, right? You got to you got to support show all of the supports and interventions. What you have to be able to support is that this
kid cannot cannot function and cannot grow academically in this space. The regulation is up. We did make some changes to the regulation to expedite the process for the principal and not make the process so arduous. But what we
did do is we are remaining in line with the state's expectation that we can't just force kids out of the building. The process has to be the process. Right? I hate the fact that parents choose safety transfer because it's the quicker process, right? A young person who's
thriving in a school shouldn't have to transfer because of this, right? And it's unfortunate and and I have to take some major ownership for this that a parent is not confident enough that my child will be safe in this space that I'm going to choose a safety transfer
over the involuntary process. Right? That means there is some other work that needs to be done in school and we're committed to continuing to do that work. But the transfer regulation is up and I I ask that you all give input, give us those recommendations and to the degree
that we can, we're going to accept them and to the degree that we can't because the state doesn't allow, we're going to share that as well. Right. Thank you. >> Thank you. Okay, next question. Quick, the chancellor has to go so we want to just make sure we get this done. um dyslexia. What is the New York City
public school doing to support teachers in supporting children with dyslexia in middle school and high school levels? Not all the staff know how to support students with dyslexia. Students on the high school level are being bullied because of this as well. >> Yeah, thank you. And I think today uh in
Albany we have a whole um a group of folks gathered for dyslexia awareness um and acceptance. Um, and so, uh, you know, we we we we do have representation there at that in that group. So, I'm
going to turn it over to Christina to talk a little bit more about this. >> I was waiting for the opportunity to join the group. Um, so thank you for this and Mia feel free. I I don't Mia if if Dr. Pade if there's anything you want to say on this too, please feel free to
jump in. Um but our centrally funded IEP teachers are our or intervention teachers is a big way that we're supporting our middle school and high school students with dyslexia. You know, a key part of New York City Reads has been making sure that we're using evidence-based and um curricula. But
that said, when we talk about interventions, we have to make sure those interventions are working in support of our students with disabilities. um you know, our our the reason we lean on our centrally funded interventionists so much is because they provide built-in support and we've
trained them directly. Um, and so we're going to also be leaning in in our middle school and high schools on assist of technology. Um, and have done so through the read and write uh software support which is available for free for every student New York City public
school student can be accessed anywhere. Um, and that is a wonderful tool for students with print-based disabilities because they can access the same text um that any other student in their class is doing and stay on grade level um appropriate text while getting the
support they need to access that content. >> Thank you. Okay, the chancellor needs to leave, but he will take a quick picture with all of us here. So, if we could just move quickly, he has to go. You want to do it out? Is it better out out there?
>> So, just hold for one second. My knees. Um, turkey. You need to have bas. Well, I don't know. >> No, you don't want to hog. So,
you leave them. She's like charm on me. All right. >> Are we back? Can everyone hear me? Is my mic on?
>> Yes, it is. >> Okay. Thank you. All right, guys. We're still meeting. >> Okay. >> Join us. Join us. Oh, wait. Let me make sure that all the parents are in or the OC pack members
are in before I make a little >> Okay, we're still meeting. We're still meeting. Call to order. Order. Order. Order, please. >> All right. So, it's okay. >> That's all right. Hi, everyone. Um, so
the person who took your picture right now, his name is Muhammad. He works in our office. um I will make sure that he gets the pictures to CPAC eboard and then they will distribute out to everyone. Now he is also doing a project
which is a sort of PC appreciation video. So if you want to participate in this PC appreciation video right where he is stationed right now with the light and the camera he will give you the questions. you will
answer the questions if you want to be a part of this project. So he is right there after you adjourn your meeting. You meet up with him and you will record your piece. Thanks so much guys. Thank you Rebecca.
And and we love and we love that they're doing this for our PCs because they really are like so overworked and they have so much on their plate and they keep showing up and supporting parents. So we appreciate them so much. um along with our FLC's and FSC's who support our
PCs. So we want to thank them um as well. That is actually the end of our agenda. So does anyone have any questions? And we apologize for starting late. We just had some tech issues. >> Question. Can we ask Mark for a session
for parent leaders on the regulation um like we've done in the past? Remember we >> Yes, we can we can definitely ask for that >> feedback. >> Yep. We could definitely ask for that. >> You've never been in prison? No. >> Oh, wow. Okay.
right now. >> It was It was definitely an executive board decision. It was for everyone to come together also during May mental health awareness and we wanted to bring everyone together and get you guys some massages and make you guys feel good and after Mother's Day. So, thank you so
much for saying that, Caroline. Um, You have a question. Can you just use the mic? I know. Oh, I just had a comment as well. I wanted to echo what she said. This was very refreshing as a first timer being
with CPAC, being on President's Council. It's very refreshing. You know, it is a breath of fresh air for being on a Zoom constantly with different meetings. It's nice to come in person and interact other, you know, like-minded
individuals. And I just want to petition that we have this wellness in the beginning of the year as well as at the end because I think that it's a good way to start for people to come into this knowing that certain things can cause them to be
overwhelmed in ways that they can combat that throughout the year and at the end of the year come back and have, you know, some feedback on what worked and what didn't work and different ways to combat it. >> Right. We can definitely do that.
>> What? >> I'm motion to be a person in June. >> You didn't want June. >> So, wait. No, no, no. She second the motion for discussion. >> No, to do it again next month. And no, no, no. So we we can't we can't actually
we can't actually decide because we don't know if the room is available. So we have to check availability first. So we're discuss we're discussing if the room should be available would everyone want to come and do it
again hybrid if this is if the room is available. Okay. So, can we So, we're discussing it and we're going to put it now to a vote. Everyone agrees that we're going to put it to a vote. >> She's saying it's >> it's not available.
>> Oh, okay. >> Oh, so we're just going to vote just in case it is. >> If it's available, so if it's available, >> I don't know about that. We could we could see what we could do about that. We could we could try. All right. So, um
we're going to vote. So, everyone in can you just write in the chat yes or no for hybrid for next month? And everyone here a show of hands. One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. 13 in
person, one in the chat, two in the chat. Okay, so it's it's it passes. So, if the room is available, we will be meeting again in person. That means that you plan on showing up in person. >> The date is June. What's the date? June
11th. >> June 11th. That's crazy. I just knew that off hand. Yeah, June 11th. Okay. Um, if there's no other questions. Okay. Okay. The meeting is journed. It is
12:18. Thank you all for coming and have a wonderful day.