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It says preparing right now. Okay. So, it is 9:33. Would someone like to make a motion to open the meeting? >> Motion. >> Thank you, Violeta.

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>> Oh, wait. I have echo. Sorry. Um, can I get a second? >> A second. >> Ashley. Oh, no. Ashley, you sick again? >> I lost my voice from screaming last night from the game.

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>> Okay. Okay. Um, we have our Spanish interpreters here, so I'm going to ask Valdina Diaz, uh, if you can make your Spanish announcement. Yes. Say n Gracias. Spanish announcement completed.

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Thanks. >> Thank you. Okay. Um, Josephine, do you want to do roll call? >> Yes. Stop sharing for a second. Okay. Good morning, everyone.

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Roll call starting with District 1, District 2, District 3, District 4, District 5, District 6. >> Present. Good morning to all.

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Good morning. District 7, District 8, District 9. >> President, >> District 10, District 11, District 12,

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District 13, District 14, 15. >> Present. 16 17 18

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19 20 I am here. 21 >> I'm here. >> 22 is excused. 23 >> I'm rising. >> 24

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25 >> here. 26 27 28 >> 29 >> Priscilla is here >> 30

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>> 31 uh sorry the 31 is 31 present 32 two district 75 >> here. Good morning. >> Brooklyn High Schools. >> I'm here.

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>> Bronx High Schools. >> Good morning. >> Manhattan High Schools. >> Good morning. Ros is here. Queens High Schools and Staten Island is excused. That is the end of roll call. Thank you and good

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morning everyone. >> Okay. >> I put the attendance sheet in the chat, the attendance form in the chat. If everybody can please fill it out. >> Okay. Um, you want to share slides,

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Priscilla? the um meeting procedures. Next slide, Josephine. >> Thank you. >> Good morning all. I'll read the meeting procedures. Please wait to be recognized before

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speaking. Be respectful, courteous, and professional. Disagree disagree amicably and remember others would like to speak. So be mindful of the time. Keep your responses to two minutes or less. Don't unmute yourself to say you

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have your hands up. Side conversations in the chat should not happen. Be don't do not be disrespectful. Do not ask follow-up questions after your question has been answered. Use the chat to ask follow-up questions. Any infractions will result in the warning of the first

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one. will there'll be a first warning and then you'll be muted for the rest of the meeting and then you'll be removed as the final infraction. Thank you. >> Thank you, Priscilla. Um as we said earlier in the chat, please place your

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district or burough uh president's council in front of your name. Uh so some announcements. We had a great hybrid meeting at Tweed last month. We did have some technical difficulties on our part. It was on our part. Um but the members were able to

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receive well-deserved massages from intentional health and wellness while they waited and for the duration of the meeting. So we'd like to thank them again um because that was u much needed for our members. Um

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so we'd also like to remind everyone that you need to um propose you have to approve and adopt your proposed budget for um next year. So you need to have it done by June otherwise you cannot spend or receive

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what happened. >> I don't know my computer froze for a second. >> Sorry. >> No problem. >> I'm going to share again. >> Okay. It was just the proposed budget form so everyone could see it. Um, but if you don't propose if you don't have a

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proposed budget that you adopt by the June meeting, you cannot spend or receive funds until you do so in September. So, we want to make sure that you get that done by your June meeting. Also, make sure that your annual financial report is complete. A copy is

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given to your principal no later than June 30th. Even if you do not fund raise, you must still complete this form. You just write your PTA information on it and you just put zero in all the places. NA zero and you submit it by June 30th so it can be

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uploaded to SPLCI. We just want to make sure that that is done. As per chancellor's regulations A655, the SLT provides an annual assessment to the community district or high school superintendent of the principal's record

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of developing an effective shared decision-making relationship with SLT members. So, the form can be found at the end of the regulation. It's attachment three. um we want to make sure that everyone is aware of this and that they're doing this because this is very helpful to know what is happening

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in your school and that your XL your SLT is functioning um properly. So the next one is a timeline for the 2627 C and DC development um for submission and review. We will get those

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um emailed out to all of our voting members. So, we also want to remind everyone, oh, so our our committees met and they're done for the year. They're going to start up again in October. Um, a reminder that the PEP will be voting on the revisions to chances

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regulations. So, there's a few of them. There is A210 which is uh regarding the standards for attendance programs, the 450 regarding involuntary transfer procedures, A655 regarding SLTS and DTS

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and the A750 for child abuse and malreatment prevention. So, the meeting is going to be held on June 17th at 6 PM at Prospect Heights Campus, 88 883 Classin Avenue if you'd like to attend and share public comment.

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Speaking about the PEP, we would like to congratulate one of our very own CPAC voting members who will be um Reverend Leticia Thompson from District 8. She will be joining former and current CPAC executive board members Shirley Auben

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and Reema I want to say is >> that was great. That was great. Yes, it was. It was >> okay. Okay. Um so she's going to be joining them on the PEP next year. And it really is so inspiring to see dedicated parent leaders stepping into

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this role because their advocacy, your advoc advocacy and commitment help create stronger schools, support families, and make a meaningful difference and impact for our children every day. So, I just wanted to share that. I don't know if uh Reverend

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Thompson is here, but I'm sure she will see this later if she's okay. So, next on the agenda is our resolution. The voting members received this resolution um via email prior to this meeting. It was sponsored by it was approved by the high school um

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committee, the CPAC high school committee, and it was sponsored by Ted Leather and Shelley Oven. So, would someone like to make um a motion? I make a motion. >> Thank you, Veronica. Can we have

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>> second? >> Second. >> Was that Quenton? >> Yes. >> Okay. Thank you, Quentyn. So, I'll open the floor for dis discussion. Did anyone have any amendments? Anything that they felt

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should be added, removed, or if not, we could move to voting on the resolution. You got to put it back up. Well, so is is there discussion on on the resolution? Would someone like to make a motion to

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vote? Can we post a res one more time? I'm sorry. I was just rereading one line. Go ahead. >> Oh, sorry. One second. this page or the first page. Make it bigger. Oh, that was too big.

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Okay. Um, so we're going to move to a roll call vote, Josephine. Okay. I know some people came in, so I'm going to start from district one. District two,

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District 3. District 4, District 5, District 6. >> I vote yes. District 7, District 8,

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District Nine, >> District here. >> So, nine said yes. District eight. Reverend Thompson. >> I don't Did she come on? >> She muted for a second. We didn't hear you, Reverend Thompson. >> She may have come in mid vote. Um, like

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when we already said what we were doing. >> Okay. So, we'll come back to her. Uh, District 10, District 11, District 12, District 13,

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District 14, District 15. >> Yes. >> District 16. >> Yes. >> District 17. District 18,

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District 19, District 20, I vote yes. District 21, >> I vote yes. >> 23, >> yes. >> 24

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25 >> I'd vote yes. 26 27 2 One second. Mark is coming in. Um 27

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28 29 30 Priscilla gave a thumbs up. I don't know if you saw it. >> Okay. No. Okay. 30 31

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>> I vote yes. >> 32 >> I vote yes. >> 30 uh sorry district 75. >> Yes. >> D uh Brooklyn high schools.

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>> Yes. Bronx High Schools. >> Yes. >> Manhattan High Schools. >> Yes. >> Um, Queens High Schools. >> Yes.

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>> And that's the end of the resolution. >> Okay. How many votes do we have? One, two, three, four, five, six, 7, 8, 9, 10, 11,

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12, 13, 14, 15, six, 17 votes. Great. Um, no one abstained and nobody objected. So, the vote the resolution passes. So, thank you everyone. Um, next up on the agenda is our main minutes are

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our main minutes. Um, they were also sent previously. Would someone like to make a motion? >> I would like to motion for unanimous consent for the minutes. >> Second, Samuel.

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>> Any objections? So, no objections to voting unanimously, which is beautiful. Saves us plenty of time. Thank you so much, uh, Remma. And next, we have our face updates by

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>> and Mary Lopez, chief of family, community, and student empowerment. So, Dr. Lopez, the floor is yours. >> Good morning, everyone. It's June. Um, thank you all for having us. Um, and excited to um, just indicate some of the

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um, face updates for June. um excited to share um that we are as we close out the school year um there is outside of today 10 school days left until summer break. Um first we um officially completed our

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CC town hall um for the school year on Tuesday um in district 23. Um thank you to everyone that came out and helped um make the event a success. We also want to extend our appreciation to the students, families, parent leaders,

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school staff, superintendent, uh superintendent, district teams who helped make um this year's town hall so meaningful and impactful. Um and always a special shout out to um the students who brought their voices, ideas, questions, and talents into these um

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spaces. Um their participation reminds us that it's um students um at the center of everything we do. Um so far this year we have completed 17 town halls. Um and next year we're gearing up

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to complete 19 um town halls. Um and that these events remain an important opportunity for families and school communities to engage directly with New York City public schools um leadership um raise priorities, celebrate successes, and strengthen partnership.

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Um I also want to highlight our 2026 parent coordinator power conference um which face hosted on June 5th at ME Mega Evers College. Many parent coordinators came together for a day of professional learning um networking and resource

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sharing and celebration. We were joined by 24 partners in the resource fair and 15 that facilitate facilitated workshops. Um the conference recognized the critical work parent coordinators do regularly every single day um in

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welcoming, informing, connecting and empowering families. Um Chancellor Samuels also issued a proclamation recognizing the first week of June as parent coordinator appreciation week. Um this was a powerful moment to honor the daily impact parent coordinators have

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across our school communities. Um, FACE also launched a four-part traumainformed um, parent training series for family connectors. Um, this series supports families in understanding the impact of trauma and building practice strategies

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or practical strategies to strengthen emotional regulation, communication, healing, connection, and resilience at home and in the community. This series reflects our continued commitment to equipping families with tools that support the well-being of children and

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families. Um, and lastly, through faith and community, we continue bringing family partnership directly into districts. Uh, families came together across the city to learn about literacy, engage in workshops, connect with family connectors, and build relationship with

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schools and community resources. Um we saw strong part uh participation and are excited to bring face and community back um in the fall um when we start back up um and with continued summer engagement um opportunities across the city. So

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we'll uh we'll always be around for the summer as well. Um so and then lastly, I just wanted to um put a link for some feedback. Um, I'm going to place it on the in the

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chat. And this is um um one way that we can um gain some information for all of you um from all of you to improve engagement and support authentic connections um for the coming uh months and next year overall. Um and so if we

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can have all of you fill this out, this would be great so that we can get opportunity of like voice and um ways in which we can engage for next year. And that is all for phase. >> That was very informative and very precise. So thank you so much for that.

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That was great. Um we are Oh, we're perfectly on time. Perfect. Okay. So, now we have Donna Brilzford, the director of student services for a human trafficking presentation. Um,

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I have to just keep you co-host. >> Good morning. Good morning. >> Good morning. >> One second. I'm trying to >> Sure. >> I just saw that image for for human trafficking. not one that we want to

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look at. >> Well, I have to say you gave this presentation for us at Brooklyn High School President's Council and it was >> it was really like life-changing to understand and really get the things that we didn't understand

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that we what we thought human trafficking was and what it actually is. So, that was great. >> Randy, before um she starts, can we do a Spanish announcement again? Sure. Um well, uh Waldina, can you just give a Spanish

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announcement again? Uno symbol. Gracias. Spanish announcement completed. Thanks. >> Thank you, Alina. Um, so Miss Brzford, the floor is yours and you have >> Thank you. So this presentation today is

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a little bit lighter than the heavy one that we did. Uh, so hopefully you'll still get a lot out of it. We want to Okay, here we go. Are you seeing the slides properly?

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>> It's not in presentation mode. Now it is. Yes. >> All right. Okay. So, what I'd like to talk about today is what every parent can do to prevent human trafficking and exploitation because too many of our children are being lured into uh these

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these horrible uh experiences. So, I I do want to share New York City public schools is one of uh less than a dozen school districts across the country that has received uh a grant from the Office of Trafficking in

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persons, a federal grant so that we can inform all staff, students, and parents uh so that we can prevent human trafficking. We are currently in year four of the five-year grant and ready for full implementation. So hopefully

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next year you'll invite us to come to speak to your parent groups at your schools, at your districts so that we can we we must stop um this terrible exploitation of children. So today we're going to look at how do we protect our

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children? And prevention, I want you to know, starts at home. and you're probably already doing much more than you think. So, human trafficking uh occurs when someone uses force, fraud,

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or coercion to make another person provide commercial sex or labor services. And here we're talking about the broad definition that's for adults as well as children. When we talk about children, we need to understand that

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regardless of age, background, or the neighborhood they live in, they can be vulnerable to trafficking and exploitation. And it often begins with someone befriending them and offering something of value. Um when we talk

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about specifically sex trafficking of minors or commercial sex of minors, it does not require proof of that force, fraud or coercion. A child is always the victim and never at fault. So we I have

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to say that under the age of 18, in fact the law states that children are never at fault. they are always a victim when they are induced into commercial sex activities. So that's really important

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for us to understand because often we say things like why did you do this or how did you get involved and we have to really change our language and we need to find out what are the resources because support is available and it

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starts really with prevention. I apologize if I'm going fast uh and I cannot see the chat actually. So please just uh open your mic if you have to ask a question. I don't mind. All right. So

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so the dangers of trafficking and exploitation very rarely looks like it's like it's shown in the movies. I apologize my uh I'm dropping words here. It's the formatting.

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Um, so it's a myth that the perpetrator is always a stranger or it's a snatch and grab in a kidnapping in a white van. We hear a lot of that on social media. Um, or it's something that's happening far away in another country or or children are taken away to another

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country or another place. And those are really myths. That's not really how trafficking is happening here in the United States. Does it ever happen? Yes. But that's not the main way. The reality is it is much more targeted. Um that

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it's usually someone the child knows and trusts or thinks they know and can trust. Um and sometimes they meet this individual online and sometimes the behavior is happening through online

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activities. Um, and when we think about human trafficking, I know what usually comes to mind is sex trafficking because we've all heard about the Epstein files and um, Jeffrey Epstein, but we have to realize there is something known as

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labor trafficking as well. And labor trafficking can be uh, legal services or illegal services. And often children are used to commit crimes and that's a form of labor trafficking. All right? And that would

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involve force, fraud or coercion. And it does happen here to ordinary families um to boys, girls, anyone can fall victim to human trafficking. In fact, with many

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of our um parent workshops, we've found out that parents unfortunately have become victims of trafficking, labor, and sex trafficking as well. So, let's back up for a minute. What we want

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to do is really today have a conversation about connection because our goal is prevention, not fear. often when you hear about trafficking or you see images uh in social media or the

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movies, it's it's dramatic. It's it's fearful. But I want you to know that this conversation needs to be about prevention. You need to know what to notice um and where to turn should you notice

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something. But it's really about conversations. It's about connections especially with our children and each other. I heard uh Faith talking about some of the great things going on and and that's really where it starts those

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connections knowing activities feeling comfortable um with the village um because that's really important that we uh know who to turn to and that we can turn to others for assistance. This is just a quick video that's from

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an organization known as Love 146 and they have excellent information. In fact, you can sign up for a parents workshop uh for a newsletter, I'm sorry, for parent newsletter through love 146.

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To the untrained eye, it's almost never obvious, but trafficking is happening around you, and every child is vulnerable. Even yours, even me. If I don't know you care,

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if you don't show you're interested, someone else might. Sounds simple and all of us say, "Of course, my child knows that I care." Um, but do they really? We have to sometimes

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have that conversation and remind them, that we're here and we're doing the best that we can. And sometimes they need to point out to us what we need to do or what their needs are. I know one thing recently that shocked me. my son is 34 and we were having a conversation and he

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goes, "Yeah, ma, you stopped parenting when I was in middle school." I was shocked to hear that. What he meant is I wasn't there um as much as I had been when he was in elementary school. His brother was old enough to drive and

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would take him to school, but he missed the opportunity for those small conversations we used to have. And I didn't even realize that. you know, you think you you're giving your kids independence as they get older. Um, but it's not always interpreted that way by

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our children. So, when we talk about trafficking and exploitation, it often starts as a friendship with someone the child knows or they think they know. A lot of times they meet them

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online or they can meet them in social settings. We often think about the trafficker or the exploer as an individual that's much older, that's hiding, that's that's waiting to to

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pounce, but the process is actually much more methodical. They get the child's attention um through either online interaction or for our older kids we're hearing in fast

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food restaurants just striking up a conversation. Um children will talk to anyone who will listen. Uh which is why it's important for parents to be the ones listening. Uh because they will

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talk and they will tell strangers. um a lot about them or share online. That individual knows now how to give attention to that child, what it is that they need. They begin to build trust

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and they isolate that child from other activities by being the one to provide all of the attention. You may find that children stop doing um activities they used to do because they want to hang out with this person. And this person might

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be someone slightly older or it might be an adult. After their trust has been won, that's when the pressure begins to do things that might cross the line that are not things that our children would ever do without someone pressuring them

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to do it. Um and we often say, "But you know better. I taught you better, but the pressure and the manipulation is so intense that it's hard for them to to walk away from it. And sometimes when they try to walk away, there might be

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threats. There may be a sense of shame or fear. Here we have just a little bit about grooming. I know you've heard the term grooming. And it's a tactic that's often deployed by abusers um to quickly or

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over time uh gain the trust of a child and then they begin to exploit that trust and then they shift the expectations of what is safe behavior um by leveraging fear and shame to keep the child quiet and not tell anyone. They

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tell the child, "See, you knew better. You did it willfully. Um nobody held a gun to your head. this is something you wanted to do. And we have to realize that this is happening because if we're afraid, the first thing we say to a child is, "Why did you trust this

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person? Why did you do this? You knew better." And we've got to stop and really listen to the child. Also, it's not about being a certain kind of child. We never think that our child is

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vulnerable. Um, but there are things that go on in all of our lives that increases vulnerability. It's not about income or neighborhood or the kind of child that they are because any child, any person can be vulnerable.

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It's really about disconnection. Many of our children feel unseen or alone. They may not feel connected to a peer group or an adult or an activity. Um there are always some sort of transitions in our

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lives. It might be a new school, a move to a new neighborhood, changes within the family. Loss is something that we often don't think of how it impacts children because we think children are resilient. But grief and loss are very

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powerful transitions. unmet needs, not necessarily always concrete needs like food, clothing, or shelter. Sometimes it's it's feeling cared for. Like when my son said to me, "Mom, you stopped parenting in middle

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school." That that hit me like a brick. Um our children don't always see things the way we see it. Sometimes we have to stop and have that conversation about what are their needs because we're thinking food, clothing, and shelter.

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their thinking, independence, social status, um, and fun. So, we have to really understand how they perceive their needs. And here we have the summer ahead. You're hearing that there's a lot of things going on. Please take

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advantage of those things because the risk of unstructured time allows for these unhealthy relationships to to develop. So get your kid involved in trusted activities. Really important.

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And the good news is parents can influence all of these circumstances. You just have to know that's where you need to put your time and attention because you do have the power to prevent. All right? We can reduce

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vulnerabilities and risk. So, the strongest protection isn't rules. I know as a child, my mother used to say, "You do it because I said so." It was it was big on rules. But it's really about relationships. It's about

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open conversations. Um those small conversations. It doesn't have to be the talk, one big talk. It should be little small talks. Um anything interesting happened online today? Uh you need to to just have those little

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curious conversations with your children and let them know that they won't be in trouble if they tell you something that's hard for you to hear. And sometimes it will be hard to hear and you have to let them know. My face may

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look disappointed, but my heart is always here for you. Um and if you come to me, I'll work it through with you and you're not going to be in trouble for telling me. That's why I'm here to help you through those hard times and you're

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not always going to have comfortable things to tell me and that's okay. Also knowing what our children are doing online. Um not so that we can tell them what not to do but that so that we can understand.

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I um I learned about uh something called AI chat bots and I had never heard of that before and I asked some of the children and they were like sure miss tell me about these AI chat bots roleplaying that the kids do. I had no

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idea and they really enjoyed educating me. We also had a group some parents and students and this parent in their house they had a rule that you never go to a a different platform. If you're playing a game you stay on that platform. you

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don't go to a a a separate private chat. And this dad was playing with his kids and they got through this really hard battle and one of the guys that he was playing with said, "Hey man, let's go to Discord and talk." And the father goes,

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"Yeah, yeah, that's cool." And the son stopped him and said, "Dad, there's a rule in this house. We don't go to private chats when we're playing online." And this father said, 'You know, I got so caught up in the game and

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how this person helped me to win, I wasn't even thinking. So those kinds of conversations are really important. Even though there are guidelines, sometimes kids forget, they get caught up in it. Um, so it's important to have those

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conversations. And most important, although parents are always a trusted adult, sometimes a child doesn't want to tell us. So they need at least one other adult that you

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know that is a trusted adult they can talk to. It can be an aunt, an uncle, a cousin, a teacher, someone that you know is trustworthy. All right, really important. You don't have to be the only

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one and you don't have to be the expert. You just have to be reachable. You have to be that parent that's willing to listen. Not even talk necessarily. Listening is more important than talking.

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Okay. So, speaking of conversations, um there are a few things that you might notice that come up as your child grows up. And we're talking about the gambit from elementary school all the way up through high school. And it may look

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different depending on their age. And the conversation may sound a little different depending on the age. Um but if you're noticing something, you want to have a conversation about it. And it's not proof of anything, but you want to have that gentle conversation. Things

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to look for, sudden changes, okay? Sudden withdrawal or secrecy. We had some parents reach out talking about it seemed odd that their child was carrying around their iPad or their electronic

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device all the time in the bathroom. It's when they were sleeping. They never had it out of their hands. And that's a time to have a conversation. Wow, you seem very attached to your new cell phone or or your iPad. Tell me tell me

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what's going on. What, you know, can I see? Um, and then that conversation leads to what they're doing online. Can I see? Can I join you? It sounds like a lot of fun. Um, unexplained money, gifts, or a

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second phone. So, if your child comes home with something that you didn't buy, have conversation about where that came from. Um, and if friends are giving gifts, um, we need to know, are friends

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expecting something back in exchange for this? Or does their parent know that they're giving you this gift? This seems very expensive. I know my mom had a rule in the house that we couldn't accept gifts that were more than $10.

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Um otherwise it was a it was a conversation we had to have. So unexplained money, gifts, and other items is a time to talk. All right, small conversations.

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If your child is missing from home or school, okay, you might get a call uh the child wasn't in school, but you know, you sent them. You might find that your child is staying out late, eventually overnight, and unfortunately,

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sometimes for several days. We're quick to call that runaway behavior, but sometimes it can be an indicator of something else that someone is luring them or requiring them to be away from home or school. So, we need to talk

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about what's going on. What's happening to you? This is different. This is different than anything, you know, I've experienced as your mom. Let's talk. Let's talk about what's happening. All right? And at first they're going to not want to talk. They need to know it's a

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safe space. Uh another thing to look out for a new older friend or manager um if they are working is their manager or their employer um making demands that are unusual for a

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manager to make this friend that is new. Have you met this individual? um why why this relationship and have they given up all of their older their their former relationships? Start looking at

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it in context. What's going on here? What demands are this new friend or this manager at work making of the child? What are they requiring? Um are there big shifts in your child's

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mood? changes in sleep patterns, behavior, hygiene, um or who they're talking to online. Are they giving up their prior activities and just focusing on this one? Are you seeing changes like

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sadness or or anxious uh behavior? Are you seeing self harm or talk of not wanting to live? Really important that you pay attention. Okay. So, these are all invitations to ask about what's

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happening and most of the time it's ordinary teenage life. Um, we work very closely with special victims, human trafficking squad, and they say to me, "Donnie, you send me a lot of stuff." And honestly, very rarely is it human

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trafficking, but it's always something that needs to be followed up on. So, follow your gut. Don't be afraid of having the conversation and if necessary reaching out for for help with the situation, not accusing, but listening

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and and intervening when necessary without anger towards your child. Because unfortunately, life is difficult for our young people. There's so many things changing and pulling away their attention um from the

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time they're young up through age 18 and beyond. So start early, stay calm, okay? Keep the door open. You want to ask questions like, "Has anyone online or in person

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ever asked you to do something that felt off? Something that was strange? something that made you say, "Why is this person asking me this?" And that's the conversation. It doesn't have to be because you noticed something. Just start it as a conversation. You can say,

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"I went to a meeting today and this is what we talked about and I wanted to know if you ever felt trapped or uncomfortable around someone. Um, who would you tell? And if you told me, what how do you think I would react and how

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could I respond better?" Get to know what your child is thinking and and how they relate to you. Don't keep it as one big talk. A lot of little small ones. All right? Calm conversations. And don't

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forget the no punishment ru r r r r r r r r r r r r r r r r r r r rule. And say that out loud as many times as you can. If you talk to me, I'm not going to get angry at you. I'm not going to punish you. So if you feel something is wrong, please talk to someone. And I'm talking

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to you as the parent, but these rules also apply to the children. Who is your trusted person? Identify that person before you need them. Who is that one person that will listen without judgment? Partner with your school. Get to know in

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your school. We have someone trained in 98% of our schools right now to understand human trafficking and make connections to resources. There are also resources in New York City that are available free of charge to any and

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every family. Um they go from concrete needs all the way up to counseling. Anything that you need, you can call the support line for help. and the National Center for Missing and Exploited Children. Should a child have

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a um sexually explicit picture that's been posted on social media or any of the sites, they will have it taken down. If a child is being approached by someone inappropriately, either online or in person, the National Center has a

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tip line that you can call and they will connect either to the FBI for cyber crimes or to special victims uh within New York City. And these are the two hotlines here. There is a national hotline that you can call from anywhere

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in the country. They speak over 200 languages. So if you need information, if you need help, help is available. So um remember you are your child's best protection.

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Start the conversation tonight. Notice any changes that may be popping up and know where to turn to get help for those changes. Um partner with your school. We are here at New York City public schools to help any and every

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parent um with connecting to resources and you can always reach out to me childwelfareschools.nyc.gov uh and my office number is 212374805. Okay, I am going to stop sharing and see if we have any questions.

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So, unfortunately, we're a little over time. >> I asked I asked if there were questions to write them in the chat. I do not see any questions in the chat. >> Um, someone did say that some forms of trafficking, sex, labor, organ, uh,

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domestic, servitude, criminal. So, that was just added in the chat, I guess, >> um, to be informative. But, um, we will definitely, if you have questions, please write them in the chat. we will get them over to Miss Braillesford and um to get a response.

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But thank you so much for being here and that was so important especially the summertime is coming. We want to make sure that you know parents are aware. Um some kids will be working, some kids will be at home. So thank you so much for this presentation.

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>> You're welcome. >> Okay. Um next on the agenda we have subway surfing. So, we have Shantel Cabrera from the MTA. I saw her come in. We have Kevin Dansler, senior director of strategic

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initiatives. And everyone knows Mark Ramperson, chief of safety and prevention partnerships. So, um, >> good morning. Kevin Danzel will not be joining us here today. Um but he did he was gracious enough to invite our partner friend and colleague um in

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Chantel Cabera who is from the uh Metropolitan Transportation Authority and is the assistant vice president of operations and support um who is doing a lot of work with New York City public schools in partnership um to get the

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message out about the dangers of so we'll pass it to um Chantel and let her you know kind of take you guys through. Hopefully we can get you back on time. All right, so there is some time for for questions. Um,

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>> all righty. Um, hi everyone. I just want to um let you all know that I am a parent of a 10-year-old in New York City public schools. I have been a CEC member for Staten Island for two tenures and I actually represented Staten Island as a

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um PEP member for about six months. So I come to the work. I also was a uh social service provider for YABC um on Staten Island as well. So when when someone was tapped to do this work at the MTA was

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very thoughtful um as far as who is speaking to the community and the parents related to this topic. Um so I've been entrenched in New York City public schools for a very long time since my entire professional career as a social worker. So, um, you have to

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forgive me. I am still not versed in being able to see myself while giving a presentation. So, um, I'm not there yet. >> Neither am I. Neither am I. So, please. >> Okay, great. Um, so I'm going to I don't know how people I end up not seeing the

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screen, but um I'm going to share I believe. Let me know. Oh, maybe I can figure this out. I'm sharing. Can you see me and the screen or just the screen? >> Just the screen. It says it says MTA. >> Yes.

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>> Okay, great. So, I'm going to um go along. I think I figured it out. Wonderful. So, I um I have been working in collaboration with Mark and Kevin um and other government partners since the summer of July 2023

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where we all collectively said that this is an issue that needs to be um wrapped around and served as a unit. Um so much so our work has been so collaborative that uh in November of 2023 when we sat

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at the city council hearing they were they were actually impressed um and the inquiries were few. So I think that speaks to the work of our partnership over the past three years. Um so I'm just going to go through a little bit about what subway surfing is. Um, I'm

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not sure if it's meant to be interactive, but please feel free to put some questions I ask in the chat and I'll just continue to move forward. Um, do you all believe that subway surfing is a new phenomena or um, is it something that has been going on?

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All right, so I'm just going to look at the chat while I ask questions. Yep, look at that. It's been around since the 80s. I agree. Um, so this is actually not a new phenomena. It's just the proliferation

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um of the the behavior has gotten uh has increased over time. So subway surfing is the act of riding uh outside of the cars wherever that may be in between on top and the back on the

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sides. Um, I just want to share that our subway cars can go speeds of up to 50 miles an hour and they weigh between 72,000 and 93,000 pounds. Um, so I like to tell our young people that in a fight against a train, you know, the vehicle

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will always win. And if you um are so fortunate enough to come off those uh trains, you know, that that might be the last time. Um, and that that weight depends on the car class. So, we have several different car classes. Um, not

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only do we emphasize that it is a dangerous activity, we let um older youth know that it is an illegal activity as well. Um, so some of the reasons and I'm you could just throw them in the chat. I'll just shoot them off. Um, thrillseeking,

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peer pressure, social media tension, and uh, you know, we've we've come to see that mental health is playing a big role as well. um that we we are looking to explore with our partners in DOH.

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In addition to uh subway surfing, there is a a phenomenon called urban exploration or uh colloquially herbex. So this is when youth are entering unauthorized spaces whether in crews or

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alone and it escalates in in nature as far as the venues that they're taking a look at. On the left here you see individuals on live tracks in the tunnels. Um in the middle you see a crew of folks um in the areas where we call a layup area where we we store our trains

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overnight because we have no space in yards. Um and then on the on the very right you see young people on a crane on top of a building. Um so it can start with subway surfing um or it can actually start innocently with just the

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interest in subway system and infrastructure. But we've seen that our uh the known individuals that youth that continue to engage in these activities um can go further into urban exploring um and escalating in danger.

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So I'd like to talk about these are some of the unfortunate headlines that we've seen over the times um over the three years and we talk about what can happen. Often we talk about fatal accidents. Uh but I've been focusing more on severe and lifelong injuries. Um I like to

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challenge the young people to think about a life where a split decision can change what they thought for themselves in the remainder of their lives. Whether that is um amputation, traumatic brain injury, paralysis, and thinking about the long-term effects not

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only on themselves but their uh immediate family, friends, and community. And oftentimes we just we focus on the fatality and not about the long-term impacts that could occur. And additionally we talk about the legal consequences. So um youth under uh you

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know minors under the age of 17 or 18 the intervention is a little different as they cannot be prosecuted. Um so we have a partnership with the transit bureau uh NYPD transit bureau and it is really wonderful. they have honed in on the the groups of students that are

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known and generally the process is that they will apprehend youth um take them down to the precinct um and call parents and anyone who has been apprehended they will do follow-up home visits um repeatedly as well and then uh those who

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are of age and apprehended are are detained. Um what we at the MTA have found our position is that social media is playing a a large role in the proliferation of this behavior. So we have taken it upon

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ourselves to work with the platforms. Um and uh we've requested over 13,000 posts be removed from social media platforms. In an ideal world um and we what we continue to advocate for is a you know an algorithm in these times that can

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automatically do so. But the p the process is manual. So we have uh those scouring the internet sort of social media platforms and then asking social media platforms to remove the posts. But our um you know our youth are resourceful and entrepreneurial and as

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soon as one account is pulled down another one will pop up. But we're committed to continuing to raise and flag these for social media platforms. I want to talk about a little bit about what we've been doing and how we're approaching the uh the behavior. So,

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we're we're taking a three-pronged approach uh with education, enforcement, and engineering. Um education is dual a joint process wherein MTA has created two campaigns now uh using youth voice

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um literally, not just metaphorically. We've tapped our young people to uh create the audio messages in that are being just played in the in the system. We've also created um this comic style

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uh reel with several different uh story lines of those impacted by uh someone committing and being lost to subway surfing. Whether that's the transit worker themselves who happens upon the individual struck or the the mom, the

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friend, the teacher. So there's I believe 40 different storylines related to this education uh in the schools as well. myself, Kevin Dancler, and uh Transit Bureau Sergeant Quan. We go out

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into the community uh per request uh and speak to the the youth, families, um parent groups, community boards, elected officials, whoever wants to hear the message. So, we go out and in partnership together to the community to

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do so. Um, and as well as enforcement, we work directly with NYPD. They have uh instituted the use of drones and hotspot areas. We do know that summer summer and spring months, warm months are um the

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time when subway surfing increases as well as from 3:00 to 7:00 p.m. So after school hours uh with little to no uh supervision or activity engagement, idle time. So they have been able to use the

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drones to intercept and apprehend youth on top of trains by safely stopping trains and and getting them down. And uh as far as engineering, we have been piloting barriers in between uh a a

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train set on the seven line. Um this process took a while because we had to design and engineer it and we had to test it and pilot it. Um but the outcomes have seemed favorable. Uh we're still in the process of evaluating

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whether the the tubes themselves can stand up to the uh inclement weather and the the curves of the tunnels. Um but once we uh ascertain if they can withstand the elements, we will be

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moving to expand to the entire seven line and and do some data driven um evaluation of where we could go next. Speaking directly to the drone operations, Transit Bureau has had

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several officers certified as drone pilots. That's a federal aviation certification. Um, and since the beginning of this effort, they have made over 160 interventions. Um, and we all like to think of that as 160 lives saved

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um, from the use of the drones. We found that the average age has of of subway surfers has decreased from originally 17 to 18 years old to 13 years old and um our youngest intervention has been 9 years old. So instinctually you would

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think high schools are the target which obviously they can also benefit from this information but we've been targeting more middle school age students because that's what the data is showing us. Um, and then the, you know, as as the presentation actually said

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before, you know, we we think we know our our young people, but it's always good to ask um them questions. So, when a young person uh is apprehended and the home visits are done or they're being picked up at the precinct, uh PD

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actually shows parents their drone video of their youth on top of the train cars so that there is no question whether or not it is their young person. And then they allow them to, you know, to go home and parents to parent and they will do some follow-up uh engagement with

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families. This is one of the PD's uh pamphlets that goes out in several different languages. Initially, they were just doing uh handing out these pamphlets to families of of young people that they were apprehending, but they realized that they needed to scale up that

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effort. So, now these pamphlets go out at any NYPD um outreach event, engagement event, and if you're interested, we can have the PD send over some p some of these pamphlets in a a variety of languages as well.

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um for for this audience um you know I'd like to give you a couple of tips for um dealing with young people who you think or believe might be engaging in this activity. Um I'll explain a little bit about these photos. The top two keys are

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MTA issued work keys that have been replicated uh by students via um oh my goodness 3D printing or manipulation. and they can buy these keys and carve them to fit the trains and that's how

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they are getting into the cabs or they go and if you see on the bottom to all of that paraphern paraphernalia is MTA issued keys um that have been acquired through theft and burglary. Um so if the

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bottom right is actually all of those items were uh confiscated from a high school student. So, if you see any of these types of uh keys or equipment in your home or in in their room, you know, you can you should be inquiring how they

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came upon them. So, our our recommendation is always to ask young people outright whether or not they're engaging in behavior. Ask, you know, ask them about their afterchool activities. Um, if you see any unexplained injuries,

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if they're not someone who plays sports and they're coming home bruised on their uh arms and legs, definitely use that as an opportunity for engagement and conversation. Look for some of these items. As I mentioned before,

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I think we we we forget that we are the owners of these phones and we pay the bills. Um, so obviously this is a a conversation family by family. It's it's you all know your families best, but there's always the option of uh remote

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monitoring as well as managing their social media usage um through permissions and and the options uh in the settings. And um if you see something, say something. We've heard from a lot of parents that they

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and adults, they don't know what to do. What we advise uh folks to do is to call 911. If they're in a train and they see someone on top on top a train or they suspect someone at top a train um you can call them, give them the direction

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of your train. Look for the train number and and and that will help PD get some data on where attempts are happening and it can inform the deployment of their resources. So, please please call um

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911. Oh, um another another thing that I just want to mention, the subway cars are filthy. So, if you're young people are coming home with grease, greasy, clothes, that is a a number one top

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indicator that they might be in the tunnels or climbing on top of cars. This is not like um you know, grass stains. This is filth. Um, so keep an eye out for that. We also always like to tell

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our young people and our parents about resources that are available to them per agency. So we always um uplift the teen space NYC which was the previous administration's um

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mental health asset where anyone 13 to 17 living in the burrows could access a therapist remotely. I'd have to check if that's still in effect um given the administration change, but that was always one that we like to highlight. The NYPD Explorers program, which is um

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a volunteer-based program where youth uh go out and and understand how PD functions, how they engage with the community, and they have some, you know, youth development aspects to the program as well. New York New York public library teen centers. So that would take

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care of that three to seven time. Of course, New York State Public School administration, whether that be the the principal or any other trusted uh adult in the lives of young person. Obviously, our DYCD after school

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programs as well um and any enrichment programs that they have and um MTA internships that are in collaboration with DYCD as well. Um, you know, we as trusted adults in the lives of our

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young people, if if they deem you to be that trusted adult, we have to uh come come and and welcome our youth without judgment and reinforcing their ability to uh make healthy risky behaviors as in making new friends, trying, you know,

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riding a bike, trying a new program, um make expanding their horizons. Um, and that's really what our task is and our call to action is. Um, but we've been doing our very best to include our

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young people in these efforts. Um, and just trying to be innovative and thinking of all the ways that we can scale up and and make an impact. So I think uh I can share the last last sub

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uh slide is just the press conference of our new campaign that I can just share in the chat as well as the anti-ubway surfing barriers. It's a um exclusive spot on I think ABC if you wanted to see that as well and I could share that in the chat. But that's all I had. I think

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I think I kept us on time. Okay, we could still see your screen. Oh. Oh, you can still see my screen. Oh, goodness. I know sharing. >> I got to stop sharing. I have to window. There you go. On the bottom. There we go. Share. Oh, >> okay. Perfect. >> There you go.

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>> Am I I'm good. Stop. Cancel. >> It stopped. Yes. Good. Okay. Um are there any quick questions? We are a little bit over but we have like a minute or two. >> Um so the student ambassador's question

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really quickly. Um so we in our presentations that's basically the message that we're giving to our young people because the reality is is that these presentations are not really going to hit the youth that it's intended for. It's a it's a I want to take a moment to

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highlight and uplift the 300,000 students that are taking the subway and buses in a safe manner. I think sometimes that gets lost in the conversation because the subset is, you know, it's it's about 150 to 200 young

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people um that are re recidivist um herbex explorers that continue to do um this behavior. So, we are trying to send the message of our young people being uh safety ambassadors and encouraging them

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to report to a trusted adult so that we can get the information and it can get back to Kevin and I and Mark that we can go out and do some interventions. But yes, that that that idea and that concept is what we're working with right now.

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>> Okay. Thank you so much, Shantel. Thank you, Mark. Um I did see Kevin come in. I don't know if he's still here, but thank you all. This is very important for our children to know, for our families to know. Um, it's very dangerous. You cannot, you know, this is not something that you could say like, "Oh, I

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regretted that decision." This is right >> lifealtering. So, it's we're we're also trying to kind of re re-imagine that energy that they have for the system and and let them know like you can do this legally and safely

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if you come and work for the MTA. be a be a train operator, be a train conductor. You know, you're really limiting yourself in your opportunity to do this as a as a career if you're being apprehended. So, we're trying to hit it from all aspects,

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>> right? Thank you so much for this great um presentation. Shantel put her email address in the chat, so if you'd like to reach out to her directly, her email is in the chat. Um thank you so much for being here today with us. >> Awesome. Thank you. Have a good day, everybody. >> You too.

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Okay. Um, Josephine, next on the agenda is Jeopardy. So, you all remember how it works. This should be a refresher for everyone. Um,

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so you should all know this by the end of the year. We're going to start with the first question. Whoever answers the question gets to pick the next category, not answer the question. You still have to raise your hand in between each each time. So Joseph, you want to pick the first

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one? >> So I'm going to pick miscellaneous 200. True or false? No checks may be written payable to petty cash or cash.

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Signers may not approve such checks. You know the answer. Raise your hand. We're calling you in the order. You raise your hands. Are we awake today? Everybody sleeping. >> Rema.

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>> Oh, Caroline. Caroline. >> Uh, what is true? >> Correct. So, you get to pick the next qu category. Let's go with chances regulations 86554300.

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Pursuant to state education law section 2590-H, the SLT is responsible for developing an annual school blank that is aligned with the school-based budget for the for the ensuing school year.

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Caroline, >> what is a C? Correct. >> Okay. Next category. >> Um, let's go with PA and PTA bylaws for

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200. >> PA. PTAs must review and if necessary amend their bylaws every blank years and whenever this regulation is revised. After review, the bylaws must be readdapted by a vote of the membership regardless of whether any amendments

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have been made. The title page must show the date of approval by membership and the signatures signatures of the PAPA president and recording secretary at the time of adoption. >> Tanya, >> every year.

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>> I didn't hear you. >> Every year. >> No. Anthony, >> every three years. >> Thank you, Anthony. I feel like you cheated, but it's okay. >> Pick the next category. Listen, all of

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our DOE friends, our NYCPS friends, you can play along. So, please join us. >> Um, Anthony, pick the next category. If you're talking >> uh let's do A66500 >> blank may not serve as members of the

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SLT in any capacity in the school where they are employed. >> You guys are too funny. We're going go we're going to go Anthony again. >> No. >> What about Tanya? I don't know. I I see plus five hands. I'm I'm dying right now

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because they're they're they're being so funny. Okay, Remma, we'll let you get this one, Remo. >> The parent coordinator. >> Thank you, Reema. So, so we're going to ask that that Anthony like if you see that nobody's

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answering, then you can answer. Um Remma, so nobody knows these questions except for um Josephine and I. So, it's not that the executive board knows. Just want to be fair. Okay. Uh Rea, pick the next category. >> Process and procedures for 100.

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>> The notice of election meeting must be in writing and must include. >> You don't have to say all of them, but get a few of them. Caroline, >> the date and time as well as the format

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of the election. >> Okay. Yeah, I know there's like a bunch of them. >> So, if all of these things here are not on your election meeting notice, for that reason alone, your elections can be griefed.

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Okay. Uh Caroline, pick the next category. >> Let's go with Chancellor's Regulations A64300. >> True or false? Elections must be conducted in a free, fair, and inclusive manner, providing an opportunity for the full participation of all members. The

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elections must only be conducted at an in-person meeting, virtual or hybrid. >> Ashley, >> what is true? >> Do you want to just look at it one more time?

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Elections must be filled in opportunity. >> Oh, no. That's false. >> Okay. Do you know why it's false? Ah, you >> because it can't read hybrid. >> Right. Right. Right. Okay. That's That

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was a trick question. Okay. >> Yeah. Um, let's do miscellaneous for 300. >> Blank must be taken at all general membership meetings. A draft of the blank must be distributed at the next scheduled meeting for review and

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approval. >> Rachel, >> um, what is minutes? >> You're correct. You can pick. Did that work? Okay. >> Yes, you're right. Okay. Um, process and procedures for 200.

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>> The principal, parent coordinator, or school web master must update the school parent leader contact information system, also known as accessible through the principal's portal within blank calendar days of the election. Caroline,

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what is five calendar days? >> Five days. >> You can pick the next category. >> Uh, let's pick miscellaneous for 400. >> True or false? The PAPA president should chair all general membership and

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executive board meetings. PAPA bylaws must specify who will chair a meeting in the president's absence. Under no circumstance may the principal or parent coordinator chair a PATA meeting. >> Finally, I've been raising my hand for

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every question. Got it. Uh what is true? >> Yes, you're correct. Pick the next category. Um let's do um chancellor's rags A660 for 200. Newly elected officers are responsible

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for familiarizing themselves with this regulation and the PAP bylaws in order to fully understand their role. to gain a more complete understanding of what is expected of them. Officer officers should also avail themselves of training opportunities provided by the

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president's council, the superintendent, and face. >> Caroline, >> can I lower my hand and give it to Tanya? >> Sure. >> I lower my hand. >> Okay, Tanya, go ahead. Unless

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>> go ahead, Tanya. >> True. >> No, it's not. It's not true or false. Which regulation? >> Wait. >> Oh, no. I lost my hand. >> Okay. Carolina, are you taking it again or no?

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Oh, >> against Anthony, I will take it. I'm uh What is A660? >> Correct. It's like so obvious. It was ob like you know what I mean? It was obvious. It was obvious. Okay, next category.

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>> Uh let's go with PA and PTA bylaws for 400. >> True or false? The PATA bylaws must include a mechanism for scheduling monthly meetings of the executive board. This may be specified a specified day and time

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or a deadline by which the executive board must I'm sorry. Hold on. Um, or a deadline by which the executive board must issue a schedule of meetings for the current school year. >> Rachel, >> what is true?

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>> Correct. You can pick the next category. >> Um, let's do miscellaneous for 500. What document covers fundraising with food? PAP food fundraising activities, including those involving the sale of non-approved food items, and allows

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PAPAs to conduct up to 14 food fundraisers in connection with the rationale described above, subject to other applicable requirements, and subject to the following conditions. No candy or soda may be sold to students, and no bake sales may take place in the school cafeteria.

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Melissa, >> what is the the letter A? 8112 812. >> Okay. Okay. I know you you got it. It was just >> Well, you said it. Okay. Pick the next category.

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>> Um, processes procedures for 300. >> Filing an election grievance. All ele which we don't want. All election grievances must be submitted in writing and must state the name of the complaint and include a telephone number, email address where they may be contacted.

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Anonymous complaints and inperson or telephone complaints will not be accepted. Must be submitted no later than blank days after the election meeting or announcement of results if later. Must allege a specific material violation of this regulation or of the

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PA's bylaws. >> Melissa What is seven? >> No. Caroline, >> I'm go to Tanya again. >> Tanya >> five. >> Correct.

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>> Pick the next category. >> Uh, PA, PTA bylaws 300. >> True or false? At the beginning of every school year, the executive board must survey the parent members to

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sorry to determine the day, time, location, and format in person, virtual or hybrid for the monthly general membership meeting. >> Tanya, >> true. >> Correct. Pick the next category.

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>> Uh, bylaws 500. This regulation is the primary ruling document for all president's councils. In the event that a president's council's bylaws contain any provision that conflicts with this regulation, the provision shall be deemed null and void

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and the provisions of this regulation shall be deemed controlling. The provision may be amended by a motion of any president's council member at any general membership meeting. The motion must be voted on immediately. All remaining provisions that are not in conflict with this regulation shall

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remain in full force in effect >> Caroline. >> What is D140? No. >> Or is I'm not going to change it. I was going to say A660, but I'm like going to D140 cuz it it says it there.

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Okay. So it's A660. Is that >> the answer Josephine? >> Cuz it's in Z140s also. It's like very minimal, but it says it there. >> Okay. Next category. >> Might as well go with it. Chances

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regulations A6400. >> The following president's council records must be kept for blank years. Bylaws and related amendment meetings. notices, meeting notices, agendas and minutes, records of office election officer elections other than ballots and

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financial records. >> Tanya, >> no. Uh Melissa >> six. >> Yes, you are correct. >> Um Chancellor's regular regulation 8655 for

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200 SLTs must use blank. This popup keeps coming up. Hold on. Accidentally clicked on it. Okay. SLTs must use blank decisionmaking process as

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their primary means of making decisions. >> Vetta, what is consensus next? I let it pick one. >> Sorry. Um process and procedures for 400. >> Compliance with blank. This regulation is the primary ruling document for all

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president's councils. In the event that a president's council's bylaws contain any provision that conflicts with this regulation, the provision shall be deemed null and void, and the provisions of this regulation shall be deemed controlling. Melissa,

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>> is it A660? >> Yes. Uh, you're correct. >> Hold on. Why is the answer not coming up? Okay. >> I'm sorry. I'm just going to do like a a really crazy plug. Anybody that wants that barista soccer cup and you're a

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reserve member, it's available right now. So, if you get on your Starbucks app, you can get it. Just saying. >> I'll do A655 for 400. >> Did you get it? >> The required members of the citywide

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high school subcommittee are You don't have to name all of them. Just a few of them if you know them. >> Charlie >> President's Council, the borrow President's Council

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um with the new if it passes D75 also. Oh, you put the answer already. >> I'm sorry. >> You started you. I realized you were listing it. So, I'm like, let me just list it. Go ahead. >> All right. There you go. There goes the answer. What is all the of of those

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things? Uh chancellor's regulations for No, this go to process and procedures for 500. This committee may be formed at a general membership meeting and must be an agenda item. After this committee has been formed, the members shall meet and

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propose changes to the current blank. At the next meeting, this committee will propose these changes to the membership for review. This must be an agenda item. The third meeting, the membership must vote to approve, adapt, or oppose the proposed changes to the blank. This must

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be an agenda item. Um, no, you're muted. Sorry. I said I want to be generous and just give it uh to to Tanya. She was right after me. >> No, Melissa's after you. >> Oh, Melissa, excuse me. Sorry. >> All right. Go, Melissa.

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>> Bylaws, >> correct? You can pick the next category. >> Um, PTA bylaws for 100. The PAPA bylaws must specify the blank blank and blank when executive board and

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general membership meetings are to be held. >> Dates, time and platform format. Yeah. Pick next category. Chances rag

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100 >> 8660 or 65 >> which one? Oh okay. >> Elections of mandatory officers, president, the treasurer and recording secretary must be held between blank blank and blank to ensure there will be

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a PTA in place during the summer and for the opening of school in the fall. Shirley >> must be held by between April 1st and the last day of school. >> You are correct.

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Pick the next category. >> Shirley knowing her stuff. >> Pick. >> All right, let's go for finish the category. 500 8660. Failure to conduct business. The PAPA blank if it fails to conduct PAPA

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business for 60 consecutive days during the school year. PAPA business is defined as meetings of the executive board or the general membership. Go ahead, cheater. Go ahead, Anthony.

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cease to function. >> Oh, you're wrong. No, I'm kidding. >> I want to know where Remo went. >> Pick the next. She's trying to be nice. Pick the next category. Miscellaneous A65.

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>> You're muted. >> Okay, >> she got it. >> Oh, sorry. Is that okay? All SLTs should have a minimum of blank members and a maximum of blank members. In determining the size of the team, budget allocations

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must be considered. >> Tanya, >> 10 and maximum of 17. >> You are correct. And the final question of this morning is

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>> PATAs must hold at least blank monthly general membership meetings per school year. Executive board meetings should be held on a monthly basis during the school year. >> Melissa, >> 10. >> What is 10?

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>> No. >> Ashley. >> One monthly general membership meeting. >> No. >> Caroline. >> No. >> No. >> What is nine? What is nine monthly general membership means? >> You are correct.

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>> One per month, guys. One per month. >> Well, with the except Well, they allow you one >> one extra, right? Because of the if you double up on a meeting or whatnot. Okay. So, that completes our Jeopardy. I do I

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still didn't see chance that he must be running a little bit late. Um, do we see him? I just want to make sure I'm not missing. Okay. So, did anyone have any questions

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about all the Jeopardy um refreshers? Was there something that you feel that we need to work harder on sharing with you all so that we know all the answers at the end of the year? No.

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I have a question, Randy. >> Sure. >> This kind of came up a couple of days ago. We're about to have our election >> and the question came up which I'm still not very clear but when we have new incoming presidents

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are they allowed to be present in the election to run? >> Yes. So the >> and to vote as well, right? It's both >> they can't vote. They can run. >> The current presidents are the ones that vote because they're current. The new term must start until July. So the July,

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newly elected for July, they're able to run for a position. They can't vote. The current members who are not coming back, they're not returning, they can vote, they cannot run. >> Got it. >> If they're current and returning, they can vote and run.

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>> Got it. Okay. Thank you so much. >> No problem. >> Any other questions while we're here? Just to add to that, Randy, make sure if you're especially if you're online, make sure you indicate which one is with which by putting something in front of

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their name so that you know when they're either voting or nominating. >> I do like an O for outgoing, and I for incoming, and then I'll do like an O slash I if they're outgoing and incoming because it just makes it easier for when you're looking that you can just see it

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real quick and know, oh, you're incoming. So you cannot vote, you can run and then all the eyes get removed when the voting happens and the O's, you know, can't run. So just to make it easier, Ashley, I do have a quick question. Um, for one

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of the schools that I was hoping felicitate their elections, >> they were able to fill like two of the executive board seats, but not one. So, they cease to function until they fill that seat. Correct. >> No. As long as they fill one seat, they

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hold the pres the PTA together until >> the fall, >> they can fill the extra seat. >> Yes. but they don't cease to function because they have certain mandatory members already um voted in. So they don't cease to function. If there's no

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PTA, no members voted in by June 30th, >> then in the fall, the principal will hold the meeting, not facilitate, but just send out the notice to reestablish the PTA, and then a parent or president's council or the district

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office would then run the elections. >> Okay. Thank you. because that's not the information that I got. >> Uh we'll talk offline to find out who you got that answer from. >> We won't >> Okay, >> we won't say it here, but we'll talk offline.

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>> Okay. Um >> Okay. Thank you though. >> You're welcome. Rosa, >> thank you. So, um, can you elaborate for those that are listening on Zoom Live with regards to not holding elections

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by, uh, the end of the school year and what happens to that specific school if there's no elections? So, the reason we want everyone to hold their elections in the spring is because it allows you the time to plan over the summer. Your term does begin July 1st. I

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think that parent leaders don't understand that. They don't they don't realize that they start July 1st, so they can actually start working and and planning over the summer. They don't have to wait until September to start doing that because if you start in September to start planning, you're

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already like a month behind. So allowing you to start in June and and July 1st, you make sure that the executive board goes to the bank, they change their signitories, you can meet with the principal, the principal works and so does the parent coordinator over the summer. So you can meet with both of

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them, start planning your dates for the school year, plan your quarterly dates. We actually shared a timeline um for what you the monthly planning what you should do throughout the year. So we can I don't know Josephine if you have that readily available to drop in the chat. If not, we can email it out to everyone.

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Um again, we're working on resources. Anthony um is our CPAC liaison and we've been working on resources for PAPAs, president's councils, SLTs, every acronym you could think of under the sun to make sure that everything is

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updated and fresh and new for everyone. So if you have any suggestions of things that you may want to see that you haven't seen in the past, please let us know. Rosa, you just raised your hand again. >> Yes, I did. I wanted to go ahead.

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>> No, thank you. Thank you for uh saying that out loud for those that are listening on Zoom. And also, can you um I know this information, but I want need you to say it. Um with regards to what happens to the PTA, the current PTA for

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this school year. What happens to them? Um do they cease to function? That's where I'm getting to. >> Okay. So, the current PTA, if elections are not held by June 30th, their term ends. So, they are not involved in planning anything over the summer,

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anything for next year. They do not create the agenda to send out for the first PTA meeting. The term is from July 1st to June 30th. So, as of June 30th, their term is over if they're not reelected. >> Thank you so much. Yes. that you're looking for.

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>> Okay. I just want to make sure. >> Okay. Um so I'm just I'm going to go with we we still have Dr. Lopez here and we have um Deputy Chancellor. >> Yeah, Randy. Yeah, good morning everybody. I'm checking on on the

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chancellor just to make sure because he was at a commitment right now. So >> Okay. Um, >> so I don't want to put anybody on the spot, but we do have some questions that could be answered by the chancellor's cabinet. If you don't mind, I can ask.

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Would that be okay? Or I can wait. In my mind, I think I'm okay for us to to jump in and the colleagues are here just to be mindful on the time. >> Okay. Um, so I'll go with Deputy

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Chancellor Christina Fod. How will New York City public schools ensure that students with IEPs transitioning into new programs are placed safely, receive uh continuity of mental health supports and crisis screening and are welcomed into their

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school communities through inclusion opportunities, peer connections, and family engagement from day one. >> Thank you, Randy. Hi, good morning everybody. morning. >> Always happy to hear your latest round of Jeopardy when I often wonder how long

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that takes you to set up, Randy. Um, but everyone appreciates the efforts and uh it's always a learning experience. Um, transit, look, transitions to uh transitions are hard. They're hard for everybody. Certainly hard in middle school and it's certainly hard in high school. um and New York City public

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schools and certainly dial do do a few things in partnership uh with um you know other our other offices to ensure continuity however and whenever possible. You know a first thing um that I've been thinking about is our our

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family leadership coordinators have done incredible work engaging our our parent coordinators. Dial has been working directly to train and um support and co-create uh PRA best practices with the FLC's. I think you know we all know the

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value of parent coordinators and in in creating a val um a welcoming and inclusive environment and um of listening to the particulars around what a child needs to be successful. We

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definitely encourage our families to keep leaning on them um both generally but also when there's a challenge arising uh particularly around mental health and what a family needs and a child needs to be successful. Um whenever we see meetings happening

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between the sending school and the receiving school, uh that is incredibly important and helpful to ensuring the success of of every student, but particularly when um mental health or crisis might be part of that conversation, wraparound supports are

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definitely needed. Um, I do also encourage our families to take advantage of our our orientation meetings um and any structured opportunities for peers to to connect with peers. Um, Dial continues to invest in in training.

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We've trained over 2,000 pair professionals who play such a critical role um in those one-to-one connections and providing additional um childto- family support. Um, and of course, if a family is struggling uh with with anything in particular that's not

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addressed at the school or district level, please do always reach out to dial directly at special education um at schools.nyc.gov. I'll put that in the chat. But um oh and I see in in uh Veronica, it was nice to

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I know our team spoke with you yesterday about about this um transitions between uh programs such as Horizon and Nest across elementary and high schools. Um whenever and wherever possible, we encourage those schools to connect. Um oftent times case conferencing uh in

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Horizon and Nest are an important part of the the family uh engagement structure. Um, and if that is not going how it's supposed to be or in a way that it does support the child, as always, please do reach out to us centrally and we we can help facilitate that support.

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>> Thank you. Um, we'll move around. So, can base uh conduct PAPA training sessions over the summer? >> Hi, uh, DC, can I respond to that? Absolutely. You can jump in.

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>> Okay. Thank you. Hi, Randy. It's Marabel. Um, so definitely we could definitely do that. Um, and I'm responding because as a part of this work, you know, we collaborate with FACE. Um but actually the office of the first deputy chancellor

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um is really the one responsible for supporting how the FLC's do this with parent coordinators and how parent coordinators do this with um their PTAs. But I absolutely agree. I think you said it perfectly that um the PTAs that are

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established by June 30th, their date begins right July 1st. So how great would it be if we actually provided this opportunity for them where we are reviewing the transit's regulations, the roles and responsibilities like you know go through the governance structures and

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effectively think about like oh the budgeting elections you mentioned it earlier before um so piggybacking off what you responded earlier um this could definitely happen and if you actually um I know you partnered with us before with

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our FLC so thank you for that again and have partnered this year again with us. But this is something that um yeah, we could als we could offline talk and think about how what this could look like in the summer for um our new PTAs that are already in existence.

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>> Yeah. >> And we can we can coordinate this Randy. We can check in with Mariel. I see this as a shared responsibility right when we think of and I have said this from the get-go. When I think of the parent work in our organization, we have an office, but it is all our collective work to

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make sure that parents are supported. And a lot of these things, you're going to see me working much more closely and more intangib, central involvement, and local involvement if we actually want to continue to um successfully support all of the ones that are involved.

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Okay, perfect. I love it. >> Um, >> excuse me. >> Next, we have seen investments and enhancements being made to school cafeterias. So, when can elementary and middle school comm uh communities expect to see these cafeteria improvements expanded to their schools? And what

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criteria does New York City public schools use to determine which schools receive these enhancements? >> Randy, it's Chris Carico. Kevin asked me to answer that question. DC predom okay to go ahead and respond to that

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>> Chris I know exactly what you're doing just for the record here Chris and I know each other for like 15 years and he's just speaking on me yes you can answer >> just making sure following protocol and leadership advice >> answer your question sir

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>> so we're really thank you thank you so excited that this question was asked um we've already completed 302 cafeteria enhancement experience experiences across the entire system. Going way back to 201617 when this was created, it really was for middle school and high

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school, but thanks to DC Moran, he really pushed us to create pilots for elementary schools. So, we've already done five pilot elementary schools. Um, one of the reasons why it's a pilot is because we had to get the right size equipment. For folks that have not seen this this this upgrade, it is really

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equipment meant for middle school and high school kids in a graband-go style where they're reaching up high. So, we had to figure out with our vendors how to bring this to elementary schools. Um, we are in the first half of this new capital plan. The second half of the capital plan will allow us to do

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somewhere between 10 and 20 additional elementary schools. Elementary schools will always have that steam table where folks are serving. We have to make sure the kids take the required amount of items to make sure we're getting reimbursed, but we can definitely share more with this group um as we identify

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those schools. My team is out in every single elementary school now across all the districts and making sure we look at every single district equally to make sure we're trying to get the right number of elementary schools in each of the district based on whether or not they can receive the upgrade. There are

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some directives from OM regarding directive 10 requirements which require HVAC, plumbing, electrical, and general construction things for us to check a box on and we're presently working on that. I definitely can get back to you over the summer, early fall with what

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those elementary school numbers or elementary school site locations look like. And I would actually, since we're talking about food, um Kevin and I were discussing earlier this morning, I did see an in-person CPAC meeting happen recently. We'd love to be able to office of food and nutrition services New York

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City public schools provide a lunch for this group to showcase our new recipes to showcase our items to really get everyone on this group to understand, see, touch, feel, and eat our food. I think it would be a great thing to do in the fall. So Randy, if we can discuss that further, I'll connect you with

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Nelson from my team. Kevin, of course, um, has already approved this, and I think the other deputy chancellors, I hope they would all be in support of this as well. It's a great opportunity to share and experience our food. We would love that, Chris. So, thank you so much. >> Awesome. A lot of thanks to Kevin. It was his idea.

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>> We We love Kevin. Kevin is great. So, but thank you for that. >> You got it. >> Okay. So, of the available 2K, 3K, and preK seats in the districts participating in this initiative, how many seats have been filled and how many

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remain available? And then additionally, what strategies is New York City public schools using to ensure families are aware of and able to access any remaining seats? >> Hi everyone. Uh Simone speaking. Thanks

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for the question. Um and so what we can share after this meeting is by school district the utilization rates for each of the districts by 3K and preK. It is a lot of data and I don't want to take up time here going through it, but we can absolutely share that in writing. Um and

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what we'll make clear on the document is the as of date uh because it changes each and every day. And so where we are finding and I'll answer this in two ways Randy where we are finding lower utilization so lower enrollment what we have been doing and what we are

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continuing to do is one work with the specific school or provider. As you know, most of our programs are actually offered by CBOS um to make sure that they are properly communicating, marketing, recruiting families because the enrollment is rolling for the most

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part. Um we have some centralized efforts here. We've actually gotten $5 million in the past two years and it's been baseline to do deliberate outreach for 3K and preK and now we're going to include 2K in that effort. As you know, the mayor is very visible around all of

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this stuff so that helps as well. Um but what we are finding is locally that is the best way to recruit and recruit families for those seats. The second approach is frankly sometimes there's just no demand. It's either no demand for that age group or there's no demand in that setting. And so we have to work

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at kind of a we look at it we we cut it by school district and zip code to see if we can make any modifications to seats. It's a little harder when we're talking about our contracted programs because we have a contract with them, right? and we don't want to make them nonviable, but we also want to meet the

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family's needs. So, where we can make shifts, we make shifts. And so, that's what we're doing um on that end. As kind of a larger effort and really using 2K as kind of the the inflection point, we sent out surveys to our existing

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portfolio. And just to be clear, 2K will only be in community- based organizations and family childcare homes. It won't be in schools. And so we know that prek we have over 70,000 seats about 50,000 of them have gone used year-over-year. And so that's a that's a

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big delta. And so where we can make shifts for prek, we worked with this the CBOS, we worked with the superintendents and the principles to adjust down to pre to 3K. And then for 2K for CBOS, we've allowed them to adjust down to serve 2K families. And so what we're hopeful for

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next year is that you'll see a shift in the capacity across all of the age groups, but hopefully an increase in utilization because we're placing um kind of the need of seats in communities. The last thing I'll say is we're working really closely with DC FOD

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and others to make sure that we are also expanding access to all of our seats and so we'll see some conversions there. Um so those are our efforts to make sure that families are getting the care that they need specifically for early childhood education. Okay, thank you for that. Appreciate that. Of course,

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>> the chancellor is here. So, if you want to >> I see. So, welcome chancellor. Thank you. >> Thank you. >> It's weird. I was trying to log on to this call and it kept giving me bringing me to the 25th June 25th call. So, I am

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so sorry and uh I was running behind to begin with, but uh I'm excited to be here. Um I don't know if you guys uh covered it already, but orange and blue skies, baby. This is a this is a new wonderful uh space to be in in in the

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city and um and and and and I'm excited um when it comes to what what we're focused on today. I I'm about to have um call with principles to talk about budgets for next year. Um many of you might have heard that we're schools will

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be held harmless for enrollment in the initial budget at least. Um we're gonna we're gonna have a broader conversation in the in the summertime about what um it looks like. So obviously a lot going

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on. Um and we, you know, as we kind of ratchet up to the end of the year, want to make sure schools are really thinking about what they uh how they are thinking about um allocating funds, working with

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school communities to al to to to really think it through. We also have a lot of class size um developments happening today. And so um and so yeah, excited about those two things as as we're moving forward.

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>> So I I agree with the um yes, Nicks. Nicks, they're they're definitely going to they're going to win it. So we're we're doing really good. >> Um so we have three questions left, Chancellor, because your amazing cabinet was able to get through all of those on

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your behalf, and we appreciate them all for being here today. Uh so the next question is can president's councils receive a NY well it's really DOE so I don't know if it would be a new logo but DOE NYCPS ID like the CEC's have to

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enter school buildings because some parent leaders are having some issues with their own like driver's license entering a school building. So being that we are district as well entering buildings, would we be able to get one of those? >> So wait, so what what what what do the

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CC's have? >> They have like a the teachers have like a DOE ID. When you enter the building, they have their own DOE ID, so they don't have to show their address. Um your cabinet members I don't know if they have them like >> Oh, yeah. We have so central ID some

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Okay. So you're saying can you get a DOE? So as a parent leader you're saying >> yes like the CEC's they have them. I used to have one as a CC member. Can we have them as a president's council member? >> Okay. Um Flavia I don't know if that's something you you

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>> I I can look into this. I do want to be mindful that I know for example when I was a teacher >> I had an ID that was generated by the school but that wasn't re a real DOE ID which a lot of schools do do as well. Um so we can definitely um

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>> look into it. There's also like different provisions about the DOE issue ID that you're describing like the ones that we have because we we're fingerprinted employee and even like the ID that we have in cabinet are issued by Dcast. they're not issued >> by the DOE, but I'm happy to look into

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this with Kevin and Michael and others because >> I will believe that something like that will require additional personal information and screening. So, I also want to connect with you on what you're and and uh the phase team on what you're describing um in terms of CC just to

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make sure that we are clear on on the supports here and that we commit to something that we could actually uh deliver. So there's some information that I need before I can say year or nay. But Deep wanted to clarify that because I know that there's many instances that at a school level um

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schools are issuing um like their own internal ID that are not really necessarily DOE ID and like for volunteers um there's also like additional process that we need to under like undergo and I just want to level set on on what is

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being asked make sure that we could be responsive but also make sure that we are aligned on on the policy but happy to follow So, um, I'm not talking about for PAS and PTAs. It's the one for President's Councils, and that's the one that we would get from 65 Court Street. So, the CEC's get a letter from their

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administrative assistant, and then they go down to Court Street, and they give they take the picture, they give them the ID. So, the same way is is what we were seeing if we can do it for president's council as well. >> Okay, absolutely. We'll follow up with you by tomorrow to with some clear next steps.

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>> All right. I I have Remma if you can give me I have just a couple more questions and then I'll go to you. >> It's related to this question or it's more of a comment on this. >> Okay. >> I I just don't want I I we're not asking to mandate that either. It it to make it an option for us to be able to do it. Um

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because Flavia, I know what you're getting at. Um because I've actually been in this situation where I've had to do the the volunteer I sorry that where I've had to do the volunteer ID and go through the pets process and everything for volunteering.

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That's really only if you're going to be like in a classroom dealing with the students like that's the that's where the line is with that. Um and again it's student information like it's very specific why you need that. We're just asking to be able to have that ID, not

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to mandate it. And again, the procedure that we would have to go through, we would voluntarily say yes, we approved to go through that to get this ID because it's true, we do have difficulty going into some buildings. And additionally, we should not have to

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provide our home addresses when we're visiting schools because we're not visiting our school and we're not there as a parent. And that's actually a breach of information and we shouldn't have to share our information in that way because anybody that comes to the school after that can get that

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information. It should be the same as when you guys are visiting schools. You don't put your home addresses or even at tweed. So again, it's not a request for an additional protocol or procedure, but just the ability to access the ID to help make our jobs easier.

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>> Thank you, Reema. Yeah, we will look into this and see if what the what um what the the process would or what the barriers or how we can um work work if

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there's a if there's a pathway to work on this we I'm happy to kind of think through think it through with with folks. So um I think Flavia Yeah, please connect with Kevin and see what what can be done there. >> Thank you Chancellor. Chancellor.

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>> Okay. Um, how will New York City public schools evaluate whether AI tools are improving educational outcomes for students? >> Yeah, this is a huge one, right? A very, very big one. And I think as the system, not just us, but the entire system, we

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are um really contending with AI right now and we're going to continue to do so over the next uh well for the foreseeable of the future. And so this is one thing that we're looking at very closely to

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figure out what tools um can actually work and move the needle. I think this is a this could be done through what we call some beta beta testing and some pilots of some

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uh AI tools, but I'm we're going to have a lot more to come on this idea in the in the upcoming weeks and months as we continue to think about how to manage and respond to to AI in schools in a way

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that actually um protects our young people, make sure that they're um they're continuing to work on critical thinking skills and then make sure that they are um they are ready

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when they leave certainly when they leave or as they go to NYCPS to engage with AI. But first we have to make sure that they we are protecting spaces for them to critical think protecting

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and and also protect be able to pay to pay more attention like what we did with the removal of um instituting the cell phone ban really looking at screen time as well. >> Okay.

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Um, how will students with disabilities, multilingual learners, and district 75 students be included in AI initiatives and benefit from emerging technologies? >> Yeah. And so that's one of the places so far where we're thinking um that we need

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to really get a good understanding of how AI is is is is working because you know our students with disabilities are our our multilingual learners um are are most vulnerable and many times our or

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opportunities potential opportunities to expand and accelerate their learning are important. And so uh you know I know deputy chancellor Fod is on so I know she can pro possibly add some more here. >> Sure. Thanks Chancellor. Yeah and it's

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it's just critical that we're working in alignment with the overall AI work as always. Right. So um the guidance established we were uh we've been a part of that. We've been part of every working group and of course as always Dial is here to center the needs of our

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students with disabilities and our multilingual learners. Um it is always encouraging right when citywide guidance indicates that uh this is the work is being done in service of all students. Um and so we will continue to work in partnership with the the group at large

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to make sure that innovation is always centered for students with disabilities but also that we're we're certainly working in alignment with the parameters that that the agency is setting out as a whole. >> Okay. Um, we do have a question from YouTube.

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Um, if there are any updates on hiring of occupational therapists specifically for high school students. >> Yes. Yes, we um are working through the national shortages on on the OT front, but we have o hired almost 500 related

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service providers uh across the agency, which has been an exciting addition to the workforce. Um and particularly for the high school needs. Um we're going to have the contracts that the PEP has been voting on and voting in are going to be incredibly helpful to us in the upcoming

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school year to make sure that we are serving our high need areas and and providing additional coverages uh where DOE uh New York City public school providers may not um we where we may not be able to hire because of availability

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of of of staff. Okay. Um, so those are all the questions that we received. Um, I know I don't know your time, Chancellor, because of the time you got in, so I don't want to take up too much of your time. >> No, it's okay. Um, yeah, I'm going to I

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need to hop off in a couple minutes, but um, but I'm always happy to be on with you all. This is good. Um, you know, uh, Flavia and I are trying to work on, um, a potential event for the end of the year. I'm not ready to talk too much

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about it yet, but uh and uh I I really want to I'm trying to figure out if there's a way to, you know, appreciate our parent leaders. >> There's always a way and we will appreciate you appreciating us. So, >> yeah. Yeah. Yeah. Yeah. So, I'm trying

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to think about it. So, stay tuned. >> Okay. Um so, then while you're here, then I'll just add we did have DIIT on our agenda for today. >> Yes. Um, so Josephine and I met with uh Joel Mendoza, the chief of operations, and Alex Williams,

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>> who are now overseeing the work of DIIT >> and our favorite DOE external emails. >> So I have to say for the first time it was a very productive meeting. We had the opportunity to express our concerns

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um that the parent leaders, us, you know, included, we've raised. So, we were very encouraged by their commitment to working with us as true partners, not rushing the process, and there's now a reset strategy in place. So, with that

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being said, we asked them not to attend today's meeting because we wanted to give everyone involved more time to develop solutions to the questions and concerns that were raised >> and we're rescheduling them to a future meeting. But for everyone to know, the

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existing accounts will remain active during a transition period, and that's from July to December. They're going to create dedicated office hours for technical support, escalation procedures, um frequently asked questions, guidance that'll be developed with input from

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from us from us. They want to hear from us. It was so great. So, we want to make sure that every voice is heard. So, please send us your questions. Please reach out to your PAS and PTAs to gather their feedback as well. Um, we could either create a Google form for you guys

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or you can just email us directly and um, we're going to get this resolved. I'm I'm very confident that with Kevin overseeing this, with the conversation with Joel and Alex, with um, Deputy Chancavia um, Pedommo, it's it's going to be great. So,

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>> awesome. All right. Thank you so much for all that and thank you for everything you guys do. Um I always, you know, I'm amazed at, you know, the work that you all uh get done and the advocacy that you bring, not just for all of your kids, but all of the kids in

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New York City as well as my own, too. All right. So, talk soon. >> Thank you, Chancellor. >> Take care. >> You too. Okay. So, we have some some good things that are going to be happening for us. And you know, the chancellor has, you know, shared his commitment to working

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with us, to making sure that we have the resources and tools that we need. His cabinet, you see them all here. They're always here for us. So, you know, we want to just make sure that we are being we're being flexible. We have a new chancellor, a new team, and I mean, not

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for nothing, since March, they they've been doing their thing and working with us. So, we have to give them credit and give them time to get their work done. Okay, any other questions? Andy, I I do want to add I saw a couple of um at least one or two inquiries I

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think connected to uh DYCD and after school. So, let's coordinate because I think perhaps um it would be a great idea to do something in alignment with um DYCD because I I just want to make sure whether this is about the new contracts which actually lead within

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DYCD not with New York City public schools and while I have a lot of the just overall nuances because these are their their specific agency contract we're not the contract officer but and happy to speak at length about those

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topics. I know um that uh we had questions on it but I think if we coordinate something where DYCD could also come and join and kind of share some high level about their contracts but what you're experiencing is that since 2015

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DYCD hadn't been able to release their contract which they just did recently. So, I think there's some misunderstanding because every year principles do like a share agreement with the CBO, but that's not a contract. That's a share agreement. Um, the good thing is like with this new contract,

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they were able to add a few more additional schools across the city and some of those decisions were done in alignment with superintendent. So, in the case of district 6, I personally had conversations with with ENSO about this. The challenge is the addition the

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additional programs do not align with the need. meaning that we still have a number of schools especially still at the elementary who are lacking um centrally funded after school but I I can certainly follow up at the uh DOE level on that and bring somebody from my

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team because this is also managed with us and in addition to that I think the deeper conversation should include the CCD and I can make that happen as well. Okay. >> Thank you. We'd appreciate that. >> Okay. Absolutely. My pleasure. Just wanted to address that cuz I saw it in the chat. Okay.

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>> Excuse me. >> Okay. Any other questions? So, we are so on time. This is great. Um, we'd like to wish everyone a happy Flag Day, a happy Junth, all father and father figures a happy Father's Day. We

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hope everyone has a restful and enjoyable summer. So, I'd like to share that CPAC does not meet in July officially, but we will have a training for all new and returning voting members on July 9th. It'll be a virtual meeting

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on Zoom. It will not be livereamed. So, please make sure your election certification forms are completed. Um, they're submitted to SPLCI so that our face leaison Anthony Aguilar Agular can verify our members so you can attend. bring your questions, your concerns, so

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we can support you supporting your PAS and PTAs in preparing for the summer and for the 2627 school year. So, can someone make a motion to adjourn the meeting? It is 11:45.

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>> A motion. Bronx High School. >> Thank you, Reema. >> Second Twins High Schools. >> I'm sorry, I didn't Was that Gwent? Yes, >> Queen's High Schools. Okay. All right, thank you and we will be emailing you the link and all the

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information. Thank you all for coming and have a great summer. >> Thank you, CPAC. >> Happy Father's Day. >> Appreciate you, Cad. Later. >> Definitely. Happy Father's Day. >> Thank you so much, everyone. Happy

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Father's Day. Have a great day. >> You too. >> Thank you, CPAC.