Good evening everybody. It is Thursday, February 12th, 6:31 p.m. It is the February citywide council on Special Education's calendar and business meeting. Welcome. Um, first like to start off with the interpreters. If
interpreters, can you please introduce yourself and in the chat box um give the information for our audience, please? Could we start with Mandarin tonight? Mandarin, please. for announcements completed.
Mandarin and Spanish, could you please introduce your service? Foreign speech. Foreign speech. Gracias. Thank you. >> Thank you. All right. Um, and Spanish interpreter, could you please put your service info in the chat box for our
audience? Thank you. All right, roll call, please. Roll call. Franchesca. Roll call. Francesca here. Dr. Sai not present. Joanne >> present. >> Heather
>> here. Mark >> present. >> Ying Zing >> here. >> Maggie >> present. >> Susie
not present. Gia >> here. >> Virtual. Um, and that's really it. Nobody else is here. Kim and Jonah is not present. Okay, thank you. All right,
>> Kim is here. She is virtual. >> Thank you. And Francesca, you are taking you are the timekeeper for tonight. You've got our fancy new timer to help keep us on track. It'll the numbers will turn red
at one minute. It'll beep when time is up and we move on to the next part of our agenda. All right. So, first um we have our our guest office of special education. Thank you. Office of Special Education, Chief
Sanchez, Johanna, thank you. Online we have DIIT um as our division of instructional and information technology. Um their team is here to talk about really one of the most important systems, back-end systems
that we have. Um they currently run the CESUS system which is [snorts] being used in conjunction with the new I'll call it toy but new database management system called Atlas. Atlas is currently being used for our youngest of
students right now and we'll learn a little bit more about uh the the new database management system and when we can see a roll out for the rest of uh K to2. So DIIT thank you for coming. We really appreciate it and we look forward to this conversation for the next hour.
Thank you. >> Hi everybody. My name is Avery Beck. I work at DIIT on the Atlas project. I've got my colleagues Anna Lemons and Vim Gellererman here as well. We are excited to present to you all. I'm going to pull up my slides and then we will go from
there. All right. Can everyone see my slides? Okay. >> Yes, we can see them. Thank you. >> Great. All right. Um, so it's good to be here with you all. I have spoken with you all perhaps about a year ago and I know there are a couple people here now
who were there then. Um, and many people who are new. So, it's nice to meet those of you who are new to the CCSE. I will be walking you all through a bit of information about Atlas today. I'll be giving you a quick overview of what
Atlas is. Um, I'll be talking about our release schedule, which parts of Atlas are already out in the world, um, and which parts are coming out in the near term. Pardon me. Um, I'll be talking about some of what we've learned from the
first release of Atlas. Um, and then we'll get to some really exciting stuff, which is talking to you all about the planned parent portal, which will be the family-f facing component of Atlas. Um, and then what we're thinking in terms of family engagement and ways that we would
be really excited for you all to participate when we get to that phase of the project. Um, thank you to those of you who submitted questions in advance. Some of those will be covered naturally through the course of the slides. Um, and there are a couple that I will kick off the Q&A with at the end and then of
course we welcome any other questions that you've got as we move along. So to move right into things, Atlas stands for um accessible tool for learning about students. It is a new system designed to streamline how
special education cases are managed, covering every step of the process from referral to placement to delivery of services um for students with disabilities. Atlas replaces several older systems um
on the preschool side um with the preschool release of Atlas that came out last fall or last December December 2024. Um several of those preschool systems have already been phased out. Um and eventually Atlas will replace CEUS
as well, which will bring all of our special education data into one centralized platform and all staff who work with students um who have IEPs will be using this platform to support them
in their progress. Um and so in the past um a lot of the information for students with disabilities especially in preschool and then also in the school age world has been scattered across several different systems which made it hard to track and update records. So
Atlas will simplify everything by consolidating that all in one place. Uh, Atlas will eventually benefit over 200,000 New York City students with disabilities from birth to age 21, making it easier for folks to access
information. Um, making it easier for teachers, providers, and families to collaborate on supporting students and ensuring every student has the support and services that they need. So, we're very excited about it and excited to
talk to you all about this today. So getting into our phase release of Atlas. So as I mentioned in December 2024, we had um our first release of Atlas that was for preschool age
students and it contained a distinct set of functionalities from referral through placement. And so we got our first group of staff in there a little over a year ago and we've been um adapting to the new system and then preparing for the
future releases to come. uh we're doing the implementation of Atlas in phased releases um so that we can learn as we go so that we can introduce um you know pieces of change while we work towards um the big release which will be in
December 2026 which will be for all school age students and December 2026 is when ultimately Atlas will replace CEUS as the system of record to support special education for New York city public schools.
And then at the bottom of this slide, you'll see that we're working towards um a future release which will come after um what I'm calling release 2 uh which is parent portal which I'll talk about in greater depth um in the next couple slides. Um and I'm excited to dig into
that with all of you. Um, for those of you who are CCSC members who have seen parts of this presentation when we've met with you previously, you'll see that there have been some adjustments to our timelines. Um, we've learned a lot from our first release and that has led to
some shifts in our schedule based on those lessons learned. So, we extended our timeline leading up to release 2 to really give ourselves a long time to ramp up to that um to do change management um and to also just continue
refining the product as well. Um as well as refining what we had already released um and creating system improvements based on user feedback. So, as we move into the next slide, I'll talk a little bit more about our phased implementation.
So, as I mentioned, we learned a lot from our first release. Um, we started with the preschool special education population which allowed us to um to release a smaller portion of the system
to a distinct set of users to see how that went to get a feel for how users use the system and also just like what sorts of transition challenges occur when we're moving from a very old set of
mainframe softwares um that were literally some of them were built in the 70s when uh software looked very different um and what that change um feels like for staff who are using these systems and so that release provided us
a lot of valuable insights that we are taking forward with us as we prepare for future releases. Um the staggered schedule also helps us to just you know ensure things are working well gather feedback and then be
really well prepared for future releases. So, some of the challenges and responses that we experienced with the first release of Atlas, one was just, you know, change management. It's it's hard. It's hard to um have a lot of folks
learn how to use a new system. Um it can really create a lot of um let's see just a lot of change in someone's day when they've maybe done something on paper and pen for decades or they've used a very different system um or in this case
for preschool we were also bringing in um multi-disiplinary evaluators who worked at the 4410s many of whom had never used a software like ours before. So this was entirely new to them. And so some of those supports that we put in place to address those challenges, we
had targeted training and hands-on support for all new users of the system. We specifically focused on staff who are less accustomed to using a similar software. So for example, you know, someone who uses CES currently um will
find there to be quite a bit that they're familiar with in Atlas. But if someone is coming in having not used a system previously, there's a bigger learning curve and we want to be aware of that and help meet people where they're at. We also had weekly office hours with Atlas trainers for staff like
CPSC's who are intensive users of Atlas. So they could come to us as they were um using the system with questions that they had that were coming up as they adjusted to the new software. We also had training materials online
available for immediate reference. Atlas is broken up into what we call modules. And so each phase of the um IEP process through placement and delivery of services is a module in Atlas. And so each module has its own set of training
materials that walk staff through how to complete that process in the system. >> [clears throat] >> And we also created a self-guided training course which is available online for staff. Another one of the um kind of groups of
challenges that we encountered was when you're implementing a new and complex system, you learn a lot as soon as it's out in the world. You learn that there are things that users want to have change, things that are maybe not working exactly the way that you want them to. And so we really hit the ground
running. We've done a hundred new features since launch. Um, very much informed by user feedback, what people want to see, how they use the system, how it's working for them. Um, and then we also have been deploying enhancements, small fixes, data
remediations, um, things like that on a weekly basis. And I would say like uh building off of this is we've really developed a system for taking in feedback from users um collaborating between DIIT and dial to identify which
are the most pressing issues. So doing you know a triaging of the feedback that we're getting and then regularly releasing updates to the system which has allowed us to um really iterate over the last uh 13 months or so that it's been since we released the first uh
phase of Alice. A few of the key takeaways from our first release. Support for change management is essential and we want to approach a major release like this with change management strategies that are specifically tailored to each user group. So like I was talking about, it's
different for someone who's accustomed to CEUS versus someone who's entirely new to using a system like this. Um it's definitely different based on people's roles and which parts of the system they're interacting with. We also had a resource swarm immediately post launch.
I've hit on a couple of these things already. Um we had office hours. We had extra staff on our help desk. We were really listening to where users were experiencing challenges to address any additional training needs. Um anything
that was not clear enough in the existing materials or anything further that needed to be built out. And again, all of this just fits into the phased approach that we've been taking to ensure system stability step by step by starting with preschool, then
expanding to our school age population, and then after that expanding to the parent portal um and additional features that we know are going to be added um to the existing Atlas software after we've got kind of the core product out in the
world. So from there I will move into parent portal. So this is the fun part. Um parent portal will be the familyf facing portion of atlas. Families will access it through nixa. It is a comprehensive
platform that is designed to support all families including children in non-public and charter school settings as they navigate the IEP process. It offers a lot of features that we hope will make the journey smoother and more
transparent for families, such as the ability to submit referrals for children who are not yet enrolled in school, which is very helpful for both children in preschool or families that have moved recently. They don't have to wait to enroll to get the ball rolling on their
referral. Um, as well as access to real-time updates on IEP progress. Um, and then just like small tools that make life easier, like being able to sign forms digitally without having to print them. So, those are a few of the things that we're excited about in parent
portal. And then a couple of the key features that we really think about when we think about how families will be served with parent portal. Families will be able to submit um referrals for special education electronically. They'll be able to schedule evaluations
through the portal. They'll be able to sign forms digitally. They'll be able to track progress through the CPSC process in real time without having to request documents. So, they'll see exactly where their child is in the process of getting evaluated, having their IEP developed,
etc. And then something we've gotten really good uh feedback on I think from you all last time we talked through this was um the parent portal will also create a digital case file for families. Um there are so many documents that come with special education and the
development of an IEP and those will all live in one place. Um, and so families will be able to see, and this is true both for the family facing portion and the staff facing portion, all of a documents related to the special education process will be organized by
year and by type, and they'll all be in there um and ready to access, which is um exciting and we think will really just ease the burden of keeping all that stuff organized for families. And then a few ways um that we expect
the family experience to differ from current state in the future once parent portal is implemented. As I mentioned, it's integrated within Nixa to be a one-stop shop for families um needs with regard to special education. Um, I I'll
skip some of these bullets that I've already talked through, but the ability to download students documents, to see previous versions of documents, like a past year IEP, download that information, etc. Um, initiating referrals, selecting the evaluator they
want to work with, consent, um, etc. And then also requesting updates, um, to provider assignments, things like that. just a lot of ways that we hope this will make processes smoother for families
and then I will move into just kind of a couple takeaways and then how we hope you all um might engage with us as we move towards that phase of the work. Um as I previewed on the early slides, we expect parent portal to be
released at sometime in 2027. I know that's a while from now. Uh I believe you all serve two-year terms. So, uh, I'm glad you'll be around then, and we're excited to collaborate with you on this. And we really hope to be empowering families with information to
champion their students, uh, to be providing holistic information on every student's journey, to be enhancing accountability and better ensuring service delivery to children. Um, and then also providing systemwide data that
can generate reports for us. um centrally to be able to improve our service delivery as we think about family engagement. Um some of what we've begun to brainstorm even though this is still a ways out um is listed on this slide. So we want to
make sure we're getting the word out to people in every way that people receive information. We think um a text campaign would be very helpful. one-pagers that explain the new Nixa functionality to families. Also, one pagers on what this
means for families transitioning from early intervention, for example. There will be web- based information and training available. Uh we plan to present at the Beyond Access series and any other big events really where we would be reaching the families who will
be ultimately the users of this product. Um, and then we also know it'll be really important to collaborate with all of the settings where children's are served. Um, and so a couple of the preschool settings are listed here. Um, because we were really thinking about
them um, early on in our planning, which is 4410s, community- based early child care programs in addition to, you know, district schools. And so this will include all kinds of um, non-pub settings, etc. wanting to make sure that the staff in all the settings where
children are served um know about these tools that will be available to families. So that's it for my slides. I will go ahead and I have I've not been keeping an eye on the chat as I read through my deck, but I will go ahead and
launch into some of the questions that you all already shared and then I will take a look at the chat. Um so some of the questions that we got in advance um
one of the questions asked about um how will school-based staff be able to see students files within Atlas? Um and then it's I think part of that question was also what are the training resources
that will be available to staff. So staff who are based in schools and support children with IEPs will have access to Atlas. This is true now for um school-based preschool staff. And they are able to see the student profiles of
the students enrolled in their schools. And so the student profile is kind of the main hub to see a student's information in Atlas. Staff can access their documents, etc. So, that's the the key place where staff will go um if they're supporting a student and they
need to access their special education documents. Um to touch on training materials again, so for all staff who use Atlas now, we have training materials available on the website. We're also collaborating with the team that developed the training materials
for CEUS. They've got a lot of institutional knowledge about how to reach staff um and what sorts of materials are helpful. There are detailed guides for every module of Atlas that walk staff through um how to move students through each phase um of
the special education process. The next question was um how long have staff been trained on how to use Atlas? So I can talk a little bit about what training looked for before the release
one. Um and the way the amount of training staff uh receive will vary depending on what their role is. So for example um staff in our CPSes are very intensive users of Atlas. They use the system from end to end. So those groups
of staff had about 25 hours of live training with our Atlas training team like working in our training environment and actually clicking through the system uh to get accustomed to it before Atlas launched. Then we have other groups um
like external evaluators who I had mentioned who use a more limited part of the system and so they had a very specific set of training a minimum of 2 hours before Atlas launched where we taught them how to use the specific
evaluation parts of the system that they needed to get comfortable with. Um, we also have developed asynchronous training resources for users so that they can go back and look at those outside of the time when live training is happening.
As we work towards R2, we will similarly be thinking about who are the different groups of people who are using this system. um what have they been using before, what is going to be new and different for them in Atlas and which are the parts of the system that they need to be trained on and developing
training plans for each of those groups catered to their specific needs. The question I got was um when there is an error such as an address or a phone number of a student, which department or personnel within the DOE will be able to
fix it and what differences or improvements were made to that kind of process and atlas. So something that is exciting to me, this might sound very nerdy, but is that Atlas is connected to ACS, which is our system for managing student enrollment and student
demographic information. And so with the release of Atlas, this has allowed groups of staff who are um working with students in Atlas. So, CSSE chairs, uh, clerical staff and CPSSE admins can
edit, uh, student information like an address or a phone number in Atlas and then it will flow to our other systems that manage student data like ATS. And so basically, it has allowed groups of users who are working in special education who previously wouldn't be
able to update that kind of thing in ATS to be able to update a student address when they see it's out of date or they see that the phone number is missing or it has a typo. And the information flows back and forth between the two systems. As of now, school-based staff will
continue to use ATS um as the system to update that sort of information. Um, but we're certainly open to, you know, who can do what in which system and thinking about what serves people most effectively.
The next question I got was, will there be a more centralized access for attendance encounters for related services across education programs, public and non-public? Yes. So all encountering will be done in Atlas when
release 2 launches. And so one of the major um advances of Atlas is that everyone's going to be using one system. So across all of our settings um across all of our age groups, all of that will be happening in Atlas.
And then I have one more uh written question that I got from you all before. This one is about the development of IEPs. This will be a little nitty-gritty. Um, but I'll go ahead and just dig into it. I I don't I don't know
exactly who we've got in the room and who may or may not participate in the development of IEPs currently or may who may be familiar with CEUS and how this works in CEUS. So, if I'm getting in the weeds for a second, bear with me. Um there are a few really important
improvements in Atlas to how staff develop IEPs um that will just improve their ability to do their work smoothly. So in Atlas, users can edit the select the type of IEP that they are creating
directly on the page where they are creating the IEP, which will dynamically adjust to display only the sections of the IEP that are relevant to that type of IEP. So, um, it'll make it a lot
faster for folks to get started on the type of IEP that they're doing and have the right information appearing there for them to fill in on the computer screen. Um, Atlas also improves our staff's ability to collaborate on an IEP in real
time. So, currently in CEUS, if one person is working on an IEP, it is locked for editing by anyone else. Um, and that's just not the most modern way of doing things. It's nice for us to all be able to collaborate on something in real time. So, the way that Atlas works
in IEP development is if I, for example, am working on one section of the IEP, um, that section will be locked while I'm working on it, but one of my colleagues can work on a different section or several of my colleagues can work on different sections while I'm also in there. And each section we are
individually working on will be locked for editing. so that all the changes are saved. Um, Atlas also has an automatic save feature which um just reduces the risk of lost work. Uh, the IEP section
also makes it very clear to staff which portions of the IEP are complete and which aren't, which just really makes it easy to jump around, see what you need to work on still, and um, ensure that nothing is left incomplete.
And then the final thing that I will note is that um Atlas also allows users to tag colleagues within sections um to flag items that need their attention um or required sections such as transition activities um that automatically
populate based on the students age. So this helps to ensure um compliance and ensure that folks um know what they need to work on and are being pointed towards the right places. All right, that was it for the questions
I received in advance and I can go ahead and take a look at the chat. >> Avery, I've been answering in the chat. >> Thank you. Do you want to read some off? >> Sure. Um, so the first question that we received Oh, uh, they moved around a
little bit. So, the first question here in the chat, um, is a question about sharing the slides for district 8 in the Bronx. I wasn't sure about distribution of slides, so I thought I'd leave that one to you. >> I think that's no problem. We can share the slides. Yep. >> Great. Um, and then there was a question
about the acronym for Atlas. We know we live in a depth of acronyms. Um, it stands for accessible tool for learning about students. Um, there was a question about whether the parent portal will be mobile friendly. Um, yes, Atlas and parent
portal will be mobile friendly. Um and it will be um WCAG compliant for accessibility. So it'll also be accessible. Um there was a question about busing and what information would
be available regarding busing. Um Atlas is able to indicate whether a student has a busing mandate and then what those specifics are around that mandate. Um, and following following up on that one, if there's particular information about busing that you all think would be
really helpful, we'd love to hear that feedback um and can bring it back to our team. >> Absolutely. Um, specifically, I know there's a there's definitely a lot around busing. Um, the next question, where is the data housed
in a cloud? That one is a good question. I'm going to defer that one to Vim who I think has joined us. It's a little bit technical for me. Um if you can hop in here, are you on the line?
>> I am. I was struggling to unmute. My apologies. [snorts] >> Uh the question was where is the data housed? >> Yeah. So uh the application itself is an onprem application within DOE's data centers and so all of the data is housed
on DOE hardware in DOE databases. It is not a uh cloud specific system. Uh there are integrations with certain cloud functionalities but the data itself is within the DOE. >> Great. Um the next question was can parents access services rendered in real
time with backlog of all services? So that would be encountering information. Um I think encountering information is uh the encountering information in NIXA I'm not I don't want to make promises so I'm not 100% sure what level of information regarding encounters will
be available in real time. I know the information that will be provided are the mandates um and I think whether or not providers have been assigned to those mandates but the real-time availability of encounters is something we would need to look into further with the name of provider and location.
Thanks. Okay, we can look into that. Um and then it would be helpful to keep a time record of drop off and pickup times for busing. That way parents can see whether lateness is due to busing issues. Yeah, that that absolutely makes sense. We can definitely take that back as well on busing.
Yeah, good feedback. >> Thank you, Anna. >> And thank you for that. We do have some questions in this room. Heather, you want to kick off the questions, please? >> Yeah, my question I had two questions,
but they're kind of related. So, um, the first question that came up for me was, um, and I guess it's related to parents being able to upload documentation to the to Atlas. Um, so like if they get a report from a doctor or something they
want to update, are they want to upload um to provide [clears throat] for IEP, are they going to have that functionality? And related to that is um when students have to submit um health forms for accommodations on busing like
limited time travel and things like that. Is that something that they can upload into atlas and can be picked up by the office of student health? because I know there's often times very challenging um to with the communication
between the office of student health and the busing and OPT and the different um accommodations that are required from a for a doctor to to sign um for get to get those forms um um completed and approved.
So for the first part of the question um the ability for families to upload documents through the parent portal yes families will be able to do that. For the second part of your question I don't think I have an answer to that on the spot. I suspect VM you likely do not as
well. So we would that's a good question and we will come back to you on that. I do know that the parents are able to upload um information like the like doctor's notes. They're able to upload evaluation information. Um I think
specifically around the nursing piece of it though, you're right Avery, I think we should come we can come back to that one. Um but they're absolutely able to upload information that can be then used by um the cse or school teams etc.
Thank you. Any other questions in this room? >> Okay, Kim, you have a question. Kim? >> Um, yeah. I just had a I had a couple of things just in the chat. I wanted to say thank you so much for taking a very thoughtful approach as a person. I've
worked on very complex software deployments and I know it's not easy. the change management is really really challenging to get people used to using a new system and just change is so difficult. So, um I appreciate that you're taking the feedback and taking
the time that you need rather than trying to cram the system in to meet a deadline and not being afraid to extend deadlines when you need to. So, thank you for doing that because it's better to have a product that people are excited to use rather than something
that everybody hates using. So, um, thank you. Uh, because I don't think we say that enough [laughter] because everybody's say, "Oh, you're moving the deadline." And it sounds horrible. But no, it's actually not a bad thing. Um, so I just wanted to put that out there. The other piece um I just wanted to say
is um you had mentioned for families if they if there's information that they would actually like to see in relation to busing. Um how would you like that information to be funneled back to you? because I'm sure people beyond here would be may be interested. So I don't
know if there's a mechanism or a way for that type of feedback to get to you as you're starting to gather all of those requirements and and and feedback. So that was it. >> Thank you, Cam. Um Johanna, I'm not sure if there's a way that this group is most
accustomed to sharing, you know, feedback and input. I any kind of written document I think would would do just fine for us. um whether it's like a word doc or something like that, but if there's something that typically works for this group,
we'll take it. >> Hey Avery, uh this is Suzanne Sanchez. Yes, we will make sure that there's a way that this group uh CCSE members and those on the Zoom can share written feedback. Uh we'll get something out to everybody to make sure that they can do that. Thanks.
>> Thank you. >> Thank you. Other questions? If you have a question, please raise your virtual hand or real hand. All right, Joanne, go ahead, please. >> I have one thing. Um, you said in the
very beginning that um atlas would be available for DOE in um charter. What about parochial students? >> Yes. Yeah. Parochial students, non-public school students. It will be any stu the so the parochial students
would be managed through the cse and so the cse would be using atlas but there are some functions of atlas that will be available to those schools as well. >> Okay no problem thank you >> go ahead >> this one just popped in my head for
students who are older like um older middle school and high school will they have access to their Atlas account? No, but there are ways to include those students emails in some information. So like IEP meeting invites, they are able
to be sent to those students emails, but they don't have access to Atlas. >> Yeah, in general it's not a studentf facing tool. >> Other questions, comments? >> All right, I've got a few, so my apologies. Um, first of all, thank you for for this update. Um, we've had a
couple of good meetings over the years now and I think this was this was just excellent. Um, a lot of good stuff in here, a lot of progress. Um, I know we had a a date we originally were trying to roll out to K to 12, but I'll I'll echo Kim. It's great that you paused and
and made the changes. 100 enhancements is a big deal and getting it right is the most important thing because this data is so critical. This is the most sensitive data that the students got and and to make to have it protected and to ensure it's protected. Having it on DOE
systems and not on external servers is critical. I I thank you for that. That is a big deal. Um with all the times that we've gotten notice about breaks in data and our data being compromised, knowing it's on the DOE
systems and DIIT is in charge of that makes me feel a heck of a lot better. Um so thank you DIIT and all the cyber security within the DIIT team and all the team members for for doing that. That's a huge deal. Um couple of things
I want to comment also on. Um when we when we get to the engagement portion for families, one of the key things is going to be that chancellor message going out. He does the weekly message. We need to see what we can do to get that as one of the messages. It's really
an important piece because that does go out to every family and even if you don't have a kid with an IEP, it's important for families to know. Um I think you know would also be really helpful is you know the roll out I think makes a lot of sense. 26 you roll out to schools. You're talking 1500 plus
schools because now you're talking private schools, charter schools. You know the list is huge and it's well over 1500 schools. So you're going to need a big help desk team. You're going to have to ramp it up. There's no doubt about that because prek is is great but it's a
small subset as you know and when you go to the big schools that you're going to need a lot bigger team and then when you roll out to 27 with the families you're going to need that big team still you know you might get a little bit of a quick dip but you're going to need them right again because the one challenge is a family cannot be asked to go to the
school for help we've seen that again and again and again didIT says go talk to your school the school doesn't know you know and that's why we go to DIIT We only go to the DIIT unless we didn't the school wasn't able to help us initially because that's always our contact point is the schools. We need to make sure
there is a familyfacing help desk for this transition. It's got to be a DIIT or someone that's not at school level that can bring that enhance and um help when it's necessary. So, I just wanted to make that and put that out there. But I think, you know, the plan makes a lot
of sense. It it's sound. And look, I mean, it's, you know, we we know we need to get the data out there, but you got to get it right. And I think that's critical. Um, I want to highlight a couple of things that we brought up last time we met. Um, you know, we did talk about that engagement um log being
visible for families. I will I will reiterate how critical that is. Um, I know we got to we got almost two years to work on that and figure it out, but it's something that's really important for families to be able to see. And it doesn't, you know, it's not it's not really real time, but it's close enough.
You know, once that encounter is logged and that encounter is not logged or, you know, whatever, it's got to be visible and it can't just be the last one. We need, just like we're going to have records by year, we need to be able to see encounters by provider by year. Um,
so we can see the OT, the speech, parah, whatever it is. Whatever engagement a student has with an adult, it's got to be visible somewhere. if it's logged, it should be available for the family to see. Um, I think, you know, another thing we talked about is having some
type of additional communication portal option with the family. If they have a a request, they can go not just sending an email to a school because things happen with emails, but that email that can be sent through the new Atlas system and
hit the appropriate person in the school. That way there's that log of the engagement because we still hear time and time again. I didn't receive that email. I didn't hear that. I didn't get that message. You know that record, the time stamp is
so critical for the protection of DOE and for the family and for the student, right? It protects everybody when there is that one system and we're not relying on, you know, a DOE email system except when the school has their own email system and they ignore the DOE system
because that was supposed to be cancelled but it never happened, right? And so there's still a lot of schools that have their own email systems and magically things don't happen as they should. And so having that that email within the Atlas system I think is really
important and and I will bring those two issues back to the front burner because I think they're really critical for our students. But wrapping my comments up, thank you. This this is a a big step forward. It's a big step up for students. It's a big step up for
families. And it's a huge step for the DOE at like you said getting rid of the 1970 legacy systems and the patchwork of everything and getting to one sound system that's home for the most part homebuilt. That is a big deal and certainly homeoused and having it with
you guys is is great. So I'd like to say thank you from the bottom of my heart. Appreciate it. >> Thank you all. It's so nice being here today and it's really nice to speak with you. We spend a lot of times looking at our computer screens and thinking about building this. Um, and it it feels
really nice to directly bring home the impact and talk to you all about it. So, thank you. >> Okay. >> Absolutely. Two two things. Sorry, >> Maggie Maggie's got something and then Chief Sanchez wants to speak, but thank you. >> Thank you so much for this presentation.
Um, uh, a couple of things. I don't know if you guys uh were able to get to this. Um, I wanted to ask if what like when it comes to er internal error errors within
a student's profile um either the address or any um personal information who like once once there's like within Atlas who is in charge of fixing that um and and what are the differences and
improvements uh between with that um because with ceases it's been hard to >> y >> to do those changes um and also um will there be a more centralized access
for attendance encounters for related services across education programs so public and non-public. >> Yes, thank you for those questions. So um around editing student information like an address or a phone number. So
the staff who will have the ability to edit that information in atlas will be cse chairpeople um cse clerical and family workers and then in the pre preschool world CPSSE admins as well. So those folks will be able to update student information
directly in Atlas and then that the data will flow into our other systems to reflect those updates across our connected systems. Um >> I wanted to add to that Avery that's an improvement from current state because right now you have to go into ATS and
ATS sends that information to all the other systems and now rather than having to go to a different system they can update that information in Atlas. >> Yes. and and those staff who have the access to update it in atlas are not staff who had access to make those updates in ATS previously.
Um and the second question I believe was around encountering and so all encountering will be logged in atlas. So there will be one system for all students for all settings and that will all be in atlas.
>> Thank you Chief Sanchez. Thank you so much, Avery. I'm I'm off to the side a little bit today, so you'll probably can't see me, but want to thank you for such an informative presentation. Um, I think something that makes the CCSE a
bit unique is that, um, fortunately, there are representatives whose children go attend school in New York City in a variety of different settings. And I I think I know for me and I see the faces of the members here. Um having one
system where regardless of the type of setting a student is enrolled in to collect this vital special education information certainly feels like a gamecher across the board. Um and so just want to thank um
Shaquille uh yourself, Vim, the entire team there for all the work around integrating these multiple systems so that we families and schools can have information in one place. Um and I think that's one of the most exciting things
um about Atlas. For many years, we've rightly so been asked about encounter attendance on services for students in other than public school settings. Um, so this is going to bring that together. And there is one point that I did want
to just reference around related service and counterattendance. um that that information uh what is currently available in NIXA and ultimately what will be available in
Atlas is predicated on what the related service provider enters into the rec the system of record and when they make that entry. Um, and so I just want to make sure that we all remember that that the the folks providing the service enter
their session notes. Uh, and once they're entered is when uh, we have all have access to that information. So, but by and large, this is really a really strong and impactful and informative presentation. I want to thank Avery, you and the entire DII team for your time
tonight. >> Our pleasure and a huge thank you to my compatriots Anna and Vim as well. Thanks everybody. >> Thank you again DIIT. Really appreciate it. Keep up the great stuff you do. Thank you. >> Thank you so much. Have a great night
>> too. Thank you. >> Thanks everyone. >> Thank you everybody and appreciate again DIIT. Um Chief Sanchez, do you have any updates any notes for tonight? >> Thank you so much. which I would just
like to uh remind if folks aren't aware we're having a beyond access session on February 24th uh for transitions which is really exciting also my birthday so uh I will uh look
forward to to joining virtually there um and that's going to be a parents guide to understanding transition planning so really important uh some of you many of you were able to join the transition summit um that was held at John J University
from CUNI in the fall and um we will be hosting a similar slightly different uh but a similar concept of of transition planning consultants with experts uh in April and we will be sharing that information uh with you all as soon as
it's all finalized. So very much looking forward to that. Um, Chancellor Kamar Samuels is hosting uh his listening tour and that information can be found on the New York City public schools website. Johanna is going to drop it in the chat.
And as always, would love to see uh any of you uh out there at those meetings to participate in some really important and informative community engagement work. For those of you whose children have off next week, uh we hope it's going to be a
great week for everybody and that folks are able to get some rest, although I don't know how much so when the kids are home. Um but we just want to continue to thank the city count uh this this group here uh for their support and advocacy on all things special education in New
York City. Thank you, Mark and Maggie, so much. >> Thank you, Chief Sanchez. Thank you, Johanna. Appreciate it. All right. Um, we are actually ahead of time for once. This is this is a a a nice break and we were able to function and get everything done in time. So,
thank you everybody. All right. Next agenda item. We have a D75 opening. Um, that has been open now for over 3 months. Um, face has not has not received any
new applications. So, we have one applicant, Cindy. um who has applied. We did table a vote last month. I want to see if there is a motion to vote on the only candidate that has is currently an
active candidate. >> I make a motion for us to vote for the for the CCSE D75 candidate. >> Okay, there is a motion. Is there a second?
Second. >> Okay, thank you. Um, so first we want to have do we have any discussion we want to have regarding the candidate or do we want to move straight to a vote? Um, can you reset the timer? I'm sorry.
So, we have 15 minutes slated for this. So, is there a second? I'm sorry. There's a second. Okay, Ron. Thank you. Okay, so motion a second. So, is there a discussion we want to have or do we want to go straight to a vote? I hear
discussions, multiple discussions. All right. Who wants the floor? >> Okay, Francesca, go ahead. >> I just have a question because I'm looking at the attendance and there's only seven people present and I know the last time we was talking about virtual people cannot vote. So, how is that
going to go when >> virtual people are allowed to vote? That is in new rules. So >> as long as Yes. [snorts] >> And we have Corum in person. So Irene is fully eligible to vote.
>> Yeah. Go ahead, Susan. I just want to share you a >> um one thing that I do want to um state because I know that Cindy we have interviewed twice as a CCSE um you know uh having interviewed her in
October for a position and she applied again for a second position for D75. The first one was high school and we interviewed her twice. However,
we did not seem to come to a full um I guess we weren't all in unison. One thing that I do want to state is when we did interview her last month, um the question was posed for council
members to ask a additional questions if they felt necessary. And at that point, um, we kind of lost focus as to the the vote and the, um, and taking into
consideration, I guess, that even um, council members, not everyone was, I I guess fully present, listening into everything that she had to say as a candidate. So, I think that it's important that we make it fair for
people, especially when you have someone that has uh applied more than once and also someone that I have witnessed attending um quite a few CCSE subcommittee
meetings. It just shows persistence, dedication, and we've also seen um Cindy, the candidate, also attend quite a few meetings via Zoom for Citywide Council Special Education.
So, I just want to make mention of that. and reviewing the resume. It is a dedicated parent that's more than qualified to uh be on part of the citywide council special education.
>> Thank you. Any further discussion? All right, we're ready to move to vote. Okay, Rose, can we please have roll call vote? This is the D75 open seat.
>> We are voting to fill the D75 seat. >> Frances are picking or I'm saying present. Say yes or no. Um, sorry. Can I pass for now? >> Yes, pass. Go ahead.
>> Joanne Collins. >> Yes. Eva Dailyaly, >> yes. >> Mark Gonzalez, >> yes. >> Yes. >> Maggie Sanchez, >> yes.
>> Susie W. >> Yes. Irene. >> Yes. >> Back around. Coming back around to Franchesco and again Dr. Sai is not present.
>> We have seven guesses >> seven. So Cindy, congratulations. We look forward to seeing you at our March the 26th our March 26th uh council meeting. >> Congratulations. Yes, Cynthia is online.
>> Thank you. Thank you everyone. >> Congratulations. >> Thank you very much. >> I will try my best to do my work. Thank you. >> Thank you, Cindy. And congratulations. We look again forward to seeing you on the 26th of March. Thank you. And we'll
we'll be in touch. Thank you. All right. >> Mark, do you want to just mention that she should be here in person >> for future? For future means. Yeah. All right, next uh topic is resolutions.
Uh resolutions. So there are two resolutions that the council and the public were emailed. Um so the first one we'll start with which is New York State funding. So this is a resolution that we actually tabled at
our last meeting due to time constraints. Um it is certainly very um pertinent with the budget negotiations are in full swing. Yesterday was tin cup Wednesday. Uh the mayor was up there and nearly every other group um interested
in anything to do with state budget was in Albany um lobbying for whatever cause they had. Um this resolution was worked through the the um legislative committee. We had multiple members involved in in the writing and editing.
Um, but want to want to see if there's a motion to discuss or if there's a motion to vote. Both are options, but we need a motion and need to see if there's anyone who wants to be a co-signy on the resolution for state of New York.
Is there so if you need time to reread it, that is fine. But otherwise, we need a motion to move forward. >> We went over it last a bit. >> So, can I motion for us to vote? >> Yes. >> So, before that though, we have to open up to public comment before we can
actually vote. >> So, >> okay. So, if we could hold off on that motion to vote because we would have to open it to public comment first. >> Can I make a motion to discuss? Yes. Motion discuss. >> Okay. Is there a second to discuss?
>> Yes. >> Okay. Thank you. Motion in discuss. Okay. So, discussing the resolution. >> I just want to know who the co-sponsors are because there's no sponsors on the bill. >> Well, that's that's what we need to see. Is there anyone who wants to co-sponsor it? The legislative committee um worked
on this. So, people who were were in part of this, Ron was in the meeting, Maggie was in the meeting, I was in the meeting. Um, but I want to see if there's any co-sponsors because we to Heather's point, we need three co-sponsors before we can vote. So, as per our
>> What's that, Heather? >> I can co-sponsor. >> Oh, Maggie. >> Happy to even though I didn't help. >> Heather, you actually were involved in Ren it because you've been talking every meeting about needs that we have and we try to incorporate the feedback from the council. >> I'm fine. Co-sponsoring
>> Rose. Sorry. Which resolution? >> This is a state of New York one. State of New York one. It's titled resolution and state law changes to foundation aid increasing funding for students with disabilities, ending New York City charter school rent payments, and providing transition aid to New York
City. >> And me too. I'm really happy to co-sponsor. >> Thank you. Any other co-sponsors? Okay. Um, any other discussion with council members? Anything you see you
want to look at amending on this resolution? >> Just a small uh correction for the for just the format on the second page. >> I don't know if you want to keep it that way. Therefore, the second line therefore be resolved. I don't know if
you want to if that's a big deal or we could just keep it that way. I don't know. It's a small lower. It's lower case. >> Oh, it's a formatting. >> Yeah, just a format. >> Okay. Uppercase versus lower case. That doesn't need a a >> Okay.
>> That that doesn't need to be a amendment. That's just a formatting. But >> yeah, that's it. >> All right. There's no other comments in here. We'll open up the public comment. So for the public, we did email it out
to to our distribution list Monday, Friday, I can't remember which Monday I think it was or Friday. Um any feedback? If you have any feedback, please raise your virtual hand. Okay, >> just so you know, I was emailed out on
Monday. >> Thank you, Francesca. Get the dates messed up all the time. Um thank you for sending me straight. All right. Is there a motion if we're going to close discussion or is there a motion to vote on the resolution as presented?
>> There is no public comment. Correct. >> No public comment. Is there a motion to vote? >> Make a motion to vote on the res. >> We have a motion to vote on the resolution. Is there a second? >> I second. >> Okay. Thank you, Heather. Thank you, Francesca. All right, Rose. Can we have
a roll call vote, please? We are voting on the resolution on state law changes to foundation aid, increasing funding for students with disabilities, ending New York City charter school rent payments, and providing transition aid to New York
City. Francesca, yes, Dr. So now he's not in Joanne coming daily. >> Yes. >> Gazab,
>> yes. >> Ron, >> yes. >> Maggie, >> yes. >> Susie, >> yes. Irene. >> Yes.
>> Come back around to Joanne. >> Joanne. Yes. No. Abstain. >> I'mma abstain. >> Okay. >> That's seven yeses, one abstension, no nos. Okay. Thank you. That one passes. All right. The second resolution we have
is titled resolution on fixing the New York State Department of Education budget for students with disabilities and all students. Um this one was also worked on with the legislative committee um over months um and m many many many
meetings um with some significant adjustments as we got feedback uh during the committee meetings from public and from council members. Um, so is there a motion to discuss this resolution? If there's no motion to discuss, then
we'll have to move on to the next topic. So, is there a motion to discuss? >> I make a motion to discuss. Okay. >> Franchesca's got a motion discuss. Is there a second to discuss this resolution? Second. >> I second.
>> Okay. Um, anyone want to co-sign co-sponsor this resolution? Any co-sponsors? >> I would like to co-sponsor. >> Co-sponsor. >> I wanted to co-sponsor >> Irene. Irene.
Sorry, Francesca. >> I wanted to I'm sorry, Francesca. Irene, I'm sorry. Yeah, we got to co >> Thank you. All right, so I have Francesca, Maggie, Irene,
any other co-sponsors? >> Must me, >> Ron. Okay, thank you. Okay. Um, anyone want to discuss the resolution? >> I have a question. >> Yeah, Joanne, go ahead.
this resolution is like it's hitting a lot of different things. I'm just trying to understand the main focus. I understand it's for the education budget for students with
disability. We're talk we we hitting sets services and then we're also talking about summer rising and Saturday academy
um sensory the sensory program discovery seed and um several other things. So and prek and a lot of things travel travel training and other things. So we
just trying to understand where all this is coming into play like are students not getting none of these services and this is why we're doing this. >> So here's the challenge for summer
rising. It's not baselined meaning we have a grant money for for some of it but we still need to get money >> or it will not happen. >> So seed is needs baseline money because it does it's not baselined and what
baselining means is basically it's built in the budget every year. >> So you have to you have to go every if it's baseline you don't effectively have to ask for it every year from city council and the mayor. It's built into the system. If it's not like seeds not in the system, you got to ask for it or
you may not get it. And so the issue is yeah, a lot of these are not baselined yet. And we certainly need to make sure we get the funding first and ideally you'd baseline it second, but at a minimum we want to make sure that we get the Saturday academy, the summer rising,
the afterchool programs, this the seed programs, the travel training um is these are all critical. Sorry. >> Saturday Academy has been a continuous thing I have seen on a regular. So I'm like a little confused with like
>> but but it there's no budget next year unless we ask for it. It's not baselined in the in the budget. So if you don't ask for it, there's a risk of it not getting funded. So the challenge that we have is we need to continue pushing for programs that make
a difference. and Saturday Academy, summer rising, after school, seed. These are all programs that have shown to be effective for students and we want to make sure they are in the budget and not excluded from the budget. The mayor is
saying he's got a $7 billion budget gap. Things can get cut if they're not baselined. >> Got it. All right. I just want to make sure because I just see so many different things that >> I'm just trying to see where we are and there's so many different things like
you know like travel training stuff like that because some of this stuff I see on here but then some of this stuff I don't see it being utilized on a continuous basis neither. And the numbers the utilization numbers are kind of low as well and that's the other thing. So
that's the on the flip side. So that's what I'm trying to find out like are we surveying some of this stuff to see how is it being utilized because that may be another reason why certain things are being not funded.
>> Well seed program there's a demand there are more schools that are that are asking for seed money to open new schools. Some are rising is had demand now there's certainly an issue with some schools have had excess seats. There's plenty of schools that
have had nowhere near enough seats. >> Begging for it. No, trust me, I know that. I'm just saying. >> Um, Saturday Academy, they are lacking provide enough providers to offer services. Um, so there is certainly the massive
need for and it's not Saturday Academy was the original. I apologize. are calling it weekend and weekday academy now because it is literally seven days a week that they offer services to to students who need the support needs the compensatory services because they did not get the services they were entitled
to and so there is certainly a need >> and also the Saturday academy is only at specific school sites I think in Queens there's only two schools that have it and so when you're looking at accessibility for families across the
district. It'd be good if they could offer it at more schools so that people can access it easier. >> Now we're talking about Saturday Academy for students. That's only like at two schools in
>> it. It's It depends on the burrow. I mean like Manhattan has two schools. There's one >> like for certain like descending or certain classification we're talking about. No, it's it's students who need compensatory services because they did not receive services that they were
entitled to by law. So, let's say 11,000 people 11,000 students last year didn't get services, right? Didn't have a signer provide. Those are some of the students that we go to weekend and weekday academy. >> So, that's and to Heather's point, there's very limited number of sites.
So, it is a trek to get to some of these. Um, you know, Staten Island's got one. Queen I Queens I think only has one um you know and it's trick >> and it's it's not right off the train like it's a far wrong.
>> That's strange because I know several schools that offer that offers it. That's why I'm saying employees >> that >> and they're paying for it cuz I had >> Well, that's So you're you're talking about something else. Um then because there's some schools that have their own Saturday school, but that's not Saturday
weekend academy. Weekend Academy is specifically done through this building for students who need compensatory services because they did not get the services they were entitled to. There are plenty of schools that offer Saturday school, but that's
>> the same exact >> because it's on top IP and everything. I'm talking about the same exact thing you're talking about and she has gotten it on Saturday and stuff like that and broken up. That's what I'm just saying. Some schools are doing it and they are using our eyes. That's what I'm saying.
I'm talking about the same exact thing you're talking about. >> Okay. >> Yeah, that's what I'm saying. I've seen it as more. That's why that's why I was just asking when you said only certain ones like that. But >> I believe there's seven total either six or seven total schools in the five
burrows combined. Some of these teach the principles of them are h are hiring their own sta staff and only utilizing their staff only their students and allowing only their students to utilize it for >> that's a different program
>> story but you have some but they're utilizing it for that reason services you understand but that's the same thing >> I would like to make a motion to extend this part of the agenda by five minutes so that we have time to continue
discussion and hopefully pass the resolution. >> Okay. So, there's a motion to extend discussion by five minutes. Is there a second? We may not need the whole time. >> Second. >> Okay. All in favor of extending time by five minutes. >> I I
>> opposed. >> I opposed. Abstain. Okay. Five more minutes. French, can you toss on another five? Should be nine minutes. Y sorry >> makes sense but I just know I seen other
schools that was offering that same services as well. So that's why I was just asking that question. So when you say it was only like one or two that threw a red flag up on my hand saying no I have seen other schools that has been offered as well. So
>> okay thank you. >> Thank you. >> Thank you much. All right, Maggie, go ahead. >> Yeah, I just wanted to say what kind of Heather was pointing at was the um there's also assist of tech at um the weekend academy. So for those that have
assist of technology services in their IEPs, they can um if they receive a letter a letter um for the program, they can go into a uh weekend academy um to get more training on uh their assistive
tech. for the parents and the students that can come. >> Thank you for the information. >> Francesca, one sec. Um Heather was next. >> Oh, it's fine. >> Okay. >> Okay. I >> Okay. I would say thank you Maggie for
explaining that because I'm a parent who's going to be experiencing assistant technology for my child and it's good to know because my school didn't tell me that there's extra places that I can get assistance from. >> You got to talk to me. I give you all the what you got to do.
>> Heather, please. Um I wanted to to ask if um on the the second to last be it further resolved on page two where it says must open um dyslexia and print based learning centers in every district. I don't know if we can put a
footnote and define what we mean by learning centers um versus uh programs um because um right now we have dyslexia schools um and we know as a council that there
are thousands of kids who can't get into that school that need more dyslexia printbased disability specific intervention. Um, and I also, um, want to be careful about,
um, and this is just my opinion, um, I think I want to make sure that we're being careful about um, supporting um, programs and things that will further segregate our students out of
um, the community schools. um because a lot of these interventions need to be available in our community schools instead of constantly creating these segregated programs that keep um disabled kids away from their peers.
>> So we can have a an amendment if you want to amend that line. We certainly can do that if you have a proposal with language. If you want to rename learning centers as programs, we could certainly do that. No, I don't think that's better.
Actually, I think it's worse. >> Yeah. [sighs] >> Um, so if you want to think about that, we'll come back to you, Maggie. So, I don't know how to phrase this um eloquently, but
so when it comes to inclusion um and and just um students that may need more support or a different, you know, kind of environment where it's it may not be
um appropriate for them to be uh in the like in a noisy environment or an envir or they may may need more more support than what the community schools offer or a more specialized um program
or you know they just just a smaller environment. Um, I just have to I just want to be conscious of those students and I understand the push for inclusion.
Um, and I completely agree with that. And in the same token, there are students that do that that the appropriate environment for for them because of their higher support needs are, you know, unfortunately more um and
and you know, unfortunately the it it it is a um it is a segregated environment, if you will. is not inclusive fully how we think of inclusion. But um I think that there are different ways of receiving inclusion.
Um and so I just again I just I don't know how to phrase this in a in a better way but I think that um yeah like to your point Heather like there are students that we have to we have to keep
in mind all those all those uh students as well. So, um I I'm not sure about the phrasing, but I think that it is important to keep it um the point how it is for now at least.
>> So, Franchesco, >> um I just wanted to talk about that dyslexia part that Heather I think Mag is talking about. Is there any way that we can say where the special education teachers get a crash course or an
educational course on how to deal with dyslexia and how to see it in the classroom cuz I know a parent I know a teacher who did it over the summertime and she went to one of those dyslexia school. It was intense but it's an eyeopener for her and I was just
wondering is that a way of us doing it so that we're not isolating our children. You gota use the mic. Gotta use the mic. You're you're recognizable. Use the mic. So once they open it the literacy center
as they call it, it's a special training that everyone in the school gets. So that's why they're saying that's the hold up and it costs a lot of money because it's similar to the C schools the nest program because everybody has
to get trained corporately and so on. That's what is the delay. But you do have a good idea, but that's the hold up. >> So, one of the challenges with with students with print-based disabilities
is it can't be a class a day and they're done, right? It's has to be something that's integrated within the entire school day. So, when they've got math, the lessons need to be continuous with how a student with dyslexia can read
those word problems. When they're in science, that reading, they've got to be able to have that same methodology throughout that day. ELA, obviously, um, and it goes on and on and on. When you're in a a social studies class, even if you're in a health class or whatever
the other classes are, it has to be integrated. And that's that is different than a typical school where you get a a session of speech or you get you know your maybe your ELA teacher is is trained for that but you don't typically
have every teacher in the school training as Joanne was calling out there. It's like the Nest program where teachers go through this intensive training and it can't just be the ELA teacher or the speech teacher. has to be every teacher in that school that touches the student because it doesn't
end after ELA. It goes through every other class. And that's that's the big difference as as as I'm understand it from talking to all these families and and and parents and professionals. Heather,
>> I [clears throat] see the the point for that. Um and I guess I just want to make like I guess two points. I feel like the public schools here are very quick to put together an amazing program, but
then segregate students out. And um and then once that happens, there's a lack of equity to access those programs. Um and I'll go back to the autism programs. If you look at the demographics of who is in the most
restrictive autism programs and who is in the least restrictive autism programs, it's better than it was even in the time I've served. But the demographics look very different in those classrooms. And and we all know
that most restrictive environments are black and brown kids, right? And so that's where I get concerned when we start talking about um making sure there's a lot of funding for these specialized programs is because they're
not equitably um resourced. They're not their access isn't equitable. They often segregate students. And that's not to discount some students need a more restrictive environment in a different educational environment. And I'm not saying they don't that some kids need
that, but most kids don't and they get put in these very segregated programs um and that aren't equitably accessible to everybody who needs them. So, I'm just I just want to
be careful. And I also just want to the point um that Joanne was making, I do think we could include a be it further resolve that the teachers that are providing these interventions, the ICT
teacher, the um the interventionist, the sets teachers do are funded for professional development and training in these so that you can have a kid in a integrated classroom who is getting
dyslexic supports in science, who's getting dyslexic supports in math because the ICT teacher in that classroom has been trained. >> So I want to clear up one thing. This type of program is not a more restrictive or a less restrictive. It
has nothing to do with class size or teacher student ratios. It's about having schools that have the professionals trained throughout the school how to work with kids with print-based disabilities. Has nothing to do with restrictiveness.
[snorts] They would be in a whatever classroom their current IEP is. It is just with schools. >> Well, you think about like the the >> is the learning center. You're saying schools like they generate more of these
newer schools with dyslexia. >> It could be schools. It could be it could be a school that has a class in every grade that focuses on that. It could be a school like Bronx Literacy Academy or Brooklyn Literacy Academy.
I'm not I don't want to make a judgment on what the type of center would be, but certainly we need to have people trained because right now we've got kids who are graduating who can't read because they're not getting a service at all. I have I have worked with so many families
with dyslexia that aren't getting the support in school. They're struggling. These are mostly older kids. Um you know, it's it's the 12 to 14 year olds that I'm seeing the majority of cases. um because the younger kids just aren't being identified quickly enough and you
know I will say one thing can we please keep the talking down for a moment when we look at Heather your call out is is right about the demographics of the ASD and I think what we saw is when the DOE opened these new three districts for for
ASD where they said every kindergartner that is eligible will have a seat and we guarantee a seat. Those are where you saw the ratios make sense in terms of the demographics, right? Because you're taking care of every kid that needed it. And that's effectively what we want to
try to do here with with the the ASD is open up for all 32 districts and the same for print-based disabilities. Open it up so every kid who needs it is going to get that intensive service so they can be moved out. I mean the the goal is
to move them out of an intensive and again not less restrictive or more restrictive but intensive focus on dyslexia or other print disabilities because at some point you want that student to be able to read as typical as they would be able to. And the idea is,
yeah, if a student needs that teacher who specializes in print-based disability in kindergarten or in fourth grade, hopefully by that fifth grade or first grade, they're able to transition out of that type of classroom. You, you know, it may it may just be a a
classroom. I don't want to make that decision because that's not my skill set and that I don't think that's any of our skill sets of deciding what a program or center looks like. But we certainly know there is a gap. Um, we need the motion if we want to have a further discussion. I apologize.
>> I was about to say, does anybody want a motion to add some more time? >> We are actually really right now right about on time. Um, looking at where we're at. Um, we were supposed to end at about 8:10.
Okay. So, if you've got language you'd like to propose, please. We're out of time. So, >> no, no, no, no. >> We can motion for more time. >> 10 minutes. I mean, whatever. >> Two minute just not enough.
>> Why don't we put five? If we could motion for five minutes for now. If we don't use all that time, great. >> We have to mo motion or table. >> You can you can >> Okay, I motion to have five more minutes for the topic. >> Is there a second?
>> Second. >> Okay. All in favor, five more minutes. Hi. >> Hi. >> Abstensions. Okay. All right. Five more minutes. Hopefully we can wrap it up. Heather, you you >> I don't know what the language would
look like. I'm just I'm and I underlined it. Learning center to me is a very seems like a very specific kind of thing. Like >> so >> an early learning center. It's a a building you go to and you do learning.
Like I just I guess if it's learning centers may is meant to be something they set up in the library once a week. Is it a an actual school program that's separate from a from a a community school? Is it an ICT classroom? And it's like it just it's very it's specific and
very vague at the same time. And it can be misconstrued. And I just think it it needs a definition of what we mean when we say learning center. And maybe learning center is not the right word. Maybe it needs to be programmed or something like that. But learning center
to me feels like a very specific place or type of place. Um that can be defined in a lot of different ways by a lot of different people.
Francesca and then I I have a comment on that. But Francesca feel >> I feel what you're saying about learning centers. I feel like she like learning centers in schools cuz my daughter does that and she gets pulled out about three to four times in a day for math or for
reading and she gets the help with the dyslexia method that a teacher she was educated on. So I think it I would say centers within the school building so kids are not being relocated to a different building so it doesn't seem like they're being isolated. That's just
an idea. >> What if we rename center systems? >> So systems is nebulous. I I admit. But >> so if if there's a motion to amend the line, we need a motion to amend
>> if we want to use systems or some other words. >> No, I got the wording. >> A motion. >> Amend. >> Um can we talk about the wording first and then make a motion to amend? Okay. >> Yeah. Um, be it for the result that the New York City DOE must provide
dyslexia and print-based learning program or see now I lost it. um that the DOE must provide every every student
identified or every student in need of dyslexia and print-based um supports with a learning system to address or something like that. >> We need exact language. So, you want to come back and and word it. Okay. So,
write write it down next time, please, and then we'll we'll go forward. I I understand. I hear you. So, all right. Was there any other comments? >> Should we revisit then? Should we just to make sure that we are, you know, dotting the eyes and crossing the tees
and making sure we feel confident about what's being put forward? Should we uh consider tableling it and just revisiting? >> Just I mean, we have one more >> mic. Mike, if you're gonna talk, Mike.
>> Yeah. >> Is that okay? >> Yeah. >> Just we we still have some time, so let's give her a couple minutes. Um, >> you have 1 minute and 13 seconds. >> We agree that uh systems would be
better. So even if we just change that word further resolved at NYC must provide instead of open must provide to select. Okay. Go ahead, Heather. Uh be it for the resolve that the NYC DOE must
fund learning systems to provide every student with dyslexia or a print-based disability with appropriate intervention in every district. >> Can you read that one more time? that
the NYC DOE must fund learning systems to provide every student with dyslexia or a printbased disability with appropriate intervention in every district covering grades K through 12.
Okay, I've grabbed that from the transcript and that did come in perfectly as you had uh said it. So, the transcripts got it. I've got that noted. All right, Rose, did you have to say were you going to say something? I'm
sorry. Okay. Um, we need one more motion for time because we have to open up public comment. Is there a motion for five minutes just in case there's any public comment? >> Okay. All right. So, is there a motion for five more minutes? I think we can
wrap it up. We need just do five because we have public comment. >> I make a motion to extend the time five more minutes. >> Is there a second for five more minutes? Extension. >> I second it. >> In favor? I
>> I oppose. Okay. Five more minutes. Um Heather has one more be resolved. You want me? >> Be it further resolved that the NYC DOE must fund appropriate professional development and training for ICT
teachers and interventionists and dyslexia based disability interventions. Can we leave off the ICT teachers and just have teachers and interventionists because the so so the text would be be
it further resolved that the NYC DOE must fund appropriate professional development and training for teachers and interventionists in dyslexia and printbased disability interventions. Okay, those would be two amendments that we'd
have to do. So, we need a motion for adding those two amendments to the text and would also then strike the one that's is the second from the last on the be for the resolve NYC must open dyslexia. So, we need a a motion to
>> motion to strike the last be for the resolve and replace it with the amended >> with amended with the >> No, no, no. I got it. And and replace it with the amended version and then add a
further be it resolved about funding the interventionists. >> Okay. So, that's the motion to make the amendments. Is there a second for the mot? Is there a second a motion? >> We'll second a motion. >> I think we had Irene and Franchesco to
double uh double. Thank you. All right. All in favor of those two amendments, Rose, we need to do a roll call for that. [laughter] >> Yes. We uh vote to a amend the uh >> the resolution. >> Francesca.
Yes. >> Joan Cumins. >> No, I don't. >> Yes. >> Daily. >> Yes. >> Yes. >> Yes. >> Maggie.
>> Yes. >> Susie. I thought you did. >> Okay, just come back to me for one second. >> Yes, >> Susie. >> I guess I just wanted to see the changes to review, but
>> I can I can read read it out loud for you. >> You don't have to take more time. Okay. >> Um, we'll receive it, right? >> Yes. Oh, of course. >> Okay. Yes. >> Okay. Thank you. All right. So like to open it up for public comment. Is there
any public comment on this resolution on city [snorts] funding? >> I saw comments in the chat. I don't know. >> I'm putting five minutes up for the public to ask questions. >> Wait. All right, Kim, please go ahead.
>> Yeah. So, um I am just in support of this resolution and want to say thank you for being so thoughtful about it. Um, part of it is because I do recognize that especially with the dyslexia, having a child with dyslexia and ensuring that it is in integrated
throughout their entire day is really critical because reading is not or any type of print-based learning um disabilities are not just about one course or one class where you may have a push in speech support or um have to
leave the classroom which is very challenging I think for the child do. Um, and also having the specialized autism programs is important as well and making sure that it is accessible. Um, I had a late diagnosed child, an autistic late diagnosed child or I have I should
say who's in high school or who's in college now, but at the time we were looking for a middle school seat. We were very interested in the ASD Nest program and there were only 10 seats available at that time in the entire burrow of Brooklyn. Um, and so it was very disappointing that we weren't able to do that. So, we had to find other
practice or other paths for my child. Um, and so I do believe that this is great to really encourage the New York City um council to include this in the budget and have fully funded for students with disabilities. So, thank you.
>> Thank you, Kim. Any other public comment? >> Okay. >> I just Sorry, Mark. I just saw the >> a question in the chat just asking about um omni cards if omniards are offered in
the uh weekendmies. >> Uh metro cards are offered still in weekend academy. Metro cards is a two trip two trip that the student gets and a two trip that whichever adult brings the child or a student. So
>> Kim, did you have something? >> Yeah. Yeah, I'm sorry. I just one one last comment. Um Mark, I want to say thank you for making sure that the um amended um funding for is more for teachers in general rather than focusing on ICT teachers. ICT teachers already
have extra credentiing over the general ed teachers. So I do think it's more important to focus on teachers holistically rather than isolating the ICT teachers. Um, and I think that's really important for all of us to understand that an ICT teacher has that additional credentiing which also used
to be required for any teacher who was doing a G&T classroom as well. So, just know that that's very important. It's all about differentiated learning. And so, if we can get other teachers into that training program, I think that's really great. So, thank you.
>> Thank you. So >> yeah. So Tam, you had >> I see in the chat you were asking did you want to make a public comment? >> This is only about the resolution. >> No, it was just about atlas. >> This is only about the resolution. >> Gotcha. Thanks.
>> Okay. Thank you. All right. Is there a motion to vote on this resolution? >> Motion to vote on the new on the whole amendment. >> Okay. Motion to vote. Is there a second to vote? I second to vote on the
resolution with the amendments. Okay. >> All in favor of voting on this resolution, please say I. >> Abstain. No. >> I. >> Okay. All right. Rose, can we do roll call vote, please? >> We are voting on the resolution as
amended. Francesca. >> Yes. Joanne. Joanne. Yes, >> Heather Dailyaly. >> Yes, >> Mark. >> Yes,
>> Ron. >> Yes, >> Maggie. >> Yes. >> Susie, >> yes. Irene, >> yes. >> Okay, it passes with eight votes. Thank you everybody.
All right. Um we are next at public comment. So this is general public comment. Please any if you have a virtual hand please raise it. If you're here please raise your hand. We'll catch you.
>> Before we go to public comments can I just be sponsored on the first? Yes, we'll note you on that. >> Heather would like to sponsor as well since she contributed. >> Yeah. >> On the state one or the city one? >> Yeah.
>> Okay. >> Okay. Thank you. Uh Amanda, public comment like three minutes. Go ahead, please. >> Yes. Actually, it was just a question and I figured y'all would be the fastest to get it. Um once the assisted technology device has come in for a
student, how long does it take the training to get scheduled for that on average? >> So when you get it when you get a device, you should receive at the same time a web link to sign up with that has
dates you choose from. So you should have received a web link um that that comes with the device. So we I was told I was not able to have access to the device until we get the training. >> So there's so there's multiple ways to
get trained. You can certainly go to the the school can do it. The cat team in Queens can do it virtually. Um there is also weekend academy available sometimes for that training. So there's multiple ways to get the training. If Amanda, if
you're having a problem, if you want to just email um our email inbox and I'll put it. It's ccscchools.nyc.gov. I'll put it. We can certainly get get whoever needs help um connected with the CAT team in Queens because they are the
ultimate controllers. >> Um it should be quick. It's this is not a weeksl long process. It may be a week or a week and a half to get training, but it's not like multiple weeks. >> Okay. Thank you,
>> Tam. >> Hi. Um, just speaking to the Atlas presentation tonight and thank you for for hosting that and for bringing in the Dial team. Um, not to, you know,
discourage the work of the Dial team or to say anything negative about what they're doing. I think it's great they took this on, but it's been years in the making. Um I was on the prior CCSE um council when they first came in and started talking about it with us. Um and
there was a huge push to make sure that they prioritized being able to track related services. Um the way the system as you all know right now in CESUS is set up we can't. Um so what ends up happening is a related service provider can go in at any time 3, four, five, six
months later and backlog a bunch of services. it's then up to you to prove that the service wasn't rendered if you're questioning the service, etc. So, I really, really, really would like you to push again to make sure that that's included. Um, and then on the the other
front, [laughter] there was something that was brought up tonight about assist of tech. Um, thank you for centering those conversations both in the resolutions and with your conversation about the weekendmies. Um, I know it's Saturday, Sunday, everyday academy now. Um, Mark, I know I've I've
spoken with you about that. That ties into the assist of tech, to the dyslexia conversations about supports for dyslexia. A lot of those services need to happen on those Saturdays, those Sundays. A lot of students aren't getting the reading intervention, the supports they need, especially emerging
dyslexics um in middle school who are often overlooked. So, those compensatory services need to actually happen on the weekends. So, thank you for trying to secure that in the budget. Thanks, guys. Thank you, Tam. Quickly, um, we're out of time, but Tam, so just so you know,
DIIT can put a feature in, but there what you're describing is a contract discussion. It would have to happen between the union and the DOE in terms of when stuff has to be entered in the system. The IIIT can only populate what
they receive and it depends on what the contract is between the union and the DOE in terms of when timing has to happen. So that that may be the issue that has to come first is that contract and certainly that can be another discussion but thank you. All right. Um
we are at the end of our calendar meeting but uh stay tuned. We have the business meeting coming up in just a few minutes. So we'll take a 5m minute break. It's 8:19. Let's come back at 8:25. We are adjourned for now. Thank you everybody. See you in five minutes.
start. Thanks, Rose. Um, it is 8:26. Uh, we are getting started. Apologies, the recording did not quite start. Um, we are getting started with the citywide council on special education's business meeting February 12th. All right. Interpretation team has been dismissed because no one was using the service.
So, the first line item is the approval of minutes for December 18th of 2025 and January 15th of 2026. So, those are in your packet and were emailed to each council member. Um, we
will first start with December 18 of 25. >> Mark, should we do the roll call? >> We will do that, but I want to make sure there are no other ch changes and then we'll do the roll call. Um, are there any adjustments to the meeting minutes?
Um, we will then move on to the roll call. But are there any changes or amendments to the mean minutes as presented with the exception of the roll call for the calendar meeting? All right. If there's no feedback on
that, then we will move to the roll call on the excused absences. So ro how this will work is able there are two people who are listed as excused.
Rose um provide listed them as excused because they were given a reason. Rose was given a reason from the um council members why they were not able to attend >> which >> this is for December 18th.
So, so this is December 18th. So, we will rows will go down the list um for each council member and you'll say excused or not excused or abstain. Okay. So, the first uh council member
who was listed as excused is Heather Daly. Heather had a medical reason that was given to Rose. So, Rose, can you do roll call, please? Yeah. Yeah. We need to do it for for each excused absence.
>> I'm confused now. >> So, we have to do roll call for roll call for each excused absence just for council members to to vote if they're excused or not excused or abstain. >> All right. We are voting on the excused absences from the December 18
>> meeting versus Heather Daily. >> You have to you are approving whether or not you accept their excuse. Yes. >> Okay. Francesca. >> Yes. >> Joanne Cummings. >> Yes.
>> Mark. >> Yes. Excused. >> All right. Ron. Ron. He had to leave. >> Ron had to leave. of the family. >> Maggie, >> yes. >> Susie, >> yes.
>> Yes. Excused. Okay. The second was Melissa Jackson. We still have to go through the vote. So Melissa did end up resigning for family medical for medical reasons. Um, but we do need to do roll call for her and read. She did get submit information to
Rose on medical. >> Yes. >> Joanne, >> yes. >> Heather, >> yes. >> Lauren, >> yes. >> Agie,
>> yes. >> Susie, >> yes. And Irene, >> yes. Okay, now we move and all right. So if there are no other changes then the meeting minutes are accepted as is.
Thank you. Next is Thursday, January 15th, 2026 meeting minutes. Are there any concerns with the meeting minutes as presented with the exception of the calendar roll call which we will go through?
Okay, then Rose, can we go through the roll call? Irene was the excused absence for January. >> She did excuse before the meet. >> Yes. Thank you, Rose. >> Francesca,
>> yes. >> Joanne, >> yes. >> Heather, >> yes. Mark, >> yes. >> Maggie, >> yes. >> Susie, >> yes.
>> You want to say yes, >> Irene? I >> have to say yes, too, right? >> Thank you. >> Thank you. [laughter] Good answer. >> All right. Um then with no changes to the mean miss, we will accept them as
presented. Thank you. Thank you everybody. All right. Next meeting topic is the committee updates. We have three minutes for each. Um Francesca, can you start the three-minute clock for annual report first?
>> Yep. Annual report team. I I don't have anything to report it on the annual report except that I need to get a committee meeting in the calendar so we can start looking at some
stuff. Um so yeah, stay tuned. Um I'm going to look at my calendar and see what I can do and then I yield my time. >> Thank you, Heather.
All right. Next is the busing and transportation committee. >> Do we still have to Okay, I was just making sure we saw it for um Okay, so updates on the busing and transportation committee. We met on Monday. Uh Maggie
was there, Ron was there. We had one person from the public that popped in and then left. Um but basically um Ron gave um a report back. He went to Albany on February 2nd and uh did some advocacy
around busing with uh several uh state assembly and senators. Um I don't have their names off the top of my head. Um I wrote up a committee report and I sent it the draft to you guys. I just need to get those names from Ron to put in. Um
and then we um he had a really good letter that he wrote. Uh and so we want to use that letter and tweak it a little bit so it's more specific for CCSE and also uh personalize it for uh with a paragraph
for uh the governor uh for the committees specific committees like education committee and disabilities committee and we also want to send a letter asking for support from the I don't know what their title is but they're it's it's a new position in the last like three years or so that
disability leaison from the So, we want to send us a a letter asking for support there as well. Um, and so my role today is to come and ask a motion to put a motion on the table to allow the busing and transportation committee
to complete that letter, those letters, and send them out on behalf of the CCSE. So, there's a motion from Heather and the busing committee to write a letter on behalf of the CCSC and to be able to
distribute it. Is there a second? >> I second it. And also, just so you all know, I did share before the meeting. I shared it out so you can read it. >> Yeah. >> All right. There's a motion, a second. All in favor?
I >> opposed abstensions. Okay, there you go. >> Awesome. And then the last thing is for the next meeting, um we we started disc oh well there's two things we started discussing about um district 75 has a lot of data on their busing because they
leave their survey open all the time on their website. It's like has no end date and so when people go to their website they can click and they can submit responses to busing survey. So we would like to do similar on our website so that at any time we can pull busing data
and we can look at trends. So we want to do that. Um so we're going to start putting something like that together starting next month. And then the last thing is is we also realized that um it would be really nice to have a direct an advocacy directory with all the state
senators like contact information, assembly people's contact information, the who's on what committees. Um, sorry, I'm I'm wrapping up. Um, our city council and NYC just all the people we need to email and
contact. So, I created a Excel spreadsheet and I shared it out. Right now, it's housed in the busing and transportation committee. I feel it should be housed in the communication committees folder but it's accessible to everybody and everybody can um work on updating it when they get new
information or if they um write somebody and you can put notes of what's been sent um so we can track and have a one big directory that we all can utilize as a council for our advocacy. >> Okay. >> So is it okay for me to put in the
communications committee? your part of the comm your part of communication. >> Okay, good. Because I don't think it needs to live in the busing. Um I mean we need it too, but everybody needs it. So it should be there I think too. >> Awesome. That's it. >> Thank you.
>> Kevin. Excellent. >> Bylaws Joan. >> Microphone please. Hi, good evening everyone. Um, I sent out a email. I apologize for the delay. Everyone got it.
Um, just open it. But a creep a couple brief attachments from the first special meeting. Basically, it was some confusion. Um the special meeting was just to clarify
some information um just to see which bylaws we was governed under and we figured that out and that was the bylaws for 2023. Then we started just discussing a few
things um that was on the council mind. Some suggestions and stuff that came to head and some of the suggestions that did come to mind was um getting the meetings under
the length of the meetings, getting it under two hours. um timekeeping as you can see this little beautiful clock um they was discussed >> um suggested um going um also came up
they're not sure this was I guess this was the test or the next meeting two would be a test to see if we can get our meetings back to two hours or under or it was a suggestion
um if we would need to possibly consider splitting our meetings into two because we was not covering everything in the calendar and the business meeting. So that's food thought. I did the timekeeping
and also enforcing the council three minute three minutes talking time and possibly add a possible number of questions for the entire council. Um basically how
many um questions a council member can a ask per meeting or discussion depend on what's going category that was also brought up. Um council members perceptions and challenges
um basically council members emphasize the importance of having a clear understanding of the council priorities and the need for transparency. I'm just reading the highlight. I'm not going through everything. Council member highlights the challenge of engaging new
members and the need for effective training and communication which we started discussing. So, um when you read over that, you'll see some ideas in what we have discussed. Please feel free to email and give some more suggestions.
Um sorry, possible changes and improvement. Um, council members emphasize the importance of learning and following proper meeting procedures as well as the need for clear communication collaboration.
Council members agree with the need for a timer and Robert boots training suggestion and amendment by laws to reflect these improvements. >> Yes, please. I'm sorry. >> Okay. Can I um request more time please?
>> That's a motion. What you want? How many minutes you requesting? >> Three. There's a motion for three more minutes. Is there a second? All right. Motion second. All in favor? >> Yes. Okay. Posane. Okay. Three minutes.
Senator, please. Let's go. You're on. join. >> Thank you. Um um what else? I mean um sorry um basically
um possible changes and improvements um collaboration um training. Okay. So I think that um suggestion to creating positions where Okay. Suggested creating a position where council member is upholding that all parties are being held accountable to
all concerns. Um public engagements and meeting protocols. Um we had spoke about assigning sheet making sure that if signing in that wants to speak and so on and so forth
just making sure no one is feeling excluded. And we also spoke, I'm not sure if it came up about possibly a website um someone to help with the website and under code of conduct just
speaking about the um communication of protocols. Um email transparencies coming through and outreach and communication issues. just making sure that others are aware and public
awareness of different things that we have going on in our council. And I just want to let you know on that note, I went to a CC meeting last night for and they did highlight some of the stuff that we do have going on. It was nice to
hear. So, um, and they didn't even know I was from CCSE. I didn't even have that next to my name. So I just want y'all to know that um it is the word is getting out there about our different things and what we have going on. So I just want y'all to know. So that is very
important. So I did send this to everyone but I Rose did ask me when is the next and our official bylaw meeting. I want to find out from everyone but I know some members are not here. What is everyone's schedule like? Um when can we
meet? um if y'all can let me know so I can let Rose know. And also I'm going to put um a active live Google um template so that updates can be made.
But I want to make sure I make everyone a um active user on it that's going to be on the committee. But I need to know when everyone will be available and we need our lovely secretary on with us as well, Miss Chester. So please, no, no,
no, no, no. It's okay. I took the notes and I have it. I shared it with you. So you have it. Everybody actually had both notes. Shared it with everyone, even Rose. So just let me know cuz I can let Rose know and we have to let her know in a timely fashion. So um just everybody
just be let me know as soon as you can. If y'all can let me know by the early part of next week know, but not this. It won't be this milk rose. It won't be till like early March probably cuz um it's the break and I don't want
to intrude on nobody's time during the break. >> Rose wanted to let everyone know this schedules for these committee meetings. The legislative committee meets on the first and third Mondays
>> typically. >> Typically, right? Yeah. >> Virtue to I'll send it to you. I email it to everyone. Virtual talks is on the first Tuesday. >> Busing and transportation the second Monday. Communications and outreach third Wednesday. Health and wellness on
the fourth Monday. Said you're not doing anything for February. >> What? >> This is going to be a temporary thing. So it's like only one or two meetings and that's it. So it's going to be temporary. Yeah. So everybody just review them. review the me minutes and get back to
>> have to schedule it and who can come. Yeah, but I want to make sure chest is available. So, I got to learn. >> Yeah. >> On Mondays and Wednesdays, I can't Mondays and Wednesdays. My kids have to school. So, I can't do it in the evenings that day because I get home
late and all the stuff. Any other day I can any other day than mother Monday or Wednesday. Okay. So, let me look at my calendar and stuff and let's see what we can bring. Okay. >> Okay. All right. And just quickly, just
for the record, um it technically it was it was a special meeting of the leg of the bylaws committee. It was not an official special meeting by law. And so it was just a Zoom meeting with the bylaws committee. So it was not an
official special meeting where we held it in person. Just want to make sure everyone's aware. Okay. Just for clarity. Yeah, that was really confusing to me because special meetings we usually have to show up in person required open meeting law. >> Yeah, it I was so confused.
>> This was a special committee meeting. Special committee meeting which is still a committee meeting. All right. Health and wellness, Susie. >> Right. So, just as Rose has announced, we actually will be having our second health and wellness meeting and that
will be taking place February 23rd. Everyone probably already realizes next week is mid- winter break. So parents are going to be very busy with their children at home. So what we will be doing is we are going to be um actually
focusing on a little bit of the winter break blues because some people do have the they have the blues. So, we're going to be working on uh a few little um breathing techniques, exercises,
and um and the there's gonna also be a prize giveaway. Nothing too exciting, so don't get excited. Not a brand new car. We're not doing the Oprah thing. We're just keeping it real simple, but just enough to um generate a little bit of excitement and allowing parents,
caregivers to give back to themselves. And that's important. Sorry. >> We're ranked. >> Okay. >> It's on Zoom. It's on Zoom. >> Via Zoom. Via Zoom. Via Zoom. On Zoom. Yeah. >> Is that going to be like Are you going
to have a set Sorry. >> Are you going to have a set monthly meeting time that we can put repeating in the calendar? Yes, we will. But right now, because everything is we're in it, we're in our
infancy stage. Our very first meeting uh took place uh last month, the again the fourth Monday, as events and things begin to take place. For example, if it's Father's Day month and it's
Mother's Day month, we may do a special um hybrid type meeting where we're going to try to encourage people to come out and in person and we can actually move and groove and do some things. So, everything is still in the works and we have two initiatives that we're working
on as well. Can you let everybody know what time this meeting starts? Yes, I believe the meeting is set to start at >> Is it in the calendar?
>> Where is it? >> Is it on our calendar? >> 7 p.m. >> What's correct? Seven. >> All right. Join.
>> Hi. And um I just want to give a quick update. Tonight was the is this health and wellness? Okay. Yeah. This is part of it.
Yeah. Would you guys like to request for some more time? >> I told you three minutes. >> It's a motion for two minutes additional time instead of seconds, please. >> Okay, >> there you go. All in favor?
>> All right. Two minutes. >> I just wanted to bring to everybody's attention um Rose and everyone. Um, tonight was the first meeting with Citywide Wellness Advisory Council meeting and um, I listened on my way in.
So when I actually came in the room, I was actually still on the call, but I had to get off cuz um, we started our meeting. So day meetings I believe was going to be the second Thursday of the month. So, um, but, um, Paul Paula said,
um, Sanchez said she'll send me the slides and stuff or what I miss. So, I should have an update for everyone next month of everything that they was talking about and the different programs and different things they're going to be
implementing and going to have in the schools and stuff and so on that y'all be able to take back to the schools and utilize everyone here on the council. I just wanted to share that. Thank you.
All right. Health. That's good. Okay. All right. Legislative is up next. Um Ron's not here, so I will I will do it. Um so we we're a little date change for our next legislative meeting. We're
going to do on March 4th, not the Monday. Um I apologize. I am in class on Mondays for the the entirety of March and so I'm not available because I have to go in person. So we're we're doing a little swerve. It'll be March 4th at
6:30 p.m. Um March 4th is the next legislative committee and we'll get at that date we'll have the next one but it'll be a couple weeks later um or 3 weeks later. I apologize. Um but we will definitely So update um thank you for the the passing the resolutions.
We have a bunch more resolutions we are working on. We'll continue working on them at the March 4th. Encourage anyone and everyone to come and attend um and contribute to the upcoming resolutions. There's five others that are being that are actively being worked on and I'm sure there'll be more that come up from
from all of you. Um the legislative breakfast um we need to talk about that. We obviously had to table it for March um for lack of space. The options that we talked about in our last legislative meeting were we could do a May
slashjune. Um there's few dates in May. There's a date in June. We could look at pushing to like an September, October and then do you know start off the new year with a legislative meeting or we could say we want to do January, February, March next
year. Um, you know, so there's kind of pluses and minuses of each of those times, but you know, we need to decide as a council. I I want to stress if we do a May or June, there's a lot of leg work that goes in. It's, you know, coming in the
night before to set up the room and get it ready and the decorations and get the tables and and whatever else we're doing to to prep it. Um, there is a ton of leg work. We're going to need everyone at the meeting to to do a role or multiple
roles real world. And then there is the breakdown cleanup after. And that doesn't even get to the real part of the work, which is engaging with our representatives and our community members to get them to come to work on the program, to work on the schedule, to
work on their speakers. So there is a ton and ton of work which we're going to need all hands on deck you know meeting weekly working not quite daily but pretty hardcore um to do a May June um
we'd have a little bit more time September October we'd have a little bit more time obviously we do January to June but I just want to put that out there I'm going to send out emails to everybody um early next week and I just want to get your thoughts and we'll talk
about it at the meeting um on March 4th and then our next council. But just wanted to put that out there. Francesca, >> um in the past when you've done this legislatively breakfast, the response for people to attend, how long did it take?
>> We haven't done one in a number of years. I mean, the reality is you need to give at least two months to representatives. At least two months. So, we'd have to start send out invites ASAP. Uh if we want to talk more, I need a motion to to continue for three minutes if they want
to or Okay. Motion second. Okay. >> It's a motion. It sounds like a second. >> Okay. Thank you. Um all in favor of three more minutes. >> I >> Okay, thank you, >> Heather Scott. >> Yeah, that's what we said. Wait, have we considered partnering with the district
75 citywide council on the legislative breakfast? Cuz we have I mean all our students have IEPs. Then we don't have to have legislators come to two different events. Like it makes sense to me because I don't know. It's just
something to consider. Maybe it's something we can joint plan um and do together. >> D75 already has their event scheduled. Um so you know if we want to look at that for next year certainly um but they've already got their plan agenda
schedule their their strategy but yeah Mhm. I know I I met with Teresa today from CEL and we talked a little bit about um that because you know it's under dial as well. Um there's overlap there's not overlap but >> what's that?
>> We don't do well when we operate in silos. So yeah, we should try to unsilo some of the work that we're doing. >> No, I appreciate that. Thank you. It's you know, it was kind of it was our discussion uh Teresa and I had about CEL
and you know the collaboration we need to engage continuously and I I'll talk about more when we get to the the president's meeting um or message part in a few seconds. But we did talk to uh Christie a little bit. So,
anything else we want to discuss? Um, I don't want to pin anyone down for a date yet because I want to everyone to digest and think about it and and see what makes sense. But I will send out early early next week. I know it's vacation week for our students. um you sure as
aren't going to be on vacation in terms of you'll be dealing with the youngsters um in some form, but um you know I understand if if it takes a little bit of time to get back because we know you're going to all be super busy. Heather, >> so I know that we have a lot of like the
budget and everything going through the state and um and that I guess for me is like what is the um what is the intention of doing the legislative breakfast? Is it to advocate and impact
on this budget or is it really so they get to know us and the issues? Because if if it's really about like meeting us and learning about our priorities and how we want to serve our students and how they can support as our representatives, then it might be better
to schedule it when they're not in session because they'll have more time to meet with us. >> Well, that's again that's that's really for this council to decide. I mean the the idea of having it in March was because we could impact state budget. The reality is that's not going to
happen. The reality with the May budget is the the budget's going to be cooked for the most part at that point. So we're not going to hit the budget. That being said, we've been advocating and we advocated with the two resolutions today
on the budget. So we've got that message out there. I think it's really more of engaging with them on what the priorities our students need and our families need and that and that could be a May, June, that could be a September, that could be a January, February, March. It's what we
feel as a council and we'll get back to I know we're at time but we'll get back. All right. Um, next on the list, I apologize is a co-president report. Maggie, you want to go first? You want me to go first? So, can separately 3 minutes each of combining it?
>> Yeah. Yeah. >> Okay. >> Um, we skipped over the communications. >> Oh, I'm Maggie. I'm so sorry. I apologize. Thank you. She was I apologize. That's me. >> Yeah. I was like, wait, am I >> No, you're not supposed to be. I apologize. >> It's okay. >> But we're saving the best for last. The
communications committee. >> I'll say that about every group, by the way. >> So, Joan and I are chairs of the outreach communication uh outreach and communications committee. So for the um we also have the the subcommittee
virtual talk um we on the our meeting >> sorry I can't hear you. >> Oh my bad for the outreach and communications committee meeting um we reviewed um the housekeeping items so
guided by our council's code of conduct. So just simple community norms for council meetings like calendar business and committee meetings that include um includes just materials shared to the public. So whatever we shared out as a council
um still working on those and um any feedback you know we'll welcome any feedback any work we can do on the um shared folders um for each committee
and um oh we'll be working on issues regarding our website. So, I know Joanne, we're we're connecting with um somebody that can maybe be able to manage our website
and social media. Um we're still trying to get the feet on that and just to bring forth to the council for the council's consideration. Um and then as a side note, uh we'll also be putting together an updated list on legislator contacts.
Very important for the work that the other committees are doing, especially legislative committee. We'll touch base with with you, Rose, on that. Um, but it's it's we just just want to put that together um to help the council, whoever
wants to volunteer to take uh you know, a few of the legislators and have that connection and outreach um they could do that. Um so yeah, so that's kind of the work. Um Joan, do you want to do virtual talk? Hi, good evening again. Um, virtual talk
was very nice and interesting. Um, our student member was actually there at our virtual talk, our last one, this past last week. Um,
what is it? John Gerber. >> Jonah. >> Jonah. >> Jonah. >> Jonah. >> Jonah. Um he's a very nice young man and um he gave a lot of nice insight and one of the things he brought to the table
and um he let us know was when he um entered school in the ninth grade there was a class a program that was offered to him that actually um explained his IEP and gave him a better
understanding of his IEP because that was something that So, can I get an extra two minutes, please? >> Is there a second? >> Second. All in favor? >> Thank you. >> There we go.
>> And that was something that is very important for our young people because you're starting to get at that age where you have to start advocating for his for yourself. and he was saying how a lot of his friends and his peers are do not get
that class and don't know how to advocate and how to speak up for themselves at this point. And and he just went on and talked about a lot of good things and a lot of things that was very helpful and a lot of things that open our eyes to a lot of different
things. And so with that being said, um that's one of the things that um stood out in my head and I said I was going to bring to council about possibly um us setting up maybe one evening or one Saturday or like about two hours,
three hours we could do like I could do like a zoom um workshop and um it be open to all students who's interested um just learning about the basics. of understanding that IP, how to read it,
just learning the basic and just seeing what do y'all think about that. Um but it was very interesting how he spoke of it and um I was speaking to um D and because we was getting ready prepping for a meeting
and um I forgot the gentleman that was on the call with us and I was telling them about the idea and how the young man spoke so well and his and how he was talking about certain things and they was telling me how nice of a gentleman
he is and how well spoken a young man he is and I said yes he is and I just met him for the very first time and I just you know everybody just has so much nice things to speak about him he's such a nice young man really is um really is um
so I just wanted to just bring that to the table to the um to everyone and it was a very interesting conversation because he had everyone engaged for the call >> thank you Rose >> yes I'm going to go back to your
suggestion of using someone to manage the website. We have to [clears throat] find out and I don't know if it'll be done this year because we have to make changes to our budget and add a line for a consultant line also and move money into that. We're not going to have time for that because that that's going to happen on
the 21st. That's the last day for us to make that change. So, I don't know if it's something you want to do this year or at the beginning of the terms in July, but >> yeah. Wait. So, is that this month? Uh, the 21st of this month.
>> This month, February 23rd is the last day for us to make any changes to our budget. He's going to have to send us a a bid or something on what he what his prices are, but that's he's not going to get that to us in time. >> We'd have to hold a special meeting
>> in person. >> Change the budget. We have to do a special meeting. >> He should fine. >> You should have that by tomorrow. You know, I'm out next week. You have to let me know. >> I have his number. I'm looking for his number. So I can give send it to you, Rosa, if you want to reach out to him.
>> Otherwise Otherwise, July is right around the corner. If we need to wait till July, July is right around the corner. So >> we'll have to work on our budget. >> Yeah. What's Go ahead, Heather. Sorry. as a
person who has been maintaining and doing the website for the last what two and a half years. Um I just want to put it out there that um [clears throat]
I'm not privy to any of these conversations and left out of all of these conversations and I I'm having feelings about that. Um, I'm sitting here trying not to take this as
criticism. Um, and um, yeah. Um, I this this what's happening right now is not okay. I just want to put it out there. I'm done. I'm sorry. Um, Heather, it was just
something I suggested at the um, meeting we had the other day and um, I forgot how it came up because something was said and then it was mentioned that it was having problems with the website. So, I just suggested somebody that we
had I know that somebody we had used all the a lot of the districts had used this particular person. So, I just suggested it and they asked to um I sh I said I will share the contact information. That's it. I apologize.
I'm sorry, >> Maggie. >> I don't want you to feel like that. Heather, um listen, thank you for all your work on the website. Unfortunately, you're not It can't be all on you. It It just
can't. you already. You are doing the busing committee. You're doing so much. You've done so much. So, I mean, I I've tried to tap you on something about this, but it's too much.
And Rose and and I and we as with the communications committee, that's under our purview. So, with Rose has been, you know, uploading things in the website. there's things still still things that she needs to work on like that that
she's not you know she's not able to do um because she needs uh I guess to know how to do those things that's where a web master would come in handy for that so that's why that's where the idea
arose because at this time the website there's some things that are still there they're they're still not working so it's not an emphasis on you and the work that you've done. The reason why the website is how it is is because the
work that you and Rose have done, but we're in the communications committee now. >> This is a >> So like Heather, I hear you and I know like you volunteer to do it and you're doing everything and I think you're
doing great. My question is now instead of you guys hiring somebody, is there something against hiring her because she's here and she has instant access and she's been doing it so far, like is there like a a thing of she can't do it because she's part of the C?
>> You cannot hire a CCEC member to do a job within C the CC. We're volunteers. I think this is just a different conversation that can't happen right now. Um because the website, the way
that I set it up was to make it so that it can be updated by everybody. So everybody needs to take part. So when you have a committee meeting, you put it in the calendar and I've sent out links with a scribe how to do that. Once it's
in the calendar, it syncs to the website. So, when things are out of date on the website, it's because people are not putting them where they need to go. And I don't know how else to make that happen. And I don't think it's worth our
time to hire somebody for $3,000 to put things in a Google calendar. We can do that, you know, but people have to do it unless there are other big things that are not working on the website. I think
>> we heard on their last communication outreach and communications committee, we heard feedback from the public where they tried to subscribe using the website and it wasn't working. Um
there's things uh for example if you go on on on the videos you know it is working but it's still difficult to um to upload. So, I don't know how to do it. You know, I don't know. There's there's
things that we that that is it's just a lot of time and effort. It might be easier, you know, for others than than, you know, I guess people like me, but it's just yeah, >> for our next communication committee, we can certainly bring this up and talk further about strategy moving forward,
but there's obviously some work that needs to be done internally. Rose had said something. why this didn't come to the communication committee. Oh, or the website um person before bringing it here. >> So that we can discuss the communications committee when they have
their next meeting. So all right, we we're we're a little past time on this discussion. Let's let's move on. Um next is the co-president's report. Three minutes each. Maggie, you want to go? You want me to go? >> No, you >> Okay. So let me try to keep it under
three minutes. Francesca, start the clock. I'll make it go. Um, we had uh we met with uh Superintendent uh Sam Champ Chancellor Samuel, sorry, from D3. Um, Chancellor Samuels, all the CCEC presidents had a Zoom meeting uh with
him. Here was the key takeaways. He talked about his three main points, which are rigorous schools for all. That means if you need an IB school or a specialized school, focus on them. That means if you need extra support, focus
on them. Reach the student where they're at and bring them to where they can be. Meet their potential. And so he really focused on that rigorous for all students. He talked about safe schools. Um that was important. And then he
focused on true integration of schools. So he really wanted to focus on integration. Um, and being from D3, I can tell you it was a legislative breakfast today for D3 as a D3 parent. That came up again because that's what Sam Kamar Samuels's hallmark is what he
did with integration within D3 and is currently going. He also talked about meaningful engagement and his question for us and that's everybody is what does meaningful engagement to you? He is starting and he started earlier this
week his 10 meeting tour of the five buraus. He's meeting twice in each burrow. Um community should have received the the emails on that with invites. Um yeah. So yeah. And so there's multiple dates for
each burrow and and times so that way he can reach the most people. Um I encourage you to to attend because it he wants the engagement. He wants to understand what true meaningful engagement means for everybody. Um he was asked about dyslexia programs and
ASD programs. He specifically said he supports both and is looking for expansion. Um he was asked about the focus as a new chancellor. He talked about increasing funding weights for students with disabilities for students in temporary housing and multil- language learners.
So that was a big deal. He talked about foundation aid at state level at 3 and a half% is not enough that we need more funding. That's why um mayor uh was up at Albany yesterday looking for more funds. Certainly there's the foundation
aid, transition aid and charters which is worth about a half a billion a year of additional funds we should be receiving at least. He does support mayoral control. Um he does support the class size law. He knows there's challenges that have got
to be worked on at the community, at the school level, and he wants to make sure students with disability are not left out of the two carers program. That's the new 2-year-old program. We had a face call um new face leader Lopez's
meeting with each CEC president. Um she wanted to introduce herself, talk about partnership, and then she wants to set up an entire meeting with the entire council date to be determined. So, we need to get together as a council and figure out a date for that. All right, I
will leave it there. Thank you. Okay, so let's see. Um, yeah. So, I'll uh share be sharing the link again for the committee folders. I had shared that before. so everybody can
uh make sure to have access uh on the drive. And um there was a city council hearing and mayoral control. Uh there you the the last uh day to submit written testimony was today. Um
uh some of us attended um virtually in person. Um there was an IBO workshop on the New York City budget. Um also very important. and I'll uh find the information share in the chat. Um I attended the district with Mark uh
attended the district 75 substitute par profofessional recruiting event. Um and there was a CCHS meeting yesterday where a superintendent talked about AIUS in his district. Um and let me go back to
and then yeah we've we met with the with the chancellor. Um so uh from the from the January 22nd I believe meeting.
One of the things that um kind of like were high that that um that he highlighted um were were that his goals for 100 for 100 days for 100 days um was to visit 45
districts um in the first uh and 45 superintendent in the first 60 days. Um he also mentioned his priorities were school safety um physical and emotional and that includes
student voices uh rigorous and truly integrated schools and um high quality programs in neighborhood schools. So um there was a lot of uh discussion about SEA
um and work that needs to be done around that. Um and then there was discussion also about um the chancellor was going to follow up on chancellor school charter school utilization um in district 30. There
were some issues there and um So they made it very clear that the administration where the administration stands on on NYC being a sanctuary city um and the protection of families from
ICE entering our schools. Yep, that's it. Thank you. >> Um I'd like to see Go ahead. It's it's Sorry. Um Susie, you want to talk before we go to member reports?
>> Only because of um time restriction for me right now. I'm just wondering if we can move the treasures report. >> We can move the treasures. Go ahead. Yeah. Treasures >> Rose, can I call on you? I'm so sorry.
I know we were just speaking about the uh deadline and everything with the budget um but we uh we all have a copy of the February 2026 financial report and it just kind of went through just um make mention of it briefly so that way I
can still you know that makes it >> yes it's a question. Oh, no, no, no question. It was just that we're going to move up the um treasur's report. >> It's It's fine. So, is there anything you want to report
on it? >> No, I just kind of wanted to clear everything with rules. Um do do you feel like everything is okay as it stands right now? Because I know we're talking about the budget and >> there hasn't been much activity except for me reimbursement. So, right now,
what you see here is where we are. We are at as far as the balance and member reimbursement, we're at 13,000. The PE card is still at 500. We haven't used it yet. Meeting expenses, which really right now is um food, we're still
at 1,700. Um the traveler travel arrangements for me, um we're at 330 $300 now, but it's probably going to go up because I'm going to take an Uber tonight. I'm carrying too much stuff now. I'm sorry. It's this it's too heavy. Um, and for
general supplies, we're at $2,16. I do have to place an order for supplies. But if you are going to have an event this year before June 30th, I need to know what supplies you want to order because I have to put an order in and use a
purchase order and it has to be done by March 31st or April 1st, one of those dates. Well, no on March 4th. >> Okay. Thank you for that. >> Okay. And now to member reports.
Member reports. >> Member updates. Member updates. >> Member updates. Yeah, sorry. Member updates. Well, just quickly what I'd like to say um be before having to um commute out is I just wanted to acknowledge um Anita who is here on Zoom
and Cindy of course who is just newly uh elected on the our council. So congratulations. I just wanted to acknowledge these um two wonderful moms because they have been in great support of our health and wellness committee and
also spreading that joy and that positivity can just go a long way in impacting so many parents that need a little bit of uplifting and such. So, I just wanted to Oh, look at the hearts. Some of the hearts. Um but we we love you. We
appreciate you and we thank you for your involvement and we're really exciting moving forward and moving ahead. So, thank you all for being a part of it and uh and may we ignite all of the excitement and health and wellness onto
others. Thank you. >> Thank you. Next member report. Okay. All right. Okay. There we go. Um, next business is our unfinished
business interpretation. Rose, any further update on interpretation? Give her a second, please. What I wanted to suggest on the um interpretation requests for the committee meetings, I'm going to finish
schedule them out to June 30th, but if the announcement I'm going to include this, I'm going to read it out to you. Interpretation services will be provided upon request. If you require interpretation services, please submit your request to CCSCs schools with a
subject line interpretation request 2 days before the date of the meeting. If we receive something two days before the date of the meeting or if we don't receive anything on the next day which we give um OA 24 hours, I'm going to cancel it.
>> Okay. So you'll schedule them and then you can deschedu within 48 or 24 hours and then you're we're not paying. >> Yes. >> Okay, that sounds perfect. >> And in that message, can that be in multiple languages?
I'm we need to get OOL OM to translate it multiple languages, please. So that way they've got it and then you'll have be able to read multiple languages for the request. >> Exactly. You know, that's another thing, too. We are limited maximum rather to
three languages. >> Yeah. So we'll see what happens. Okay. No, I think it's great. Okay. Thank you, Rose. New business council meeting topics. Do we want to talk about that now or do we want to wait till March 26? And the reason we
put that on the list is we are running out of meeting topics for present uh presenting at these meetings. There's Yeah. So if we want we can we can table that till till March 26. We have a March
meeting scheduled. We do not have a me an April meeting topic at this point. The March topic is on special education curriculum for multil- language learners. I'm butchering the exact title. That's not the exact title, but that's the basis of it. Um you know and
at that point our April main is kind of an an up in the air. There was a few things that we still have listed for priorities that we gave back in August, September. So, DE is still working on those few priorities that are left, but we need to start looking because we're
going to need additional topics. So, we will table that. Um the next thing was public um there was discussion in the communications committee about changing the way we have public comment and having it similar or
in a way like the PEP has where you register within the first you know before the meeting or within the first 15 minutes or x number of minutes of the meeting. you register either online or you fill out a form here to to to
speak for public speaking during the public speaking section. Is that something that we want to do or do we just want to do raise your hand? >> Can I Sorry. Can I just >> Heather had her hand up first and then we'll we'll go to you. >> So, quick correction on that though.
That was we No, we did not speak about that on the communications committee. >> I apologize. I thought that was that mean. My apologies. >> Sorry. Yeah. Okay, Heather, >> I was going to say I in the whole time that I've been on council, and this is my fifth year, um,
we've never had there's only one meeting I can think of where public comment took up a lot of the meeting, and that was with the homeschool. Um,
we're not going to pay for your services because you didn't fill a form out >> the IESP. Um, >> yeah. >> Yeah. >> Thank you. >> Um, I think our council can manage um public speaking fine without having a
you have to sign up by 5:30 or you won't be able to speak kind of situation. I think what we've done for topics that we think are going to have more public that want to speak, we have the sign up form, then we just post in the chat a
bunch of times. And um and then it just gives us the order and the list to call on the public. And we've only used that a couple of times when we kind of when we know there's people that want to speak. Um, I think our council is unique
in that we allow a lot of commentary in the chat. Um, we encourage our public to to meet each other in the chat, to collaborate in the chat, and we've been fortunate for the most part to have
people be very civil in the chat, which has been great. Um because it really does take a community and we I think I look at this council as a place where we're building community as much as we're informing people and educating, right, and empowering. And um because I
couldn't I couldn't get my kid where he was where he is now without the community of people that I built around me in the special education world, right? Um, so a lot of other councils don't allow people to put things in the chat or they limit what you're allowed
to post in the chat. And I think we're unique and we don't do that. We want our public to have a voice and have a place to put their comments and and things um on a public record, right? Um, so I don't know that it's absolutely necessary to do like a signup sheet like
that. Um, and even when we do put the form out, we still say, "Did everybody get a chance?" if you didn't get a chance to sign up, please raise your hand. Like we you I think we do a really good job of making sure the public has time to speak. Um and sometimes and I'm
willing to even like sacrifice my own time and some of the topics that we want to cover at the meeting if it's really important that the public speak um because they don't get the same they don't have the same privilege we do with the access that we have to the people in the special education office and the
public schools. And so our meetings are a place where they can show up and have direct access to those people. And we I think our number one duty is to provide space for the public to be able to to access and and give them that privilege
in that time and to put things on public record. Public record is important. And I know people I know I'm going to call out Jen Chay. she's not here, but she comes and she'll just talk just so it's on the public record [laughter] and there's there's value in that and
it's important. So, I I've gone on a little bit, but yeah, I don't think we need a a sign up form that gets cut off at a certain time. >> Maggie, >> so so the reason behind the the sign up
would be just simply for organizing purposes. I don't think that we've ever used it as a limit to public being able to speak. Um, but we've utilized it before. So, just to have it um not that
they have anybody has to use it, but it's good to for the public to kind of have it to know that they can sign up and it could be organized and it'll help us like keep track of who's first or who's second or and then um something to
also think about is when we have in in-person attendees, do we give them a sign up for them or how do we know like them particularly. It's a little bit hard uh to know who's first, who you know who who raised their hand first or who, you know, kind of like just to keep
it organized. >> I don't have a problem with that. I just don't like the idea of cutting it off like the if you don't sign up by this time, then you don't get to speak. I don't like that. >> But I think it's okay to have the link to the form and people just and it's the same one. We can just use the same sign
up for public speaking and put the link in and then share it to you guys to look at the results will will pop up as they're filling out the form and then you just have it there and then you just delete out the responses from the previous meeting and you go from there.
It's it's easy to use and and I want to highlight again state law that put this council in effect. The fourth point in the law says hold at least one meeting per month open to the public and during which the public may discuss issues facing students with disabilities.
So that is one of our core tenants is that engagement of the public in their opportunity to speak and I agree I don't want to limit access to the public because it's honestly written law that they are absolutely entitled by law to
be able to speak. That being said, you know, they they like like every other person, there's there's meeting, you know, limits on on amount of time and we have a three minutes in our bylaws and and that's great, but we want to make sure we do we are inclusive and allow our public to speak. But Heather, you're
right. We've had Yeah. one time where we had a a large large contingency of of me uh audience. And honestly, I would rather have a meeting where the public comes and talks for two hours and we don't do get and we don't say anything
um than us talk and talk and not have a the public a chance to talk. I think we had a busing meeting what two three years ago that was about three hours of just discussions because we didn't have quorum and we talked busing the entire time and that was one of the best means
we had because we actually worked out a lot of stuff and we got a lot of ideas that actually are part of what the resolution was that we passed earlier this term. A lot of that came from a meeting a couple years ago, few years ago. So, okay. Um,
thank you. um CCHS update. >> Sorry, Maggie. I apologize. >> Where do we stand on the public speaking signup form? >> Doesn't sound like we're gonna have an >> Can we have a >> the form and then you could >> Is that what we're doing? We're going to
post the form. >> We're using it when we need it, it sounds like. >> Does everybody agree with that? Does the council agree with that? >> Technically, we can't. We don't we don't have we don't have form any longer.
>> We can't vote on anything. So >> yeah, CCHS. >> Hello. Hello. >> Hello. >> Hello. Hi. Two long nights in a row. It's okay. Yeah, it's okay. I would have come there. I was debating to come in
person or not and I'm like, you know what? I'm going to stay home. Um so, apologies for not being there in person, though. But it's good to see everyone. Um, I'm also happy to see that Cindy also will be serving um being service as well, which is great because I know that
she's a real champion and um out there and I think she'll be great for the D uh the district 75 uh cons you know students and population. Um on the CCHS um we did have our uh calendar and business meeting last evening. Um, we
are also reviewing our bylaws and one of the main things that we wanted to do is have a training on the open meetings law because there tended to be various interpretations um based on convenience for individuals who attended or who were
setting rules and whatnot. So, we wanted to make sure that we all had a baseline. It was actually an excellent meeting. We um I had engaged the uh New York State uh committee on p um open governance and I had Kristen uh
Bergen. She was the trainer and she did an excellent excellent job. She not only gave us an overview of the law, but she also was able we had pre we had a list of questions and use cases and scenarios that we've encountered and we asked her
to give us what the parameters were around it so we could have a real dialogue um which was incredibly incredibly help helpful. Um, so if you are interested in doing something like that for yourselves as well, um, I strongly encourage it and it's free. It's available. You just reach out and
you can schedule it however you want. Um, which is great. Um, and then also there were there were four resolutions that were actually presented yesterday. Um, two of them did pass unanimously. Um, and I'm sorry I'm blanking on which
ones they were. I believe the one was around uh the expansion of the CTE um education which I thought was um you know great to kind of like offer different options for our students. And the other one was
and I can't remember what the other one was at the moment. So I apologize. I have to go back and look at my notes. Actually I do have them uh quickly but um I I'll let you know because I don't have them quickly here. Here we go. Sorry, I'm a little disorganized. Um,
but the other thing, uh, there is a new AI public school that was presented at the meeting yesterday, which we were a little, there were several of the council members who were not aware of the school being this new school that is opening in the fall um, being presented.
So, just to be aware, it is in Manhattan. um they are looking at it to be a screen school which um we're looking to you know there's some other things that we're trying to look at that too and say does it need to be or not. So those are just questions right now that are open for us as some of our
council members and as we'll continue moving forward. Um it wasn't yeah we didn't publicly like discuss it but I know for myself that was one of the questions that I had. Um the other was um where the
>> um >> Oh, the journalism for all. >> Would you like to >> Oh, I was >> Oh, yes. I would like to extend my time. Sorry. Three more minutes, but I'll try to wrap it up quickly. Um if that's okay.
Um so yes the uh other resolution that did um go did was approved for or unanimously was to expand journalism for all. We had the young journalism club present at our meeting last month and they were phenomenal and they have been
working with CUNI um to develop a curriculum that they wanted to have a available to all public schools um especially if they currently do not have journalism clubs or a program. Um and then there were there was another one around having a career aptitude
assessment. Um I know some of the council members uh opposed um it did pass but not unanimously. Um there were several council members who did oppose it because of the use of the term aptitude and some fear around that of
tracking individuals in 9th and 11th grade. um even if it wasn't designed to be used in that way that sometimes people do end up having some unconscious biases around how they present and then engage with students based on things
that they learn about them. Um and then also the other was around changing the eligibility for parents on um the CCHS CEL appointee. um changing that particular eligibility
not to they could as long as they were a seell parent at some point in time they could serve in that role. Um so it could be somebody who had a child in in as an L in elementary school now they're now
in high school but no longer are an L and are in that program. That was the resolution that was proposed. Um again that one did not pass unanimously because um we felt that there needed to be some parameters around it so that that they were aware of the challenges
within the high school environment. And the reason they were talking why they wanted it was to really keep to expand the pool rather than focusing on the root cause of actually outreach to the families to engage the parents who could
serve on this seat. um by expanding accessibility from a language perspective, they chose to say, "Oh, well, let's just expand the population." So, it was just a a little bit of a difference different perspective on that. So, those are some of the key updates. Um I I do want to kind of keep
in mind that there are some things that we're all strongly supportive of. There's some that we do have some differing perspectives and it really is a split. You know, there are some splits within the council. So, we're, you know, I want to make sure that we have the voice um of both sides.
>> Thank you, Kim. Thank you for representing us and thank you for sticking around in the update. Appreciate it. >> Oh, yeah. No, no problem. Oh, one other thing. I would love to um talk I would love to develop a resolution around um inc, you know, to promote having the IEP
training for all students in high school when they enter in high school. Um, and I know Joanna was talking about that um, on how you're on the on how the student representative is doing that and I would love to um, engage with a few of you to draft a resolution around that because
it would be high school relevant for students with disabilities. So, >> okay, thank you. We'll get back to you, but yeah, that sounds good. Thank you, Kim. >> Thanks, Tama. anything from face. Good evening everyone. Just a reminder
on February 26, uh face is having their second PD for uh council members. Um that one will be on um Robert's rules of order and parliamentary procedures.
So you should have received an email in regards to that uh upcoming professional development training. So thank you. Thank you Tamika. All right, that is the end of our agenda tonight for everybody. Thank you for
sticking around. appreciate all you do for our community. Have a wonderful evening and we'll see you in March, March 26th, 6:30 p.m. here at Tweed or on Zoom. Good night all.
>> Kimble show. >> Thank you. >> Oh, hello. >> I heard my name. Did I hear my name? >> Kim. Yes, this is Rose. Can you email me the information on the open meetings?
Um, >> yes. Yes, I Yes, I will do that. No problem. >> Thank you. >> You're welcome. Everybody, have a good night. >> Good night.