We are going live. While we're waiting, if everyone can please just put their district burrow in front of their name. If you need us to help you, please just write it in the chat and I believe we are now live on YouTube.
Okay. So, good morning everyone. Um, our Spanish interpreters are here. Can you please make your announcement? Simultaneal. Say thanks. Head of announcement. >> Thank you so much.
Okay. Um, so it is 9:34. Would someone motion to call this meeting to order? Someone make a motion. >> Motion. >> Thank you, Reema. Second. >> Second. >> Thank you, Melissa.
Okay. Um, unfortunately, Josephine, my co-chair, is not here today, so I will be doing roll call. Um, so, District One, District 2, >> here.
>> Thank you, Anthony. District three. District four. District five. District six. >> Good morning. Good morning. >> Good morning, Caroline. District 7. District 8,
>> present. >> Good morning, Laticia. District nine, >> present. >> Good morning, Priscilla. District 10. District 11, District 12, District 13,
District 14. >> Good morning. >> Good morning, Leticia. >> No, Miss Miss Perez. >> Okay, Anthony, can you just check the 14 for me.
District 15. District 16. District 17. >> Good morning everyone. >> Good morning Veronica. >> Good morning Veronica. >> District 18. District 19.
District 20 is excused. District 21. >> Good morning. >> Good morning by 11. District 22. District 23.
>> Rising and happy Thursday to everyone. >> Tanya. District 24. District 25, District 26, District 27, District 28, >> District 29, >> here.
>> Morning, Priscilla. District 30 >> present. >> Morning, Becca. District 31 >> present. >> Morning Melissa. >> Good morning. >> District 32. >> District 75. Brooklyn High School. I am here.
Uh Bronx High School. >> Morning Rama. Manhattan High School. >> Good morning. I'm here. Good morning, Rosa. >> Morning. >> Queens High School President's Council. I saw Quinton before.
>> Okay. And Stat Island High School >> here. >> Good morning. >> Was there anyone I missed? Okay. Um, so the attendance link was dropped in the chat. I'll drop it again for
everyone to fill out. Okay. Um, next slide. CPAC meeting procedures and standing rules. Please wait to be recognized before speaking.
What's happening? >> It's in play mode. Okay. Be respectful, courteous, and professional. Disagree amicably. Remember, others would like to speak, so be mindful of the time. Try to keep your responses to two minutes or less. Don't
unmute yourself to say you have your hands up. Side conversations in the chat are prohibited. Please don't be disrespectful. Do not ask follow-up questions after your question has been answered. Use the chat to ask follow-up questions. Infractions will result
infractions will result in warning on the first infraction except in some cases muted for the rest of the meeting or removal from the meeting. Thank you. >> Thank you, Priscilla.
Okay. So, it is Black History Month and we have Valentine's Day coming up after Friday the 13th. So, this should be an interesting uh month. Um some announcements. Well, here's our agenda for this today.
Um some announcements. We have a new election certification form that will be released after mid-winter recess. So, president's councils and CPAC will now be able to receive the certification forms. Uh,
personal information for from parents is no longer there. It's no longer included. So, now we can continue to get these forms. Um, it was definitely a privacy issue and we wanted to make sure that everyone felt safe and that their information wasn't being shared um
amongst people that should not have it. So we want to thank base for including CPAC um our executive board to partner on upgrading and revising the form. So um that was very important to us.
Now we have our sorry just something. Now we have our other announcements. Move. Um the 2026 school survey is open. It will be open until April 12. Um sorry
there's a typo. April 12th. February 9th to 13th is respect for all week. February 16th to 20th, schools are closed for mid-winter recess. 3K admissions um will close on February
27th and office will be released May 19th. PreK admissions are closed on February 27th and will be released on May 12th. March 5th is afternoon and evening parent teacher conference for elementary schools and prek centers and
students have a half day. On March 12th, it will be afternoon and evening parent teacher conference for middle schools and D75 and those students have a half day. Kindergarten admissions is now closed and the office will be released on March 31st.
New York City's um 2026 summer youth employment program is open and the deadline to submit the application is on February 27th. New York State has unclaimed funds. We want to make sure that all PAs and PTAs,
presidents, councils, and school administrators are aware that you can have unclaimed funds sitting there and we want to make sure that you go on the um the website and you can fill out the form to receive these funds that are owed to either your PAPA, President's
Council or school. And if you should look it up and see that your school is there, you can share that information with your principal so that you can claim these funds. Um the chancellor, our new chancellor Kamar Samuels is hosting our schools, our future
conversations with the chancellor. Um it's an in-person community conversation. There is a link to register in order to attend. It's in all five bureaus um during the week and on a Saturday to accommodate as many parents as possible. So, we want to make sure
that you have that registration link and you also share it with your school communities. And the uft the Brooklyn uft um parent community liaison Ian Stewart is hosting his fourth workshop. It's an IEP um
series and this will be on the school budgets and school leadership teams. It will be hosted on February 26 from 4 to 6 p.m. And there's also a registration link to attend. I want to see if I can drop all this in
the chat. Is that possible? I am over the limit. Okay, I will be dropping the links um in the chat or Vetta if you can drop them in the chat um during the meeting so that this way everyone is aware.
Okay, next we have our CPAC committees. So, as stated last month, if you'd like to join one or more of our committees, the voting members received an email with a link and um the questionnaire to remind them if they want to join the committees. Members of
the community, you can join by going to www.cpacnyc.com and under the standing committees, there are links to view the committees and to join the committee or committees that you're interested in. The dates and times of all the committees are listed
here. And the committee meeting summaries last month we dropped them in the chat and for the future some of them meet monthly some of them meet quarterly but when we receive the summaries from the committee chairs we will email them to all the voting members.
Um so next on the agenda we have January's minutes. So the minutes were sent out in advance to the voting members to review prior to today's meeting. So, can I have a motion to approve the minutes? >> I move to approve the minutes.
>> Thank you, Anthony. >> Second by Samuels. >> Thank you, Tanya, for the second. Any objections? Okay, the minutes are approved with no objections. Um, I just want to see if the Spanish um
interpreters can make their announcement again. Yes, of course. symbol. Uno says symbol n Spanish announcement finished. Thank you.
>> Thank you so much. Okay. Next on the agenda, we have a resolution on uniform eligibility for parents of multilingual language learners to serve on citywide and community education councils. Um, this was also sent out to the voting members.
Um, Becca Are you ready? >> Sure. >> Okay. >> All right. So, um that just this is the CPAC resolution on uniform eligibility for parents of multilingual language learners to serve on citywide and
community education councils. This resolution calls for all for uniform and eligibility requirements for the parents and caregivers of multilingual language learners, scholars to serve on their community education council citywide council on educational English language
learners and the ability for CELL to fulfill its required duty to send a representative to the citywide council on high schools by amending new New York State Education Law 2590. Hence calling the New York State legisl legislation to
support and pass the proposed Senate bill plus 6355 and assembly bill A100079. Whereas the chancellor parent advisory council CPAC acknowledges the city council on English language learners established by New York State Education
Law 2590-B5A I the law are tasked with the power to advise and consent on any educational or instructional policy involving bilingual multilingual or English as a second language programs sorry and make recommendations
as appropriate on how to improve the efficiency and delivery of such services. And whereas since its establishment in 2010, it has been difficult to recruit parents of current multil- language learners who were eligible to serve on citywide and community education councils, it is it
was necessary to amend New York State law in 2013 and 2014 to expand engagement and empowerment of families of MLS. Amendments to the law allowed parents of students currently in a bilingual or ELLL program or who were in such a program with the preceding two
within the preceding two years to serve on the CELL and the community education councils. And whereas the changes to parent candidate eligibility did improve the pool of parents of MLL scholars to serve on the CEC CC. It but it was obvious that more changes
needed to ex needed to expand parent and caregiver eligibility. And whereas the eligibility requirements of four CE cell CEC's CCHS are not uniform which results in confusion during elections. To be eligible to serve on a CECC set aside
for a parent of an ML scholar, a student must be currently or have been an MLL. To be eligible to serve on a CELL, a parent must currently have a student in a bilingual or ELLL program or have been in such a program within the preceding
two years to be eligible to serve as a CESO parent representative of a CCHS parent giver parent or caregiver must have a high school student currently in a bilingual or ELLL program. And whereas during the New York State 2019 legislative session, New York
State legislature amended the law which went into effect July 1st, 2019 to ensure that at least one position on a CEC is filled by a parent or a caregiver of a current student who is or has been at any time an MLL scholar. Whereas amendment to the law that took effect on
July 1st, 2019 did not provide for parents, caregivers of scholars who are currently or have been at any time an ML parent or caregiver to be eligible to serve on CELL or as a CESL representative to CCHS. And whereas when the July 1st, 2023 term
began, CEL was unable to seat six members required to form a quorum. Out of the nine elected parents, only three attended meetings plus two public advocate appointees, which meant only five members regularly attended. In November 2023, it was necessary for two
NYC DOE trustees to assist CEL in declaring five vacancies so that the new CEL members could be appointed to achieve quorum. And whereas the inability to achieve quorum seriously hindered the ability of CELL to perform its duties and responsibilities,
including the ability to appoint one parent representative to the CCHS since 2019 2010. And whereas the amendment that provides for at least one position on the district community education council be filled by a parent of a current student who is or has been at
any time an MLL does not mention that the same provision should apply should also apply to eligibility of parents of current students who are or have been at any time an MLL to serve on the citywide council on English language learners and the CCLL
appointee to the citywide council of high schools. And whereas omitting the provision from the amended law that allows parents of students who are currently or have been at any time in ELLL to serve on the C se CEL and CCHS does not support parent involvement and
empowerment for all parents and students who are learning English. Now therefore, be it resolved that the amendment in state law 22590 that provides for parents and caregivers of current students who are or have been
at any time an MLL shall be eligible to apply to serve on the district level community education councils shall also apply to city cywide council on English language learners and citywide council on high schools. And be it further resolved that the chancellor's parent
advisory council fully expects an immediate change in state law 2590 that shall allow parents and caregivers of current students who are who have been an MLL who ever have been an MLL to be eligible to run for and those parents
caregivers be select to be selected and appointed to serve on CEC ELLL and CCHS. This will match the current eligibility requirements of parents, caregivers, and scholars who are currently or have ever been an ELLL to serve on the CEC's. It will also
bring eligibility eligibility uniformity and increase engagement and empowerment for all parents of students who are learning English to give visual aid for our visual learners. Please see the chart below that displays what is currently stated in the law and what the law should read after it is amended to
state laws so that all MLL parents and caregivers can have an opportunity to fully participate in their children's education. CPAC supports and strongly encourages New York State Legislature to pass Senate Bill S6355/Asembly bill A100079.
Be it further resolved that the chancellor's parent advisory council who represents New York City public schools scholars and their families including the 44,469 multiling multilingual language learners high schoolers and that all that are all all scholars and their families of New
York City public schools New York State public schools are supported and represented on all platforms of student and parent caregiver voice. Therefore, it is imperative that the New York State Education Law 2590 is amended to ensure that MLL parents, caregivers are involved, engaged, and empowered on a
city-wide council on high schools. Do I need to read the chart or we good with that? Okay. >> Oh, you're muted, Randy. >> Thank you. Discussion on the resolution. >> Would someone make a motion to move the
vote to the floor? >> I motion to pass. >> Thank you, Marina. >> Second. Matan High School seconds. >> Thank you, Rosa. Okay. So, we're going to take a vote. I
guess uh I will be doing that roll call. Um district one is absent. District two, >> yes. >> District three is absent. District four is absent. Five. District six.
District six. District seven is absent. District 8. >> Yeah. >> Thank you. District 9. District 9. Brazil. 10 is absent. 11 is absent. 12. 13. 14.
15. 16. 17. Veronica. >> Yes. >> Thank you. 18 19 20 21. >> Yes.
Thank you. 22. Yes, >> thank you. 23. >> Yes, >> thank you. 24 is absent. 25. >> Yes, >> thank you. 26 is absent. 27.
28. >> Good morning. >> Good morning. Uh 28 yes or no on the resolution. Jazelle, this is your 28. >> 29. >> Yes. >> Thank you, Priscilla. 30. >> Yes.
>> Thank you. 31. >> Yes. >> Thank you. 32 is absent. 30 uh 75. Ashley >> here. >> Yes and no on the resolution.
>> Yes. >> Thank you. I vote yes. Brooklyn High School, Bronx High School, >> approve. >> Thank you. Manhattan High School, >> yes.
>> Thank you. Queens High School, >> yes. Thank you. Staten Island High School. >> Yes. >> Thank you. Um I just want to go back to who's here. Um District 6, Caroline.
>> Is she still here? Yeah, she's she must have stepped away. And district 28. Um Jazelle, yes or no on the resolution? >> Yes. >> Thank you. Okay. One, two, three, four, five, six, seven, eight,
13, 14. Okay, so it passes unanimously and we're going to move on to the next resolution. Um, next slide, Becca. Okay. So, hold on. Let me make sure I got it up here. Okay.
All right. This is a resolution to expand student omni for enhanced and equitable student omni cards approved by our legislative committee. Um, dear Mayor Mandani, Speaker Menon, Council Member Denowitz, and Chancellor Samuels, the chancellor's parent advisory council
has long supported efforts to ensure that all New York City public schools scholars receive transportation services that they need. CPAC represents all the PAs and PTAs in the New York City public schools and through them the parents and caregivers of New York City public school children. In the wake of the
school bus driver shortages, the increased reporting of lost and damaged omniards and the mayor's call for fair, free buses for all New Yorkers, we believe as Mayor Mongdani, fast and free buses will not only make buses reliable and accessible, but will improve safety
for riders and operators. In regards to our New York City scholars, faster and free unlimited bus service will ensure attendance, punctuality, and the ability to participate in enriching after school activities. CPAC therefore would like to give our support to the following derived from the transportation
alternatives youth activist community petition to support affordable and reliable transportation for all students. Cpek stance and resolution is to expand student omni for fairer and enhanced student omni cards. Whereas one New York
City school, New York City scholars, the vast majority walk, bike, or take public transit to get to school. The latter uses the current student omni program which often leads to students to lead students to face dilemmas, issues, and confrontations with transit workers or lack of support when traveling. Two,
since most of New York City public New York City scholars take public transportation to get to school and extracurricular activities, public transit is usually the only option for scholars. And it is important to ensure that scholars have easy and free access to ride without barriers. Under the
current student omniard, sorry three, many students have excluded becy students are excluded because they live too close. They need to be more than a half mile to school or receive yellow bus service even though they still rely on public transportation for access for internships and extracurricular
activities for after school. Students who qualify but are still limited to only four students who qualify are still limited to only four rides a day and they may face difficulty with traveling to and from extracurricular activities. Four, in addition, the student this
current student Omni unlike the retired student metro card is made of paper leaving the student Omni card susceptible to being damaged more readily and frequently which leads to card deactivation or reliability getting a replacement in a timely manner. card errors, private damaged cards, lost
cards, is stressful enough when traveling compounded by the lack of aid, immediate support, or funds, or scholars have to make decisions. How do I get to school? Should I attend today even though I still be late? And should I jump the turn styles, or do I argue with argue or ignore the bus driver? These are the decisions that New York City
public school scholars should not be facing. Therefore, be it resolved, the chancellor's parent advisory council implores New York City to act now to enhance the student omniard and make it available to all New York City public school scholars. Our scholars cannot wait for the pilot program fair free
buses for all New Yorkers to become a reality for everyone. CPAC strongly encourages Mayor Zoran Mandani, Chancellor Kumar Samuels, Speaker Julie Menon, Education Committee Chair Eric Denowitz, and the members of the city council to ensure the following one. Universal access. All
students should have access to student omniards regardless of where they live but less than regardless if they live less than half a mile from their school or be eligible for the yellow bus. Keep in mind if students take part in after school they cannot take the school bus back home. Irrespective of their mode of
transportation to school. Many scholars participate in clubs, school sports, tutoring and other enrichment activities or they have mentorships, internships and jobs that require the use of public transportation. Two, unlimited rides. Student omniards must have unlimited
rides with only four rides a day. Scholars with multiple transfers with because it is the short it is the shortest and fastest or live in a transportation desert. Extracurricular activities or family responsibilities will be forced to pay for the extra commuter rides if they have the means or
take the risk of being stopped for fair evasion after they reach the limit. Three, fair communication and deactivations. Currently, student omniards are flagged for suspicious activity if they show too many varied points of origin. Those cards deemed suspicious activity may be deactivated
sometimes without notice. This unfairly targets scholars with complex living situations such as those in shared custody arrangements experiencing housing instability, students in temporary housing, or commuting from different locations due to family circumstances. This practice can also discriminate against scholars with
economic and social hardships. Card deactivation should be transparent between the scholar, the family, and the school. Four, a faster, more reliable replacement process. Schools often struggle with keeping a consistent supply of omni cards because they are not given enough for all eligible
scholars and or for card replacement by office of pupil transportation. Timely and prompt shipment process for replacement of lost and damaged cards to schools needs to be estab established. Perhaps a computerized balance account a computerized balance counts for based on
number of eligible scholars at the school. When they fall below the determined minimum, additional cards are sent to the school. Due to the paper design, the card is easily damaged, often lost, and sometimes stolen. Scholars are entitled to receive cards that they that are resistant to properly
to properly serve scholars resilient sorry to properly serve scholars community needs. easy to replace the same school day with when they are missing, reported missing or damaged. Damaged omniards. Student omniards should be produced in the materials the same materials as its predecessor of the
student metro card or the hard plastic of the current regular or reduced fair omniards. This would minimize the amount of reported defective and damaged omniards. The chancellor's parent advisory council would like to summarize would like to summarize expand student
omni for enhanced equitable student omni card by using the transit transportation alternatives youth activist community flyer it's attached below discussion on this uh resolution Okay. Would someone like to make a
motion to >> motion to approve? >> I have I have one comment. I'm sorry I couldn't get my hand raised quick enough. This is um district 8. >> Okay. Um we um buses are clearly mentioned and
I do um understand the alignment with the free bus initiative that um the mayor has um spoken about. But um do we think we need to um put the subway and the train in there explicitly because um
there are some students who don't use the bus but they do use the train or they transfer between bus and trains. Um, so you just want the language to say bus and train. >> I mean, I don't know if we wanted to say bus and train or if we just wanted to
say um mass transit. Um, I don't, you know, I don't know how that how that would work, but I just know that we're explicitly saying bus and we're not saying we're not talking about the train. And I know a lot of our students, at least in the Bronx, do have trouble
um in the train stations um where they have the police and and all of that stuff going on. So um I am proposing that we do amend the language to either make it broad and just say mass transit or if we do explicitly state um train
and subway. >> Okay. Um is there a second? I second that motion with the amendment. >> Okay. So, do are we going to agree on
mass transit or explicitly bus and train? >> Mass transit I think just to make it all uh inclusive. >> Okay. So, is that the only um
proposed amendment? >> Sorry, Randy. Yes, I have a question. Is that including the Long Island Railroads or Fairies or is that only exclusive to MTA? >> Well, the Omni Card is for MTA. >> Oh, this is Omni. Yeah. So,
that's a tough one. I know we had a resolution in the past and we had discussed we would put Long Island Railroad on the table >> um for Omni. I I don't believe I don't I'm not 100% sure if it includes Long Island
Railroad. Does Does anyone know? >> No, it doesn't. >> Okay. So, it's just So, this resolution for Omni, this is specific toward to Omni. We could always um entertain a future resolution for Long Island Railroad,
>> right? Okay. So, does this include ferry as well since OMI is part of ferry? >> Everything include So, so mass transit would include um anything that you can use Omni for would be included. So, mass transit would include that. >> All right. So, then no other amendments. This looks great. Thank you.
>> Okay. So, the motion to approve with the amendment of including mass transit in in the resolution. So, that's the Let the Tisha
and Rosa second. So, we're going to put it to a vote. District one is absent. District two District two. >> Yes. >> Thank you.
District three. >> District three. Yes or no on the resolution? District four. >> Yes. >> Thank you. District five is not here. District six, >> I vote yes.
>> Thank you. District seven is not here. District 8, >> yeah. >> District 9, >> yes. >> District 10, 11, 12, 13, 14,
15, and 16 are not here. District 17. >> Veronica, >> that's a yes. Thank you. >> Okay. >> 25 says yes. We didn't get there yet. 18 18 20 21
Yes. 22. >> Hi. Yes. 23. >> Yes. >> 24 is not here. 25 is a yes. >> Yes, it's a yes. >> Thank you, Veronica. Um
24 25 is yes. 26 is down here. 27 28 >> Thank you. 29 >> Yes. >> 30. >> Oops. Yes. >> 31. >> Yes.
>> 32 is not here. District 75. Ashley. Hey, Brooklyn High School, I vote yes. Bronx High School >> approved. >> Thank you. Manhattan High School, >> it's a yes for me. And also District 3
said yes in the chat. Just wanted to point that out. >> Thank you. Queens High School, >> yes. >> High school. >> Yes. >> Okay. And I see in the chat, Ray, you cannot unmute.
So we have you as a yes. Um any abstensions. Okay. So that passes also unanimously with the addition to include mass transit. So our resolutions pass. Next slide by
lettera. And we are now preparing for spring elections. And we have Anthony Aguular our face liaison. to have his hot topic. So, Anthony, the floor's yours. >> Good morning, everybody.
>> Morning. >> Um, can I share my screen? Perfect. All right. So, today we'll be speaking majority about nominations. Um, I just want to prepare you for what's coming up and then hopefully next
month we can speak about the actual elections both in person um and virtual. So, um, just wanted to say the spring election term is coming up um where we vote in their new members for next year.
Um however to do that um we must start with a couple of things. So the first thing is speaking about or um talking about the nomination committee. Um please check your bylaws to see when the
date um that's recommended uh for your district or your PAPA. sorry, for your PAPA, not district. Um, because it varies. Best practice for me that I've learned is to start it earlier
just in case if you can't form one, you still have some time to try to form one uh before April. So, as you see here, April 1st is the deadline to notify your principal of your election date. Um then
these are just some reminders. 14 days before your election, send out the notice to your principal um so that they can send it out it within 10 days to the school community. Um another best practice says June it says
June 15th here that you should um try to host your elections. However, if we can get it done before that, that would be even better for two reasons. Um, it gives the president's council more time to try to host their elections, and it
also gives the new incoming board time to shadow the old board um to learn best practices and uh to transfer records or know where those records are before time. Uh so
when they start they already have uh they're already a step ahead of the game if you will. So forming a nomination committee um that consists of three to five members. Um
this committee uh basically they select their own chairperson and the nomination committee is responsible for hosting the the elections um to get nominations
to um basically prepare for the elections. People who can serve on the nomination committee are as follows. parent, legal appointed guardian, person in uh parental relation, foster parent, so on
and so forth. Um in some cases, the principal can determine these things. Um people who cannot serve, anybody who is running for a position on the board should not be on the nomination
committee. and people employed in the school. Sorry. What happens if you don't have anybody that would like to serve? There are a couple of options. Um, you can
uh reach out to the president's council uh to see if they would like to host your elections for you um in the expedited election format. Um, one thing I do want to focus on is having the
elections done by the end of the school year. Why? Because if you don't, you're giving your autonomy away. Um, and the principal will have to re-establish your PAPA in uh the fall time. So, we want to keep
our autonomy. So by having the elections before June before the end of your term is important. Um basically as I stated before here are some of the responsibilities
um for the committee. Uh so to canvas the membership for eligible voters, determine um candidacy eligibility, sending out your notice um and then conducting the election process. Um
yeah. So um canvasing your membership basically is when you can ask for nominations. Um, so there are multiple ways that uh elections
are ran. You have to make sure that you are referring to your bylaws. Your bylaws should tell you how with methods your elections should be held in virtual or in person. Um, and then when you're canvasing
um for nominations, best practices to keep it open. However, um it depends on what your bylaw state. Um we don't want to exclude people. That's why I say keep it open. So you can get nominations before time. Um and
then you can also get some nominations at your meeting. You do not want to close elections before the meeting in my point of view because if you do not get anybody to uh fill those vacancies or to
run um then you can't open it at your meeting if the nomination notice went out and say that after this date it will be closed. So we have to make sure that we are aware of the language that we are
putting in any thing that is distributed because if you go against what you write on those pe pieces of paper that you send out or those emails that you send out, your elections can't can be grieved and will be overturned if you're not
following the language that you place in your own documentation. So, with that being said, make sure that we're following everything that is in your bylaws, uh, in any notification that goes out, so on and so forth.
As I said, uh, platform selection is based on your uh, bylaws. We have two methods, inperson or virtual. There is no hybrid option at this current time. The
nomination could mi committee should know the following things. How to unmute uh people, how to share screens, share features, uh things of that nature. Um basically
how to how to utilize the platform. Um, and then I will save everything else electionwise for next time because I do want to go in depth with um inperson and virtual elections. Uh, so I will leave
it here, but we should start thinking about forming our nomination committees as soon as possible. Thank you. >> Great. Um, I just want to make sure that everyone that's here today is aware that
the nominations are for PAS and PTAs. President's councils do not have nominating committees. They are held as uh an expedited election and it's just one meeting. So, just want to be clear on that.
Okay. Next, we have um Jesse for um ACE updates. >> Thank you, Randy, and good morning everyone. uh always a pleasure to be here and uh and uh to give our updates on on our work. Um so thank you as
always for the opportunity. Uh so for our upcoming updates um for this month I wanted to talk a little bit about a variety of different programs that our teams are involved in. So over the past month the face homeschool partnership team has focused on turning strong
program launches into sustained engagement across New York City public schools. our weekly building strong foundations and literacy and math sessions continue to grow with expanded offerings, increased registrations, and strong return participations. Uh we're very happy about that. Families are
actively engaged, asking thoughtful questions, applying those strategies at home, and inviting others to join. And it's positioning the series as a trusted citywide entry point for family learning. Um also want to talk about uh through our facing community uh we hosted additional in-person trainings
across multiple districts. Reading ambassadors and family connectors are increasingly stepping into leadership roles supporting facilitation coordination and partnership with our schools and the team remain visible at key school and community events connecting hundreds of families to
literacy math and broader community resources. Um, we're seeking meaningful traction, expanded reach, and deeper family relationships and stronger partnerships that position families as leaders in this work. Uh, couple of updates on, uh, a few of our additional
programs for families. Uh, so this week, uh, we had our most recent sessions for our family connectors program, which was, uh, uh, yesterday. Uh and basically what those are they're weekly training sessions with guest presenters from partner organizations who share
information about a myriad of programs and services available for families and update our on face and community. We're holding monthly events in New York City public school care districts, uh, districts 4, 7, 8, 9, 10, 12, 19, 23,
24, 31, and 32. And, uh, our most recent ones um, uh, that are happening are this week. We had, uh, on Monday we had a session in district 24, Tuesday in district 10. uh today uh we'll be in
district 9 and uh and I'll put the remainders of these in the chat members um but basically you know Thursday u um also in district 19 and uh uh for the remainder of the month we have sessions
in district 32, district 23, district 12, district 4 and two sessions in district 31. Um, also, uh, this winter, this past winter, FACE launched a virtual workshop series. Um, New York New York public schools science of reading and math workshop series, uh,
designed to equip families with practical science-based strategies to support their children's reading and math development. The sessions translate research into simple, actionable tools parents can use at home with a focus on supporting K to5 students who may be
struggling. With um a few sessions remaining, families still have the opportunity to join this seven-part series and build strong foundations in literacy and math while strengthening confidence as partners in their child's learning. And um council members, I will put all this information that I'm sharing in the chat with with a variety
of different links. Um but the remaining sessions are uh coming up uh on the 26th um and uh the 5th of March. So I will put that in the chat. I'll uh put a flyer in the chat. We we can share with
families with additional information and also like to talk about our L ambassadors program. So there are final sessions ahead. Um just in summary um as part of the office of multilingual learners uh English language learner development curriculum pilot uh under
the New York City Reads Initiative OML and our office have partners to strengthen family engagement across eight diff districts through the L Ambassador program. So, we launched this in December and the program has already engaged uh 628 registered families from
pilot schools through weekly virtual sessions designed to support multilingual families with clear accessible information about the ELD pilot and practical ways to support learning at home. Building on FAC's three years of science of reading family
trainings, the program emphasizes culturally responsive outreach and consistent communication to keep families connected and informed. So, as I mentioned, there are just a few uh remaining sessions. I will put this in the chat, but just wanted just to share that that uh the remaining sessions are
Tuesday, February 24th is the remaining session that we have scheduled upcoming. Um so we look forward to um sharing that information and the program remains open to all families and participating pilot schools and eligible families have been invited to join the program. Um also
want to talk about uh citywide and community education councils. As we all know uh each C CCEC host a town hall in their district with a chancellor once during their two-year term. This is an opportunity to share information, hear about the community's concerns, and
respond to questions. So um there wanted to uh highlight uh the upcoming town halls in February and March and uh just share that information. I'll share this in the chat as well. Tonight we will be having a town hall in district 22. So we'd like to thank uh uh community
education council 22 for hosting uh this town hall with the chancellor. Um and that that's tonight at PS27 at 1100 Newkerk Avenue, Brooklyn, New York. Our next two will be in March and that'll be in district 2, CC2 and CC4.
So I thank both of those committee education councils um for hosting the town hall uh in March. CC2 will be on March 5th and CC4 will be on March 11th. And also we encourage all of our families to get involved in their education council. though um as as you
know as as CPAC is a leader in in in supporting families and representing parent concerns throughout the city. So our community and citywide education councils and they play a key role in connecting partners to meaningful opportunities um and help parents make their voices heard and shape their
community uh uh their community's education policy. So, we encourage um anyone interested to join uh a community and citywide education council. And I'll put information in the chat uh on councils and uh on where you can go to
uh attend a meeting and uh if you have more information, reach out to us on possible opportunities. And also uh last two things that I'd like to share um everyone is that I'd like to encourage parents and legal guardians of New York City public
schools to to apply um for these vacancies. And also there is another opportunity that I'd also like um to share and it's the equity council um equity uh the face equity council and
just in summary what the face equity council is is it's a team of parent leaders from both community and citywide education councils and the chances parent advisory council that provides recommendations on the resolution of complaints of violations of alleged
violations of chances regulation D210. 10. So I will put this information as well. And I just wanted to um share with members of CPAC that CPAC members can apply for the four available seats on the on the face equity council. And I
will put a link to the application um and uh in the chat so that if you have any questions, I'll have that application for your review. And with that said, um, always appreciate the opportunity to be able to share a few updates on what we're doing here at FACE
and also thanking the Chances Parent Advisory Council for your leadership and your partnership in this work. Um, can never say enough about the work that you do and the sacrifices you make day in and day out on behalf of our parents and families and it's always a privilege to work alongside you in this work. So,
thank you for the opportunity. >> Thank you so much, Jesse. and we appreciate the partnership that we have with FACE. So, thank you. Okay. Um, I know that next we were supposed to have transportation. Um, they're going to be on after the
chancellor speaks. So, I know that Nicole Williams is here. She is the executive director of STEM and she has a presentation for New York City Solves. Nicole, the floor is yours. >> Good morning, everyone. Do I have um sharing privileges and is it okay to
share my screen? >> Absolutely. Okay, perfect. Give me one second. Let's make sure we can Oops. I think I have to do it this way first. Share. Okay,
>> Randy, can you just give me a thumbs up if you can see my screen? You're good. >> Perfect. We're good to go. Okay. And if any point um you guys can't hear me or you want me to slow down, please just let me know. My name is Nicole Williams. I'm the executive director of STEM for New York City public schools. And so
everything math and science comes out of my office. This is just a highle overview so we can norm a little bit on New York City public schools. We have 45 superintendents, about 1,600 schools. I like to tell people we have about a million students. And this is some of
our demographic breakdown. On the next slide, we look at some math proficiency data. One of the important things to note about this data is we look at our overall proficiency for grades 3 through 8 and our overall proficiency for algebra 1. And the
proficiency rate for algebra 1 is 50% and the proficiency rate for 3 to 8 is 57%. So something is not working, right? only about 50% of our students have a proficiency rate in mathematics. So when I look at this data, some of the things that I start to think about is I think
about our subgroups. And so if we go back to our previously slide, we see that there are 74% um economically disadvantaged students in New York City public schools. Out of those 74%, if we look at 3 through 8, only um 51%
of that 74% is proficient. Um and then if we so we start to look at this data and we notice that the data doesn't look well but there are some real um inequities across our system in terms of subgroups. When we look at our students with disabilities only 29% of the
students and disabilities in grade three through eight are proficient. It's a problem. Our low scores are not a problem because our students are not capable. our low scores are a problem because the math practices um that we've been using to teach in our system are
out ofd per se, right? We're not building math communities where our students feel as if they are part of this math world. Um they're not coming to class feeling as if they can do this work. And and so we're thinking about ways in which we can rethink our math practices to make sure that we have
equitable practices across the city um to allow all of our students to really be proficient. Along with NYC reads, we have a common goal. This idea of centering student thinking and making sure that every student experiences grade level content
every single day. For a very long time, we had been thinking about if a student has learning gaps, right? Let's focus on let's just like teach them at what they know. And so that might have meant that we had a sixth grader and the content that was being presented to them may be
fourth grade, maybe fifth grade, depending on where they're at. Teaching in those ways only cause larger learning gaps. And so we want to make sure that every student gets grade level content in front of them and that we think about what students know as a way to bridge those learning gaps and give them extra
support and extra time to make sure that they can engage with that grade level content on that given day. We're moving away from the idea of just memorization, having students being able to spit back procedures, protocols, formulas because many of our students, including many
adults, our memory fails us. And when our memory fails us, we need to be able to say, "hm, I know a way in which I can figure this out, even if I can't remember the the formula, even if I can't remember the steps my teacher told me." So, we're moving towards a way that really um allows students to make sense,
build meaning, connect what they previously know to what they're learning, and to connect big ideas over time. When we think about NYC solves, we have really um designed and structured NYC solves in a
really meaningful way. We wanted to make sure that we targeted three things across our system. One, rigorous instruction. Two, we wanted to make sure that we were building educator capacity. And three, we wanted to make sure that we were building mindsets over time. So,
we know that across our large system, different schools were doing different things. Even sometimes different teachers in the same building were doing different things during their math classrooms. And so we want to make sure that we have one standard highquality curricular material that goes across a
district so that districts can plan together, teachers can engage together, and they can think about how math builds over time with the curriculum. That's only the first step. We need to make sure that we're building in time for our educators to collaborate with one another um engage in professional
learning so that they too can make meaning of what's being taught. And so many people right um are so quick to proclaim like I'm not a math person. I don't do math. Math is not my thing. And we want to make sure that over time our educators, our teachers, um our
students, our families can say like yes we are math people. we can do this, right? Um, we may not love math, it may not be like our preferred subject, but we at least like it enough to engage and we're open to it. Um, when educators come into a math classroom with the idea
of they don't like math, that rubs off on our students. And so, we're really trying to build math mindsets to make sure that everyone can believe that they are really true mathematicians. One of the ways in which we are shifting practice is we like NYC reads have math
shifts. We have a from column and a two column. We're not saying what's in the from column is bad. We're just saying over time as we learn more we do better, right? And so we're moving away from some practices which may be a little bit outdated to practices that allow
students to be at the forefront of their learning. So, we're moving away from opening a classroom where a teacher is giving students specific directions. Do this, do this, do this to a classroom where a teacher allows a students to make some meaning to think about what they know in order to engage in today's
content. Have some time to engage in conversation with some of their peers and then the teacher will come in and if needed be explicit with the teaching. This idea makes sure that like students know that what they know is honored and that they are the mathematicians in the
classroom and hold the knowledge versus when we model everything, right? It's like the teacher has the knowledge. We're really trying to bring in a place where there are math tasks that are open for all students. So, I will give you an example. If we have a task that says
like three friends shared um nine cookies, right? Some people may jump to multiplication. Others may think about let me think about groups and let me like divvy it out. So there are different ways to think about that problem but still get you to a solution
and a pathway that works. And so the task that we're engaging our students with do absolutely that. They allow students to use different strategies to engage at a grade level in a grade level content. And then we also have tasks that that not only allow you to engage in grade level content, but if you have
that grade level understanding, you can go deeper. We are really encouraging our students to engage in conversation. In conversation, not just to tell me or to spit back information that I just gave them, but to really show that they have a deep level of understanding around the
what and the why. Why does this work? um and really thinking about what students know as a way to push them forward. And of course, high quality curriculum wraps this all up in a nice bow. We have a trajectory that we are on to make sure
that our students have educational, career, and lifelong success. The highquality instructional material is the first step, right? The ships are a way to make sure that the pedigogy and the teaching that's happening in the
classroom give equitable instruction for all students across our large city so that when students leave us, they're ready for careers. They're ready to be a positive force for change. They're ready to take on um life and communities and that they can compete successfully in
today's in today's competitive world. We don't know what jobs are going to be available for tomorrow. But what we do know is that the ways in which we're shifting math instruction are setting our students up to be critical thinkers, problem solvers to engage in collaborative work. So many times, um,
you know, we hear from the job force that when students leave New York City public school, they don't have those soft skills that are needed. It's really hard to teach soft skills, right? They can teach them the the job, but they can't teach them how to think critically. They can't teach them how to be problem solvers. Those are skills
that we're teaching them in New York City public school so that when they leave us they they have those skills ready at hand. So our goal is really ambitious but we really do think it's attainable. By 2035 all students um will develop math
abilities that they need for educational career and lifelong success. We have an overall strategy we're rolling out in phases. We are giving unprecedented amounts of supports and we're monitoring for continuous um
learning. On the next few slides, I'll dig into each of these so you can get an idea of what we mean. So, we're rolling out in phases. As many of you know, New York City Reed started in elementary school. NYC Solves started in Algebra 1 for a few reasons. We
didn't want to start an elementary school at the same time as New York City reads because it takes a lot to learn a new curriculum, understand the science of reading, develop those skills, pedigogy, and feel confident. Teachers would have had a really hard time doing
all of that in NYC reads and taking on new math content, new math pedigogy at the same time. We didn't want to have a cognitive overload for teachers. So we said, well, let's think about where we could start if we're not starting in elementary school. And high school seemed to be the right place because
algebra 1 is really the gatekeeper to higher level math courses and to post NYCPS success. We also knew that in our high schools that was the place where our teachers were using the most um fragmented, as you might say, curriculum. Some teachers were using
homegrown curriculum. Some teachers were using a curriculum that they pieced together. others were just using their expertise and we really wanted to bring together this high quality instruction and instructional material. We started in high school with 11 districts, 260
schools. We then moved on to add in 10 additional districts um in community school districts, so middle schools that was an additional 257 schools. We were then supporting algebra 1, algebra 2, geometry, and grades 6 to 8. Um, most
recently we added in six additional districts into middle school, adding 90 more schools and and those schools were just serving grades six to eight. Um, and our hope is that as we move through the years, we add in more districts,
more grades, um, and more content. In terms of professional learning, we provide tons of professional learning, not just for teachers, but for school leaders, our district, and our job
embedded support providers. So, our teachers are getting anywhere between four and seven full days of professional learning where they are being pulled out of schools. They learn content. They learn how um their grade level content
connects to previous grade levels as well as grade levels after them. They also have opportunities to work collaboratively with teachers across their district. This is one of the most powerful pieces we've heard um that teachers really really enjoy. For so
long, you know, you could be a teacher in a small school and be the only teacher teaching math and feel like I have no one else to plan with, no one else to talk to. Our collaborative communities of practice gives teachers time to engage with other teachers in neighboring schools in their districts
to talk about math to think together to have um a planning partner. Teachers also are getting um anywhere between six to 12 days of job embedded support that is pushin support that
comes from external vendors where coaches go into schools and they are planning with teachers. They're unpacking units with teachers. They're modeling best practices. They are teaching side by side and coaching. And those job embedded support providers,
although they are external partners, all attend communities of practice with the NYC solves math team to make sure that there is coherence and consistency across the system in terms of um the content that they're delivering, the content that they're sharing, and the pedagogical decisions and moves that
they're making. District teams are coming to communities of practice with those job embedded support providers to make sure that the district team can continue to support when those providers are no longer around. This is how we build sustainability and capacity over time.
School leaders are also getting sessions that are delivered through the NYC solves team as well as the districts um to really make sure that they can be the instructional leader pushing this work at schools. We are looking um and monitoring for
continuous improvement. This is a systemwide data collection and we collect data in a few different ways. Obviously, the one that's like forefront of our minds is we look at state test data, right? To tell us like what are the scores saying, is it working? Is it not? But that's only one piece of the
data puzzle that we look at. We have implementation checks. We are district instructional leads go into schools into math classrooms twice a year to think about what does math instruction look like in those schools. We have an implementation check tool that is really
aligned to our math shifts to think about where the math shifts are living in schools. We have our job embedded support log. So all of those external vendors that we send into schools, we collect information on what they're doing in those schools, how many times they're in the school, who are they
working with, what types of supports are they providing. We have our surveys. So we have uh two times a year an educator survey and a school leader survey that tells us about the support we're giving and what schools and leaders need more or less of. We also have our New York um
city school survey which we collect and look at data as well. And then we have continuous feedback loops where we are um hosting teacher focus groups collaborating with union partners um working with superintendent teachers and leaders. We also have had some parent
feedback when we're joining CEC's and we're thinking about like what math instruction looks like and how we can continue to support parents in this work. So some early indicators of success um is district 11. District 11 is a community school district in the Bronx.
Um Christine Vaughn, Superintendent Vaughn is um the the leading instructional leader in that district. She and her team really have some great systems and structures in place. They have not only adopted a new curriculum,
um they've been using I am now for a few years, but that's not why their scores are going up because like we said before, it's not just about the curriculum or the material. That's the one piece, right? They also have done a lot of work on shifting pedagogy in their district to think about what are
the practices that teachers are using and what's happening in math classrooms. They've also done a lot of work in thinking about the amount of time students are engaging with math across a day. Superintendent Vaughn and her school leaders have 10 periods of math for all of their students. So, it really
gives them a lot of time to dig in, roll up their sleeves, and think about math instruction. They also provide additional math periods for students who may need it as a way to close the gap. We see here that Superintendent Vaughan and her team, their work has really led
to some really great jumps. In grade three, we see a 24.9% increase. Right? In grade 8, we see a 31 point increase. Um, and some of the things that I like to look at is those most vulnerable populations, students with disabilities and English language learners. We are
also seeing gains in those areas. Um, and so I'm excited to continue to follow uh, Superintendent Von story, but this is not the only district that has shown gains. There are several other districts. This was just a public blog um, that we pulled and we thought might be interesting to share here. So, that
is the end of my presentation today. happy to answer any questions or engage in a conversation about what math looks like or should look like um in your districts. >> Sorry, trying to unmute. Thank you so much. That was so informative. Um and
and math is is really tough for a lot of people. And you know, I just want to make sure that it's clear that everyone is working on helping um with the shifts, the changes that need to be made. I see that there's hands up already. So, I'll go to those
questions first then. Um Vanzana, you have a question. >> Hi, I have a question. How are you everybody? Um I have a question. Equity is expensive. If the students who need the most help are in the largest classes
with the least experienced teacher, then the policy is failing. So my question is, how are our most experienced math teachers distributed? Are you funding and staffing levels weighted towards the classroom with the highest needs? Thank
you. >> My office deals with content. I can't speak with any certainty around teacher placement and teacher hiring but I can say that as a former principal one of the things that I used to look at is teacher experience not just in a
specific grade but their experience with like content and the knowledge and we do acknowledge as an NYCPS NYC solves team that there are varying levels of um teacher uh knowledgebased comfortability with mathematics which is why we have so
much professional learning where we're not just focusing on gathering teachers together, but we really are focusing on building the content knowledge so that teachers, all teachers, whether they're new or whether they've been teaching for a number of years, feel comfortable and confident so that no matter which
classroom your students are in, they're getting similar experiences, high quality experiences. >> Thank you. >> Thank you. Um Leticia, >> hi. Hey, good morning. Um, I wanted to ask questions around so when we rolled
out New York City Reads, there were three um three curriculum that could be uh selected and I didn't I don't think I heard that um the curriculum itself was presented to be selected from like so
did we have um any particular curriculum that they could pick from or are we just um expecting the adherence to the New York City solves um standard? Yeah. So there are three curricular options. These curricular options were vetted by a team of teachers and
administrators through a very rigorous process. And one of the things that the committee made sure is that the three curricular align to our New York City shifts in mathematics. And those three curriculum options are um illustrative mathematics,
uh i mathematics classroom, and amplified desmos mathematics. And I from the districts that I see here um some of you are already engaging in NYC solves um and some of you are using some of those programs. So the districts that aren't, your superintendent will work
with your community um teachers, school leaders, and parents to think about which curricular option is the best for you. >> Thank you. >> Are there any other questions? >> I I'm sorry. May I be recognized? I just
put mine in the chat. Oh, sure. Caroline breeze about it, but if you want, I can just read it out loud. >> Go ahead. Go ahead. Um, so thank you, Miss Williams, for that very indepth. I know there's more to it, but that was really good. Um, I just want to know how New York City solves uh how is this
addressing differentiated instruction for students with IEPs, multilingual learners, and like students that are unfortunately right at right below the grade level. >> Yeah. So, as you can see from our data, almost 50% of our students are are not
proficient, right? And so, yes, we're looking at our special populations like students with disabilities and multilingual learners, but this is a a bigger problem than just like some of our small subgroups. We have seen that with using a highquality curriculum, our students with disabilities and multilingual learners can succeed. Some
of the reasons for that I believe is because the tasks that are available previously you would see in classrooms um maybe three different groups right you're the low group I'm going to give you this work you're the medium group I'm going to give you this and you're the high group I'm going to give you this what that did was cause some
students to have a really wonderful math mindset but those students who are always being put in that low group right develop this mentality of like I can't do this math is not for me and so what we're doing is we're saying that all Students are going to engage in the same task. So the same activity, but the
activity is going to allow for students who may not know their multiplication facts to draw a picture, use tallies, use manipulatives, while those kids who do know their multiplication facts can go straight to that algorithm. But the activities are open enough that all
students should have access. And for those students who still need additional support, right, there are those specially designed instructional tools and materials that come from the special educator to help. These programs also built in math language routines which
really help our English language learners to engage in the math and math content. So you don't learn math by like you learn math by talking about it, right? And the the math language routines are a great place to start. So, we are really taking a a deep dive and a
and a a a fine tooth and a fine eye on how we're supporting not just the learners who we think can do it or who people think but the all of our learners. We want to make sure that every single student in New York City public school gets access to grade level content, can engage in grade level
content, and ultimately becomes proficient in mathematics. >> Thank you so much. >> Welcome. Thank you. Are there any other questions? Okay. Thank you, Nicole, for being here for this wonderful presentation, for this informative and engaging
presentation, and um we hope to have you back soon. >> Thank you very much. It was a pleasure being here this morning. >> Okay. Thank you. Okay. Um, we're going to move on to
Jeopardy. Um, we have 8 minutes before the chancellor gets here, so we might have to just pause on Jeopardy and come back to it. So, Becca, are you ready? >> All right. Can everyone see my screen? >> Yes. >> Perfect. Perfect.
>> All right. So, same way it worked um last month and the month before. Um we'll start with the first question and then after that you use your hand, you raise your hand. The first person whose hands raised will get to answer the question. If they answer the question correctly, they get to pick the next
topic but not answer the next question. So, we'll just go in that order so everyone has a chance. Um so, Becca, you want to just pick the first question? and all of our DOE friends that are here, NYCPS friends that are here today, you can also um play along. >> All right. So, we'll start with respect
for all for 100. Okay. >> So, theme-based lessons and activities during respect for all week. Anyone? You could pick any of them that are, you know,
that a school can do. >> Caroline, >> what is No one eats alone? >> Okay, >> here they all are. Yep. No one eats alone is the last one. We got celebrating kindness, be an ally day, anti-bullying, cyber bullying day,
respect for diversity, disability, religious acceptance, and or racial diversity day, gender identity, sexual orientation, and or LGBTQ pride and acceptance day. And as you mentioned before, no one eats alone. All right. >> So, Caroline, you get to pick the next question, the next category.
>> Can I have nominations and elections for 200, please? >> Okay. >> Okay. This is a written notice of election meeting. must be sent to all members of the president's council at least blank calendar days prior to the
election. >> Tanya >> 10. >> Say I didn't hear you. >> You said 10. >> 10. >> Okay. Yep. >> All right. Category >> I will choose nominations and elections
for 400. >> Okay. Okay. President's Council elections should be held by blank and must be held no later than blank. >> No one Tanya
>> no later than June 15th. >> Not qu >> and well June 15th is the last part of it and then April 1st No. >> President's Council, not PTA's.
>> Oh. Anyone else want to give it a shot? Caroline, >> I'm terrified. Um, should be held by May and must be held no later than June 30th. >> No, you you you were kind of right, but no.
>> Anyone else? Okay. So, should be held by June 30th and no later than September 30th. >> We're trying to get away from September. >> Yes, we are. We are trying >> Exactly. >> PATA by May. So, president's councils
can be done by June. Okay. Um, Becca, pick the next category. >> Uh, we'll go acronyms for 100. OPT. Come on, guys. >> Melissa, >> Office of Public Transportation.
>> Office of >> Public Transportation. >> My mom's Alexa is going off now. Sorry. Christina, did you just cheat? >> I just saw Dr. Christina Melendez. And >> I heard it. I heard it.
>> Cheating. >> Okay. It's It's pupil. It's Office of Pupil Transportation. Okay. Pick the next category. All right. Then there like, why is it not going? Okay. All right. Um, well, let's try who's who
in New York City public schools 100 picture. So, does anyone know who this person is? Anthony. Oh, I thought Oh, you beat Remma. Okay, go ahead, Anthony.
Oh, you muted. Superintendent McCoy. >> Yes, it is District 75 Superintendent Dr. Kesha McCoy. >> Okay, Anthony, you choose the next category. >> Nomination elections 500.
>> The president's council must notify the appropriate superintendent of the date and time of their election by Anyone? When do President's Councils have to notify Melissa? >> Is it April 1st?
>> That's PTA. President's council. Caroline. >> I'm going to just go on a limb here. I'm going to say May May 15th. No, >> we're gonna read the regs. Oh, putting the fifth in the chat.
Tanya, >> uh, I'm gonna say, uh, come on, Tanya. Hi, June. June. What? >> I'm gonna say the 15th. >> H. >> So close. >> So close.
All right. For the sake of time, it's June 1st. All right. Next. Next category. >> Um, we'll do nomination elections again for 300. >> Okay. So, true or false? Constituent PATA presidents are co-presidents who
have been elected to serve for the following school year and designates who have been approved by a vote of the general membership are eligible to run for office. >> Tanya >> true. >> Okay.
>> Yep. >> Okay. I do see our chancellor is here. So, I'm going to pause the game for now. So, we will go um to Chancellor Samuels and then we'll return to the game
>> to play Jeopardy, too. Like, why do I not get a Jeopardy shot? I'm just kidding. Just kidding. >> You want to play? We can play. >> It's all good. >> Um, >> welcome, Chancellor. Thank you for being here. >> Thank you for having me.
>> I I just I on a >> on a different note, I just wanted to sincerely take care of business over there, please. >> Oh, Mark, I'm going to mute you. Sorry, I hate to do that. Um, >> take care of business over there.
>> Okay. Um, I just wanted to sincerely thank you for visiting one of our schools in district 21 um last week during such a heartbreaking time following the tragic loss of a student who was fatally struck by a bus. Um,
your presence I'm sorry I'm trying to just let people in. Um, your presence meant more than words could express. During moments of profound grief, seeing the support of you, your team, the entire New York City public schools family brought comfort and strength to
our school community. And your compassion and leadership helped our students, staff, and families feel supported and not alone. And we are deeply grateful for your care and your solidarity. Yeah. Well, um, thank you for saying that. And yeah, it was, uh, I mean, it's
just unspeakable tragedy. Uh, and to, you know, it's in for everyone for everyone. And I'll say uh um I spoke to to a translator to the mom
a little bit and um yeah that's that that situation is going to is going to stay with me. Um that was that that was an unspeakable tragedy even for the bus driver involved right who didn't know that it happened
and and and so from what I've heard. So that is yeah and you know unfortunately in a different kind of loss we lost another student um last night um obviously a different set of
circumstances including um gun violence and um you know we send our prayers and condolences to that family and that school community as well and we'll be have also have already been in touch
with with the school and have a presence there. But just every that this is the part of the job that is has in you know a month and a week couple weeks and that's the hardest part when I as a principal I remember walking into a
building for the very first time and it dawning on me that oh one of my 500 kids could actually not be here at some point and um I prayed every day that that never happened and it didn't. And so when it's
it it does, I really make sure I connect with the principles cuz I do know what that is and I I make sure as much as possible I commun connect with the school community. So um yeah, it's that's that's certainly been the the
surprisingly hardest part of this job. I didn't think about it prior to coming into this role. And you know with that said we you know today I we uh with with that heaviness I entered
into you know two school spaces where you know just unbelievable things are happening for young people in our in our school system. Um, I had the pleasure of going to the Queen's Innovation Center that houses the Northwell School and um,
that is just an unbelievable space. And also followed up with visiting Aviation High School as well, which is another just, you know, if I I just think about what my own outcomes would be, you know,
I feel I feel like, you know, the chancellor is limiting. I could have been a lot lot more, you know, when I regarding these uh these spaces that our kids have uh and and have access to and um yeah, it's it's we're doing there's
some tremendous work happening in the the New York City public schools and I want to be a vehicle for amplifying that uh despite the what is also simultaneously like tremendous those losses that we're we're
we're experiencing. >> This is terrible. And and I hope that something's done. I always I we always say that we shouldn't have to wait for a tragedy for something to be done, but we really do need crosswalks and lights and cameras and more crossing guards.
That's that's very important. >> Yeah, we we're doing a lot of work on that. And um those I mean those uh crossing walks for sure, cross crossing guards for sure are are um are are a shortage area. They're
very they're often community based and you know certainly as a superintendent we tried to I tried to you know engage the local precincts on that. Um and and so uh as much as we can we'll continue to do that work. >> Thank you. Appreciate that.
Um, okay. So, I'm Are you ready to take some questions from our members that were submitted? Uh, >> yeah. Let me first see make sure a lot of my team is on because, uh, you know, Yeah. They're they're they're here. They're here. They're here. >> You have a great team. They're I'm telling you, they're all so responsive.
Um, we're doing some great things with FACE, um, with safety, with school foods, with with everyone. They've just been really, you know, we just had we had an amazing presentation by Nicole Williams for New York City Solves. >> Oh, yes. Nicole is great. >> So, so we did the math. The math is
mathing. Uh, >> all right. The math is mathing. Okay, that's good. >> Mathing. >> That's That's important. >> Okay. So, I'm going to go into some questions. Um, what actions are being taken to improve
teacher training and curriculum for supporting students with dyslexia and to address bullying these students face? >> Yeah. Well, I'll start with um
just, you know, in general, we've done a lot of work as a system around uh bullying, our respect for our work and um how our our teachers and guidance counselors and uh schools really
really address um making our schools safe. where with our um work in schools, bullying I I think has from from certainly from the work that I've seen has really been on in in some levels the
decline though when we have one case of bullying for that kid the the the bullying is 100%. And um when in terms of feeling safe in school, as you know, that is a huge
priority for me. And I've been really working to ensure that our kids really learn and and and have tools to talk to each other, tools for peer mediation, tools for um making sure that we're not um getting
to levels of bias that needs to that that will cause and and and make bullying worse. Um I don't know if Mark if you want to add anything there before we get into the the curriculum stuff and and dyslexia. Yes, thank you, Chancellor. Uh, and good
morning everyone. Um, so you know the question is what are we doing about bullying? Um, just just as a point of information, we made the reporting of bullying much easier for parents. You can literally report bullying right from your cell phone. Um, in each one of the
cases of bullying, there's an alert that the principal gets and there's a certain number of days by which a principal must investigate in all cases of bullying and get back to the parent. And if in fact the bullying case is substantiated, there's a safety plan that's developed
for young people. Um, would be remiss if we wouldn't highlight the fact that next week is uh respect for all week, right? And and this is that is the work, right? We we are we are teaching young people to be respectful to each other. Um our schools remain to be spaces free of
bullying, discrimination, harassment and intimidation and are respectful all liaons who are receiving additional training to make sure that they are equipped to deal with all levels of hate for our young people and they are ready readily available for our students. So,
please continue to uplift the fact that these bullying reporting mechanisms exist for parents and they don't have to go into schools. They can actually report anonymously cases of bullying, right? And so, and we are we have um this past September, we have unveiled
our uh kindness over bullying uh campaign, right? So, uh it would be great for the for you guys to help us get the word out about that initiative as well. help us get that initiative out there as well. So, thank you very much. >> Yeah, thank you. Um,
yeah. And so, as you know, there's so much work that we're doing in transitioning or or in I wouldn't say transitioning in like our, you know, deepening our New York City re work. And so when it comes to struggling
readers, the screeners that we do, we have universal screeners that identify, you know, early indicators of uh struggling readers. And so we we um we're doing that work in the lower grades and we have um our our MTSS work
that's coming off of that that is critical in thinking about um making sure that our kids are exposed and receiving the right interventions at the right times. Right? So I think that
is um the the universal work that needs to happen when it comes to early indicators of this dyslexia. Um dyslexia is specific. we are not as a system um we don't identify dyslexia but we do
identify um you know early the early indications and I think you know I was in a school yesterday that was that is working on the working with the I read program which I think is really really great because it gives kids so many more
at what we say at bats right so many more opportunities to kind of see the words that um to to encounter and and and in their decoding strategies. So I think there's a lot of things that we're doing there
and I know I think I see um the the work the our special ed team on if you want to add something I think is that you Susan I see so >> absolutely yes you can follow up there. Thank you so much chancellor and uh exactly that and then some and you know
we are as as chancellor referenced we are strengthening training to all teachers on the science of reading so they're grounded and rooted in that foundational work and uh excited to share right that in partnership with the division of school leadership and our
colleagues uh that we are strengthening the special education components of this work particularly um around working with our special education teachers, related service providers, school psychologists, and
school leaders on interpreting screening and diagnostic data and ensuring that the uh evidence-based interventions that they are utilizing and the progress monitoring are all aligned in keeping with uh the MTSS work
um that DSL has really, you know, been so expertly uh rolling out and keeping moving. Uh one other point just quickly specifically around this also is that uh the division of uh dial we are also helping schools implement tools like
read and write which is assist of technology that provides realtime access to grade level curriculum um for students who have challenges like dyslexia print-based disabilities or are struggling with grade level content. So,
uh, this is front and center for both our divisions, for both work, and we're really grateful for the partnership to keep this work, um, at the forefront of everything we're doing in New York City. >> Thank you for that. Um, next question
is, how will you address teacher and staff social emotional well-being to reduce burnout and improve retention? Yeah, thank you for that question. I think it's it's it's super important and you know I hope you uh next next next
meeting you asked the question how how am I addressing chancellor burnout and chancellor turn but anyway we we we'll save that one for later. I don't think anybody cares. Um but but but seriously uh this is huge, right? Because we know
that our kids are uh and young people are best served when their teachers appear in front of them every single day with their in their best selves, right? And so when when when they don't um often times you can really think about
ways that um not just ways that their personal and professional lives are have become overwhelming. And I think, you know, over time, you know, we have partnerships with the uft where, you know, we're thinking about how our our our teachers um social emotional needs
are are cared for. And I know a lot in a lot of the principal training that we we do, there is also um uh that component of how are they uh thinking about their staff and um their their staff
well-being. And so I know Mark uh also has other other pieces that he's he's worked with on this in terms of counseling and and and also our social workers and guidance counselors. They also need they're they're the ones that are really confronting uh so much of our
trauma on on a daily basis. And so all of these uh folks need their own um social emotional work. And so we do have partnerships around that. Mark, you can talk a little bit more detail I'm sure. >> Yeah. So we kicked off this year just so
you know as a point of information a whole uh caring for the caregiver initiative right so that is the social workers that the chancellor just talked about our school aids pair of professionals teachers and others right and so we've have uh kicked off the
traumainformed care initiative of which it's a a remote and in-person sessions that we provide for teachers and others uh we've trained 12,000 staff members as well as a thousand and parents thus far uh they found this this work super
meaningful. There are uh multiple sessions that they can attend. Um they found it meaningful work. They they were extremely and they are often extremely grateful that someone is thinking about their well-being. Right? So that work continues um outside of the work that
we're doing with our um external agency partners and our higher education establishments to bringing additional supports to not only support our students but our staff as well by way of our social work interns that we are bringing to to uh uh lighten the load
for our caregivers. That's some of the stuff that we're doing to help support our teachers and other educators and uh leaders in this space. So, please feel free to reach out if you find that there are parents or there are other schools that may benefits from those existing supports. We'll be more than happy to
extend the work. >> Thank you. Um, how will families and parent leaders be included in shaping policies related to student and staff well-being? Yeah, this is uh definitely a hot topic
uh on in terms of um our thinking about the role of parents and families in um in decision making in the public school system. Um, as you know or as you may
know, we kicked off our um communic um conversations with the chancellor series, our schools, our future. And um on Tuesday night, the first one in Staten Island um second one is going
to be February 24th in um in Manhattan. And I think these are opportunities and these are the first opportunities to really think about um creating pathways for families to not just connect with the system but to be a part of the
decision making. Uh that is something that is critically important to me. I think that you are the representatives of um so many of our parents and when we're thinking about policies, it behooves us to get uh imp uh feedback
from the ultimate users, not just the not just the staff um but that includes the families. And of course I was with a group of students yesterday where we talked about uh exactly this. How do we in incorporate
uh are young people who are the the the ultimate users of the system. Um and because I and I say users because I am heavily steeped in the concept of you user centered design. So when we are
designing policies, we should really keep the end user in mind. And so we will continue to create systems um for our our families to give us feedback prior to any major um policy release. We
are also going to be announcing soon um looking at some some specific uh regulations that we're we're going to be uh looking at at beginning a working group to to to really uh talk through so
so that we can make some some significant updates uh to these regulations. So I so um it's going to be important that we hear from uh our parents, our families and groups such as
this uh in in in thinking about that. >> Thank you so much. Okay. Um with the increase in aggressive student behavior and reports of inappropriate staff conduct, how will you ensure safety in school buildings
and along school routes? And how will building leaders be held accountable when these issues are not properly addressed? >> Yeah. >> Um look, whenever we have uh incidents
in our schools, the the one very clear the one thing that I'm you know super clear about having been a principal um and a superintendent and teacher in the system is that we have very clear protocols. our protocols are very clear.
Um, and you know, it's our job, my job to make sure that those protocols are followed. um we can walk walk you through those protocols um um for you know specific incidents and then um we
we have um really good followup and mechanisms for making sure that our staff and uh and folks who come in contact with our kids are are are held accountable. Um, you know, I've I've
been through uh a number of uh situations myself and obviously on the accountability side, sometimes we're not able to publicly uh talk about that what with what we're doing with staff, but um
but in terms of but in terms of the protocols around it, um we we we we're very clear. Um, you know, Mark, I don't know how much you how much you want to share around the protocols and and steps, but um, but this is something that I think we with with the number of
kids that are in our care, um, I think it's it's it's really important to make sure that folks know that we are training our principles on the responses that they need to take. Like every teacher gets mandated training around so many of these pieces. But, um, but I'll turn it over to you.
>> Absolutely. You know, listen, the ch schools are in the center of our communities, right? And so when you talk about the safe passage and the work that's done uh to keep kids safe as they transition to and from community responsibility, while the schools don't shun that responsibility, there is a
point where the community has to support uh the school as we continue to keep young people safe. Chancellor alluded to an unfortunate incident that transpired not too far away from the school um at a local outside of a local McDonald's. Right. That's the relationships with
local businesses, our partners and clergy, our parent partners and our community based organizations that help with the safe passage as it relates to principles being held to standard. There are clear chancellor's regulation that um we we we make sure that principles
are updated on, right? Um and there's a annual training that takes place for not only our leaders but our school staff as well uh that that define and clearly outline expectations. Unfortunately, we're a very large system and we are dealing with human beings who do make
mistakes and there are reporting mechanis mechanisms in place to address anytime there is adult misconduct. Right? And we don't shy away from that and each and every time that we hear we take those um cases very very seriously. But we continue to do the work of uh
supporting our principles by having those monthly safety meetings that are required. We have a weekly meeting that's happening with our principles and our local precinct commanders so they can do the very thing that they did yesterday and have the support of local precincts outside if there are concerns
around dismissal as well as the burrow safety directors who do a monthly task force meetings where they're doing reminders for assistant principles of safety and security as well for our principles. So, we are using various different venues to continue to remind
everyone of their responsibility around safety and emotional well-being for our kids. Thank you. >> Okay. Um I know Veronica, I see your hand raised, but I just want to get to the questions that the members submitted first, and if there's time, we'll be able to ask your question.
Um D28 lost a school lost one of its 21st century after school grants and the families haven't received clarity on plans for next year. So they're saying that as a title one school the lack of guidance and is concerning as many
parents must plan for the logistics of cost for the logistics and cost of after school care. So when can they expect an update or a solution? Oh, can you say the specific school? Um, and then I'll turn it over to Flavia if
she has anything that she wants to add. >> It's PS220Q. >> Okay. Thank you. >> Yeah. And happy to jump in, Chancellor. And good morning everyone, and happy to be um here, Randy, and other parent leaders and colleagues. So, um, PS uh
28Q200 does has a 21st century grant that goes directly to a CVO. is not a grant that's managed inside New York City public school and that grant has not expired. Uh the 21st century grants that are
currently in place um are working all the way through June 2027 and I'm happy um to put the link there so you guys can see the the total award. While I do not manage from our community school that particular grant um common point is the
organization that received uh the funding to support uh three different schools in the in the community. Uh what I will say um is that we absolutely share um you know the common value of of after school and the need to extend
after school programming. Part of that has been the work that we are doing with DYCD which supports the vast majority of afterchool programs within the system. So this um past September uh a total of 20,000 seats were added
added across the city. Uh 5,000 were added through community centers because some of their programmings are in community centers near schools and 15,000 were added um in school communities. Um, in addition to that,
I'm going to share um in the chat just some links so that uh through our parent leadership, we also can um assist other parents who may be in need of after school by leveraging the DYCD discovery center and some of the other ways in
which we can support um families that are seeking after school programs. And I'm here available for any questions that you have in this area. And I also have engaged um already the district leadership around this conversation just to make sure that we get um to clarity
or or any other supports that those families may may need because the program is still active as the the grant that the CBO currently receives. >> Okay. Thank you. >> Absolutely. Um,
how will New York City public schools help parents guide their children in using AI responsibly at home and for homework? >> Yeah. So, this is a huge one. Um, and you know, I see Dr. P getting ready to to to to come off mute because she knows
this is this is a big one. And you know, we were uh I I had a pleasure of being at our last PEP and I and hearing actually the anxieties uh of of our of our of our of of some
families and also, you know, really experience uh the hope and and um and opportunities that I think are through our through hearing from our vendor and so on that I think AI provides AI
uh provides both uh hope not just hope as in we hope it's going to be a good tool but hope for many kids who many young people
who actually will learn more efficiently when we when when we administer um some interventions uh long term Uh but it's it's a hope that uh there are opportunities that it brings um to making learning more more
efficient. But it's also something that brings so much anxiety especially when it comes to privacy and especially when it comes to interactions with with bots and and and and so on, right? Um, but we do have uh uh guidance that we've worked
on that we're we're we're very close to be to to to releasing. And then we hope that that guidance in in linking back to a question that was asked before about the role of um families and parents in in in in giving us um feedback on
policies. I think this is a very clear one. We've taken a whole bunch of feedback from all stakeholders and we're going to continue to do that even in the first release of our guidance. There will be continued opportunities to give feedback before we actually get to what
we're calling the AI playbook. But I know Mia is on and Dr. Pate if you can just address uh some of that that would be great. So the first thing I want to um address is that this is a evolving process and we are not aiming to produce
a single document that becomes uh final. We are working to produce a document that can evolve as technology evolves and ensure that we create pathways for all of our stakeholders to input uh
questions and to seek clarity along the way. uh the guidance that our chancellor is speaking about, it aims to establish a really strong framework for adopting emerging technologies in New York City
public schools, starting with AI as a starting place, but it will also apply to all AI and AI powered tools that we commit to being used for educational purposes
um and to ensure sure that we provide clear boundaries. Um we've incorporated um a very clear approach so that families and stakeholders understand what is prohibited, what are the safeguards that are in place and also
what are some currently approved uses um for AI empowered technology. Um and also I would I would land and say that the the greatest focus of our work is ensuring
safety of students and to make sure that we have very very clear boundaries, very clear guard rails and making sure that we are clear about the things we are saying are uh prohibited and the things
that we are saying can be um utilized within the um the the school environment, but recognize that as technology evolves, we're putting greater accountability on uh vendors who
navigate through the Irma the Irma process. >> Thank you. And I just want to add just you know you're not going to hear I think from from my perspective there we also need to begin to clearly
articulate uh which we will you know the the opportunities that we can um use to leverage AI on behalf of our especially our most vulnerable students right and so I think going into the upcoming
you know, weeks and months. uh you you're you'll kind of hear um clearer um conversations around from us around you know how do we knowing that AI is not going anywhere knowing that certainly if you have an
adolescent they're probably somehow you know engaged in in AI activities and knowing how probably every one of us has on this call has used AI to do something more efficiently knowing that
um we're we're we're really missing out on opportunities if we allow ourselves to be crippled by the fear of AI, right? And so I think some of that conversation needs to also be had and but but we have to first establish um clear guard rails
and clear safety mechanisms for using AI. >> Of course. Um, Chancellor, if you don't mind, there's a question in the chat. Um, Remma, which is um, our executive board member asking about Bard.
>> Okay. Sorry, I I haven't seen the chat. Can you just tell me what it >> say? Do you want to do you want to ask >> and and then I I unfortunately I'm going to have to hop off soon, but um, >> absolutely. I'll be super fast. So, um, there's there's two issues with Bard. The first issue is that um, they're
colllocated with two other schools. Those two schools have been there for decades. We closed a school to make space for Bard and now Bard >> Sorry. So I I think you mean Bars Bard in the Bronx then, right? The Bronx. Okay. Got it. Got it. Okay. >> Yeah. So Bronx, they're in a building
where we gave them space and now they're trying to expand into the other spaces and particularly there's a parent room that the parent coordinators in the building share where they conduct it's like a parent w family welcome center and but it's also an office and they
conduct the parent trainings and the breakfast and like all of the engagement and the three schools partner with each other which is amazing cuz most don't. It's like they get attendance in high school and Bart is trying to take the space. We had a student in there with
crutches on an accommodation and they like moved everything over to have a staff meeting in a in an office that is not theirs. So, I'm wondering if you're in support of and can support us with, you know, parent spaces and having
parents feel welcome in buildings. We created an initiative. There was a grand opening. the chancellor went there previously and everything for this space to be what it is and now they're trying to take it and they're trying to make departmental offices. We're not a college and to that point they have a
strange process for students with IEPs. So when you apply to the school you have to take a test. If you look at the test, there's a Google form and you can only there's a whole different day for students with disabilities, like a whole different testing day, which is already segregation. And then there's a separate
thing in there for accommodations and it's capped. You can only have like 120 kids test for the Bronx every year that have a disability. >> So, I'm confused about like the equity and the legalities behind that. If you could please help, I would really
appreciate it. >> Great. Thank thank you for the questions. So number one um the first one sounds like an issue for a building council and so let's um Isabelle uh let's let's connect on that afterwards.
I think it's it's important so we we can we I don't know if you've heard of the issue Isabel Iden but >> I I have not I did respond in the chat. I'm going to have the team take a look at it. building council works perfect and uh space planning um and I will work
with uh DPC to take a look at the space issues. >> Awesome. And then so and the other issue um I think we can in terms of the admissions process for for Bard um we can follow up uh and I think our dial folks are on the phone um since it's a
special ed concern um we can we can follow up on that um Reema uh and on both of the issues just to kind of make sure that we're we're meeting our desire to make sure that we have um you know access for students with uh with disabilities and then also so that
they're working collaboratively on the ground regarding um building council. All right. All right. Thank you so much, guys. This is always a pleasure to be in community with you all and try to try to answer some questions. Um I'm going to, you know, hopefully you'll catch up with
me on the 24th or or or the ones after, but but this is our schools, our future. So, come have some conversations with the chancellor. We'll talk soon. >> Thank you so much, Chancellor Tamuel. Okay. Okay.
Um, next up we have our acting deputy chancellor for operations, Kevin Moran, um, to give us a update on transportation modernization. >> Hello, Randy. You hear me? Okay, >> I I hear you.
>> Oh, yeah. I'm actually uh from the custodians office at Aviation High School. So hopefully my camera and and uh and mic will hold it up. >> Custodians get upgrades on their cameras and their you know computers. >> It's noted. Uh we'll make sure of it. Um
thank you Randy and team the entire CPAC. Uh for all that you do on a daily basis sharing with us concerns, parent feedback, experiences, student feedback experiences. It's invaluable. Uh so for those who have my email myself, please continue to to share that in real time.
It it shapes both our understanding of the organization, the experiences of our students and families um you know and as as a parent um of three students went through public school system I I appreciate um the relative experience in
individual experience um more than you know. So um always send to me your your experience your lived experience. It's it's growth points and opportunities for us. So, so basically today we wanted to give a little bit of update about what we're doing in the transportation space.
Uh acknowledging the complexities that exist, a wide ranging uh set of experiences uh on the daily basis and what are the things we're hearing and what are the efforts uh we'd like to share uh that are underway. Ultimately,
this this PowerPoint presentation is yours to have. um share far and wide if you want us to uh get engaged in further conversations with family and community at school level we could do that as well. So broadly you know we talk about some of the successes um the things
we're working on uh currently uh one of the bigger things is we're like moving forward in a space that we're happy with around our GPS system getting better and refining what one it does and two how many people can access it and we want to
make sure at the ground level with you all parents are using the New York City schools account to access the New York City school bus app a lot of reasons for that. Um, and so we're we're happy that this GPS system is there. It's going to give the transparency that we need and
the drivers uh have been great partners. Um, you know, when when I was a classroom teacher back in 98, my students uh would would have a trip card. I' I'd walk out and and all my students as self-contained teacher relied on yellow school bus service. But that automation didn't exist. Uh, and
now it does. And so we're really excited about what that transparency is going to bring to us. Uh also talking about where our oversight is. I think a lot of you I won't name you as individuals because I don't want you to feel if you share with me I'll share it publicly. But we're real uh strong on making sure our data
is public and uh that is shaping what we're doing every day and and the call center data uh is posted now on a regular basis and and the individual who who reminds me of that often knows uh who she is. And so thank you. Um, you know, the vendor oversight is something where we're pushing. We heard loudly
from the PEP and others about it, our contract space. Um, and they need to do better and and and over over time we've kind of looked at the the spaces we haven't been holding vendors accountable where we had opportunities to do so. And so we're trying to one set a better set of expectations across the vendor
management system, but also make it clear to the public where we are doing that work. Um, so we're working closely across, you know, our our partners. something with special education enrollment and others. That's important. We do that um daily. And so that that is where we we'd like to continue growing.
Uh challenge obviously we want to make sure we're fully staffed at all times. So recruitment and retention matters. Training uh accreditation um matters uh to our organization. Um and we're focused on making sure we recruit and retain best we can. uh as it relates to
the to the fleet, we look at the best uh we can provide each and every day to our students and families. And in this space, we look at our vintage and the years uh and the miles on vehicles and and and also coupling that with the availability of electric buses. So, there's a fine balance on now as we we
try to lower our fleet age, but also bring about uh the new uh technology with electric school buses. Um yeah and you know essentially how we're actually being responsive to students is is where we are now. You know this you know this slide we cover a lot of ground. Um these
maps just basically talk about how how far and wide we go. A lot of what we're doing is trying to and this is great work I'm doing with and our team broadly is doing with deputy chancellor FOD is looking at distance uh and time travel. It's super important for us to focus
more closely but this is kind of where we are. Uh and so as we advance, these are the individuals. This is where we are. Um these are the routes that we have. Um you know, when we look at uh you know, nearly 6,000 um you know, kind
of IEP driven routes and then you have, you know, 2100 kind of stop uh to school routes. So, you know, it's large populations of students that we're serving, but got to get better each and every day across our pre-K units, including so uh you know, everybody knows how we get to school. Yellow
busing is a real real big deal for us. Making sure we're faster in the foster care environment. Make sure we're faster in temporary housing. These are other opportunities for us to talk to other agencies. Where can we meet ACS in this process? Where can we meet DHS in this process? You know, what can we do better at the local level, at the ground level?
Um, more noticeably the past couple weeks, I think a lot of people uh came to question how many kids actually ride the ferry system for us. You know, nearly a thousand kids used the the fast ferry system that locked up when the harbor started freezing. So, you know, students were able to go back to with the Omni card, taking the buses, taking
the trains. Uh, so, so we found the Omni to be a really phenomenal program and and similar advocates have talked about, look, making this an equity issue uh more broadly and I think it aligns to some of our our goals is making sure everyone has access to this because these opportunities, the four trips, the four transfers, seven days a week, that
that should not be exclusive um to one subset of students. So, you know, we're looking at that equity issue. We've been hearing you on that front. make sure you know it's top of mind. We're getting better at ride share reimbursement. Making sure that if anyone has to get on a ride share type service. It's prepaid.
It's set up. There's no there's no glitches in the system. And also making sure that if a parent does uh a layout for transportation, they make sure they get reimbured in a timely fashion. Um as we move forward, this is this is what I'm talking about with with each of you.
Um I I value you more than you know. Um you know, we're not out here defending the service. Um, we know we have to grow, we have to, you know, have to get better. Um, we have to have shorter, more predictable routes. This is the number one thing that I'm working on. You know, I have routes, we have routes
collectively that travel in excess of 30 miles, uh, 40 miles. You know, when you look at the the the length of Manhattan, it's, you know, 13 miles. Some of our routes go basically from the northern tip of Manhattan to the southern tip and back in one trip to school. We must do
better. uh and and and we hope that some of the predictable data sets that we share can help us move there. Um loud and clear. Go back go back slide. Loud and clear. We got to make sure we're we're going and looking at where we're not meeting our our our families. And so
what does the evening look like? What does weekends look like? You making sure um they arrive in a comfortable environment. We heard very clearly. is something I've been working on as hard as I can behind the scenes around comfort and safety while experiencing our our service. So looking at air conditioning folks have been sharing
like look this is this is the time to focus on that now the transparency accountability is the probably the best thing for each of us it's best thing for the family best thing for the student best thing for the vendor and and so that's where this all starts public accountability and with that what we put
in the contract this go around is that companies show up at our town halls meet your consumer meet our family share the experience and be more uh accessible in that space as well. So, those are some of the things we're hearing. That's not not a uh exhaustive list, but it covers
a lot of what we're focused on now, and it stretches into other areas. Um, so, you know, how we support families. Um, we definitely have, you know, our help desk, the call center. Know that that's not the be all end all. It's gotten much much better from 2018 when I had started
uh in supporting this area. Um, at that one time, uh, I was the the one transportation person for the chancellor at the time. and we looked at September of 2018 to having 150,000 complaints in the month of September. So, as we look
back at 23 and 24, as the controller noted in his report, uh to which I thank him and his team uh at the time, uh for their thorough assessment and their recommendations, to which we agree with all, um to make it better, we we we look back at the data and we said, well, look, in 2324, we had 150,000ish for the
year. So there there's there's some growth points there, some things working with how we we reach out to transportation coordinators at the school level, our transportation ladies on in the burrow centers and our central office of people transportation team and how we actually connect and do data
analysis around said complaints and and resolutions and how we get there faster. Um so we have done a lot of upgrading. Uh we have a chatbot now uh that has there uh we want to do more. I think the last round of feedback parents shared with me was that in the app, why don't
we have the the ability to to hit contact us from the app. It will be tied directly to student family experience. That is super. Um again, that is not something we had on our original roll out, but it's something we're looking to put in place now. So I if we can get uh
we we talked a little bit about again feedback from the field um a mutual call center a unified call center that you don't have to call bus company versus calling the OPT versus using the RA chatbot or can we get everything linked in one place. So so that is feedback you're sharing and we thank you for
that. Uh so families know that we're here for you. Keep keep sending. Um so accountability uh we want to make sure we're getting back within 24 to 48 hours. This is where we want to make sure we're having meetings such like this, meeting schools, meeting families, uh larger groups, CPAC, CCSE, the high
school federation, everyone just trying to be accountable. And so right now, uh the biggest thing I think we'd say this year is we're looking at a vendor accountability tool. Um I have started sharing it. The team has started sharing it. I want to have a report card grades, letter grades. Just talking about
accountability, know that the last contract cycle we did have the ability to put all of our 52 contractors into a corrective action. Um that that remains. We can still do that. And that is a great tool with our partners at the Division of Contracts and Purchasing and our legal team to make sure that that
folks know that if there are problems, we're going to address them. We also have the ability um with half of our vendors to have a one year of cancellation of convenience if they're not performing. Um and so or we could also not choose to renew a subset of of vendors in the next cycle uh should we have a rebid or or we we're in an
extension environment. But you know that starts with data that starts with showing people where they are on the regular basis of performance. How am I on on time? How am I on recruitment and retention? How am I on fleet age? How am I on accident breakdowns? All of the things we want to hold valuable and
they're largely based upon feedback. Um, but the number one thing is like the better service, right? On time, reliable, safe service. So, so we'll see that coming out very soon that we couldn't be more excited about that and thank you for pushing. This is this is long overdue. Um, so next slide. This is
what you know, this is the thing that we started. Um, the caregiver app wraps up its completion uh is very soon. We're getting high subscription rate. uh I'm largely bought upon the relationships we see at the curb and at the bus stop where where there's an engagement. I
want to thank our school bus drivers in attendance, the work they do every day for our kids. Um they are phenomenal in what they do and and to for you to have that relationship where you know where they are. Um and the driver knows that the login there's a full suite of of
technology upgrades. But we went from 0% obviously before this program to to nearly above 9 out of 10 logging in doing the thing. Um and why is this important? It's going it's going to downhill feed everything that we're doing. So it's just not knowing where the bus is. So uh on the next slide
um so how who's taking advantage of it? It's a lot. All right. So we've got a lot of loginins nearly a million since September. We're growing fast. Please continue to spread the word. I want everyone to use the system. we're actually using our our ratings and and evaluating how well we're doing. So, uh
if I can get this to the place where it catches your feedback in real time, I think that'll be the most impactful uh measure. Uh because in the moment you could say, I'm out here, it's cold, the bus is late, the bus broke down, or my driver I had or whatever the concern, we
want to capture it at the individual user uh level. Uh next slide. So, ridership tracking. This one's a fun one. We got about 30 schools right now that are badging on our school buses that are badging off the school buses. So, what that means for us now uh is
that I can tell real time traveled. Uh it's not right now uh mandatory by any means. Uh we want to make sure we're we're rolling it out and make testing that technology making sure that it's working. Um we want to build culture at the school level just like a driver logging on. We know kids now whether it's a lanyard for some individuals,
whether it's a uh in their uh on their sleeve or in their book bag. How do we log in? Are attendants helping? Um, this is be more of an educational environment for independent travel training. This is meant to mimic how students experience the Omni system. So, as we as we talk about least restrictive environments in
busing, you know, we don't want to start in the most restrictive environment at age four in preK and stay in that to age 22. Uh, so we want to make sure that people know how to experience now, uh, we think a great opportunity, the Omni system. So, these are tracking individually. We're we're really excited
about schools having the ability to do this. So, um, now these are now eight routes. We're already up to 30. This this is, by the way, if you tell me of a school, um, any of you, and say, "Look, Kevin, I want this school to jump right in on this pilot." This happens to me often where a principal where there's an
issue with a kid not getting on, not getting off, where we say, "Well, look, we have this tool. If you engage in this pilot with us, you tell us how it's working. We'd like to see this rolled out uh wholesale." Um, and by roll out, I mean available to everyone. Uh, again, I don't want to make everyone feel that this is, you know, 60 kids on on one
bus. Everybody's going to badge on if they don't choose to. Uh, we want to we want to get there, but at first we want to make sure that families know it's an option. So, these are the companies and this is the burrows, but it's already up to 30. The next exciting thing is going to bring us to this is the everything
for us. Um, when I had taken over in 2018, we had a an aging system. It was 39 different legacy computer systems typically not maintained and upgraded in the fashion they could. I I had many issues that I had to escalate for investigations around PII, many issues
to cyber command about where we we kept our data and where we kept our information and how we our information uh shared actually worked in a coherent manner. So it was a couple years worth of modernization got us to this place. Um we've been doing some testing on our
this is not um AI based uh this is an algorithm uh but meant uh they're an international firm uh that we had chosen uh via for schools is a undergards our effort here and they predict did some predictable analysis they're doing it
again um we actually see some some real good signs here that we're going to reduce uh travel time 12% get there to school on time this is a big one another individual I speak a lot about schools getting there too soon um and kids sitting in buses and and it's not fair and I agree that one that one hurts that
we're not bringing kids in and we're going to work on that uh if we get there early but it's about getting there on time and then you know we see uh 25% reduction in those set arrival times coming early so it's not about being there at 7 you know 05 when school starts at 7:30 so there's work there too
uh on the next slide um I just wanted to end with um the routing um is meant to be being pressure tested in Brooklyn. Now, um hopefully by the end of next month, I will say this, by
the by by fall uh of this upcoming school year, our routing algorithm will be out across the city of New York. All 8,000 plus buses will be dynamically routed. Uh this will improve many, many things for the driver, many, many things for the family. One, it'll give us more predictability. Two, it'll be giving us
greater visibility. Three, it'll give us greater accountability. And what it allows us to do is ultimately understand where our savings are. Do we have sites that have three schools but are are not sharing routes? Do we find efficiencies uh in neighborhoods uh and and make
suggestions around what companies in what item in the way we contract? So, it's going to inform a lot, but the routing uh we're going to do in Brooklyn and and in a partnership with NICE bus, our the New York City uh school bus uh umbrella services will make sure that we
focus with them about how this works and so that we're ready for September roll out. So, we do see efficiencies. We can't name the number yet, but it's pretty significant. We think we could reduce uh some overhead here uh and some savings while shortening the route and shortening experience for our students
and drivers alike. Um you know, we're trying to make some more um deliberate decisions around route creation that that we could stand behind with a set with a set of uh business rules. So, I'd say uh pay attention this spring. We'll
we'll we're going to do more and more. if you want more um in the way of writership tracking, happy to partner. Um certainly when the routing gets ready to kick over, uh we'll be excited to share that. And then as we move on any of these enhancements, we'll be sharing, but they are all born out of your
feedback. Um and to the extent I could bring back more and exciting news, Randy, to you and to CPAC broadly, I would love that opportunity. I think the more you hear from us and what we're doing, um when that vendor scorecard goes out, you can say, "Hey, how's my company doing?" and and what's the
performance like? This will inform our next steps. Certainly, we have our legislative priorities up at up in Albany and appreciate your your support in that way. We want to look at uh route efficiency and then uh how much you know return on investment you get for routes. You know, what what are the price
categories and and what are the services provided? So holistically we have a better understanding shared publicly here uh and beyond to make sure that folks know where we are on accountability and where we are on improvements the improvements that chancellor and I have spoken uh very
clearly about what we need to do here uh and we are very focused on on making it better for our students and families. So Randy thank you for the time. I'm actually here for questions. Um, or if you want to tag with me offline, I'll send you my contact information. And if they certainly rider or family specific,
you don't want to share them here. I respect that privacy. You just text me. Um, I have one now, but I don't want to be too distracted. But, um, yeah, send them to me and I'm always here to help. And our team at OPT, uh, Glenn Risbrook, John Benson, Lena Park, Moore, uh, the whole group is is lining up every
morning and evening to make sure our kids got what they need. So, thank you. Thank you as always, Kevin. You're always, you know, available to us, approachable, respectful to parent leaders and to families. So, we appreciate you so much. Um, Priscilla,
you have your hand raised for a question. >> I do. Thank you, Randy. And good almost afternoon, Kevin. So, my question is surrounding communication with regard to the vendor and OPT. I have an example. Well, I've been
dealing with a busing nightmare in district 29 this week, but our bus district bus coordinator is amazing. So, the trackers don't always work. They're frozen. Who is responsible for reporting that information so that parents can
know where their children are? That's one question. >> I'll answer the first one. You can send it to me. I'm going to drop my thing in the chat. My team knows we work pretty fast on the ground. We'll work downhill. But ultimately the company and driver need to log in. But I'll make sure these we're hovering at 94%. So there are
people that are not doing what they need to do and I want to troubleshoot that because I learn in that space too. >> Okay. And number two, the constant struggle of the doubling up the buses. Some of our schools have 12 children on one bus from one school and probably 12
from another shared campus. So that is, you know, during state testing season can be challenging. This is a critical time for timely arrival. So that continues to plague. I know there's a shortage of drivers, but that space needs a little more improvement. But you've guys done a tremendous job. I
will give you credit. Tremendous stride. So that's but still needs a little work. >> Thank you. I I I had that report in my hand. Uh L had shared that last week. We've talked to the companies about that very issue and said this is not acceptable. um we got to get better and where we need to recruit uh we're doing
that work and that then work quickly where there's vendors that actually have additional capacity and there are some so we got to we got to make sure we move faster and I'll have a conversation with Glenn on that uh as soon as the call ends. >> Thank you and for the interest of time I'll message you everything else but thank you again for everything.
>> Wonderful. Thank you. >> Thank you. Okay. Um Vanen, I know you have your hand raised but it's executive board members that get to ask the questions. So, I'm going to go with Remma and then to you. >> Hi, good morning. I appreciate you not calling me out. I'll call myself out
though. Thank you. Um, so TPS status, uh, the temporary protective status expired for Haitian individuals and we have a huge portion of our staff, whether that's our matrons or our drivers or other that are of Haitian
background. And so I'm wondering what have we done as an agency to protect our workers and to provide guidance to the bus staff where poss where where necessary, right? Because they're on kids with they're on buses with kids at times where they are not at the base,
don't have access like to a union rep or something. So what are we doing? a to like just protect the people that we have, but b to ensure that like we're advocating for them to retain their TPS status so that we don't see a further shift in in staff shortages. Like we're
already at a breaking point with staff shortages. >> Yeah, >> I absolutely uh great point. Uh something we could do today with Glenn, making sure we the know your rights uh information is shared, making sure we're protecting our employees, giving guidance and support where we can. Uh,
and I'll get an email out today. I don't know if Glenn is on with us today or or Eden that we get the communication out uh before close of business. Remma, thank you for sharing. That hasn't um uh landed on our desk yet as as an issue as staffing yet, but this is a great time
to make sure we we double check what the companies are doing or what information we're providing. So, we'll make sure we get that out ASAP. >> Thank you. And Dana, >> hello everyone. Um, hello. The chancellor has mandated NYC solves for
district 4, which requires students to be in their seats for complex problem solving at 8 a.m. But the current obnational data shows each Harlem buses are averaging 40 minutes delays. When a bus is late, you aren't just failing
now. You are effectively cancelelling that child's math education for the day. Will you commit to a first period prior priority I'm sorry routing for East Harlem where every bus serving NYC soft school is tracked with 100% GPS
compliance or should we tell our parents that mathematics for all doesn't apply to children who rely on your buses. Thank you. >> Yeah, absolutely. Bus needs to be there on time. uh reads and solves uh need to be supported uh through all our operational units and school busing is
one of those and so um I'll have the team pull district 4 and we'll work with all the companies. Uh I look at the on-time arrivals every day. I want to see the schools in particular. I will share back with you. Um Randy, if you could just make sure I have everybody's information afterwards. I want to make sure I get back uh specifically and I'll
work with Superintendent Dea Cruz to get uh school experience and and see if there's some things that we're missing on schedules and session time that we have this lateness issue. It's it's not acceptable and we'll address it. >> Thank you. >> Thank you so much. >> Um Veronica, it's um you're going to be
our last question. >> Veronica, >> thank you so much. Hi. And the my question was that basically for Mark and there's another one for about um meals. I was wanting to know if Mark have an update on agents because there are
buildings that have two schools and only have one agent and and sometimes the agents are late. Um then they have after school and a lot of activities in the building with just one agent. So I was wanting to know what is the guidance in
that moving forward. Also, um, kids are complaining they will take a tree at lunch and then need a second tree and they were told that they could not get a second tray. So, I was wondering um, what can we do or how can we move forward with that? Thank you.
>> So, that's a big uh, focus for us. We we love the cafeteria enhancement program. We love the work that it's doing and the nutritional options for kids. I'd like to know to school, Veronica. I I'll I'll assure you that that's not something we're looking at active enforcement. Um I think uh students you know look uh
students should never be hungry at any point period. >> So one of the school is PS 181 and many others. >> Oh 181. I know the school very well. Uh Chris Carico and I Chris is on the call. We'll make sure we get out there. We visit and we talk about you know our program and the value of of uh you know
our our feeding efforts. So I will address >> we'll do Kevin. >> Thank you. >> Thank you Chris. >> Is that Michael Johnson school? He just retired. Is that 181 in district 17? I think Michael just retired. So we I know. >> No. Um that would have been 161.
>> 61. 181. We'll go to 181. Uh Chris, let's get on the calendar for this week. >> We'll do Kev. >> Thank you. >> Okay. So, thank you Kevin so much for being here. Thank you for your presentation and
you're on with us every month. So, um members, if you have questions, please submit them. please use the questionnaire so that they're prepared to answer and they have, you know, all the information that they need. Um, I know that there was something in the chat.
Rema, can you see what was in the chat? Yeah, I I actually threw it in there. Um, so I know that everybody saw the video cuz I got a lot of text messages um about the student using the bathroom outside and I know that we all focused on like that. I want to like zoom out a
little bit and focus on what perpetuates a situation that forces bus staff to do that and that is long routes. That is routes starting at 5:30 in the morning and the school doors don't open till the uft contract starts. And that's not uft is outside waiting for the kids when
their contract starts. they are coming outside at that time. So it's 8:10. They're walking out at 8:10. They're not there at 8:00 waiting for kids. This is resulting in students that ride the bus, losing access to hot breakfast, losing access to social time before school,
losing access to using the bathroom before school after being on a bus for 1 to three hours. And so I want to focus on the situations and what can we do to change that since there's not a lot we can do to change the uft contract. Thank you.
>> Yeah, and that's great feedback, Rema. I mean, it's important the student uh experience. So, two of the things I mentioned earlier is just to really focus in on on the new routing system that would be more predictable, will be uh more on time, and then it'll show publicly for everyone what time school
starts, what time the bus is arriving to get a true sense, an legitimate sense of on-time arrival and then work backward on, you know, the route complexity, uh, and to get down to the shorter routes. I think I think what we saw was encouraging. Um, I don't want to share the results yet, but you know, we think
that we'll we'll we'll have more capacity to break routes and to your point, shorten the routes and then sharpen our on-time arrival to make sure we're not getting there early. And then in such cases where there's a morning program, how can we be responsive and be there with schools and principles that have a morning program to be uh as
responsive as possible rather than u missing key uh operational uh or educational opportunities at the school be it breakfast program, physical education program or you know right at the class. So, we'll make sure uh we come back with how we're moving forward on the routing program to make sure uh
that transparency and accountability is there for the community to see at large. >> Thank you. Okay, so that was it. For the sake of time, we're going to move forward. Kevin, if you'd like to stay for Jeopardy, you're more than welcome. If you have to go, we totally understand. >> Tony wants his desk back, so I gotta go.
>> All right. >> All right. Thanks so much. >> Thank you. Have a good day. Okay, Becca, we ready for Jeopardy? our DOE uh sorry, New York City public school um family uh and friends, if you would like to stay for Jeopardy and answer some questions,
you are more than welcome to stay and participate. So, Becca, pick the next category and it goes by hands raised. First hand raise gets to answer the question. >> All right, so we'll do respect for all for 200. >> Hope everyone was paying attention
because these things were said during uh the conversation. So, the latest anti-bullying campaign. >> Uh, Mark Ramperson actually mentioned it. Come on, guys. Mark Ramperson said it.
He said the latest campaign, no one. What about our our New York City public school friends, Priscilla? >> Respect for all. >> No. >> Oh, no. >> The week is the week is respect for all.
But the latest anti-bullying campaign. >> Kindness over bullies. Kindness over bullies. >> All right, Becca, pick the next category. Right, we'll try again for respect for all 300 New York City public schools respect for
all program campaigns launched in >> my mom's guessing in the background. >> Anyone? Vetta, >> was it 2007? >> Yes, it was. Okay, good. I got it. >> Pick the next category.
>> You're muted. >> Sorry, I got so excited. Um, Black History Month for 100. >> Okay. This 1954 Supreme Court case ended legal segregation in public schools. >> I feel like everyone should know this.
No one. Where are New York City public school? Uh oh, >> Melissa. >> Melissa, go ahead. >> Brown brown versus the board of ed. >> Thank you. Yes. Pick the next category. >> Black history month for 200.
>> He was the first black Supreme Court justice. Melissa >> Sarah Good Marshall. >> Next category. >> Let's keep going. Black history for 300. >> Okay. She became the first black woman
to travel to space in 1992 aboard the space shuttle Endeavor STS-47. Anyone? Anyone? We had to make it educational and you know it's we're still you know come on guys
bandanna. >> Hi who is May JSON I think. I'm not sure. >> Yes. >> May JSON. >> Okay. The next category bandanna pick the next category. >> Sorry I couldn't hear. very low. Can you just speak up a little bit?
>> Black history month. >> Okay. Go next 400. She was a brilliant black mathematician and a human computer at NASA whose calculations were critical to missions like John Glenn's orbital flight and Apollo 11. >> Caroline,
>> I think it's who is Katherine Johnson? I'm thinking of her last name. >> You got it. >> Catherine, there you go. >> Pick the next category, please. Caroline, >> can we take um acronyms for 400? >> MTSS
>> Caroline >> believe is multi-tiered support system. >> Yeah, it's the system supports. There you go. >> But you you had the language. Okay, next category. >> Uh, can we have
who's who in New York City public schools for 200? Who is this person? Rema >> Glenda Esperas, the D79 superintendent. >> Yes. Pick the next category.
uh acronyms for 200. I am >> Violet. Was this the how? Illustrative math. Is that illustrative math? I don't know. >> Potato potato. >> Yeah.
>> Illustrative. Okay. >> Next category. >> Let's do nominations and elections for 100. Let's close that one out. >> Okay. True or false? President's councils must form their nominating committees prior to their election
meeting. Val. >> That's false. President's councils do not form nominating committees. >> See, you're listening. >> Okay. >> Okay. Next. >> Oh, again. Okay. Um, let's do um,
Black History Month for 500. >> This 1964 law banned discrimination based on race, color, religion, sex, or national origin. Tanya, >> the Civil Rights Act of 1964.
>> Um, >> uh, so we'll do who's who in New York City public school 500. >> Everybody should have their hand raised right now. Tanya, >> our new New York City Chancellor Mara
Samuels. >> Yes. >> Next category. >> And I will say who's who. Uh 400. Who is this person? Tanya, >> is that Kristoff?
>> No. >> No. >> All right, I'll answer because Oh, Remma, you gonna answer? >> Fred Walsh, your superintendent. >> My superintendent for CUNI and Urban Assembly. Okay, Rema, pick the next category.
>> Uh, close it for 300. >> Who is this person? >> I'm raising my hand. I'm raising my hand. Superintendent Angel, I'm like cheating now cuz >> Yo, you cheated. That's crazy. >> This is just I can't find the the raise your hand thing. >> Okay, but I said my hand was raised first and you
>> I'm dead. >> Uno. Um I'm sorry. >> Sorry, Quinton. Quinton gets the points. He actually raised his hand and followed the rules. >> You're funny. >> Thank you. Thank you. I appreciate that acknowledgement.
>> All right, Quinton. Next category. We're going to go respect for all 400. >> Report a bullying and harassment incident to this person in your child's school. >> Caroline, >> who is your principal?
>> No, I mean that is that is one that you would do, but this that's not the answer to this question. Ashley. >> Um, who is your parent coordinator?
>> That is another person, but that's not the answer to this question. >> Leticia, >> who is your respect for all the >> Thank you. Yes. >> Okay. Um, Leticia, pick the next category.
Uh for 500. >> Oh my goodness. Oh my G. >> Omni. We were just talking about Omni. >> New York.
>> What is it? >> Where's Christina now? Where's Dr. Melendez when you need her to cheat? Where is she at now? >> I I am googling. I am googling. >> No cheating. No cheating. Tanya has her hand up. Tanya has her hand up. >> Tanya always has her hand up. >> I love you too, Christina.
>> I do. I love you. >> Metro New York. >> There you go. >> I bet you nobody knew something. No one knew. >> Wait, what was it? Wait, what was it? Say it again because I really want to learn what it is. What is >> Metro New York? >> Oh, one Metro. >> Stop it. Somebody did know. Somebody knew.
>> Yeah, Tanya. >> Right. and >> all right Tanya next category >> I say um acronym of three >> s
Caroline >> science technology engineering mathematics there you go >> last one >> respect for all week encourages students to build positive
Everyone should have their hands up. We thought this wasn't so hard. We thought this was going to be easy. Caroline, you're muted. >> I'm just going to fill in the blank with what I think. Uh, positive relationships. >> There you go.
>> Oh, okay. Perfect. >> That's it. >> Y really did a number on us this time, man. This is >> You guys are so funny. Okay, next time I guess we'll make it a little bit easier cuz >> No, people. >> No, we like hard. Stop it. We We're New
York. >> Yeah, we need to just learn. This was awesome. I stay for it. I love it. >> I'm so glad you do. I I'm glad that like it's learning should be fun. Learning, you know, is is hard sometimes and to make it a little bit fun and to learn
facts and sometimes memory picks it up a little bit faster when you're doing something you enjoy. So, we're trying. We're we're definitely trying. Yes, professional development. Um, if you guys have like categories you want us to to use, like you know, send
them, share, like this is this is your space. It's our space. It's, you know, we want to empower everyone and make them feel welcome and invited and and included. So, please share, you know, anything you'd like us to talk about. We ask you in the questionnaires for topics
and, you know, what support you need. So please, you know, answer, fill out the questionnaires. We'd love to see an increase in in the questionnaires being filled out. So please, um, so that is it for our agenda. If anyone has any questions, raise your
hand. Women's history month. Okay, got it. Um, by slides. Anything left on the slides? I know, um, Luna New Year. So, happy Luna New Year to all who celebrate. Happy Black History Month to everyone and to Happy Valentine's Day.
We have Friday the 13th tomorrow. So, that's like a little odd. Followed by our wonderful Valentine's Day. So, we we we hope you know there's not a full moon. There is a full moon. I don't know. Leticia, you have a question.
>> Um I have a statement fun uh Black History Month fact. >> Okay. February 14th is also Per Douglas's birthday. So happy that too. >> Okay. Happy birthday
Frederick Douglas. Happy birthday to Rama Sun. So yes, our next um Chancellor's parent advisory council meeting is Thursday, March 12th. And
that is what is that? That was odd. Okay. So you can stop sharing. Yes. Transit equity month. Rosa Park's birthday was February 4th. Yes, we do like themes. Okay. If there are no other questions, would someone like to make a motion to
adjurnn? >> A motion for a motion. >> Second. >> It was Caroline. Who? Second. >> District 31. >> Melissa. Okay. Thank you. It is 12:21.