Good evening everybody. Thank you for your patience. Deepest apologies for the delay. Um this is the citywide council on special education. This is our special business um meeting for Thursday, June 24th. It is now 6:43 p.m.
Again, apologies for the delay. Interpretation team, can you please introduce your service and let our our families know about it? Thank you. Interpretation. >> Good afternoon. This is the Spanish interpretation message.
Saychech. Asas, Spanish announcement complete. >> Thank you very much. Rose, can you please do roll call? >> Dr. Sai >> here. >> Carolyn Castro >> on her way.
>> Heather Daly >> here. >> Mark Gonzalez >> here. >> Shmaine Kenan, >> she's supposed to be on Zoom. >> Sam Reed Moyes, he's on Zoom. Maggie Sanchez. >> Maggie's on Zoom in the subway
says she's going to be on Zoom as well. >> Y she's on Zoom. >> That's it. >> Okay. >> We don't have a quum for >> We don't have a quum. Yep. We can vote, but we can do everything else. >> All right. So, thank you everybody. Um we are honored to have amazing
presentation tonight. Um we have DC Hawkins from the division of in um early childhood education here. We have DC FOD from the Division of Inclusive and Accessible Learning here and their teams. Thank you everyone for coming. We really appreciate it. Um Johanna, are
you are you leading off the uh the presentation? We use a lot of activism. >> Hi everyone. My name is Johanna. >> I'm Johanna Rodriguez. I'm the director of family support um under the division of dial. Um we're really excited to be
here today to uh speak about preschool special education and really excited that we have um our uh division of early childhood education here with us as well. Um next slide. So our agenda for today, we are going to
do our welcomes, our division introductions, and then we will get into our main topic, which is preschool special education. We'll have a short Q&A, and then we will close. Next slide. So just setting some norms for tonight.
Your voice matters. Um, respectful uh communication is key tonight as we have many teams represented here today. And so, uh, respect will be key tonight, but your voice does matter. We are going to talk big picture today, so we're going
to talk systematic issues and solutions. Um, be mindful of time. We do have a hard cut off at 7:30. We did start a little late, so um we may uh we'll possibly stay 10 more minutes. Um, we will collaborate together. You will hear
a lot of issues and solutions. were thinking and so we really are leaning heavily on our teams as we do for our C CCSEs who represent many many families um to really think through solutions together and of course as every month I
remind everyone we do not speak about um student specific um or school specific issues we will drop our emails in the chat um if there's anything that comes up school specific or student specific you all can email us at those email
inboxes. Next slide. So in the beginning when we were thinking about or the CCSE had contacted both teams to present, we received many many questions um regarding special education, preschool and all the above.
And what we what you will hear tonight is that we saw four main trends within these questions. You will hear the four main trends that we will focus on tonight is transitions across agencies, a rise in need, service shortages, and
needed program support. So based on all the questions which you see on your screens is how we put together this presentation for tonight. So as our presenters are presenting, they will be answering each of these questions that were provided from the council. And so
we are really excited. I will not take any more time and I'll introduce our my fearless leader um of dial deputy chancellor Christina Fod so we can begin >> and um can everybody online still hear great um so delighted to be with you I'm
Christina FOD uh I know many of you but for those of you I have not yet met look forward to to connecting with you I'm so sorry for the setup in this room I feel extraordinarily uncomfortable having people behind us. Um, but know that our full attention and respect is with with
all of you. Um, I'm joined here by today today by so many of our incredible colleagues. Uh, John Hammer, my deputy, is here. Greg Daniel, our chief of staff, Suzanne Sanchez, our wonderful chief of special education. We have Chief Corso behind us who oversees uh,
District 75 and provides support to our superintendents. Jessica Wallenstein is online and Jessica Wallenstein is the head of our cse, our committees on special education which also include our committees on preschool special education. You'll be hearing from her today. Thank you Jessica for being with
us. We also have Tammy Facio who is our citywide chairperson on on preschool special education. Um Fabiana is with us, our chairperson of CPSC 10. Thank you Fabiana for being with us. Um and of course you've met the wonderful Johanna
Rodriguez. I am so honored and delighted to introduce to you my esteemed colleague and friend Deputy Chancellor Simone Hawkins who has done incredible work in a very very short amount of time to move the work of of the division of
the early childhood forward. Um I cannot ask for a better partner in our work um DC Hawkins and I truly uh feel her commitment and her team's commitment uh to improving outcomes for children every day. And that includes all children including students with disabilities and
multilingual learners. Um that should be the norm but has not always been the norm. And so I am very proud to say that is definitively the norm in our partnership. And so thank you DC Hopkins for sharing that. And I'll turn it over.
>> Thank you DC. >> Oh thank you. >> That's curly girl stick together. Right. >> Um I too am delighted and I'm so sorry. Thank you. Um also to be here tonight. Thank you for the invitation. Thank you
for my community to present collaborate this conversation. Um I just want to say everything that you see shared and so have continued to and continue uh to show up as part of this work. um as
we do navigate some really working some of that is going to come to head tonight and we're talk through that a little and so I have the the privilege of introducing the dynamic rep joining us tonight from the division of early childhood education also referred to as
CTCE you'll see that through and group um so I have chief of staff and again sorry for you can't see a friendly basis So my chief of staff chef clients here in space um our chief of learning and partnership Dr.
Georgette Branch. Um, and just as a preface, she um manages all of our learning and partnership work. Um, and most of the presenters today helping uh partner with Georgette under her vertical. We have our chief of capacity
building and family engagement hooks. Um, we also have our director of capacity building and dep senior director >> senior >> of capacity building and family engagement Michael Greenberg. He is joining us virtually. Also virtual is
one of our amazing leadership coaches, uh, social worker by training, uh, Virginia Cortez. Did I get cut off? >> Oh, I'm good. You're good. Um, we also have another one of our leadership coaches who really leans in on the
instructional side of the work, Dr. Shuana Wright Chung, also virtual with us. Um, Cheryl Cheryl Gelber is one of our amazing um, inclusion specialists who serves on the small but mighty team of inclusion specialists. Um, and then
Melissa Franco who is one of our fierce champions and she serves as an early intervention transition coordinator. All right, I'll take the mic. Um, can you all hear me? Great. Um, so good to to see everyone online and I'm sorry that I cannot be
there in person today. Um, I have my preschooler here with me. Um, being babysat by wonderful TV shows. So, um, hopefully there will be no distractions in the background, but wanted to note that in advance in case you see any little hands popping up onto the screen.
Um, I'm just going to start by giving a very brief overview of the landscape in which we are all working on these important issues. Um, so this slide presents where preschool students with IEPs or preschool students with disabilities are served. So we are now
at about 32,000 preschoolers with IEPs um, from year to year. Um, and 43% of them, which is about 14,000 are attending 3K and pre-K programs. And as I'm sure you know, that includes a diversity of programs in in the Division
of Early Childhood's portfolio. So, we're talking about public uh programs in district 1 through 32 elementary schools, uh standalone prek centers, as well as many contracted community-based organizations that are all part of the 3K and preK portfolio. The vast majority
of the Oh, still on that slide. the vast majority of the students um in those 3K and pre-K programs with IEPs have services that follow them to whatever program it is that they apply to or offered a seat in and then the family accepts. So these are children
who may be recommended on their IEP for speech therapy or occupational therapy or an itinerate teacher. We do however have about 2,000 seats in 3K and preK programs that are for students with more intensive needs. So, we have
self-contained classes and and integrated classes in that 43% as well. Um, another 28% about 9,000 students are in state approved non-public special education programs. Um, those are sometimes known as 4410s. And if you've
never heard of that, don't worry about it. Um, and those are children who um all of them are in need of those self-contained classes and integrated classes, and that is what their IEPs dictate. And then we have another 9,000 students who are not in any um
enrollment uh system known to us. They are in private schools that are outside of the 3K and preK portfolio or they're at home because not all three and four-year-olds are attending preschool. And those students are all receiving itinerant services like related services and see it. And the reason why I'm I'm
calling out these differences is to note that the way you enter into each of these quadrants um is different. And so for students attending 3K and preK programs with itinerant services, they're going through the my school's platform um administered by the office
of student enrollment. But those students with more intensive needs who are who need self-contained special classes or integrated classes are actually placed by the committees on preschool special education which are housed within dial. Um so there are it
is a a bit of a bifurcated system where for students who need specialized programs they are placed by CPSES whereas students who have less need are going through the general enrollment process and I know that first question that was submitted um is really you know
uh hooking on to this and and there are challenges in that difference and I think um the the notion of there being a little bit more alignment um is is a great one and something that you know I think we should absolutely talk more about and something we certainly are exploring centrally about how we can
better align enrollment processes but did want to um you know be very transparent about our current state in this landscape. All right, let's go to the next slide. So given that complexity and and given other factors as well, there's a number of areas where where we know we need to
improve. Um and I it starts from the beginning. It starts with our youngest ones. Um so for children um birth through age three if they have developmental needs they are served through the department of health's early intervention program and the person who submitted the question around the
transition from early intervention into DOE services is spoton that that is such a challenging moment for families. They're often dealing with a diagnosis for the first time. And at age three, their early intervention services terminate unless they have had a
preschool evaluation and an IEP meeting prior to that third birthday. Without that, there can be a gap in service. And so, this is an area um that we're working to address. Over the past um seven years, we've we've established a really strong partnership with the Department of Health. And in just a few
moments, uh, my colleagues from the division of early childhood are going to speak a little bit about direct support we provide to families going through that transition. Another area where we see a real need is just in the fact that our population looks different. Um, you know, prior to
COVID, the number of students every year with IEPs in preschool was about 30,000. We're now at about 32,000. um and we've not necessarily gotten the resources to u match that that additional need. We're also seeing that the intensity of needs
among that student population is greater because we know some of those families stayed home quarantined rather than going to the Department of Health's early intervention program. Related to that, we're seeing more students. So, we're also seeing shortages. We know that there's a national shortage of
related service providers. So speech therapists, occupational therapists and the like that have not kept pace with the rise of need. And we also need those providers to do evaluations. So so we are aware of the long wait times that some families experience when it comes to evaluations, especially those who
need bilingual. And then once families are evaluated, our CPSC administrators have very large case loads which prevent them from um providing as much hands-on support as we all wish they could for every family. and we're going to talk about what we are doing in light of
these resource scarcities. And finally, I know there was a question in there about um programs and that there's not enough programs to serve all the students, particularly those who need the self-contained classes. Um and then as students are waiting for a program
seat or even waiting for an evaluation, they could be in a gened setting, right? They could be in a in a a community-based organization in the 3K pre-K portfolio or a public school. And and those programs might need support in serving students with intense needs. And we're going to um share today uh some of
the supports they get. So with that, we can go to the next slide. We're going to talk about the solutions that we're implementing. And we know um that even with the solutions we're about to share with share with you, there's still a lot of work to do. And and we're sharing this to really start a conversation. And as we talk, um, really
look forward to hearing in the chat and in the Q&A at the end, you know, what else we can be thinking of and what refinements we can be putting on these solutions to make them really impactful. Um, so we're going to start from the beginning. I'm going to pass it to the wonderful Millie Franco from um, early childhood to talk about the early
intervention transition team. >> Thank you so much, Jessica. It's a pleasure to be here with all of you today. So, one of the steps that the New York City public schools have taken to improve the transition from early intervention to CPSC is the creation of
the EI transition team, which I am happy to be a trans transition coordinator for. And we have been providing support to families citywide since 2020. So, our team has two main goals. One is to limit
the disruption in services as children move from early intervention to preschool and two to help families access more inclusive preschool options so that every child has the ability and opportunity to thrive. So transition
coordinators are here specifically to support families especially those families who may need a little bit of extra help. So some of these some of the families that we work directly with include families in the foster care system, families living in temporary
housing, families whose children are considered automatically eligible for early intervention due to a specific diagnosis or specific conditions and families whose primary language may not be English. So we connect with families
in a few different ways. So one of the ways is proactively reaching out once a child is referred to the committee on preschool preschool special education CPSC. So this happens when a sign notification or referral form is submitted by the child's early
intervention service coordinator. So with this step we become one of the first teams that families do actually have contact with. We also help by responding to questions that come in through our helpline and email inbox. So our helpline and email inbox is open to
all preschool families with and without disabilities. If they have any questions, we are always happy to help. And then also as acting as a bridge between early intervention regional offices and the CPS-CEs. I'm happy to say that we do have really great
relationships with early interventions. We are able to assist in many different situations. and then also by hosting information sessions and workshops for families and our partners both inside and outside of New York City public schools. So, we are
definitely inviting all of you, please, please, please help us to spread the word about our team, share our information with any families that are in need of guidance both in early intervention and out. We are more than happy to answer questions and be of assistance. So, we're going to place our
one pager that includes our contact information in the chat. And I am also more than happy to any answer any questions about our team that you may have. And with that, I'm going to pass it over to the lovely Virginia. Thank you. >> Thank you so much, Millie. Good evening.
I'm so happy to be here with you and alongside my wonderful colleagues. Uh, my name is Virginia Cortez and I am one of the leadership coaches and I am also, as DC Hawkins mentioned, a social worker by training and I'm here to share a
little bit about our programmatic support. Our DECe program support team collaborates with early childhood programs across New York City to deliver tailored support that meets the unique needs of every classroom. Our team is
comprised of leadership coaches, instructional coordinators, social workers, and inclusion specialists. You'll be hearing from our inclusion specialist uh colleague in a little bit. We focus on building strong trusting relationships with teaching teams,
program leaders, families, caregivers, and community partners. That is a value that we hold and it is a goal that we continue to work on um for ourselves because we value those relationships so deeply. Our work centers on building
those strong inclusive learning environments by implementing proactive strength-based strategies that promote social emotional development and highquality instruction through sideby-side collaboration modeling and coaching. Our professional learning
activities align staff efforts, enhance professional capacity, and create cohesive systems that support growth and impact. That's just a little bit about our team and some of the programs that some of the ways in which we support programs across New York City. Um, and
I'm so happy to be here with you and um looking forward to the continued partnership and collaboration. I am going to pass it to my colleague Cheryl Galber. Thank you, Virginia. Good evening, everybody. My name is Cheryl Gelber and
I'm one of the inclusion specialists on the DECe inclusion support team. I'm going to spend a few minutes to speak a little bit about the work that our team does to support programs. But first, just some background. The inclusion support team or as we say the IST is a
team of special educators located at the DECe office and we support programs citywide. Our team was created in the spring of 2022 with the goal to make inclusion more systemic across all of
our 3K and preK programs. In doing this, our hope is that we're helping to ensure that children with disabilities as well as those suspected as having disabilities are indeed being served in their least restrictive environment.
You'll see listed here five key words that I hope helps represent our work. The first word is partner. We strive very much to create partnerships across multiple teams. This can include
partnerships with CPSE, the DEEC support teams as Virginia mentioned, DEEC leaders, professional learning teams, just to name a few. The next word, collaborate. Through these partnerships with teams, we collaborate so that we
can expand our reach and have an aligned and coordinated approach to supporting inclusion. This is often done through various models of professional learning activities. I know that was some of the questions um that were sent. And some of these professional learning activities can include things like technical
assistance, consultation, coaching, collaborative problem solving, and targeted trainings. The next two key words you see here are promote and increase. Together we aim to promote strong inclusive environments and increase inclusive practices across all
of our programs. And thus the last word you see here is build. Build the inclusion capacity of the DEC workforce. Uh in the next slide I'll elaborate a little bit more about our work.
So the IST's primary focus is on the two items that you see here. Promoting strong inclusive environments and increasing inclusive practices. To provide a little clarity on what that means, a strong inclusive environment is an environment and a mindset of
inclusion where every family and child feel that they belong. One way that our teams encourage programs to do this is by supporting them. supporting them to partner with families to make collaborative decisions about what
supports are needed so that every child can get what they need to make meaningful gains. And the second focus here is increasing inclusive practices. This means that programs are encouraged and supported to embed the defining
features of inclusion which are access, participation, and support and the practices that promote them. And some of these practices, you may uh be familiar with some of them are UDL, universal design for learning, assisted technology, tiered systems of support,
embedded intervention, collaboration, just to name a few. And so I'd like to share just a couple scenarios to help color this in a little bit more and provide examples of how we support this. Um the first example is that this school year we provided professional learning
to all of our leadership coaches, instructional coordinators, and social workers on the key principles of inclusion and these inclusive practices. And the goal of this PL was really to align our programs and our support teams with a unified understanding of
inclusion and how each of our roles can support inclusive practices as well as be able to turnkey this knowledge to the programs to help build their inclusion capacity. We've trained over 300 professionals who are working on the
ground directly supporting programs. And we know that this work is not done. And so our goal for next year is really to continue to strengthen this work. And then another example of how we can support the work is that we have done some partnerships with leadership
coaches and CPSSE administrators. They have helped to identify when there's a need for additional support of a program due to maybe a student with an IEP not yet having their services in place or maybe awaiting a placement. And so in these instances, they'll reach out to
our team to request support and that's where we'll assign an inclusion specialist to work with them. And that person will collaborate with the team to determine and really cocreate supports and strategies and potentially professional learning activities that
would be helpful to support the student, the program, and the family while waiting for those services. So, these are just a couple ways in which we're supporting programs to help meet the needs of all of the students and families. Thank you, and I'm going to pass it back to Jessica.
>> Thanks so much, Cheryl, and and everyone from the Division of Early Childhood. It it's good to hear about all the work that is happening um for students even before they're necessarily referred um when they're they're in general education programs, but in need of support and those that have been referred and and are need in need of
support. um going to trans transition a little bit now to focusing on the students who who have IEPs and I know that that the council is very interested in um our ability to meet meet the need for for seats and we are are so proud of the work that that took place this year
and it was in partnership with many of the folks who I know who are in the room and were tremendous advocates for um a a significant funding of of $55 million that enabled us to open over 660 special education program seats this year in
elementary schools and in pre-k centers. And and again, those are the seats for students with more severe needs who need a self-contained setting or an integrated setting. Um some of these seats we only got clearance to open in the middle of the year. Um so they've not necessarily been able to hire up. Um
so we will have more opening bringing us to over 700 in September, which will set us up to be able to offer a seat to all students who need them in the fall. Um in addition uh we are continuing to work across the entire specialed preschool
portfolio. So the public sites as well as the contracted programs um by offering the contract enhancement um which is enabled us to pay uh contracted providers uh a little bit more so they can pay their teachers more, hire more
and hopefully open more classes. And over time, this work will continue where we are working to rightsize the portfolio and ensure that in districts where we still anticipate need that we are able um to fill that gap. Okay, next slide.
Um in addition to actual seats, we know there's also very much a need for evaluation capacity and IEP capacity and service capacity. And this is an area where we are really doing all that we can with our current resources and and really trying to stretch them as far as
they can possibly go. Um so to that end we we do have 21 in-house evaluation teams. So not contracted agency evaluators but housed within the CPSC. Um and we were able to stand up a procession activity that allowed us to extend their hours and that enabled us
to do many many more um evaluations this past year. We also extended CPSSE hours so they could hold more IEP meetings. Um, and then we're working with our CPS-C's. Um, our our citywide goal is to ensure consistent practice across the
city. And so we provided in-depth in-person training at every CPSC um around our expectations for what every CPSC administrator is doing before, during, and after an IEP meeting. Um, this is work that will be ongoing. We know one training experience no matter
how deep it is is not going to change a system. But we are always striving towards that consistency and high quality engagement. And then related to both of these above, we we implemented a new data system this year. It's called Atlas. Um and this replaced a decades
old system and and with it we are finally able to create IEPs electronically and track where students are in the evaluation process. Prior to this, you know, a family would submit a referral and then um we would not centrally have much information on that
family until it was time for their IEP meeting. We can actually now see where students are in progressing through the process and our community coordinators can do outreach to families. Um, it has been a a challenging transition to the new data system and um, I think over
time as as our teams get more and more used to it, we will start reaping the the benefits and the efficiencies that will free up our team's time to work directly with families. On the related service front, um, we know that uh we are not where we want to be in providing
related services for every preschooler with an IEP. Um, again, we are stretching all of our current resources as far as we possibly can go. Um, the office of related services and the special ed office offers weekend academy. Um, so when we have trouble
finding providers to serve during the school day, we will offer weekend academy sites for families. Um, for families that have either 12-month IEPs or had a significant gap in service over the course of the year due to the shortages, we offer them summer related
service sites. And then looking ahead, um, I believe we've talked about this in prior meetings. Um, we're putting out an innovative RFP that is really going to focus on incentivizing providers to work with preschoolers because that we know is a particularly challenging area given
um, how spread out the portfolio of preschool programs are. and that is currently going through the PEP process. Um since that will not be in place for September, we are renewing the current related service contracts at higher rates which we also will hope we hope
will incentivize service. So a lot more work to do in all of these areas and and this is just um some of the things that that we wanted to share with you that are underway. All right, with that I will pass it back to Joanna. Oh no, there's one more. um just wanted
to share some resources that are are family facing because we do understand that navigating this landscape is isite quite complex. So we have an entire web page around preschool specialed education. It's called moving to preschool. Within that there are some
guides that can be you know printed. Um there's one that's generally about preschool special ed and then there's one that is specifically um about the transition from early intervention to preschool in CPSSE. also linking the Department of Health's EI website, the CSE's website where we have every cse's
inbox, um our general inbox, and then the Head Start 3K and preK websites. And I will drop all of these in the chat as well, so you have them. Now, I'll pass it to you, Johanna. >> Thank you so much, Jessica, and DC Hawkins team uh for presenting. Um so,
as I said in the beginning, um this presentation really was put together based on the questions that were submitted to us from the council. And so Mark, I know in the beginning I said 7:30, but we did start 10 minutes late. So um we'll be here till 7:40
um to answer questions. Um as a reminder, as I said in the beginning, any individual situation such as student names, school names, please um email special education schools.nyc.gov. And I know my colleague Jessica will put that
in the chat. Go ahead, Maria. Thank you everybody for that presentation. All right, we're going to start with questions from council. Um we're going to limit questions to one minute so we can get through because we have a lot of families here that I presume want to ask questions as well. So council members, one one question,
one minute, then we'll loop around if you have second questions. We'll let everyone else go first. So any questions from the council? >> Questions and I'll pass. But I got more than I need in a minute. >> Yeah, I'm gonna yield my time. Okay, community questions. Is there
anyone from the community has any questions? >> Anyone? >> Okay. Um, Shai, why don't you start with your first question then? >> So, in your presentation, you talked about the early intervention transition key
that supports families as they transition from early intervention um to CPSC. One of the things you said is once you receive a referral, so is it only through a referral that a family is able to get access to this team to help
guide them through or for instance if you have a program that has a toddler program with two year olds in it that DOE funds, those kids may come in with EI services, but the school doesn't necessarily have access to helping them transition. Some families
come in with EI services and they're in a program where they're getting services. Others have had an evaluation, has an ISFP, but there's no services. And so they're at the school, the child has an ISFP, but have never got services. So there is no um early
intervention coordinator from Department of Health to transition them to you, but they've ended up in this community-based program with their 2-year-old with an ISFP and they're about to age out, right? And so the kid either is getting limited
services or no services. How does a family get access to you if they don't have an agency they're working with with with EI services? Cuz some kids come in with a ISFP but no for whatever reasons the same like you they didn't have
providers. They didn't have anything. So the family's just been without but the kid has clearly a diagnosis. So, if the only way they get in contact is through their agency, what other ways have you provided or have you thought about that to provide those families who are coming
into your center-based programs with access so that they don't lose the continuity of services. >> So, for the early intervention transition team, our helpline and our email inbox is open to all families.
It's not just specific to families who are receiving early intervention. If there is a family who is in need help, in need of understanding of the process, in need of help with understanding how to request a referral or any type of information, we are always more than
happy to give them that information to guide them on the process to help them connect to the correct CPSC in order to request that evaluation and then also to help just guide with any questions or any connections that they may need to
make. we are more than happy to help them. Um, >> yeah, I'm sorry. >> Is that the is that the helpline of 646 3897171? >> Yes. >> I think to your question too is I think you mentioned that this child is enrolled in one of our contracted programs.
>> That is a touch point. And so anybody in that program, may it be the program leader, the instructional team, the classroom staff can either in conversation with a leader leadership coach, an IC, a social worker who enters as a support for that site or you can
contact the EI team directly, but that organization can reach out to us as well and make the handoff and connection with the family on behalf. >> So we said that this meeting is about solution focus. So one of the things I'm going to say to you is tonight was the first time I've ever heard of that team. I've been running early intervention
program for several years. So, what I'm saying is maybe there's a disconnect because even though I have a great leadership coach, social worker, and instructional coordinator, they have never shared that information that there's a hotline that there's a way to connect because of my own
resources. I'm able to do it. But I'm thinking of other programs or other families who I this is the first time I've even heard of such a team, right? And so if it's the first time I've heard of it, there has got to be other programs who don't have that information. When those instructional
coordinators come out, we do not get a packet with all that great stuff you guys talked about. So there's never a connection. So if it is if we're going to be solution focused, my suggestion is um the trainings that you give to your instructional coach, leadership coach,
maybe those training should hit directly to the sites because half of the things you mentioned tonight is the first time I'm ever hearing of it. >> And so I I appreciate that. So I think clearly this opportunity is an opportunity to get the word out. So it's
a step in the right direction. We also send out policy updates. So that's another opportunity that we can get information out. Now, do people read those emails? I do >> that. Thank you. I'm so appreciative and grateful for that. But that is another opportunity. And I think as we enter
into the upcoming school year when we are introducing our DEC support team to folks, may it be returning or new relationships that are budding, we can introduce this and make it clear kind of our array of resources. So thank you. >> Along with this, how people do it? So
getting email with people's names and information doesn't always help you understand what the process is. Um and depending on people's variation because I do have a variation. Sometimes you may have to give directors like you can call this person or this office. Um because
now we're very impersonal. Everything is an email. You no longer speak to human beings. So, I'm just making a suggestion that not only give the information, but maybe there's a step like a check a checklist process so that directors will know what it looks like because the
state and DOE doesn't always speak the same language when you're trying to transition families. So, that would just be a suggestion I would give. >> That's helpful. >> Um, Mark, I I wanted to add if you can.
>> Thank you so much. And um that's a helpful point and I appreciate you raising that because one of the things that h one of the uh Joanna mentioned at the top themes and threads right and one of the themes and threads I think that we've heard this school year certainly the second half of the year is that
there is good work out there and there are supports and people but that as an agency we have to do a better job of getting this out to our community partners and certainly including our families. So that is heard and that is something we have been working on and
are going to continue to prioritize as we enter the next school year. Being stronger, being more adept and and agile at getting all the information out to families and stakeholders that is helpful to you all. So thank you for
that point again. I got some I don't I'm going to yell my questions today. Thank you. >> I got a couple but go ahead. Um, should the mic um Jessica, you mentioned
on slide 16 that, and I'll quote you, stretching all of our current resources was a phrase you used. What does that mean? Does that mean we don't have the funding? We don't have the staffing, we can't find the providers. What do you mean by
stretching all of our current resources? Um you know it it means that you know of course we could always use more staff more funding um given um given the increased need that we have seen and the increased
intensity of need. Um as I said our CBSC administrators case loads are much larger than is ideal for the kind of support we want to provide families. um and we're not where we want to be when it comes to providing every service on the IEP for every single student. Um
so we absolutely um are facing shortages across the country. Um but even with those shortages um we would absolutely benefit from additional funding. >> How much money do we need to be able to get the staffing to be able to get the CPS-C case loads at an appropriate level
to be able to provide all the services? What are we talking dollar-wise annually that we need baselines? >> Um, >> we don't have that now. Can we get that at some point, please? >> Yeah, we we can absolutely follow up with specifics and I'll pass it to It
looks like Christina might have something to share here. >> You know, Mark and I spoke um very transparently before the meeting because we wanted to make sure it was as successful as possible. And so we brought with one of the things that Mark you you asked very directly for was to
bring information on with these numbers and what the resources need resource needs are. And so Jessica I want to feel free to go ahead and um you know AFC who is here today. Thank you. Uh has done an
incredibly good job uh a beyond good job at uh pushing the needle. And so one of the things that we're always uh often stuck um with is the fact that the needs are growing and the resources
necessarily aren't commensurate with the needs. Um and that has been true. That was true before PreK for All. It's true. It was true at the start of PreK for All and it was it's still true now. And the needs have just increased increased. And
when we think about PreK for All at its inception, and I've testified at many hearings about this, um, PreK for all special education needs were not really considered. Um, it was we were going to rely on the 4410 funding structures is to be the the source of special
education funding. Well, the 4410 fundings alone is not going to do do the do the trick. We see that we are living that. Our kids are living that. Our families are living that. So since then we've been with the help of partners like you all and AFC we've been uh
incrementally adding in the funding structures that we need to be able to support all students. As we add in those funding structures the needs unfortunately though continue to increase as they are nationally. we see that autism um rates are are are
growing beyond what any of us could really conceive to be the the case and the needs are more significant of the students and so Mark that's a very long-winded way of saying you know AFC has has clearly outlined in many publications or many uh places our
overall ask it's about 73 >> million dollars um and that would include a pract expansion our integrated uh related service providers. Um a need that was never really funded for us to
be able to provide related service in our integrated classrooms, the related service itinerant team and the CPSC staffing needs. And so we stand by that ask. Um and uh of course not all of
these people would be hired in in one year. And so whenever we do asks we want to be very clear that um this would be incremental growth right and so while we are projecting that is the full need um we continue to uh advocate on all fronts
uh for for we will gladly accept whatever increment of that comes our way and we will make the most of it. When Jessica says, "What does it, you know, when we ask what does it mean to make the most of it?" If we were to go back to one of those slides, you'll see that our people
are working after hours, that we're paying them to work after hours. We're paying them to work on the weekends. We are recently opened Sunday related service sites. So, we are asking people to work seven days a week. That's what the resources we have. We are, you know, and I Jessica, I will just say one last
thing about Jessica. Jessica took over the cse and as somebody who's been doing this for 11 years, I have never seen anyone make more of what we have than Jessica Wallenstein. And so I really want to publicly acknowledge you Jessica because uh when you talk about 11 cs
citywide and then and the thousands of children that are being served, it requires an eagle eye to be able to make sure that case loads and case management is happening the way that we want it to happen. Is it perfect? No way. Not even close. Um, and do all the do our kids
have what it what we want them to have? Absolutely not. In some cases they do and in some cases we hear from parents about how extraordinary their their experience has been and we delight and relish in that. But clearly we are not going to stop until that is everyone's
experience. And so, you know, Mark, I I promised you the numbers. Those are the numbers. Um, and we're going to continue to push for it. >> You know, I just would also say lastly, like let's continue to have this conversation. And I also just want to really say that people at this in this
room are the people who are ex burning up about this every day, too. And they're doing everything they can possibly to do to to make all of this happen. And so I just want to really honor in the fact that they take many, many, many hits, but these people wake
up every morning storming in this door to make things as good as possible for kids and families with what they have. And so I'll stop talking, but just wanted to really >> Thank you. Thank you. and Jessica, thank you. And I'll just add on to that. >> Can I just Can I just jump in and and just want to add and and thank you
Christina for for those words. Um and thank you to Advocates for Children who I know are in the room for for putting out that proposal with the 70 plus million number. Um you know, when we think about what we can hire, it is a significant chunk that we would appreciate and it and that brings us
closer to to 48 million. um that would enable us to make real change in one year um if we were to were to start with that and then ramp up to the 70. So, just wanted to put that out there. >> No, thank you. And then just so everyone's aware um we I was in a
meeting with Betty Rosa who's education uh commissioner for state of New York. Um she heard from a lot of 4410 providers in that meeting about the need for additional state funding. That is state legislation. It's above and beyond the 73 million that uh GC FOD and
Jessica mentioned as well. So there's additional state funding necessary with that and the state knows but uh we need legislative help on that. Um Dr. Kenton, I heard um we have some some testimony. Um so if you'd like to provide testimony, if you could please come up
to the seat over here. Um again if you can please limit it and please do not do not um give personally identifiable information. >> Okay. >> Good afternoon. Good evening. My name is Shakoya Jones. I come in the perspective
of a parent who has a child who is autistic and deaf. He attends American School for the Deaf in Harford um Connecticut. That was a process in itself to get a Nickersonson letter. but also come as a teacher of 25 years of
early childhood education. And it saddens me that my son is 15 and the same things I'm going through with my students currently, I did the whole process with my own 15year-old. So I do thank everyone for the progress we have
seen. But this school year, I've seen a child disservice. He came to us in 3K. He needed services. Mom can't work a full-time job. He need a um restrictive environment. The teachers don't have the resources. We've been advocating for two
years just to get an evaluation. They evaluated him, but they had no power, no one to one. They send a par on the ninth day closing our school year. We started this fight and when he was in UPK 3, he
is going to kindergarten in September. and they finally sent services on Monday, June 16th, and the last day of school is Thursday, June 26. He will now have had a parah for nine days when
we've been fighting for services for two years. So although everyone is working tirelessly, it's just disheartening as a parent who had a child and I had to fight in a pandemic to get him into American School
for the Deaf. He's 15 years old, but there should be some progress. You see, this child has sat in our school since last school year. We reached out. Mom is a young parent. Mom was given the runaround. No one answered the phone.
Mom can't work a full-time job. They came out for the evaluation. They came during times of transition. So, you don't get to see the child and his natural environment. It was just a system that felt this little boy. And I
see this disparity in the children we serve in Harlem that are of color because my child that goes to West goes to American School for the Deaf. It's sad that I got to take him out his community to get the services and put
him in another state, have New York City pay for him. Why can't we give him that in New York City? Why do I have to send him to a boarding school? So, that's the same for the students I'm serving. I've been doing this 25 years as an early
childhood education educator, but I have experience from my own son and I feel the system sometime is set to discourage families and make you feel as if you don't have the power. And if you lack education and you don't have someone to
advocate, the struggles can be overwhelming. And as a parent, we all just want what's best for our children. We shouldn't have to put them on a school bus and send them to White Plains, New York School for the Deaf. Or we shouldn't have to take them
and bus them an hour. We should be able to get services in our community and our teachers should get the support they need to support our children so they don't have to be bus. I have autism. I can't sit an hour just to go get the
appropriate set. It should be offered in my community. Um, what I thank you all for your work, but I hope that some progress is made and that y'all will remember that teachers need support. We need training
because if you didn't go to school for a special ed education, you don't really have the tools to be as successful and meet the student where the student is. So, we need support. Families need support and children need y'all to help
continue to build a bridge so that they can cross over. But what they don't need is people not answering the phone, working from home, and sending emails. They need personal contact. Thank you, Fine. >> Thank you.
>> Good afternoon everyone. I'm Tamika Pisol. I am a parent at the Khloe Day School and I just wanted to share my experience. Um my daughter is not on the spectrum with IEP but is in the classroom with children that are unfortunately and I say unfortunately because there are not um any teacher
aids that are educated or trained to handle the behavioral issues that the children have in order to combat what's happening in the classroom. So, as a result, my daughter and other children in the classroom that don't have special needs are having to wait to be taught,
wait for lunch to happen or wait for the next activity to occur because there's a child that's having an issue at in the moment or at the time or there's a transition that's happening that they're not comfortable with. So with that being said, if there were more people that were trained that had that were, you
know, a teacher aid that was in the classroom that could combat that or work with that, it would definitely impact the students situation a whole lot better. Um I know that my daughter has come home and has regressed slightly um in behavior because she's seen like if
it's okay for other kids to you know talk out of turn or it's okay for other kids to hit then it's okay for me to do the same. and that's not what we want in the classroom like you know from a physical standpoint for the kids um and for them to see that kind of behavior and think that it's okay. But if there's someone that's trained in the room that
has the opportunity to say you know what this is not what we do and is educated on how to accomp you know accompany the child or to handle that situation. It would definitely be um super impactful. We all leave our front doors and work into and go into the world and the world is what we have to experience with one
another. Um so my expectation is that we are experiencing that with everyone that's in the world. But how do we help everyone move forward? Um you know because in a situation where a child is not getting what they need in that kind of environment then what happens with their behavior? What happens to the
parent? What's happening you know with the home connection? It's just not happening you know and sadly enough they're going to just be processed through the system and as Dr. Kanton and some of the other parents have said like they'll be aged out of the program and okay you're going to kindergarten and then what happens next? The same thing
is going to repeat again. Um and I want to thank everyone here for your tireless effort and hours of dedication and everything that you're doing. Um but I just wanted you to be able to hear you know just from the other side of the spectrum >> what's happening. Um because then I have to now take the opportunity to now speak
to my child or you know educate her like oh this is what you may be seeing but this is not what we do. and you know the direction is coming from different you know different areas. So I just wanted to share um that for you guys to just understand there's another side of the spectrum that's happening as well. >> Thank you so much for your time. >> Thank you
>> and for your efforts. >> Thank you. >> Hello. >> Hi. My name is Miss Tinsley. I have a daughter. Her name is True Blessing. She's now four years old. Um she initially became part of CPSC at the age
of uh turning into uh from three to from 2 to three. So she was aging out of early intervention. She had cereable pausy. Um I would just backtrack. She was premature. She was born um at 1 pound 10
oz 27 weeks. Um she was very healthy but she suffered medical malpractice in the NICU. So, she wasn't discharged until she was almost 6 months. Um, we had services through St. Mary's home care and we didn't get any early intervention until she was 2 and a half. I didn't
find out she had a brain injury until she was 15 months. I didn't find out she has curbal pausy until she was 22 months. I didn't find out she had seizures until she was two. So, my daughter has had many delays, lack of services from the beginning. Um, so I would just say what I have written here.
My daughter, True Blessing, whom transitioned from early intervention to CPSC during the winter of 2024. Um, in July of 2024, my daughter had her initial CPS-CE review evaluations, IEP evaluation, and her tour of her special
needs school. That was that was the only school that was offered to us. We toured the school in July. Um, in October, I completed and turned in her application. In November, I denied her seat. I denied her seat because of lack of
communication by the school administration team and the lack of communication through our CPSC administrator. Until I connected with Advocates for Children did that I start being heard and helped. My daughter is now four. She's not enrolled in any
school. She doesn't have a seat. She only receives speech services through CPSC and she is required to have three times 30 of speech OT physical therapy and vision services. Also would say that
my daughter has uh cortical vision impairment. She has drastism so she wears eyeglasses and I'm not sure if she can actually see as well as I would expect her to but she's not getting any services to help her with her vision.
Um, I had been denied a seat by my CPSC administrator. When I asked her about a seat, she told me that seats don't like going to the homes until I spoke with an advocates for children representative. She initiated the request for a seat for
a seat. And right then the ball was rolling. Now we have a seat. Um, advocate for children assisted with many of our services. Now, she's she was getting speech therapy outside at a local um
uh I would say children's location that serves CPSC students. We just initially stopped because the speech therapist told me that she doesn't think that my daughter will ever speak verbally and that she will not be teaching her or supporting her in
speaking verbally. she will only be supporting her in communicating through devices because she doesn't think she'll ever talk. So I initiated and cancelled services. The only services we are receiving now is the see it. She comes for 1 hour 5
days a week. Um she's also um interested in serving summer program for her as well too. The last time I spoke to my CBSC administrator was in April. So, thank you for having me here today to express my concerns. Thank you.
>> Thank you. >> Um, we are at 7:43, so we are going to have to wrap up this part of it. We will still have more testimony in a few minutes and more questions, but I know we have leadership that has to go to other meetings. So, I'd like to say for the DOE staff, thank you. Um, we
appreciate your your service to our community, for our families, and for our other teachers and staff as well. Um, it is greatly appreciated. Yes, >> I understand they got to run out the door and they got to leave. But what I want to say is this. If we're going to make a solution f focused situation,
these are real people lives. And I just want you to understand some of these people I know in I do a lot of advocacy work. Some I help, some I don't. But what you need to understand is when you have these great presentations, we gave y'all 20 minutes to talk about all the
great work you do. But I want you to see where your holes are, where those same providers you talked about, how they railroad and sometime misguided, how sometimes the communication of your good intentions because I know you're working hard doesn't always connect at
the ground level. And so we're going to move forward not only as a person who have sat on this this council for over 10 years advocating across the city but as a director as a mother of four children with a variation and a person with a variation I'm solution focused
right the only thing I want you to understand is that when you say you have 21 inhouse CPS teams when those teams are meeting with these families and telling them um no I'm not going to give you speech not because a child doesn't need it but because you don't have a
provider because you don't want to then have to be penalized lady with a IEP with kids not receiving services is an injustice and so I just want to make sure that as that's my argument right you got 21 teams but we have eight kids on the wait list because we were told
you're just over booked right so it's great to have 21 teams but if families can't get to it that's a problem and so it's great to come in I thank you for coming in for the hour but every day I'm dealing the realness and I know you are too and we
all are busting out behind but we just have to find a way to bridge the gaps and I thank you for coming. I am not here to be combative but I am here to save lives. That's all I would say. >> Thank you. The passion the families have is the
same passion I know the DOE leadership and all the staff has. >> It's a mutual passion we have. We come at it from different angles, but we're all fighting for the same thing, which is all the kids in this community. and it is appreciated and I thank all of you for that. So, we're going to wrap up this section.
>> We're going to wrap up this section for now. >> Thank you. And I think any of the families that are here today, I I would please ask you if if you're willing to leave your information with Johanna. We will be following up with you tomorrow um and making sure that we do all that
we can to support coordinating services. >> And I I will actually follow that by saying who I was at DC. I'm a mother and aunt. Okay. And so I relate. I understand. I understand the passion. I understand the urgency. And we all share
in that urgency. And I think what Mark shared is spot on that we are all trying to turn this huge ship together, right? And so we have to do it cautiously and thoughtfully, but has to change. And I want to say that we are in full
agreement. And so keep pushing us to steer this ship in a better direction. We need those voices. We need your stories. We need your advocacy. And we need your fight. And that we is not just us in this room. It's those who are also not in this. But please rest assure you
have fighters alongside you. We are in constant communication with Advocates for Children. And we will always get a smile from Randy and Betty, but they don't play either. And so we are clear about the assignment >> and we are ready and we are working hard
and support of this work every day. And so you have that commitment from us. >> Thank you. >> Thank you. >> Thank you. >> Thank you, Dr. >> Thank you. >> Thank you. >> So, we'll pause a moment and then we'll continue with testimony and questions and comments. There will be some DOE
staff still here to take some additional notes. >> And then again, please feel free to leave your contact information with Johanna. Appreciate it. We'll restart in just a moment. Thanks everybody. All right, thank you everybody. Apologize for the the delay and the the
pause in the meeting. Um, we still have a little bit of test. We still have some people to testify. We definitely want them to come up and and please testify. So, apologies for the wait, but love to hear. >> Okay. Hi, I'm Lita Valentine, head of
PTA at Khloe Day School. My son is not special needs, but I do have an autistic brother um in California. And what I'd like to say is while while children are in the process of receiving services or
waiting, um the children are still in class in a school community and without it. it can be challenging for students to um and families to interact with children with special
needs without having the the proper tools. So, I think if teachers also and aids also have training, it could also help families and and students in the class be more accepting because that could help model the behavior um of the children and it could also help be more
of an inclusive environment for that student. So, as a parent, um, as a sister of someone who has who has autism, I really do think it's helpful to build that community. And if there's any ways to have off more training for teachers and
to help model and create that environment for students, that would make a multitude of difference. >> Thanks. >> Thank you. >> Thank you. >> Do we have anyone else uh to testify? You put someone online, Brena. I'm not sure if she's still there.
>> Hi. >> Hi. >> Hi. Thank you so much. >> Thank you. >> Um, I'll be quick and just definitely second everything that's been said so far. >> Um, I am a Chloe Day parent and my child
does not have educational needs, but she does have um, social emotional needs that we thankfully have been able to meet at Khloe. But I think that is due to a lot of um what Dr. Ganton has integrated into just the culture of
Khloe Day. Um and what I have seen is that it has not only let her flourish as a student, but she feels safe and so she's able to ask for help. She's learned that it's okay to ask for help and um also learned that it's okay to not be okay sometimes, which has been
really really great for her progression in learning. and then just growing into into a 5-year-old that she is today. And then I also just wanted to second in terms of having teachers and aids and even
parents that have a better understanding of IEPs and um special needs support. it can really do great things when we may see um issues between students who require special needs and who don't require special needs and how we can
potentially step in because sometimes I'm in there in the morning in the classroom dropping my child off and maybe I catch, you know, something that's going on that if I had the knowledge to say one thing that could kind of save space and save time for the
sole teacher that's there. Um, so I know that's a whole other thing with parents, but just echoing what has been said about students learning empathy and that can be seen and shown from teachers. I also think parents can be a part of that as well. Um, and I just want to say
thank you again for your time and all the work that you are putting into it. >> Thank you. Thank you. All right, we are now at the public comment portion of our meeting. Is there anyone for public comments?
Okay. So, before we adjourn our last special meeting of the year and our our last calendar meeting, couple things I wanted to say. Um, we have this is our our last meeting for the term. We have some council members leaving. Like to say thank you to each and every one of them. I know we got some in person.
We've got some on Zoom. It's been an honor. It's been a privilege serving with you. Um, your passion for our community, your passion for serving, helping students, helping families is is greatly and deeply
appreciated. You've gone above and above and beyond uh the normal call of duty to to do what's right for the community at the expense of your own families at times and being away from your own families to do the greater good. And you make me proud. You certainly make the
city proud. and like to thank each and every one of you for for all you've done. So, comm council members, thank you. >> And thank you, Mark. >> You want to mute? >> There we go. >> There we go. Uh and on behalf of all of
New York City public schools and certainly uh the division of inclusive accessible learning and the special education office, uh we want to thank the council. We want to thank the council members who are returning and those of you who are moving on to other uh activities that do not involve this
once a month uh all night and everything in between. Um, and it's been a real it's been a year of I think learning and growing for us as well. And want to thank each of you for your patience, your support, and your advocacy on
behalf of students, children, and families. Um, Carolyn, who is here with us, we have a gluten-free cake. Uh, and we would like uh behalf of folks and um and for those of you who are not here, we will eat some cake for you. And
please know that you have our deepest deepest um respect and admiration for all the work that you do. Thank you so much everyone. Um, do we have anything from the Spanish line interpretation? >> This is the uh Spanish interpreter.
>> Anything Spanish interpretation? Anything on your line? I think guest is trying to >> hear who's right here. Okay, >> she's speaking. Unmute yourself. I just would like to say uh that I would
like that uh you can continue supporting us and also to continue having success and I would like to say thank you for all your support. God bless you and we will be here also to continue supporting you. >> Thank you Esther.
>> Thank you Esther. Thank you for your service. Okay, last and not least, uh, for Carolyn, we have a certificate of appreciation. And each of the departing council members, Rose will be mailing out your certificate of appreciation uh,
for those that weren't able to make it. And then Carolyn, we also have a plaque to say thank you for serving. >> We appreciate that. Thank you very much, everybody. >> Stand up. Yes, may come.
>> Does anybody want to come with me? >> Yeah. Heather, come. >> She said stand up. >> I know. >> Two more years. It's not really me. >> Sorry about
101. Come on now. >> Oh, you fly. >> You are fly. >> My favorite person over here. >> It's camera time. Come on. It's camera time. My favorite person.
>> All right. One, two, three. One, two, three. One, two, three. Say thank you. >> Thank you, John. I miss you. >> It was a good year. It was a It was a transition year stepped in and did a great job.
>> Oh my god. >> Business really fast. the date to the date. So yes, we will have to Rose. We will have to do a bunch of date changes though. We have a bunch of date changes we have to do. The next question for 26, but that can be a vote
later. That doesn't have to be a vote. >> July July, August, we're fine. September, we have to do a date change because of parent teacher conferences. >> Yeah. Okay. All right.
Yes, sir. Yes. Oh, well, we also did a collection for Miss Rose. Stand up. >> Stand up, Miss Rose. >> Rose, you got to put up with us every day. Thank you. Yes,
>> we got to talk about >> if you did not hear that. Thank you, Rose. If you did not hear that, Rose said we got to talk about this member reimbursements. So, we we we tend you're you're always not done with us, Miss Rose. That's why we love you. So,
no. Thank you, Rose. Thank you. That's from all the council members. Um, for those that don't know, Rose Rose keeps us in line because, well, she's got me around, so you know I'm always out of line. There you go. All right. So, since we are not a quorum, we are just going to
adjourn the calendar meeting and then we are going to quickly start up the business meeting. Actually, you know what? Is there anything on the business meeting we need to do? >> I don't think so. >> I don't think there is anything and since we don't have quorum, doesn't really matter. So, we'll open it up and then close it back down. I got Moises calling in. Moises, you're on the party
line with the council. What's up, sir? >> Yeah, you got the whole council on here. So, what's what you got? >> Thank you. It was really nice what you said and I appreciated being on the council with everyone, >> you know.
>> Thank you, Moyes. We're gonna miss you. Yeah, it was my daughter's mom and seeing all pretty off. I had to make sure I took her and pick off >> family events you cannot miss. That's always the first thing. And everyone sacrifices so much on this, but there
are some things you can't miss. You can't miss a prom otherwise you'll be disowned by her. We can't have that. So, but Moises, thank you for your service and don't be a stranger. We're still around, my friend. So, all right, Moises, you take care.
>> Thank you. >> Okay. Byebye. >> All right. So, we're going to adjourn the calendar a special meeting. Um, again, business meeting. I don't see anything. We don't have quorum, so we're going to just scrap the business meeting. So, for the committee, thank you for all you do. Thank you for your
service. Thank you for your passion. >> Thank you for fighting for what's right all the time. >> Again, thank you so much. >> You all take care. And our next meeting is on July 17th. So there'll be a new term starting July 17th.
Thank you everybody. Take care. That's it. Thank you, Esther. Gracias. >> Gracias. Uh hello interpreters checking