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Video-1: youtube.com/watch?v=LA7zzp8vOhM

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Hi everyone, welcome. Um we are calling the meeting to order. Um the meeting is being recorded now. Um, so today is Thursday, April 16. Welcome

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uh to the citywide council on Special Education, AP uh April calendar meeting. My name is Maggie Sanchez, a co-president of our council. We are now beginning our meeting at uh 6:34 p.m. Um, interpreters, would you

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please introduce yourself and please add the interpretation line uh info in the chat. Hello. Uh, this is the Spanish announcement. Spanish computer. >> Thank you. Mandarin. >> Okay.

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Yeah, this is the mandrepick. Okay. Uh, my announcement has completed. Thank you very much. Share. >> Yeah. Uh, thank you so much. Um, we're going to do roll call now. So, uh, sorry, Rose, if you can, we we can have

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roll call, please. Uh, Joanna is on her way. Francesca is now Joanna's coming late. Heather Daily,

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>> I'm here. Mark is going to be wrong >> here. >> Maggie >> No. Susie. Irene >> here.

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>> Cindy. >> Yeah. >> Guess Kim and Jonah. Jonah. >> So, apologies. We are not at quorum at this time, but we have a, you know, we have a couple of members that will be arriving shortly. Um, we won't be able

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to do any official business other than uh the program until we can make quorum. Also, a gentle reminder that council members will get the opportunity to speak at least once and each council member has two minutes to speak. Um,

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a timekeeper. So, um, Francesca is usually our timekeeper. There's no timekeeper. Since, um, she's not here. Uh, we need to appoint a timekeeper. Can Anam volunteer for timekeeping? online.

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>> Okay. >> Um, no worries. Um, I can be the timekeeper for today. Oh, Francesca, sorry. [laughter] Yay. So, we got Cororum. Um, all right. It's okay. It's okay. Uh,

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So if anybody has um that is online that has a phone number, please change uh your name or you know let us know who you are in the chat. Thank you. So uh Francesca, we were just doing um the timekeeper. Would you be our timekeeper

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since Yeah. Okay. So, um with that, um we welcome the special education office team um with our guests from the related services team who will talk to us about related services and who will and and um we'll get to hear

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from our members. Um thank you so much for being here. pass it off to you. >> Thank you, Maggie, and uh CCSE at large for inviting the related services team tonight. Um my name is Suzanne Sanchez, and I have the honor of serving in the

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role of chief of special education under the leadership of Deputy Chancellor Fod. Uh and we are really uh we have a great uh contentrich presentation tonight. Some of you may know um I started my career in New York City public schools

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as an occupational therapist and uh related services are obviously very near and dear to my heart. Uh and we're hoping this evening to provide you with information on a several different points connected to related services.

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And though we have a lot of content, we're going to do our best to move through it quickly to ensure that you all have time uh at the end to ask uh whatever kinds of questions or share any ideas, concerns, or thoughts that you all have. Um

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I'm going to turn this over to Melanie Leong, who is uh our newly appointed strategic advisor on all things related services and leads the provision of OTPT speech. uh as well as oversight of all

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the other related services within New York City public schools in different ways. Uh Melanie, >> hi everyone. Thank you for thank you Suzanne for the introduction and thank you to CCSE for having us. Um very excited to go through uh our content. Um

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and uh first we're going to do just like welcome and introductions. I do want to introduce members of my team and then we're going to go through the content of schoolbased related services service provision some of the initiatives that we are putting forth and how um hear from the uh central assist of technology

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team. Um so the next thing I want to do is just introduce members of my team and they will come off um turn on their cameras and greet you guys as I as a bunch of them are hybrids uh in person some are in person some are remote. So

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do want to introduce um my partner in crime um or not crime but my partner in work um the uh Shona Gibson who's the executive director of proc of operations and process management. Um next I want to introduce uh Allison Cardi who's the

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director of physical therapy. Um and then I'm going to introduce uh Colleen Warren who's the director of assistive technology. >> Thank you Melanie. Hi everyone. Good evening. Um I'm also going to introduce David

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Kuroka who's the directive dire the other director of assisted technology. >> Good evening. Good evening everyone. >> Um and then Heba Hanin who is our new director of occupational therapy and I'm very excited to welcome to the team.

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>> Good evening everyone. Thank you Melanie. And then um not from ORS but um from SEO uh we have the very familiar face of uh Johanna Rodriguez, the director of family support. So the next thing we want to give you is

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like a a crash course um on uh the schoolbased related services. And I'm going to start off I'm going to start off with the um kicking off with the recommendations from the boldly reimagining special education advisory council. um just to ground us in some of

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the the work that needs to be done to enhance and shift the the provision of related services in New York City public schools. Um so New York City public schools comprehensive related service plan is based on a vision that ensures school communities foster student

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independence through a shared approach to service delivery and accountability for student success. This plan aims to facilitate greater opportunities for inclusive experiences to increase awareness, knowledge, and inclusive practices across school environments and

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to support students and to use resources strategically in service of greater student independence and improve student outcomes and also to focus on better supporting high school students for post high school outcomes. So these are all

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recommendations from the the advisory committee on how related services can be improved and reimagined in schools. Um the next thing I want to share are the types of related services. I'm just going to go through this very quickly.

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It's not Go ahead. Can the Can the Mandarin interpreter one of the Mandarin interpreters please put your information in the chat so that when people log on we can help them get connected. Thank you. >> Sorry.

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>> Um actually we're just going to display this and then um we're going to just talk about the current scope and practice. The New York City public schools is responsible for providing services to 284,000 students in counting and these are in

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various um school environments preschool through grade 12. >> Vanish and over 90%. So if we look at the um recommendations from the advisory council and we look at what we're actually doing um over 90% of the

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services are provided outside of the classroom in the natural learning environment and as such our our own related service providers are reporting time for the majority of the time that I their IEP annual students IEP annual

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goals are not met. Um so this is like a a signifier that something needs to shift. Yes. >> And that is to more inclusive um driven IEP. >> Thank you for that Melanie. And I really want to highlight this because uh um I

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don't think we can underscore if we go back one slide that um at this time in New York City public schools when an IEP recommends a related service over 90% of the time the recommendation is for the service to be provided outside the

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classroom >> and therefore outside the natural learning environment. and what our own related service providers are reporting at the end of the year when they're reporting on goals for pro uh goal progress they are reporting overwhelmingly that the student did not

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achieve their IEP goal and when we put these two factors together uh it speaks to the recommendations from the reimagining council and makes a lot of sense and so we have a need as a school system and I would say an obligation to

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shift our practices to more inclusive ived driven IEP related service recommendations. Why is this so important? Because we think we said actually know because we know because research shows clearly that when

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services happen where children learn, play and participate, they are more likely to make meaningful and lasting progress. Facil this facilitates stronger outcomes and goal attainment for student. And I love this image that

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learning a skill in isolation like practicing swimming in a pool deck is helpful, but the real growth actually happens in the water. So it just super quick if we're working on turn taking or focusing or any kind

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of social pragmatics or even instructional and intentional issues. Sometimes when we're doing that separate, one therapist, one student outside the learning environment, it's very rare that those skills transfer back to where the student actually

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learns. So something we have to think about as a collectively, as a group, and figure out how we are going to make these changes so our students have the outcomes they deserve. And why do why are natural learning environments work best

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because that is where the point of the students disability is impacting their ability to learn and or participate in their class. Children practice skills where they use them. Learning in

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context, learning where they need to use the skill is very different than practicing that separate in isolation. They're also in the natural learning by children have the opportunity to along learn alongside their peers. We know

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that children build confidence and feel better and stronger about themselves when they're included with their classmates. When done correctly and when appropriate for a student's IEP goals, there can be seamless support and not disruption from

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the students learning day. And we're going to talk more about that. And again, the research is clear. Studies consistently show that service delivered in inclusive natural learning settings lead to stronger outcomes for students.

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And this happens every day in New York City public schools. It's just happens um not enough, not at the frequency we see when we see 90% of our recommendations are separate. In the classroom for speech services, this could look like during a readaloud, the

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speech therapist joins the classroom uh to help a small group practice vocabulary, sentence building, and is helping that student develop these skills right alongside their peers. For OT, this could look like dur working in the classroom during actual writing

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time. Physical therapist at recess. Uh they could be working with a student at recess, physical education, other parts of the school day. Uh so that they learn to navigate playground equipment safely and they can play in the playground with

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their friends. And certainly for counseling, a school counselor can facilitate a lunchtime social group. Again, these have to be specific to each student only when it's instructionally appropriate and when it matches the IEP goals for that student.

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As parents, we and families, we need and want your partnership. Um, no one knows your children better than you. And as families, there are ways that you can partner and support this work. Certainly asking questions, reaching out to your

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child's team at school when you do have questions, sharing and telling us what you see at home, what's working at home, what are your struggles, what's not working. That only helps to build that homeschool connection. Staying connected to the IEP because parents are an equal

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and crucial part part of this process. Practice certain skills or uh tasks, activities at home. And don't hesitate to collaborate. The goal of the IEP team should very often be the same goal as the parent, which is helping the child

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thrive, [snorts] learn, be an active participant to whatever that looks like for individual specific children. something we we want to make sure that all of our families are really clear about and uh we are encouraging IEP

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teams to go through this information with families so that families have the clear and accurate information. There is an impact of those 90% of related service recommendations that are separate location outside of the

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students classroom. Uh you may or you may not know that missing 30 days or more of school equates to chronic absenteeism. Many of our IEPs of our own creation

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here um lead students to be separate from their classroom instruction at or more than 30 days. This is a sample IEP, not an not uncommon. The students receiving OT in a group, OT in the

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class, uh OT one-on-one, speech, PT, counseling. This particular student is pulled out of class 270 minutes a week, which equates to 30 plus days of school

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year. So we have removed this student from their academic environment, whatever their academic environment looks like for more than a month's worth of learning time. And when we see at the end of the year goals not met, students

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not making progress, it's a signal very strongly to shift and look at how and where services are provided. And I want to be really clear, not less than, but how and where services are provided. So, we wanted to show you a video of this

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actually in action. Um, and this is a school in a district 75 community, though this happens in other schools. Um, where the speech, the OT work directly in the classroom. And the greatest part of this is when you walk in the class, you can't tell who's the

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paraprofessional, who's the classroom teacher, who's the OT, who's the speech therapist, because everybody is working in alignment towards the achievement of those students IEP goals. >> Hi, my name is Miss Della. I'm a teacher

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in a first grade >> [music] >> Hi, [music] my name is Miss Della. I'm a teacher in a first grade 611 APA classroom. And hi, I'm Miss Brianna. I am the speech therapist that supports Miss Della and the classroom. So, as the classroom teacher, our approach is

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highly collaborative, flexible, and centered on each student's individual needs. We adjust our co-eing style based on students individualized goals and ongoing communication. So, during whole group instruction, I lead while the speech therapist supports through prompting, redirection, visuals, and

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language modeling to enhance student understanding. However, much of our classroom is structured around individualized instruction, similar to station teaching, where students work at centers targeting specific goals. We also incorporate elements of parallel teaching as we often provide instruction

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simultaneously at different levels and pacing. Together we collaborate on skills to teach pacing and student communication. Within our ABA framework, we emphasize one-on-one support, discrete trials, repetition, and real-time data collection. Overall, we work closely as a team to align

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strategies and support student engagement, communication, and progress. I enjoy using a push in approach because it allows me to support students in their natural classroom environment while helping them generalize communication skills and stay very engaged. I use a f flexible student centered approach while selecting

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service delivery models based on student [clears throat] needs, lesson goals, and collaboration with the teacher. When we work together, we can practice communication in real meaningful moments all day long. We're not separating skills. We're embedding them into our day and [snorts] we're able to immediately allow them to practice and

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apply their strategies. So it's day, it's just what we do and I see the students becoming more engaged and more independent because communication support is happening all day, not just during speech time when they're pulled out. >> When deciding on location of services, I

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always think where is it going to matter the most? Where is my support going to matter the most? And almost every time it's the answer is the classroom. >> Is that [music]

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right here as well? My friends, we are here to start our day. >> Hi, guys. >> Let's see who else is here to brighten our day. Let's see. My friend, >> let's see. My friend on the job. Excellent.

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>> Jason, which one is your name? >> When I'm in the classroom, I can model communication during lessons, routines, peer interactions. And this way, students aren't just practicing skills. They're using them in real-time moments and natural setting.

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>> And what this collaboration has really taught us is that together we can create opportunities that neither one of us could create alone. Hi, my name is Lori and I [music] am the classroom teacher for N21 first and second grade classroom and this is my team. Hi, I'm Melissa. I'm a speech

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therapist in Miss Lor's classroom. Hi, I'm Miss Fana. I'm also a speech therapist in Miss Lor's classroom. Hi, I'm Nicole. I'm the occupational therapist in Miss Lori. >> So, one of the most impactful changes I've seen in the classroom is the power of true interprofessional collaboration through these pushing services. Having our speech and occupational therapists

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embedded in the classroom has really changed how the students learn and engage throughout the day. For for example, during speech pushin, I co-e alongside Miss Lori and model language, visuals, and a usage throughout the day. We target skills like identifying the initial sounds and words using picture

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cues. Um, I also use tools like a mirror um so students can visually see their mouth movements which supports correct sound production and also helps build self monitor monitoring and independence. Pushin services are especially beneficial because they allow students to practice communication skills in the exact environment they

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need to use them. This improves generalization, increases engagement, and help students carry over skills into everyday classrooms. >> But from an OT perspective, I specifically focus on fine motor, visual motor, postural, sensory, and self-regulation skills directly within

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the classroom task. During specific writing activi activities, um, I had students focus on copying short trick words like you, and and to using supports such as slant boards, highlighted box, paper, and small pencils to improve grasp, attention, and

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handwriting skills. So, working together as one team leads to stronger engagement, more meaningful participation, and better overall outcomes for our students. I learned so much from working with the teacher, like what motivates each student, [music] the classroom expectations, and what goals

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are most meaningful day-to-day, which really strongly influences my therapeutic approach. Overall, we work closely as a team to align strategies [music] and support student engagement, communication, and progress. At P37R, we believe every student thrives when we work together as one

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[music] unified team, creating collaborative, inclusive classrooms where related service providers [music] work alongside teachers and all stakeholders to support student learning. We presume competence and hold high expectations [music] for every learner. Through this approach, we

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strengthen language, literacy, and communication, the foundation for student voice, [music] independence, and lifelong learning. And we thank the uh PS37 uh R team for sending that video um and for highlighting their really really

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powerful work that that is a model uh to be emulated across New York City when it is appropriate for individual students. Uh we'll see much stronger outcomes for our students in that regard. Are you gonna hold that for me? Thank you. And good evening everyone. It's

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very nice to see everyone tonight. What a nice segue into service provision that that little film was because what you saw were extremely dedicated, competent, excellent people working um to to help all the kids in that classroom, not just

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the ones with IEP. So what I'm going to talk a little bit is how we provide um related services in the city of New York. Related service provision is from human beings. Um they are all licensed therapists and um we have

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full-time New York City public school staff. Um and we have um contracts with agencies. And I think this is a sophisticated audience and you know that but I'm going to take a little bit of time to go over that. So, the office of related services coordinates and supports hiring both full-time related

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service providers in occupational therapy, physical therapy, and speech. And we also work with contracted related service agencies and independent providers to secure citywide services. Families may see contracted providers

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when NYCPS staff are unavailable. Um, and that does not change or modify in any shape or form the entitlement that families have to those related services providers. One of the things I do want to point out is the vast majority of New York City public schools have full-time

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or part-time New York City public school related service providers. Contract agencies are for the gaps. Um, and I'll go into that a little bit more, but I just wanted to make sure we could go back to the slide because I do not remember my chart off the top of my head. But I think we we may be sharing

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this with you later. So this just sort of breaks down who gets related services from agencies, who gets them from full-time. >> Just really quickly before you move on, um just if you could if you guys could introduce yourself like when you're when you're taking the mic, I I didn't catch your your name. Yeah. Yeah.

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>> Okay. Thank you. Sorry. >> I'm Shaa. >> Thanks. I thought everyone knew. Sorry. Okay. So this is that that is just a breakdown. Um you know, we also provide services to students who do not go to public schools and so those those are primarily served by contract

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agencies or independent providers. So if we could go to the next slide please. So again this is uh just sort of reinforcing how we sort of think about this. Um, we use contract we we use New York City

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public school providers in New York City public schools, but we we do um rely on our providers and our contracted agencies to fill in the gaps. That may be because the case loads exceed what full-time staff in the school can handle. You have three or four more new

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IEPs or students and that's not enough for another person. U so we have an agency go in. There are national staffing shortages. So we fill in the gaps there. And the other thing that happens all the time in New York City is that our staff have to go out on leave

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or they are absent or they have an extended absence. And so we use agencies to fill in the gaps in those instances as well. So there are some challenges to um hiring so many related service providers for over 280,000

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kids. We have nationally ongoing shortage of occupational therapists and physical therapists which can uh cause a service delay in our schools. Uh we are constantly in hiring mode. We are

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constantly in case load monitoring mode. Uh and we are constantly in finding finding um solutions to any service gaps. Uh we also have a pretty sustained partnership with our office of human resources centrally to work on

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recruiting strategies, hiring fairs, uh partnerships and scholarships. Um I I think many of you know that Chief Sanchez was an occupational therapist and she will tell the story of how many more people graduated in her class five or six years ago compared to today.

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>> Yeah. Um but one of the things that we do focus on is um is figuring out how we can can get more people into the pipeline and more people interested in becoming um therapists. So there are a couple of things that we

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are able to do also from a systemic perspective to address shortages. One of them is that we are really really happy that we've been able to implement what we call the ninth session overtime opportunity for occupational therapists

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and physical therapists. This is uh a an opportunity for our OT's and PTs who are already in the school to work an extra period over their contractually bargained eight sessions and we're able to pay them overtime. So we implemented

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that in March and had a very uh nice uptake of that. So we're find that very promising. We also are able to provide the speech therapists um additional paid sessions beyond the eight hour contractual max so that they can serve

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more students and uh our OTP pilot which as I said started or rolled up in March has already served more than 750 students additionally to where they were in February. uh that's OT and 100 more students in

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physical therapy. And then as I mentioned, we have uh a lot of different um areas where we try to partner with our HR partners, with our university partners and with the community at large to increase um recruitment. We have scholarship

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programs through the Jose P um umbrella which offers scholarships towards master's degrees in a spec specific shortage area um including monolingual and bilingual speech language pathology. We offer financial assistance to OT and

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PT students. Uh we have Jose what we call Jose P loan forgiveness which um offers tax-free financial grant assistance up to $24,000 in student loans. And we have several clinical externships and fieldwork opportunities

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that allow us to collaborate with universities and clinical affiliation programs that provide exposure of what school-based OTP and speech would look like. Uh having said all that, we as I said we are in constant recruiting and hiring mode and we've hired 667

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OT's PTS and speech in the last year over the uh the amount that were there last year. Thank you for that overview. And um Maggie asked a really good question in the chat and uh we'll be sharing everyone's names and full titles uh once

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we share the presentation. I think it's important to know that while as a system we are providing related services uh at a 91 92% compliance rate that is not

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acceptable to us uh because that means that every student is not receiving their IEP recommended services and as Shona articulately described we are facing national shortages. Uh I h have

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conversations with other school districts, Los Angeles, Boston, Denver, Chicago, and they're const they ask the same thing. How are you hiring and finding OT's and speech providers? And we're all struggling with this. Um there

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has been an increase in the mandate recommendations for related services by 22% over the last 6 years or so. Uh and that's a really tough number to to keep up with when the supply is not there to

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meet the demand. Some of you may know that uh the federal government recently put a cap on graduate loans that that folks can take to go to graduate school. Occupational therapy, speech therapy, physical therapy, social workers uh are

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impacted by that. There's an actually really good article in the New York Times today that that shows exactly uh the challenge there. Uh and so we we we worry that the shortage may only get exacerbated which is why as a system uh

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you'll hear more about this coming up but we operate the provision of related services 7 days a week um as including Saturdays and Sundays um as well as the nth session that Shona mentioned the speech equivalent uh and very robust

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related service programs over the summer and we are doing everything we can to continue to hire. This is the first year and I've been here a very long time uh that we have money to hire occupational and speech therapists but we cannot find

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candidates. Um so this is the first year that's happened. uh where we can't hire to all the money that we have. And so we are open to ideas and suggestions that anyone may have, but this is a this we're in a tough spot and

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we are committed to our students receiving the services they need and we're just going to keep working at it. >> Um hi. So, we just wanted to share a screenshot or instructions and familiarity about how you can access or parents can access um information about

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their students special education services in NIXA. Um so, this is for students who are currently receiving special education services. they have access to the IEP program tab in NIXA and you can also access the um your

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students related service providers information as well as the date um of their last provided session there. Um so we highly encourage parents to go in the in into that system to deter to see their status um to get more transparency about the status of their child's

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related services. And then I'm going to pass um the mic over to Heba Hannin um to share some more information about the other programs the office of related services run. >> Good evening everyone. New York City public schools offers

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related services seven days a week at weekend and after school academy programs. Students with IEPs whose PTO and speech services have not been coordinated during the school day have been invited to attend weekend and after school

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academy. The program operates at 26 sites citywide on Saturdays, Sundays, and Monday through Thursday after school. Sites will remain open through June 14th, 2026. Currently, there are 1,554 students receiving services through

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these weekend and after school academy locations. SED is an enrichmentbased sensory movement program offered on weekdays and Saturdays for students with intensive sensory needs that impact school functioning and participation. It provides access to specialized sensory

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equipment such as swings, trampolines, therapy balls, climbing walls, and scooter boards which purposely are designed space purposely designed seat space to help prepare students bodies and brains for learning. The program is available for New York City public

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school students from 3K through high school students across 78 sites citywide. Families can apply to the seed program through the enrollment s survey and students must have an occupational therapy mandate to be eligible. So the survey results for the seed

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family show the overall benefit of 97% of our families have strongly agree that their child has benefited from participating at seed and has shown improvements in skill development the ability to communicate their needs coping skills self-help and daily

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routines. There's been a decrease in disciplinary referrals and overall the data shows an overwhelmingly positive family feedback where the strongest endorsement for overall benefits in the area of social emotional support and sensory regulation.

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So from pilot's progress, seed began as a small pilot in select schools, providing valuable insight into how sensory based programming supports regulation and readiness to learn. The pilot results helped lay the foundation for our initial seed program model and

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inform best practices in implementation and collaboration. Some of the best practices included services linked to a program where a scope and sequence with a finite goal services provided in a group and in a setting where staff can connect with one

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another including parents in the intervention process. The next step is seed at school pilot launching in six carefully selected rep schools representing a full range of settings from prek to district 75 sites. This

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pilot will allow us to refine the seat at school model and ensure it meets the diverse needs of New York City students. A key step in scaling an innovative and inclusive and sustainable sensory initiative across the districts. Why start with six schools? We ensure

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intentional design, strong collaboration and measurable outcome. We build on what works and a thoughtful expansion guided by data, feedback and experience. Hi everyone, this is Colleen Warren. I'm the uh director, one of the directors for the central assist of technology

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team and I'm going to be speaking about the next few slides. So here is a slide about us. Uh the central assist of technology team ensures that students with disabilities have the tools they need to succeed at school and build

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independence. We do this by providing high quality assisted technology assessments along with training and ongoing support for students, educators, and families. Our focus is not just recommending

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tools, but making sure they are used effectively and meaningfully in students daily learning. This year, demand for assist of technology support has continued to grow. To date, the central AT team has completed evaluations for 20% more

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students than at the same point last year, reflecting both increased need and awareness across schools and districts. Beyond evaluations, we continue to provide training and implementation support so that students, school-based

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staff, and families feel confident using assisted technology in classrooms and at home. Ultimately, our goal is to remove barriers, support independence, and ensure every learner has access to their education.

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Here are QR codes to links to the forms to request trainings. The one on the left is the one related to a uh assist of technology trainings available on weekend and afterchool academy. The green one on the right, the QR code is

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for in-person assistive technology training during school days which should be completed by the school staff. So here's a highlight we would like to share uh something we are really proud of. It's called the AAC corner and it is

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a playlist in YouTube and here's a QR code which you can access. This playlist supports families and school teams as students begin using AAC, which is stands for augmentative alternative communication. It's a form of assisted

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technology to support students uh who need assistance with communication and gives them access to communicate with their peers, teachers, community, family, etc. The videos are simple. We the v videos shared are simple

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evidencebased strategies that can be used across environments to help students learn, use, and grow with their AAC systems. Viewers will see what modeling AAC looks like during everyday routines,

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how to support communication without expectation, and real success stories that highlight the impact of consistent AAC use. So, I'm also going to speak about the adaptive equipment team that the New York City public schools uh dial and

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office of related services offers. And what this team does is supports students who need adaptive seating, wheelchairs, or other specialized equipment to fully participate in schools. The members of this team are New York City public

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schools physical therapists and occupational therapists. We know that getting this equipment through the health care system can be overwhelming. Families often face long delays, sometimes 6 months to a year before equipment is approved and delivered.

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During that waiting time, students still deserve to be in school learning and participating alongside their peers. Our team partners closely with families to help navigate this complex process. We explain next steps, help move things forward, and work to reduce unnecessary

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barriers whenever possible. Most importantly, we make sure students are supported in the meantime. The team assesses students, takes measurements, and provides temporary loaner equipment such as wheelchairs to stu so students can safely attend school and access

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their learning environment. This work reflects our commitment to making sure students are not excluded because of delays outside of their control. Our goal is simple, to support access, dignity, and full participation for

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every student. Here is a snapshot um of the process for this young lady, this student. The first photo shows the equipment the student arrived with, what they started with. As you can see how she's position is not

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optimal. The second photo shows the team working, the adaptive equipment team working with the student to customize and fit the new wheelchair to her size and her needs. And the third photo uh finally shows the student in the

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wheelchair um with it providing the support that she needs. look at her alignment and positioning and most importantly how happy she is. The adaptive equipment team is always looking for donations. So, if you have

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or know of someone with old or outgrown equipment, please reach out to us via the QR code to donate your equipment. Someone from our team will get to you and we'll coordinate picking up the equipment to get it to our team so we can help out another family.

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And I have one more slide. So this uh slides highlights several important moments and milestones coming this spring. April is both occupational therapy month and World Autism Acceptance Month, giving us an opportunity to recognize the critical

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role of related service providers to reaffirm our commitment to inclusive affirming practices for autistic students. This year, New York City Public School hired 589 occupational therapists, physical therapists, and speech providers, strengthening our

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capacity to meet student needs across schools. We also continue to invest in professional learning. The special education office team has trained over 2,000 special education staff on supporting students with disabilities in

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developing executive functioning skills. In May, we will be hosting our 2026 inclusion summit for students centered on student voice and inclusive school experiences. We're also proud of the 9.5 million

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investment in sensory rooms in partnership with the Brooklyn Burrow President and District 75 expanding access to supportive learning environments. And finally, our spring transition consultancy summits held on Saturday,

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which is this uh weekend, April 18th, and also Tuesday, April 21st, bring teams together to support smooth and thoughtful transitions for students. Thank you. I will turn it over to the

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next slide, which is our uh question and answer. >> Thank you, >> Colleen. Before you jump, uh there are two questions in the chat for you and your team. Uh the I know you don't have average weight time for student cuz our

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systems are not that sophisticated to track that information, but if you could speak a little bit about um the process by which a device is assigned and shipped to a student and then also uh have you ever partnered with Goodwill because they have dur durable medical

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equipment as part of their work. So just interested on your thoughts there. Um I will share with everybody that earlier this year and up until maybe the winter um there were significant supply chain issues on getting devices which is

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unfortunately now being re-exacerbated. Um, I'm not going to talk about the straight of Hermuz, but um, there are shipping delays globally that are now impacting our ability to gain inventory again.

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You um, we are going to really quickly move to member questions if any member wants to raise their hands, ask question. Oh, sorry about that. Sorry about that. Yeah. No, go ahead. Go ahead, Colleen. >> Oh, okay. Hi. Yeah. Um, the first

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question for Kathy regarding average wait time for a student to receive an AT device like an AAC computer. I, as Suzanne stated, we don't have an average wait time. Um, I I used to have an average weight time, but things have

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just not been the way it was since since after co uh to be honest. Um so we are um met with uh as Suzanne stated different things causing delays for us to get the equipment in hand. Um I am

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happy to say that we recently received a very uh large shipment of devices that have come in. Accessories are also coming in to pair with the devices so we can send out. So our team is uh doing another round of uh shipping devices out

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very shortly. uh they are working really hard to get the devices out. So I >> Colleen, can you um perhaps give a little bit like a really brief walkthrough of what it takes to like have the device recommended and actually get into like a process of

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>> sure of how it gets to our team to prepare. Okay. Yes. So the first step is after the recommendation is made uh the it's our it's just a recommendation, right? So the IEP team uh whoever it is

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whether it's the CSSE team, the CPSSE team or the school-based IEP team has to receive the reports which we get out within turnaround time of like 48 hours of business hours and they must hold a

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meeting. So they must meet to discuss the results of the recommendation and then update the IEP if they request if they want to follow the recommendations. Right? It's their choice. Now after they have done that they actually have to let

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us know. So the school's supposed to look at their inventory um and say hey uh and first we always ask schools to explore the instructional available instructional technology devices that they have that can be used

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as their at right so if they do that makes that part easier the school can provide it and whatever the school cannot provide they actually reach out to us to let us know hey or they reach out to the district hey I don't have these devices to provide for the AT to

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meet this need. Can you uh we would like to request for uh AT team to provide the equipment. So devices for preschools D1 to32 district 75 are all provided by our team. Devices for students in non-public

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schools, charter schools go through the CSC committee for special education group and they provide them. Yeah. >> Thank you so much, Colleen. And what we're going to ask is if possible if you could drop a drop drop in the chat uh the link where families can email the

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CAT team uh asking any questions that would be amazing. Um and um I think that the council is hoping for an at presentation here. Oh, okay. Maybe in June. So, uh sit tight and more coming

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there. But, uh thank you. >> Yes. Thank you so much CAT team for your passion. You you are you make a you have fans from the council here. You know we love the work that you do. Members um and also related services as well um and

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uh special education office members any questions? Please go ahead. Hi. Um, thank you um for coming and sharing all this great information and um also um happy autism acceptance month. Um I have two questions.

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Um, one is about services for the new 2K programs because I know those services are provided by early intervention and um, so I'm just wondering um, and maybe it's not something we can get into tonight. It might be too much, but how

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Yeah. No. [laughter] Okay. Um, yeah. So, I'm just curious to see how that is going to kind of unfold. Um my second question is about the the summer uh related

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services. Um my son um I can just share my own personal stuff. My son this this year he probably won't do summer programs but in the past he has always done the ASD summer program and um he has they don't um they don't allow him

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to have his sets in the summer. So, he misses his sets and um his services are often reduced for the summer, which I can also kind of understand. Um it um and I just and then it also takes uh

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sometimes a few weeks to get the service established um in the summer. So, and I know the ASD summer program is only about five weeks. So, if it takes two and a half weeks, like the program's half over before he gets any of his services. So, um I'm just wondering what

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that looks like for for the summer. I know there's a there's even less providers that are available in the summer. I also know in the past that those providers had difficulty getting paid in a timely fashion um when they worked all summer um and I don't believe we heard that last summer but the

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previous summer for sure um was was challenging and so which discourages people from wanting to work in the summer you know uh so I just wanted to to see if you could talk a little bit more about what the plan is for summer. >> Thank you. I will start and then I'm

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going to ask my colleague uh Andy Corso to uh talk a little summer and Michelle Netzer is also on the line. So Michelle, I don't know if there's anything specific you would want to say about uh sets and specialized programs over the summer. A little known fact is that New

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York City public schools selfunds all summer related services. There is no baseline budget for that and the overwhelming number of our providers work 10 months. Uh, and we are very glad to be able to pay them to uh to work

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over the summer. Um, and last summer there were no payroll issues because they were resolved as you said, Heather, but the summer before. That was before Shona uh and Melanie were here. So, uh, I understand. Listen, we understand. I

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could tell you that Heba and Allison who are on the line and Colleen run robust summer programs. Uh, and we hire just about every New York City public schools employee that applies to work or all. Right. All there. So, we hire them all.

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Uh, and then we supplement with contract agencies. And as you know, school ends on a Monday and summer starts on a Wednesday. Uh, and there is a little bit of time for the providers to read those IEPs, make schedules, and reach out to

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uh students and families. and uh they are not given a lot of flexibility by Melanie and Chona to do that like it has to happen very quickly to the greatest uh ability that we can. >> Thanks Suzanne. I think I just really appreciate your question Heather and

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it's critically important that all summer opportunities be fully inclusive and accessible and that's been a struggle. Um and so just acknowledging acknowledging the challenges that we've had. Um I think there's there's a couple of different things in place um to really um work hard on that. Um one

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having a reading interventionist that's actually um allocated and hired for over the summer for the summer programs has been critical and a much needed support. um planning ahead to have sets in place um and making sure that those that those services are there for students also and

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and for our students um certainly related services and they set up in almost all of our ESY sites we have a related service um site as well um for students who might need um that service as well in addition to related services only for our students in district 75 um

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who may have more intense support needs. We certainly have chapter 683 which is an extraordinary because they have a 12-month program which is a fantastic program for the afternoon though we want that to be accessible as well. Um so we have three different um three different kind of pathways. Um all students have

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an accommodation plan for the afternoon. What are the supports that that will help this child thrive and succeed and be safe and thriving in summer? Number two, if um the student is attending district 75 programming and there's a summer rising program in that same

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building, then they can go and they just stay in the same building all day and we provide support. In prior years, we found that sometimes students had to be bus from one building to another, which was not okay. Um that was a very disruptive um thing to happen. So, we do

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have district 75 hub sites um for um to provide additional options. So we're not kind of busting a kid at two to get to another site at 4 to finish up at 5. Um so um we're we're we're we're really working to strengthen and there's more to do. Um so all those things are in

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place. >> Thank you. >> I don't think Andy is uh giving herself enough credit there for the uh amount of advocacy and attention and work that went into that. And uh as we all did, Andy heard your feedback in previous summers about this and said, "Whatever

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we do, we must have the hubs back." Uh and um really glad to be able to share that with you all tonight. >> That's exciting. I'm happy to hear that. >> Any other member questions? Please go ahead. Yep. Go ahead, Cindy.

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When I see the >> Sorry about that. Go ahead, Irene and then Cindy. Sorry about that. >> When I see the video, that's ABA therapy. Uh I just wondering is every school have those program the ABA?

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>> Somebody pulled into the driveway. >> Uh Lindsay Huntley, if you can mute. Thank you so much. Um, I'm going to turn turn this over to my colleague Kevin Mcinn who can speak a little bit about that as well as uh Michelle Netzer who runs our autism programs can also uh jump in and speak about that.

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>> Thanks Suzanne. Can everyone hear me? >> Totally fine Kevin. Yes. >> Great. Um, so I I think the question I I couldn't hear it entirely but just wondering about ABA and the availability of ABA in different programs. I think it was great to um to see in the in the

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video of PS37 that they did mention the use of ABA in their program. Um, I think it's important first of all to recognize that the principles of ABA are just one tool in in our toolkit um that that clinicians and schools can use for students um to support behavioral need

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and it's one we use across um across our settings and most predominantly you'll hear about it um in our AS and Horizon programs u just like you heard about the AS program there at PS37. Um, you know, any effective IEP is one that's anchored in student need. And so

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that's where we start. Our clinicians and IEP teams will take a holistic look at need and make recommendations that drive from need. So whether it's prompt, ABA, or another methodology that a parent is interested in um discussing with their team to address a particular

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student need, we certainly encourage you to do so. Um, and we would really suggest that you engage your IEP team to explore the different possibilities that our that our skill providers have to to meet need. Um, Michelle, is there anything you would you would want to add on the APA front?

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>> I think that you covered everything uh outside of specialized programs and how we use ABA in our toolbox and it's supported uh across the system. Um, and we definitely talk about task analysis.

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Uh, we talk about generalization and maintenance. Those are all things that fall under ABA and many of our teachers are using that to support students. So, I think everything uh Kevin said and then a little more. Thank you.

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>> Go ahead. Um, Irene. >> Hi. First I want to thank you for spending your time here and thank you so much for all the information and presentation. Um I do have three question as I'm going to ask the question first and then uh you may answer it. Uh so the first question um I

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do concern about the communication between the IEP team and the ASD team of the family because seems like it always have a gap between the team uh the IB team the ASD team and the family that

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they're not able to receive much update at all. And the second question is um I want to know like uh what will be the t time frame from the stu uh for the student to receive the related service and if is already passed by the time

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frame is it possible for them to apply P4 or RSA? Uh Kevin, we're going to defer to you on that one as well and then I'm happy to jump in. >> The question was about counseling that has not yet been provided.

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>> Sorry, can you repeat that again? >> Yeah, the your question specifically around RSAs and P4s. Could you just repeat that part of the question? the ISAP for um I'm asking about like um what is the time frame for the student

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to receive the related service and if um the student haven't be able to uh receive uh the related service like they they uh the school is not able to find the provider for them are they able to apply uh P4 or RSA?

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>> Yes. So, um, thank you. That's a great question and I'm going to sounds it's going to sound like I'm quoting a little bit directly from one of our manuals. It's because I am from our SOPM. Um, when a recommendation is made for a student during the school year, um,

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services should begin within 2 days of the parent signing for initial consent. um or or based or if it's for a student who already has an IEP, um this the services should start um on or about the the the projected start date that's on

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the IEP. Um if a DOE provider, meaning those contracted or or New York City public school employees that Shona and team were describing earlier, um cannot be identified within another 13 days. Um then an RSA should be given to to the

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family so that they can find a provider. Um now that there might be some exceptions to this like it might not be done like if we know that a provider is going to be available in two more days. Uh the team may may not issue the RSA immediately but that's generally the

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timeline for RSA to be issued. Um the P4 is specifically for sets when sets cannot be provided by one of our providers um or when ICT is not being provided. And so I think it's important to to remember that for RSAs and P4s

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both those are remedies and those are remedies that we are issuing to a parent because we have not been able to provide a service or sets or ICT by one of our own providers. And so, um, you're right that if if you believe that your child's not being served and is not re receiving

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a recommended service or sets or ICT, um, you should absolutely ask the ask your school for for um, eligibility around for an RSA or P4. You can also email the special education inbox if uh, you believe your child is eligible for a

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P4 or RSA and you've not received one. >> Thank you so much. Um, go ahead. Um Joanne, >> I have a I have a question. Um just brought something up and I was going to ask later offline. When a student that's inside the building has

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to get transferred out temporarily due to medical and they are homeschooled. Um what happens when it comes to the services? Um I know usually

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um I'm going to speak on a personal case. The school said they was dealing with they main concern was um academics and you know as a parent your mind is all over the place because it was a

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medical issue. So you're not really thinking about that until something happens and you know if you had that service that service could have helped segue what happened while that child was getting homeschooled.

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So what happens in a case like that cuz now that family is due those back services and usually you get a you could get a P4. But I'm just saying in a situation like that when you're transition from

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in person in the building and have to go homeschool due to medical. Is that something common? Like what is the typical guidelines when it comes to that? I'm so glad you asked and and this is something that we want to continue to strengthen is that seamless partnership

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when a student does home instruction. Um and so for home instruction and that's home instruction provided by district 75. The related services are still coordinated by the home school. So the home instruction comes the the academic part of the home instruction comes from

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home instruction office and the related services are coordinated. to your question, what if because of the nature of the medical need or whatever precipitated the home instruction, it's not time for related services or at that time, then you can absolutely get compensatory services. And so we look

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back at the IEP and say what was the impact of being on home instruction and missing those related services. And then based on the impact of that, then we take a look and say, okay, this means this student needs additional related

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services to be able to kind of get back to baseline on that. That can be provided in any number of ways. Let's say the student is back in their home school and they and their and their related service writer has extra sessions, then maybe that person will provide it. But maybe um we might also

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use an agency contracted or we might also use um an RSA. But the the IEP meeting is where the team would step back and say, "Okay, because of the reason for home instruction, this student did miss related services, let's look at the impact and determine um what

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if any compensatory services are needed to make sure that the child gets what they deserves." So my question is the IEP team should be bringing that up. Now, what if they don't bring that up and nothing is said about that?

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>> Absolutely. then then I would definitely want to take a look at reconvening that IEP meeting. Um and and always let us know in the special ed inbox. So if you're seeing a case of that, please let us know so that we can facilitate making that happen. But it absolutely should happen and when it doesn't, let us know.

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>> Thank you so much. Um >> so we're going to go to I think public comment because you're at that point. Yeah, but we have sorry if we have in person um some in person public comment if I'll just pass the mic and then we'll go to the virtual

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and uh also if there's interpreters please keep an eye out for if there's any um comments in the in the line. >> Yeah, come. >> Oh my goodness. Thank you. >> Can you hear me? >> Yes. >> Yeah. Well, thank you so much. I really

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like your presentation on how important is to integrate the services within the school. Uh I just have some questions. Yeah. So the first one is about the policy of makeups. Um I understand that the providers can do makeups when they cannot attend. But what happen when is the children the child that is the one

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that cannot attend? >> That's a very good question uh around makeups and what is the policy around makeups? And I think sometimes there's a misconception that there's what's called a one for one makeup policy that if a child missed a session, uh they're quote

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automatically eligible for a makeup session and that is actually not accurate. Uh it there are first we determine why the child misser. Uh sometimes children are absent or they're on a trip, they're at an assembly. Uh

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and we typically don't make up for that. If the child has had a gap in service because we have not identified a provider on our end, >> excuse me, [clears throat] then we do makeup services are uh that that child

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would be eligible for makeup services. Um DOE providers provide makeup services as their schedule and case load allows. Um and agency providers are able to provide makeup services when they can fit them

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into their schedule and they're paid for those additional sessions. Uh the office of related services also invites students to come to makeup services on Saturday or Sunday if they're not receiving service at at their school at

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one of the weekend sites and during the summer as well to come for related services not for a full day program but just for those services. So we are trying to do as many things as possible. Um, and Kevin, what would you what else

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would you add around uh kind of our our makeup policy there? Um, I would I would echo what Andy was describing for um what should be considered when a student returns from something along the lines of home instruction

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um and and was not receiving some recommended services is that at at your IEP meeting um whether it's an annual review, a scheduled meeting, or something that you or the team request, we should always be looking at student need and the impact of any missed services over the past year or since the

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last IEP meeting. And so, um, like Suzanne said, it might not be as simple as, um, and it's rarely going to be as simple as a one for one makeup. Um, but but the team should be looking at the that impact of any misser to um to

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address any new or grow or uh um a a uh a new student need that has um that has arisen and should be um addressed through the IEP. Thank you. Sorry, I have another one. I have two. So, yeah. So, this one is a

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little I mean, you already uh point on that one, but what's the the policy about RSA for kids who meet CPSC services for months? And I'm saying months. Um how when are they supposed to get one or are parents supposed to ask for it? Should the parents be proactive

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for uh that? Because um I I I didn't know this one existed. Yeah, that's such a good question. And no, parents should not have to ask for their child's related services. And um I'm not

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sure if we have a member of our CPSE or CSE team on the line uh who's available to respond. I'm happy to do so. Um, first of all, we've already contacted your child's cse sitting here um because we understand the situation that you're describing where your child has not

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received their services in some time and how concerning that is for any child, but especially a three-year-old. Um, so we completely understand and feel that very deeply. Our committees on special education uh work to coordinate those

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services. Um, and when your child is not receiving them, they can issue what's called an I an IIA, which is the same thing like an RSA, but for preschool. So, sorry for um and and then you would take that and seek to find your own provider, which can be very challenging

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also. Um so what we would like to you know so in your in your case we are Johanna has already taken that back to the cse and someone's going to be in contact with you tomorrow but as a matter of policy it should not be the parents

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responsibility to ask for that IIA or seek services CPSC's role is to coordinate those services um and we will follow up um for sure >> thank you so much um public comment I

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believe Jen Chay is next. >> Oh, hi everyone. Um, I actually wrote it down because I didn't want to I didn't want to mess it up. Um, okay, here it is. Okay. Is there any way that a parent

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can have a written report about their child's progress in any related service before an IEP meeting instead of having to hear it on the spot during an IEP

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meeting? Why? Because it's hard for us as parents to process this. Um, a lot of us are late people. Um, and sometimes parents just can't process this fast enough and it can be kind of emotional

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too. Um, so if they are required to do this, where is that written? Do we have to ask for it? Is it like because I'm asking because there's a lot of times when they

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they as in like the school won't >> uh I'm happy to take that question. So there's kind of two two parallel tracks here. So first by a matter of policy uh New York City public schools related service providers are uft members and the collective bargaining agreement with

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the uft is that related service providers who are not attending their child's I uh excuse me are not physically attending a student's IEP meeting that they must submit a written progress report in advance. For those related service providers who are

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attending the IEP meeting, they should be reviewing progress and identifying the strategies and be able to speak to that at the IEP meeting. But as a matter of contract and collective bargaining, uh it is the agreement is if a provider

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is not attending the meeting, they must submit a written report of progress and if they are attending the meeting, they can speak to that. Now, that being said, there are many cases where schools have worked out time with providers to be

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able to communicate more consistently, more robustly with families. Um, and that is typically a school by school process because our our contract agreement does not does not allow us to compel that. But many of our providers

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um you know who are really dedicated to their work want to contact and have con consistent contact with families and they do so. Some write home in a notebook, some use an app that are in a school. Um so um I think for uh this is

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really school by school beyond what is required of the progress report and annual goal reporting. Um Kevin uh McInn or anything else you would you would want to say about that? No, just that to the extent that you

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know if if there anything has been anything prepared um absolutely that it should be provided to parents well in advance um and and so there might be times that the provider is both at in attendance and there are some progress reports and that should be provided in

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advance but as as Suzanne said um our our policy is that the the progress reports are only required if the provider is not going to be in attendance at the meeting. >> So just a quick follow like where is

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that written? You said EFT uft. So is it like written? I mean can we have a link? >> So that is in the SOPM and Heather did drop the link to the SOPM in the chat. So it's really clear there about progress reporting from related service providers. >> Sorry everybody. So we're actually over

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time. Thank you for the team for being here. I just wanted to because I didn't realize that there was one more person in common. Please be very brief with your question. >> Thank you. >> Good evening one and all. Thank you for having me here. Um I'm piggybacking from

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this young lady I don't know your name on that Joanna about medical like um when your child has a medical situation and has a IEP also and don't get the service and no one reach out to you the

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communication what happened. This is my son. Um I'm his mother. He's a third grader. Um he fall in a category like that. And he was home for 4 months. He was going to PS249.

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He was going he was home for 4 months. I didn't get any help. As a mom, they say we are the first teacher. So I was doing the best I can having third grade work, help from other people to assist and I got no help. I don't like repeating. So,

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um, at the moment, I have him temporary at a charter school. I love my public school. I do. This is my third child, but the kind of situation that my child was placed in, which he was called by 911. I didn't get permission to release

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him or anything. It's kind of heart friended. And I'm happy that I'm here at this meeting cuz I already got a lot of support for the short time I'm here. >> Well, we are very glad that you're here. We are not glad about what you've been

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going through. And um not only is uh Johanna's gonna f Johanna is going to follow up with the superintendent of the school in Brooklyn as well as be in contact with you about the next steps. Your ch your son is homeschooled now. >> We have temporary.

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>> Oh, in the chart. >> Okay. Which got it. Okay. Um so we're going to speak to the superintendent of 249. uh and uh Johanna is going to be your person and we are glad that you came tonight. Thank you. >> Thank you.

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>> Thank you everyone. So we >> Is there a motion to add five minutes to the discussion? I don't know if there >> I don't know. >> Yeah, we already it's already like 30 minutes over. You can stay. Okay.

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Is there a motion from the council? >> Yeah. Do you want to do you want to put it on the mic though, Francesca? >> I motion for five minutes. >> Okay. >> Is there a second? >> Second. >> Thank you. Irene seconds.

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Five more minutes for discussion. >> Timer started now. I'm waiting for I'm waiting for you. >> Do you have napkin? >> Is there any other questions before >> Okay, my apologies for being late, everybody. So, we've got the new budget coming up. We know there's budget cut

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coming up. Albany, we know the mayor's proposed budget cuts for the DOE. What does the related service budget proposal look like at this time knowing there could be changes from the chancellor's office or the mayor's office coming through with the governor's budget?

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>> So, right now I can say that uh we are we are waiting for the budget and we do have what's called an ask a new need ask out there for the hiring of related service providers. Um, but we have no we don't know, you know, no one has seen the budget yet, so we don't know what

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that's going to look like. Um, and I do want to reiterate that this is the first year where we have funds to hire providers, but we we can't access enough licensed applicants. Um, unfortunately

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like the rest of New York State. Um, so not not really sure that this right now today is a funding issue as a supply and demand issue. But Mark, once we know the budget, you know, we'll be able to answer that question much more clearly.

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>> Thank you. >> There was somebody on the chat that was asking about an APA question. >> We're going to have to send those uh separately. Sorry, we're going to have to send those questions separately. Um after the meeting, we're going to get the responses from the team. Um thank

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you all for being here. Again, um we're going to end the the public uh comment section. So we um is there a motion to adjourn the calendar meeting at this time? >> We still have three minute we still have three more minutes from the five. >> Oh, three more minutes for the

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>> people have more questions you can ask. >> Um all right, go ahead. >> Oh, okay. Thank you so much. Um I think a lot of people want to know that the the answer to this question. So um thank you for t talking about ABA before. Um,

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I can tell you that from the community perspective, because I speak to a lot of parents, a lot of times, uh, no one will use any word on the IEP. So, it's so

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wonderful to see our leaders speak the words ABA so freely at this meeting. So like you know um because it's evidence-based you kind of have to follow the the protocol of the

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evidence-based methodologies. So why because like if you want to put the word ABA on the IEP, the schools usually say no, they're not allowed to. Um but like how can you follow it and how can the

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team including the parents track the fidelity of the methodology if you cannot name the method. >> I mean I I think going back to what I had said previously Jen thanks for the and I was not ignoring you in the chat. I thought we were going to be getting to

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it here in the meeting. Um, you know, ABA does refer to a set of principles to guide how special education services might be provided and how student behavior might be supported. So, um, you know, while there are people who who um who say they practice ABA and and and we

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have programs that provide ABA, it's not always so specific a service and intervention technique, etc. So in a sense saying ABA can be um maybe a little vague for the IEP and that it's more important to talk um for that IEP to be centered in the goals that are supporting the student need that are

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identified um there in the present levels of performance uh rather than to um you know name it as a this specific technique because these goals and student need might be addressed using a variety of techniques and often and often are within the student classroom.

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Um, yeah. >> Thank you so much. I >> think we're done now. >> Yeah. Thank you so much. Thank you, Francesca, for keeping us on track with time. >> Um, yes. So, is there a motion to adjourn the calendar meeting? >> Is there a motion? Yeah.

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>> I motion to adjourn the meeting. >> Thank you, Francesca. Is there a second? >> Second. >> Thank you, Irene. Irene seconds. All right. Thank you everybody for for your um any no opposition, no abstensions. We

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will have a a 5m minute break. >> April 16th, 8:08 p.m. We are now starting the business meeting for the citywide council on special education. Can we please have roll call? >> Francesca,

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we're doing roll call. Roll call. >> Roll call everybody. Everybody roll call. All right. Go ahead, Francesca. >> All right. Franchesca here. Dr. Sai absent. Sydney >> here.

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>> Joanne. >> Heather. Heather. >> I'm here. >> Mark. >> Present. >> Wrong. >> He's somewhere here.

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Maggie, I'm here. Susie, >> Gina, Kim, Jonah >> here. >> He's here. I know. I saw his name. Oh,

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>> here. Sorry. Can you hear me? >> Yes, we hear you, Jonah. Thank you. Thank you for being here. All right. Thank you everybody. The first thing up is our committee updates. So, let's start with the annual

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report. Annual report, please. >> Can we put a date on the calendar? Last time I was I just couldn't and I wasn't in a good hood. >> Put your mic your face to your mic. Your mic to your face. Um, so we need to put a committee date in the calendar at

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least to meet so we can um have like a an action plan. Um, and then from there we can kind of assign figure out who's doing what. But we need to figure out what we're going to do,

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whether that be a annual report based on the work that's being done in the committees that we've been working with. Um or if we want to focus on the topics we've covered in our in our monthly

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meetings and and just do like a one pager for each of the topics that we've covered. Um so those types of decisions we need to make in committee and then um and then kind of distribute the work so

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people can uh sign up to distribute the work. So, I just need to get it on the calendar and I'm going to try and pull up. >> Um, [gasps] >> I know we we have we have some meetings like every week. So, I'm um the busing

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committee meets on Mondays uh once a month. So, I don't know if do we have other committee meetings that meet on Monday? >> On Mondays? >> Not this. >> Not this Monday. This Monday is too quick a turnaround, right? We don't have

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time to put Do we have time to put the announcement out? Yeah, the 20th >> cancel the 20th. >> So, so we could do Monday the 20th or

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Monday the 27th. Um, the 2 the 27th. >> Okay. So, let's put on the calendar Monday the 27th. Do we want to meet at 6:30 or at 7? At 700 p.m. No, on Zoom. It It'll be a a virtual

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meeting. Hm. Monday the 27th 27. Yeah. Yeah. Um and it'll be at at 700 p.m. virtual meeting. Um, I will try to have maybe

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some template idea kind of put together to to um to guide things. >> I was just going to say >> Oh, so that doesn't work. I have health and wellness. >> I didn't I was trying to say like that's why I

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said that. >> Yeah. Monday, April 27th is the CCSC Health and Wellness at 700 p.m. to be exact. >> So, how long's your meeting? Is it an hour, two hours? >> Just one hour. >> Okay. So, why can't we do 8:00 then for the annual meeting or 8:30?

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>> 8 or 8:30 for the annual meeting? >> Um, >> it's a Zoom. So, >> I know, but it's also it's a school night. It's late. Um, to me, that's later. 6 o'clock, 6 to 7.

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>> I can make it there by 6. I don't know if everyone else can 27th at 6. I don't know whoever else is going to come. >> Oh, you think they're talking about >> the annual report meeting? >> Yeah, I'm okay.

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>> Yeah. Okay. So 6 PM on the 27th and then people can come um if you're going to go to health and wellness um and you want to do that then you can log off and go to that and then if you want to stay um with us if we're still going u you can

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stay. So >> the duration of the meeting >> let's make it an hour. We don't want to overlap committee mess. >> Yeah. So it'll be an hour ideally, but sometimes they go over, you know. So an hour ideally, an hour.

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Okay, so that's the update. Um, busing and transportation committee. It's just next on the list and I still have the mic, so I'll go. Uh, so we met um this past Monday for the busing and transportation committee. Um, if you give me just a second, I want to pull up

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the notes so I don't forget anything that we spoke about. Um, Ron, if you want to jump in while I'm looking for the notes, you are welcome to. >> Hi. Uh, so the busing committee, we have

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the meeting uh on Monday. So uh we we briefing about the information we have in the past one month like uh I with um I visit the uh some council members office um or we or I met them in the in some event or activities and then I uh I

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hand over the um our busing in in support um stuff for them and let and ask them to uh support our our claim and ask and then uh at that night meeting also the representative from from the busing company. Uh he attend to

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the meeting and um communicate and communicate with us. And then we also um me and me and Heather are still in the pro process of um making an in generating another survey about the

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about the person issue. We try to um simplify and more specifically to um to to generate um those survey in order to um reach out to um um more parents and

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then to uh let them to finish it u more precisely and more easier and we still in in in the progress. >> Yes. So, so we met um and Ron has also met with some local um uh of our city

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council members and things like that and has been uh talking about the bills uh that need to be passed for the EP. Um we also um talked about kind of looking forward to what um the issues that come

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up in the summer. Uh, so we want to we're going to put um on the front landing page of the CCSC website for starting in the summer um a place where they can people can reach out to us like a contact form uh if their kid is on a

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hot bus so that we can jump on it right away and and try to escalate uh AC issues on the bus. Um, we've talked about, we want to put together like a fact sheet for parents for summarizing busing issues, like who they should be

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contacting about busing, what to do if, um, something is not working, who they should reach out to, um, where they can go for reimbursement if they need to do that. um just answering some of the questions that come up all the time about uh the summer and for busing in

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the summer, what it what it looks like, how to find your route, all of that kind of stuff, like just a a a one pager to help guide folks. Um and we also talked about um looking at who is running for office.

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there are, you know, there are quite a few people running for at the state level for different offices and that they might be um good people to reach out to to talk about our busing issues and get support because they're running

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for office and um they may garner their support um as part of their campaign um strategies. So, which gets our word out of of the need, right? Um, so we're going to, um, I know that you can go and

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see who's registered online to run for office and we can pull the names from there. Uh, so yeah, so that's where Oh, and we want to make sure on the ride the the summer fact sheet that there is how to get your student Omni card replaced in the summer. Um, I know we found out

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last year basically at the end of the summer how to get a new Omni card. Um, and it wasn't really put out well for parents. And even if your child isn't in the summer program, if they have a student omniard, it's supposed to work all summer. Um, so if it doesn't work,

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um, parents need to know where to go to get a new one. Um, last year it ended up being at any of the schools hosting a summer program. You could walk in and get a new one, but parents had problems and there were some issues for some people trying to do that. So, uh, we just want we're going to include that on

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as well on our fact sheet. Okay, great. Thank you. Uh, bylaws committee, any update bylaws, you were going to postpone to the fall? No. Okay, great. Thank y All right. Uh,

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communications and outreach committee, any update? Yes. So, um the update for that is we are going to meet on the uh we postponed it to Wednesday um April 29th

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um because of the two PEP meetings that are happening um this week and ne next week. And um oh my god, remind me. Um yeah, we'll we'll put the information in the chat of the time because I forgot.

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Um so yeah, we are updating the website. um working on uploading all the YouTube videos, working on the having all the calendar and working on the um also the form the contact form um that is

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uploaded that that I'm sorry that um individuals can go in the website and add them uh add their emailing email to the emailing list. Um and so we're working on that. So, you should have

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received um shouting you out, Rosio. Thank you for the feedback. So, you should have received already an email. You should already be receiving um yeah the the our uh emails um email blast.

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So, do you have anything else uh John? So, yeah. So, that's our our the updates. Just working on that. Um working still working on the outreach. We got some really good feedback last meeting. So, we are a work in progress on that. We want to reach as many

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councils as possible. Um, and also I remember um Rose uh uh we're going to work on the letter to send out to all the um the c the the councils so they they know that we you know we're trying

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to outreach to them um because it's very important to to connect with them. Um, and that's it. >> Quick question. The website update, it will also include um the most uh current members because

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we have a few additions. >> Yeah. So, we need folks to send the pictures and the bio. Yeah. But, um, Cindy, so I'm gonna if you have like a picture and a bio. Yeah.

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>> Yeah. So, just, you know, send us that. And Jonah, I I believe like if you know, if you want to Yeah. Do you have like a picture or a quick bio? Um, and we'll put it up there. Thank you.

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>> Definitely. I'll send that over later tonight. Thank you. Also, I was going to say I know that I guess the um appoint a pointy um position is still looking. It's okay. All right. All right.

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>> Okay. Sorry, I was going to say no, there is a vacant position still. So, I was just because I know we have people. >> Okay. All right. Um, next, health and wellness.

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>> Yes. Okay. All right. with health and wellness. Um we actually again will be having the meeting April 27th uh at 7 PM. So hopefully we won't have that uh overlap taking place. Um what we will be

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doing is um we're going to be uh reintroducing a a new name to the Health and Wellness Committee um to the tune of uh Fitness for All. So we'll be able to move forward. Uh we've got approval. So, we're excited about that. Um, we've got

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uh great members of the council here that are a part of bringing the initiative together along with um Joanne here, Cindy here, and uh and we have also um a wonderful volunteer, Anita, that's been working in

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part with us as well. So, that's been great. um we will be working on those initiatives and um keeping it moving so that way as we're approaching you know Mother's Day is around the corner, we're going to be doing something special in

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person um to uh help get our mothers moving and also do that involving the children because I think a lot of parents are afraid of being able to have an event in person whether it's a walk

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for um uh physical activity and worry about what's going to happen with their children. The children can be involved and um and we're going to be working towards um uh two exciting initiatives and also a special guest. So, a lot to

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look forward to and a giveaway. So, stay tuned. >> Thank you. All right. Next up, we've got legislative committee. Um, legislative committee is going to be meeting the following dates. Uh, May 4th, May 18th,

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June 1st, June 15th. So, May 4th, May 18th, June 1st, June 15th. So, those are the upcoming meetings um that we have. The next CCSE meetings are May 28th and June 18th. So, there's a

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lot of a lot of meetings coming up legislative. There'll be some resolutions put forth that'll be up for the May 28th CCSE meeting. I know one of our members had a feedback uh about a proposed resolution and I think honestly

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it's probably going to be a little late. Um I presume the legislation will either be signed or or vetoed before then it was proposed, but you never know. So if we have an opportunity to to bring it up, we'll certainly bring it up at that point or voice our

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I missed it. >> There was an email from a member Joan you want to talk about using mic please. >> Okay. Sorry. So there's some other stuff. Um

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you know obviously we we've still got Albany who is now 14 days late on a budget. Uh it's a bit concerning. We're hearing some not so great rumblings of Albany in terms of the education part of the budget. We may actually see our

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first flat budget or minuscule increase in we go back to Cuomo days. The last time we had a budget that was flat. Um so we'll see if that happens. Um you know there's talk of a very very low

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singledigit increase if there is an increase. Um, we obviously got hit last year at the $314 million negative um because of the way the governor and the legislature um did not do regional cost index except for the

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county of Westchester where of course the governor needed needs votes and the speak the head of the speak the assembly the head the head of speaker um both of them are from and represent Westchester County. obviously took care of Westchester and hosed the rest of the

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state. So, we lost on 314 million. We also lose well over 250 million annually with charter school rent we pay and the lack of transition aid. So, we're losing well over a half a billion a year um because of the budget that the current

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governor legislature has been enacting. And that honestly goes back to the Quomo days and back really to the Bloomberg days in in many cases. Um that being said, there's really a lot of money that this city is entitled to and needs. And

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we also have the class-siz law which sounds like it's going to get pushed out a number of years. Um but we obviously need construction especially in burrows like Queens where there is severe overcrowding, a severe lack of schools. Um, and kids are just not getting

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education they need because there's not enough classrooms and seats for our students. So, there is certainly a need for more funding. We'll see what Albany does. The city is now talking about possible headcount reductions. The state is certainly talking about headcount

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reductions. So, it's going to be interesting to see how this budget goes down, but we may see negative uh impacts on the the well certainly the current mayor is proposing cuts to the education budget. Um he has asked for savings.

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We'll see what actually happens. Um you know, he he's been threatening on the flip side, he's been threatening so he gets more funding. So, we'll see what actually happens. But, uh this could be a pretty draconian budget and outy years do not look much better, honestly. So, I just want to put that out there and

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we'll certainly talk about that again um in the legislative uh upcoming legislative committee meetings and what we can do to to work on that. All right. Thank you very much. Uh co-president's report and member updates coming up. Maggie, do you have any?

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Yes. So, member update co reports. Um so we uh attended the um to prepare for this meeting uh the special education off with the special education office. We brought up your concerns. So thank you for that um and

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for all your questions um we uh discussed the budget concerns um regarding essential programs like SED um that students with disabilities need. Um and we encourage folks to contact um

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your legislators about that because um it's the seed program in particular um is potentially not going to be renewed. Um so we need advocacy on that. Um and then for the equity council um equity

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council voting period has started. Um if you have not received again your your code to vote um please let us know. Um, and just keep in mind that because this is an oversight board, um, it is important that members don't do anything

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that can appear to have undo influences like on the vote. Um, like posting on social media for who to vote and who not to vote for. Um, so yeah. So, uh, I'm trying to get some answers myself on how the voting process works. So, I'm still

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not clear. So, if anybody has already gone through the process, um, please share. Um and then it will run also from uh from already like started from the 14th to the 21st. So there's not a lot of time um and I'll share the the link

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again for it um to vote on it. Um so thank you Joanne for sharing that um about the the bill um intro 17B. Um there was a rally uh this afternoon

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um at 12 uh because the bill um even though the bill was amended um which talks about um just having police um oh my god more police a heightened police

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presence during like any protest or any anything like that. Um and that's kind of like a concern. Um so so yeah any advocacy um on that if we wanted to cuz um it talks about educational facilities

378
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right so it's very broad um and there's not it it's just it just has a lot of broad language and I can share um screenshots here about it um so people can see it's just that's kind of like the concern kind of like the broad

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language and kind of like the Um, it's going to be under the purview of like let's say if the the police department and the Joan, please go ahead. >> Just just so I'm going to take it back a little bit for you guys.

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Basically what it is is basically is going to be bringing back truency days. So I'm not sure if y'all familiar with that. So basically that means the students is just going to start getting picked up cuz that's what they started

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doing when they first started putting out school safety officers in the beginning. So that's when they used to use the patty wagon and just started doing the sweeps and picking up the students and basically that's what a lot of of the officers and different ones

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are saying that I have been speaking to. Um, basically it's going to we going back to the old days when it was children days and this is where we're going and it's not good. Um,

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I'm not saying that some kids don't need the discipline that don't need to be in the building so that they don't get themselves in trouble and they can get their education. But you have some students that you taking away their freedom of speech and like I put in the

384
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in the email example of what one school two schools actually did just to save their schools because they didn't want to do collocation and they saw what students um in D75 for

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special needs how they was about to be treated. They was about to be moved from the first going to the second floor and this and they took a stand and they said no this is our building and we don't want that. Now if this bill was in place

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then if they would have walked out our babies would have been in trouble because the police would have been waiting right there for them and then it would have been a whole another story. So, you know, it's, you know, we got to really look at it and play double

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advocate with it and be very cautious with it. But like Mark and Maggie says, it's very broad because it's a A and B. This is B. A got passed. So, you have to

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really look at it because it's very broad. So, yeah. I just just once because I'm going to finish my um I really really want to highlight uh the well there's going to be more um events coming um next week. There's going to be a visual if I'm not mistaken. Um so be

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on the lookout for that. And um what happened to us like if we with what happened this year with you know we we were going to you know we're looking at getting charged for the space and and you know for the for the rent or

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whatever. Uh we were we our our recourse was to have some sort of you know protest at at the city hall steps. We wouldn't be able we would be able to do that but it would be very limited. it's limiting our, you know, uh, freedom of

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assembly. So, I also wanted to make note there was a PEP meeting on, um, April 15th. So, that was yesterday. Um, hopefully the recording will be available or is available already. Um, but also, I want to make a note for the the monthly PEP meeting is happening on

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the 29th at 6 p.m. You have to sign up in person. Uh, well, you have to sign up and be there in person in order to comment at 5:30 from 5:30 to 6:15 city council budget. And I'm going to leave it for for Mark to to do that. But it's we're again, like he said, it's

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very dire. So we are really really asking for everyone out there to be an to advocate to call your legislators to call the governor's office the mayor's office because we education is on the

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chopping block. So um yeah thank you. Thank you. >> Thank you Maggie. Um yeah I think the April 29th PEP is is a big deal. um it is the the budget proposal and you know it's it's going to be an

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interesting budget. That being said, there's apparently plenty of money to spend because if you look at the proposed contracts, we got millions and millions and millions of dollars of contracts they're looking to spend. Now, that being said, some of them I'm okay with, right? They've got some special

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education budget lines in there, but there's plenty of teched still in there that you just go, why do we keep on giving these teched companies a lot of money when we keep on seeing the negative impact on students? Look, I'm a

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tech junkie. I've got my iPad. I got my computer. This is an a digital pen. I'm not saying I'm against technology. I'm taking a generative AI masters. I'm in the generative AI masters program right now. So I'm not against technology, but

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I'm against using technology to replace students learning and replace students having books and reading. And we just see the DOE moving more and more away from actually reading and having books. I mean, let's face it, in the last four years, they've cut the

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book purchasing by 50%. My middle school eighth grader does not have one textbook this year. Not one. I don't know how he's supposed to study for the regent exams. He's got three as an eighth grader plus a a Spanish part

400
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one. And he has not one textbook to study from. I had to go out and buy biology textbooks. I had to go buy a U a couple US history books, you know, that my other son had at his school, non-public,

401
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because the DOE does not provide textbooks any longer. They don't believe in in reading. They don't believe in textbooks. And that's the problem I have in the DOE. We keep on spending money on tutor.com. We keep on spending money on all these companies, but we're not willing to

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spend money on buying a book for our kids to actually read. an experience reading an entire book and reading chapters. It's it's insanity, but that's where this DOE has gone. And so, we're wasting millions of dollars. And what are our students getting out of it? We

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know there's plenty of companies making the fortune, but our students getting the education they deserve that we're paying for. You know, I just paid my taxes yesterday. I don't know if they're actually going to the right thing. I I can safely say they're not. We I'll give

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you an example, two examples today, which which had me on a war path. So, and and I I was on a war path. So, my son dropped his his computer. Um unfortunate. He'd had it for a few three

405
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years now, and he he dropped it. Screen cracked. You know, it's it's a computer that's now from 2021, 5 years old. So, it's at theory at its end of life. I submit a ticket through DIIT. I get

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the message back. And by the way, they sent five messages, emails, which is good. But a computer that doesn't work is listed as low priority. I'm wondering what the heck is high priority. If a student is low priority within the DOE,

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they're classifying our students as low priority. Who the heck is high priority then? Was it just the third floor in the chancellor's office? That's high priority. Our kids don't matter in this building. I don't think that's the message that really is happening. But when I see the bounceback email that

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goes low priority students having a device that's on his IEP that's federally protected and it's low priority. Now that being said, if within 3 hours they had done what they had needed to do, but when you're flagging stuff, the messaging is we don't care

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about the kids. You know, it doesn't matter if they got it done in three hours. When you flag something as when a student's needs are low priority, that is a messaging problem. That is a directional problem. That is a values

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and mission statement problem in this building. And it originates out of the third floor, not focusing on students. We have a DOE that is not focused on students. It is focused on a it's a jobs program for people. It is a contracts

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program for companies. It is not focused on the kid. Give you another example. There's a joint public hearing going on right now or just finished about the DOE moving a school and shutting down a school,

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right? And it's in my district, District 3. Um PS 191 is losing their middle school. Parents want to keep it. Dewey wants to get rid of it. It's not because it's

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underenrolled. They're trying to move center school. They're and it's a fully accessible building. Now, that being said, we got the DOE that massively screwed up because they did not build an auditorium in that school. They had the space.

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They were offered plenty of space by Councilwoman Gail Brewer when she was council before she became Manhattan Burough President, then bounced back. um DOE turned down space, literally said, "We don't want all that space that you

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spent years negotiating for the building to give." They said, "We don't want it." So now the DOE wants to move a school that focuses in on the arts who has two performances in a year and has a

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fullyear curriculum of art and dance and performing. They want to move that school into the school that they're shutting the middle school down. and they want to be the other school in, but there's no auditorium. So, they have to figure out what the heck they're going to do because there's no auditorium for the entire pedigree of the program.

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The incompetence of this building is mind-boggling. The lack of focus on the student, the lack of caring about students blows me away. Then the third thing that got me pissed off

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because I'm on a roll today. My apologies everybody. Get a call from bus matron. 2:30. Bus got a flat tire. I have no idea when they're coming. I go, "Okay, let me call around. See what's going on." Call the

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bus depot. 2:38. Oh, yeah. We'll be there 3:30 3:05 the latest. 4:30. Bus still hasn't come. Matron's called, my son has called, the school is called, the app is showing

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them at 58th Woodside, you know, Woodside, Queens. My kids over in Jamaica Estates. Like, you're going to be there an hour and a half ago and you're still sitting your bus [snorts] in Woodside. What's going on?

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Eventually, the bus comes. Eventually, he gets home three hours later than he should have, but the app don't work. The communication from the bus companies don't work. We've got a broke, we all know we got a broken bus system. This is not a shock

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to anybody here. And this goes on every day to every family at some point during the school year, if not multiple times. And once again, we've got to fix the busing, you know, and I and I hear it all the

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time. Ron, Heather, Susie, you have certainly contacted. Irene has contacted. It goes on and on and on. We've just got a system that's not focused on the student. And three things today that just showed me this

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building doesn't care. And that being said, I know they all care, but the image they project, the directions that are given are the opposite of what they want. This building's got to shake up this

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building. The third floor has got to shake things up and refocus this system on the kids. [snorts] Can't be about the adults. Can't be about the parents. Can't be about the contracts. It's got to be first centered on the kid. All of

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our spending, all of our energy, all of our focus has got to be on our pre prek kids to when they turn 22. We've got to be focusing on those kids 100%. And right now, it ain't there. And that is an

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institutional failure. And it's not from this chancellor. It is historic going back decades. But at some point you got to break the rot. At some point you got to say enough is enough. We are going to shake it up. We are going to break it and rebuild it.

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And we are at that breaking point in my opinion. There are amazing talented individuals in this building in the 1400 schools, but they are being stifled because of bureaucracy,

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of mixed directions, mixed messaging, and lack of focus. And they've got to fix the focus. It's got to be kids first. Thank you. All right. member updates >> ch because

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>> um can I add something? Yeah. So I actually I really want to talk to the the special education team while they're in the meeting room but um we just ran out of time but once again I I was delighted by Mark's statement just about

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them they are focused on too much thing but the kid themsel so they focus so much thing but the kid themselves they focus on the company they focus on so many stuff the technology or something else um I really like the the question

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that um mentioned about um from the public comment from Jennifer Jennifer Chroy and she asked about the IP meeting whether the parent can get the the print the printed report before the IP meeting in order to process. Yeah, we all know

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that as a parents we are not professional in the field of education and we are facing the whole team professional team from the school and we are talking about the progress of a kid in the IP meeting but um when Jennifer

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asked about the asked the question in front of the I the special education team and they reply in the problem the policy issue with the UT. So it has nothing to do with the parent. So we are really want to participate in the

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meeting of our kid in IP report but somehow is something related to something else. Maybe the politics maybe somewhere else the union the uft they have problem with the uft. So that we as a parent not able to get

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those IP report before the meeting. So it's really sad. We really want to participate in the in in the in the process of the meeting but in fact we can't do that. >> Thank you for that Ron. Any other member

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updates please? Susie. >> Yeah. Oh >> Heather then Susie. Sorry. Um, [clears throat] so I wanted to just use my member report time to just also make a comment on the the bill about the um the

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I don't what do you what is the one Joanne was talking about about the boundary and the schools and the limiting the um protesting at schools. the the bill was introduced also partially. Sorry, just give us a moment.

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I'm sorry. We We need about a few minutes. We have a medical emergency in the building. It'll be just a few moments. Thank you. Thank you everybody. Apologize for the delay. We had a little incident here, but everything's okay. Thank goodness. Um, >> so

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>> we were continuing with member updates. Uh, Heather was was in the miss. Uh, Heather, can you resume? I'm sorry. Or start all over if you'd like. >> Okay. Um, >> yeah. I just wanted to um to also point out with the with the the proposal of the city council about the protest um

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and the um there's there's two things. one, it also came out of um a there was a town hall that was held at a synagogue and um protesters came to protest at

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this town hall and um and there wasn't any violence that happened, but the crowd was very rowdy and um and so in in the media there was a lot of like stuff thrown around about anti-semitism and

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things like that. And that really kind of is what like spurred this bill. But I just want to put out there that it does limit people's free speech. It will limit our our youth's free speech. The people who get to determine the boundary

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are the police. It's which is problematic, I think, especially when we're talking about black and brown students. Um and then I think um we also have to remember that when it comes to um hate crimes, anti-semitism,

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violent protests that we already have laws to address that. Um we don't need an additional like limitation on people's right to assembly and the right to protest and right to their first amendment rights. Um because we already

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have laws on the book to pro to protect people from hate crimes, to protect people from anti-semitism, to protect people from Islamophobia, um to transphobia. We have those laws already in the book, so we don't need another law. This law is just um it's being

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painted as a way to protect people, but it's really a way to control people. Um and so that's and that's my personal opinion I'm putting out there. I'm going to put that's my personal hat on this. Um, so, uh, that's just the comment I

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wanted to make on this bill. Susie. >> So, are we going to do the CCH? [snorts] >> No, we still have member updates going on. >> Susie. Susie has got a member update.

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>> Yes. Sorry. The last thing I was beginning to say is that I'm I'm actually, you know, it's sad, but I'm glad that you're fired up with everything that's happening. We have a situation when it comes to busing every day, almost every day. And I I brought

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it up in our last meeting that I think it's important that we kind of touch on bringing back OPT. And then I know Heather had mentioned that maybe it may not make a difference. I do think that as a council we need to stay on top of

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things and we need to hold them accountable or else we are going to get more of the same. Um and of course there's a new contract in place. I think it's it's you know definitely due diligence. We have to stay on top of it.

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Um we had a similar situation that occurred. A tire blew out. There was absolutely no communication from the busing company. no communication from the matron or the driver. You have no idea what's going on and your child is still on a bus. Now Mark, you are

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blessed to be at a stage where your your you know at least your son is able has a cell phone can communicate. But when you're dealing with children that are nonverbal and have no access to a phone, you're really left guessing or you're relying on angel sense. And even if that

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battery fails you, and sometimes these things happen, we still need to do something as a council. So, I think it's important that we um not wait till that boiling point or that brink where we're too fired up. We want to

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make sure that we're still able to um in have these guests come in whether they were here once before, a few months ago, they need to come back again and address the issues because they're unresolved. And you're right, Mark, it

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happens to almost every family and something needs to be done. The accountability. >> Okay. So, okay. >> Thank you, Susie. All right, Heather Heather's got an update on busing, everybody. >> Yeah. Oh, one thing I forgot in the busing committee um update is we

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actually had um a a person from Consolidated Bus that came to the meeting um and I think he's going to start uh coming to our busing and transportation meetings and he's really interested in um being a partner and collaborating to help um families whose

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kids are on consolidated buses. So, um um you know, so we'll we'll continue to kind of um I guess work uh around what that might look like. Um having having them at the table with us. >> Thank you, Heather. Um we have up the

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next up the seat. Oh, any other member updates? I apologize. Okay, Maggie. I forgot and it's very lengthy um this month. This month there's so much going on. So I just wanted to add uh about the

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AI mortorium. I kind of put it in the chat but I can um put more information about that. um like there's you know even though the contracts uh the for some vendor companies for AI um got um

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voted down at the PEP they're still finding ways to integrate them into education without um parent consent um and actually um we're hearing that um it it's being used sometimes uh for teachers are being

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are utilizing it for IEPs. Um so that's a big concern because it's you know student private student data and all of that. So um we just want to just get the word out around this. Um we need the advocacy um around this and um for the

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yeah I already said about the um the seed program that we really need to um to have that the advocacy around that. Um yeah, and again just just keep contacting your the the the your

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legislators um to advocate. Yeah. >> And the reminder about that IEP is one of those red lights, red flags, whatever the chancellor called it. It's not supposed AI [snorts] is not supposed to be used for IEPs. That being said, there was certainly published

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articles um multiple published articles um where NYC DOE employees were quoted or referenced as having used AI on IEPs

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in the past prior to the chancellor's announcement. With that, there is still feedback on the chancellor's AI proposal through May 8th of this year. So, if you've got an opinion on the chancellor's AI position,

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please, please, please send feedback in through May 8th. Oh, thank you. Um, I'm not sure. The next update is CCHS. Uh, I don't see Kim on there. So, all right. So, unfortunately, Kim's Kim was [snorts] in

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a very long meeting. I think it was yesterday, uh, for for CCHS. uh they went to executive session. There was some challenges I'll say that that came out of that executive session and some feedback that was given

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to Maggie and myself and to face. Um there was quite a bit of concern by Kim about some serious issues that occurred in the executive session. It was executive so it was confidential

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so she could not provide the de so so Joanne you're you're not on mic. So >> we was we was on hold for about 45 minutes for them to come back from

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executive session. They came back, they end they end the calendar meeting, went into business session, said there's nothing really on business session, voted and ended in the night and that was it.

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So Kim could not get into detail on what transpired during executive session because it is confidential, but she certainly expressed some concern that there were personal attacks that happened in that meeting that she

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felt attacked during that meeting. So, and others were attacked and there was some feedback from Kim about activities that happened prior to that meeting that appear to be inappropriate

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and uncalled for. So, we will be reaching out to the face representative for CCHS and reaching out to the third floor of this building, the chancellor's office, because there was

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some very concerning things. That being said, >> that that was the reason why they would Yeah, they said they was going into executive session because of how they was treating each other. Not everyone agreed to go into executive session. Some people voted yes, some opposed. I

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think Kim said no and like maybe two other people said no and some abstained but the vote passed and they went into executive session but that was the reason why they did because how they was treating each other that was the reason why. So that being said, chancellor's

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office doesn't have a lot of oversight. Frankly, because it is a state law to have CCHS just like CCSC, they have a little bit of of assistance. They can provide FACE can provide a little

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assistance, but it is an autonomous organization like we are. Um but certainly we are we are there to support Kim and support our our our constituents as Kim is certainly here to support our constituents which is all students with disabilities.

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>> We will need to do a wellness check. >> We Maggie uh reached out earlier today. Thank you Maggie. Um and we are certainly following up based on Kim's feedback to us. Heather, go ahead.

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We have a lot of new members um on our council and just to give you historical context um I've been on the council this is my third term and um every single appointee that we send to their council

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this behavior happens and um they're extremely hostile very um just very challenging and our voice gets smothered out, our council's voice gets smothered out at that table. Um, and

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this is repeated kind of behavior over and over and over again for like the past 5 years and my that I have experienced and even prior to that. Um, and we've sent some very powerful

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advocates to CCHS. Um, and you know, one one of them left because it was making her ill, like physically ill to be there. And um, just really terrible,

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horrible stuff. Um, so I just just to give you all historical context, this I'm not I'm not sitting here going I'm like, "Oh, wow. I'm totally shocked that this is happening." You know, I'm not at all. Um it's [sighs] it's it's troublesome to hear and it's

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very disappointing. Um and and it it just feels very um we've seen it happen over and over and over again and nothing seems to resolve it. And um I don't know what needs to happen to to

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to resolve the behaviors that are going on um on that council and the hostility towards our our appointee and by proxy our students um and and it's it's a

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constantly insulting our students and their needs and their and their value. It's demoralizing. It's dehumanizing and and it's not okay. And it just continues to happen without any accountability or check from people who

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really should um step in and and hold people accountable. >> Thank you for that. And I will I will second that. It's it historically has been a very abbleist organization, very anti- students with disabilities.

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Um that's historic. It's her it's they have been harassing to to students with disabilities in the past. This year many many many prior years this is not a new thing. Heather's right it goes back

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at least 5 years and some of those members have been on that lawn and continued the I'll call it war path against students with disabilities and focused on ableists an abbleist agenda. It's unfortunate. It's the reality and

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it's why Each parents vote is so important when those elections happen every two years that people have got to vote. We can't have this single digit turnout percentage. We need parents to vote.

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There's 800,000 plus kids and all 800,000 parents need to vote. And right now we don't even get 50,000 parents about voting. And that's or guardians as well. And that's that's part of the problem. We need representatives, but we need our our

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families to step up as an entire school system to make their voices heard. And it's not happening. That's part of the reason why this building is that way as well is right. There's not enough push back about our kids' education from families. You know, we we need to be a stronger

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unified voice as a entire community of of New York City uh citizens, residents. Thank you. It's disturbing. That's terrible. And hopefully face can get more involved. Yeah. No, it's it's it's a challenge.

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All right. Um speaking of Okay. No update from face. Okay. Thank you, Tamika. Um we are at the end of the agenda. Is there anything else or is there a motion to adjurnn?

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Member reimbursements >> will be after. Okay. >> Yeah. Y no. Okay. >> So equity is by 21st and AI with the chancellor is by May 8th. Next PEP again

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April 29th. It's on Hester Street in Manhattan, I believe. Um, so it's it's semi nearby. Thank you everybody. Sorry. Motion to adjurnn. >> Second that a second.

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>> We got motions and seconds and all sorts of stuff. All in favor? >> Oppose? Abstain. No. Good. All right. Good night everybody and members of you can