Good evening everybody. Welcome to the March City Council on Special Educations meeting. It is Thursday, March 26, 6:32 p.m. We'll get started. Um, first interpreters, can you please introduce yourself and your services? Mandarin,
could you please start? Thank you. >> Hello. Um, the following is in Mandarin. Uh, I echaran announcement finished. Thank you. >> You so much. And can you please put uh the information in the chat box for everybody? Thank you. And Spanish,
please. Spanish interpreters. No,ch. Spanish announcement. Thank you. Thank you so much. And can again, can you please uh put the information in the chat box so our viewers can can access it. Okay. Um next roll call. Roll call,
please. >> Good evening, everyone. Francesca is excused for this evening. Dr. Cindy Chen. >> Good evening everyone. Uh my name is Cindy Chen. I'm very happy to be here. Thank you.
>> Joan >> present. Eye >> here. >> Mark Gonzalez >> present. I
>> Maggie is on her way in >> security right now getting through >> Susie. Have you heard from Susie and Irene? >> Thank you. >> Okay. Thank you very much everybody. And you did hear from our newest member
Cindy Chen. Cindy, welcome to the council. A pleasure to have you on and thank you for representing our community. All right. And Cindy, one thing to keep in mind when you do talk, make sure you hold down the button on the uh Yep. Great. Thank you. All right. So,
timekeeping, I'm going to use the phone. I apologize. I uh left the other device at home on the charger. Uh so, my apologies, but we'll keep time using the uh the timer here. So, my deepest apologies, but we'll we'll manage. Um, next up, we've got uh a presentation.
Um, we got some representative, a lot of representatives here and and thank you. Um, it's the English language development ELD curriculum pilot. It's with the office of multil- language learners. They are part of DIAL as is the office of special education. So,
it's one of the nice things in the DIAL umbrella is it spans both the multilanguage learners and the office of special education. there is so much crossover and tie-in with with those two communities. They are not um individuals. There are there is a lot of
blend between the two. So, it's a really good um organization and it leads to a lot of collaborative work between the two groups. So, we are honored to have both groups here, but really focused on the the multil- language learner group. Um first, we're going to have Chief
Sanchez from the Office of Special Education talk and then we'll pass it on to the other teams. Thank you. >> Thank you, Mark. And thank you CCSE for uh having us again tonight and for inviting our partners in the office of multi- language learners. We are very
excited uh for this presentation this evening. Um one two very quick updates just to share. This past Tuesday on the beyond access series was the topic was summer opportunities for students with
disabilities. And if you were not able to log in this past Tuesday, uh please know that you can uh view the information on the Beyond Access YouTube page. Uh and and then you can always reach out to special education.nyc.gov
should you have any questions about summer programming or summer opportunities uh for students with disabilities. Our next session after the uh April break will be Mar uh March April 14th and that will be on MDRs manifestation
determined review determination reviews uh for students with IEPs who have been suspended and on the um technology platform and resource called read and write that we've spoken about here before. So, we're going to be doing another session
for families on read and write on April 14th and hope to see many of you there. Um, and I before before um I jump in, I want to um again
thank uh Maggie, Mark, and the rest of the CCSE for inviting our ML partners tonight. As Mark said, division of inclusive and accessible learning is one division uh led by deputy chancellor Christina FOD. And in the division of
dial are two offices, the special education office uh as well as the office of multi-ingual learners led by Dr. Brenda Garcia. And I'm going to turn uh over to Dr. Garcia at this time and jump right into the presentation.
just um get the power point going because we're going to start with an overview of how we're organized the office of multilingual learners and the special education office so that you can understand how uh we work together. Can you folks see the screen? I'm trying
to >> share on Zoom. >> I can see the Is there any way for you to make it bigger for the people who are here to be able to Thank you. Okay. So, we're going to start off with the Office of Multilingual Learners. That's the office that I lead under the Division of
Inclusive and Accessible Learning led by Deputy Chancellor Christina Fod who just entered our our space. Um, and so again echoing what Suzanne said is our mission is to ensure all students thrive
regardless of ability or of language and there are many places where these two pieces intersect and that's where we work together. So the office of multilingual learners is composed of four teams. Um, one of them is the strategy team. um leads a lot of the
work around uh opening bilingual programs, strategizing expansion of initiatives, policy and data. Um English language learner uh policy is governed by state and federal law much like um
special education and so we have a policy and data team that really leads that work citywide um with the field. our research instruction and professional learning team. Um you're going to be hearing from our director of uh elementary school ENL
um Mark Anderson in a little bit. He belongs to the research instructional and instruction and professional learning team. And so there are individuals on that team that focus on English as a new language, on bilingual education, on world languages, on heritage language, anything to do with
the acquisition of a new language, whether it be English or a language that's a world language to a student. And then finally, our multilingual and immigrant support team, which we call our MI miss team. Um that team uh works closely on family and
community engagement. So really thinking about how we provide workshops that are specific to our communities, our language communities and um our post-secary readiness. so focused on ensuring that our English language learners and our immigrant students have
access equal access equity um in opportunities like dual enrollment opportunities in high school um and uh guidance that will lead them to be able to have uh strong college um and career
pathways. So that is the overview of office of multilingual learners and I'm going to pass it really quickly to Suzanne who's going to provide an overview of the special education office. >> Thank you so much Brenda. Um and I think that we are all really familiar here
with the special education office fortunately uh since we spend uh a lot of time together super quickly right we have the office of related services we have specialized instruction program development um special education policy
and strategy um disability culture and accessible learning. Speaking of really happy to announce here that we are going to be hosting another inclusion summit for students by students uh the end of this school year. So more info on that
coming. Obviously our family support team led by Johanna Rodriguez who you all know well and our office of supervisors of school psychologists who lead a lot of our evaluation work. Um but since we're really familiar with SEO, I wanted to give deputy I wanted to ask deputy chancellor Christina Fod just
to say a few words. uh since we have her with us here this evening. >> Everybody, thank you. Um I appreciate the the brief moment, but um I really want to get to the content. Um for those of you online that I may not know, Christina Fod, deputy chancellor,
overseeing the division of inclusive and accessible learning. Um, as you just heard from the overview, we are comprised of the special education office, the office of multilingual learners, district 75, the committees on special education. Um, and we also have recently added a equitable services unit
uh for students in uh perial and nonpublic schools. So delighted to be with you all today. This is exactly the kind of work and content we want to be doing with you all. You all are incredibly impactful and helpful to us in shaping policy and practice on this front. Um, and I cannot think of one of
a a more interesting topic to dive in on. So, thank you so much, Brenda and Suzanne, and looking forward to the conversation. Hi, I just want to um introduce our student member uh Jonah, who is online. Um, I don't think he got a chance to u
answer a roll call. So, just so you all know, our student member is here as well. Hi everybody. >> Hey Jonah, thanks for being here tonight. >> No problem. Sorry. >> So, we're going to turn it to Karolina
Liiano who's going to get us started. >> All right. Good evening everyone. Buenaz noes. Um I'm Karolina Liiano. I am in the special education office but work um very uh closely with our office of multilingual learners as I am the director of bilingual special education
programs in districts 1 through32. Um so before we jump into um the topic for today which is this English language development or EL curriculum pilot um I just wanted to take a moment to first explain a few key terms. We just want to make sure that everyone is on the same
page and feels really comfortable and familiar with the language that we're using when we're talking about our multilingual learners and English language learners in New York City public schools. So when we talk about our multilingual learners in New York City public
schools, we're talking about a wide range of students. We have some who are brand new to the English language, some who have been learning English for several years. Um, some may have already reached proficiency. These are our former L's. And then we have some who
are English proficient but may be learning a new language through a bilingual program or a world language course. Um, so within that larger group of multilingual learners, um, and you may have seen this umbrella previously and in previous presentations, the umbrella to the right. Um so the state
identifies a smaller group within that multil- language multilingual learner group and those are our English language learners or L's. Um these are the students who are still developing English language skills and even within this group of English learners there's you know very different experiences
amongst our students. We have newcomers um we have students who are developing English language skills having received four to six years of ENL services. We have our long-term L's who have been receiving ENL services for more than seven years. Um, we have students with
IEPs and we also have students who may have interrupted or inconsistent formal education. And we share this because not all multilingual learners have the same needs, right? Uh, schools support those students differently depending on where they are in that English language
learning journey. And so the English language um development or ELD curriculum pilot that we'll be focusing on today highlights the needs of those students who are in that newcomer bracket, right? Um so this is a curriculum specifically for these
students that are at the very beginning of that language learning journey um because they benefit the most from that protected and explicit instruction where we're teaching them the English language. So, we've talked about who our
multilingual learners are and our English language learners. Um, now what programs and services are they receiving in our schools? We know that these students that have been identified as English language learners are receiving English as the new language. Um, and these are some, you know, things that we
want to clarify. Um, ENL is a general education service. It is delivered in English and it is required under New York state's rules for multilingual learners. Um you may be familiar with the commissioner regulations part 154.
Um so when we call ENL a general education service we mean that ENL is not listed on the IEP even for students with disabilities. It's not a special education instruction. It's um it's it's support uh for English language learners
to learn a new to learn this new language. Um it never replaces special education services. It's always uh something that's delivered in addition to whatever is recommended on the IEP. And uh schools provide ENL in two different ways. Um we have integrated
ENL and this happens during you know regular classroom lessons. teachers are using supports like pictures, sentence starters or vocabulary routines so that students can learn English language skills while they're learning that grade level content. And then we also have
standalone ENL. This is small group focused English instruction. It's protected time for those entering and emerging students um to build those foundational English language skills. This is part of ENL that this is a part of ENL that the ELD pilot is designed to
really um make stronger. And so um another thing that we want to make sure that we clarify here is that the amount of ENL a student receives is tied to the level of English language proficiency as well as the grade of the student.
Now to the right um we want to also discuss bilingual education programs. So in addition to ENL, some families may opt into a bilingual education program for their child. And in these programs, ENL is built into that model um because
bilingual certified uh bilingually certified teachers hold the required credentials in order to be able to provide that service. And so there are two bilingual models uh dual language um where students are learning in both English and the home language. And we
also have transitional bilingual education programs where students may begin with more of that home language instruction and then gradually as the students progress um they are exposed to more and more English until eventually they may enter a monolingual English
class. So just to be clear before we move on to the next slide these are these bilingual models exist across settings. So they can have um we can have a bilingual general education program as well as a bilingual special education program and they will each
follow one of these two models that I've um referenced. So we've discussed who are our multilingual learners and how ENL services work. Um, it's also really helpful to understand how the state
determines a student's English language level because these levels are what drive um the amount of ENL instruction that a student receives per week. And I've referenced entering and emerging. So, let's see what that means. Um, so every English language learner is placed
in one of five levels. Um, as you can see here on the screen, we have entering, emerging, transitioning, expanding, and commanding. Um so this is based on state assessments that look at listening skills, speaking, reading and writing. And then we get this
comprehensive score for their the students performance in each of these areas. And so for example, and I I won't read everything, but you know, a student at the entering level might be using pictures, hand gestures, and single words or short phrases to show what they
know. They're really great at matching images to words and following simple directions when someone shows them what to do. And then when you get to the commanding level, you know, you have students who are handling grade level schoolwork just like a native English speaker. Um, while they might still need
to check in for support occasionally, they have those skills necessary to succeed completely on their own and without ENL services. And so those students will no longer, you know, receive that service. Um so the important connection to today's topic is
this. Um our entering and emerging students where I've highlighted in orange um these are the students who are entitled to receive the highest number of ENL minutes under New York State's rules um for multilingual learners or CR part 154. Um and these are the only
students who receive standalone ENL. These are the students who benefit most from that explicit small group English language development. And historically, standalone ENL did not have a consistent curriculum across our schools. And that's why we're so excited to share
with you about the ELD pilot today. This is why it was created because, you know, it gives teachers those highquality materials and those routines so that we can provide students with the ENL minutes that they're entitled to based on their English language proficiency
level. So this slide really helps to anchor us um on, you know, who the pilot is designed for and why it's such an important step forward. So with that said, I'm going to hand it over to Mark um who will be sharing more information about the EL curriculum pilot, which is
our first citywide curriculum designed specifically for standalone ENL time for those entering and emerging students. Um so Mark Anderson will be taking over. Thank you so much, Karolina, and thank you so much for um framing this so
nicely and the why of why we're doing this. So, I'm really excited to be able to share with this group um an update about the English language development curriculum pilot, which is something new that we've been able to initiate this year to bring attention to the needs of
our entering and emerging levels um in standalone ENL. And just want to note all the pictures you see on these slides are real pictures from the pilot. So uh really really cool to be able to to show you um some snapshots of that. And um I
al should also mention my role my title I'm the director of elementary ELA and ENL with the office of multilingual learners. And the reason why we're doing this is that when you look at the data citywide, this is the most current ELA
and math uh state results. You can see that the good news is that all students are rising um as we are in the midst of implementation of New York City reads and New York City solves. And that's good news. However, when we look at our current L's, those students who are
currently identified as English language learners, you'll notice that the ELA scores are increasing at a lower rate than students who are not identified as an English language learner. And so there's a lot of need that we can see there in terms of both literacy,
especially literacy, and also in math. The flip side of this I want on the same slide if you look in the middle those are ever L's. Everl means that any student who has once been identified as an English language learner and who has
achieved English language proficiency and if you compare that middle set of columns and their performance to the right which are never else meaning that students who have never been identified as an English language learner you'll
notice that they outperform the never else and so that's an important point because on the one hand while students who are currently identified as an English language language learner have a lot of room for growth and development and um and a lot of need. We also can
see that once they achieve that English language proficiency, they're excelling. And so the question is how can we accelerate that development as students are beginning their English language development in core content areas.
And so that's that's our task with this English language development pilot. And so if we go to the next slide, our strategy has been well recognizing first of all that all students who are identified as an English language learner must receive in
all services that's English as a new language instruction to support their English language development. And if they are at the beginning stages of English language development, they're going to also receive standalone ENL in addition to integrated ENL services so
that they can receive that targeted language development opportunity. So there's a a real opportunity here in that we know that for all kids structured practice in oracy, speaking and listening is essential for literacy. And
so for students who are newly developing a language alongside of literacy and content that's even more important. And so uh historically as Karolina had mentioned we have not had a consistent highquality set of materials for
standalone ENL specifically. And so this fall, what we've been able to do is provide some highquality curriculum for standalone ENL to 80 schools across eight different districts in the city. Um that's almost 4,000 English language learners. And that's really allowed us
to test out a systemic solution because really just like with New York City reads, just like with New York City solves, the question is if we bring an HQIM or a highquality instructional material set into this space, what what
can that mean to build um around a consistent shared curriculum? And so our vision for this pilot is that for students [snorts] there we're going to see acceleration in their speaking reading and writing skills even more
rapidly. we're going to see them uh achieving that English language proficiency that we were talking about even more rapidly and that they'll be confident in all their other core classrooms because in New York City, one of the unique things about how we serve for multilingual learners is that they
are present in all core instruction from the beginning with all their peers. Um unlike some other districts where they may be separated into other classes, we don't do that in New York City. We do provide targeted English language development opportunities through ENL and bilingual programs. And for our
teachers, our hope is that they're going to have access to highquality culturally responsive curriculum that they can use to then better target and differentiate to the needs of the students in front of them. Additionally, it's been from the beginning of this um our goal to have
family um involvement, have family engagement, have resources that we're developing as part of this initiative so that they can also have a deeper understanding of English as a new language instruction and how they can support their student at home and I'll talk a little bit more about that. So,
in terms of the curriculum that we've been piloting this year, we've been piloting two different sets of curricula with two very different approaches. We've been piloting HMH English 3D and Nat Geo Reach and we've done that in
four districts each and um we've been learning a lot from the implementation of each program and so part of this pilot has been learning from which program could best support the unique needs of our students
in standalone ENL. And so, um, I'm happy to be able to announce that at this point in the pilot, we've carefully reviewed both of those programs, including a formal review of the materials themselves in
every grade level with um, if we can go to the next slide, that that would included stakeholders from across our offices. So, we had representation from SEO, of course, from my office, OML. We also had district leadership and ENL teachers that were a part of the review.
We also listened and um looked really closely at the feedback of course from our district leaders, our school leaders and our teachers who have been part of this pilot this year. And from the review of all of that information, we've
made the determination that Natio Reach is the official core curriculum for standalone and alpha grades K through five for the city. Some of the features that we um have really noticed in the program and from
the feedback around the program has been that it's very contentrich and that the academic language is connected to that rich content. It includes foundational literacy components and as we know for students
who are um newly arrived English language learners, they have various needs and some bring the need for more foundational literacy skill needs and either language um and some bring skills and foundational literacy skills. So we need to be able to differentiate to target those skills. So this program
does offer that um opportunity to do that and it needs to be specific to the needs of our entering and emerging levels and that's what we found with this program. So one of the things we wanted to highlight for you are some of
the accessibility features of Nat Geio Reach. They have a digital platform called the Spark platform. It includes uh approaches to universal design for learning in the design of the platform as well as some of the print materials.
So in the platform itself, they are able to uh dynamically resize the text. There's audio supports for both the text and the video. There's adjustable playback speeds um as well with the videos. It utilizes real world images to help
students better understand what they're learning, especially those with any processing delays or hearing impairments. And it also carries a full voluntary product accessibility template and needs for the print uh materials, the national standards for large print and braille compatibility. Um, Heather,
it spark it is not an AI platform. This spark is specific to Sage Natio. It supports diverse learners in the sense that for the student interaction with the platform, there are um ways they can interact directly within the platform. There are drawing and pointing
activities. Um there's also digital draw uh excuse me, drag and drop activities as well. And for all the materials print and digital, there are words, sentence starters to build students confidence um from the beginning of of English
language development in order to be able to engage with the content of the sets of material. So I wanted to show you what that actually looks like. So you can um see a visual of some of that. One of the rich features of this curriculum is it re because it's Nat
Geo, it has like really good images, really good visuals like in everything that it does. Um, and so this is just like a a very quick example of some of that. Um, that's abundant throughout the program. There's also the audio support that I
mentioned where um you can see that on the next slide there is always a script that's included with any videos that can be used. There's adjustable speeds for the the video and uh the audio as well
in terms of the drag and drop capabilities. This is just just one other snapshot just so you can see what that looks like. So for students who um need more of that visual engagement with some of the materials, there are options for them to be able to do that within
the platform. The other good news too um just before we move on to the pilot itself is that I would say that you know Karolina and I and some other members of our teams spoke with the vendor to learn more about some of these features and they're very open to us providing feedback
making adaptations working with their product team based on any feedback. So certainly like we welcome you to share any advice or feedback as well for ensuring that we're serving the unique needs of our dually designated children receiving standalone instruction. So
let's talk about the pilot itself and what we've been seeing um outside of the materials themselves. I I'm excited to be able to share again that empowering families, communicating with families has really been a part of this effort from the beginning. Just a
reminder this is a pilot. So, like, you know, we're building a lot of this as we've been trying this out. And so, part of this has been developing some of these resources with our team um for families, getting all the translations um out there. So, um a couple of
resources that I can share right away is we have a public facing um website that we had made. I'm going to put that in the chat for you. There's also on that page you'll find a link to a family guide.
And this guide is for families to understand um uh what English language development is about and to also help frame the understanding that multilingualism is an asset. So when you're you're looking to
develop the English language, speaking to writing and reading in your home language at home is going to support that. And so that's part of that guidance as well. And that's available in uh all the New York City languages as
well. We've been providing targeted training. So we have been equipping family facing staff and districts um and in schools with resources and um information. We've started some training that was
around New York City reads. We call them New York City reads ambassadors. There's been I think we've completed all the trainings at this point. And from that, we then invited additionally families from the pilot districts to join um additional sessions that are specific to language development alongside of
literacy development. And so we're building that out as well. And so we'll have like a great set of trainings and supports for families um in the next year. We um are also developing toolkits um
that will be part of we're looking at the New York City Reads guidance at large for the city and looking at what can we infuse into that that is um specific to language development that we're learning as part of this focus in the pilot. [snorts] And finally, we are partnering directly with our CEC
representatives as well. So, a lot of great work um has been happening here that we're really excited about. The other piece I wanted to share with you and highlight is that we have been um really developing and planning and
now collecting what the impact from the implementation is as part of this pilot. So um we're looking at our vendor program usage. We're looking at what uh we call professional learning communities where we got all the ENL teachers together that were part of this
pilot in district based PLC's in person with the vendor with the district leaders and um those have been targeted and differentiated. So we're looking at attendance, we're looking at surveys, we're looking of course at teacher feedback um and I mentioned a little bit
of that earlier. We're looking we're going to be looking at family engagement as well through surveys. um and some potential focus groups as well. And then of course we're going to be looking at the outcomes. Um so that's to be determined, right? Because we're going to be looking at NISLAT when that
comes in. Um that's the ELP measure that Karolina had mentioned at the beginning. We're going to be looking at ELA proficiency increases. We're going to be looking at decrease of numbers of L's scoring at or below the 20th percentile on the screeners.
and you know over the long haul really looking to see reduce are we reducing time towards exiting L status. So all of these measures are the kinds of data that we are collecting and in the process of reviewing as we move forward. I wanted to show you some of the initial
data that we've collected. So we did a pre-ervey before teachers full began implementing the curriculum before they really knew much about it. We um surveyed them and one of the questions we asked was prior to this pilot curriculum, what what were you using for
standalone ENL? And the data we received really confirmed that why that we touched on and you know again historically standalone ENL has not had a set of standardized materials. Almost 50% of the teachers said they were using some type of foundational
literacy program such as foundations or phonics for reading or heard. And just to note that those are not programs written for English language development. They are not written for English language learners. Those are literacy programs written for monolingual children primarily. And so
um I think that really highlights the need to have a robust rich set of materials that can teachers can draw upon um for uh standalone ENL. And I just want to say that like having been in many of these sessions throughout
this year talking to teachers, uh I was just at a district yesterday and hearing from 20 year veteran teachers, 30-year veteran teachers saying it is so great to have something like this is I I've never had something and this is amazing.
Um and that's been consistent and this is why. Uh other voices from the field I wanted to uplift um some of the teacher feedback is um some of the themes are just like having access to rigorous content. They're seeing students shifting from giving one-word answers to
speaking and writing in complete academic sentences. Um they're using explicit language scaffolds and really seeing what that means to give students access to both content and rigor in a lesson. They're seeing transferring of skills. So, what's been really exciting is
seeing students carry skills into the core classroom. Their classroom teacher has noticed them using the same language routines and strategies on their own. That's amazing. And so, again, a big theme that we're hearing from teacher feedback is they're seeing confidence, student confidence building um from
being able to engage with this rich set of materials and instruction. And for teachers themselves again it's been a big win for them and it's been consistent. You know I was you know initially I was like maybe we'll get some like you know a lot of push
back and like why am I using this stuff? I have my own stuff. We did we didn't get much of that at all. They really appreciate getting something. Um you know before I was making my own materials and working independently. Now I'm able to work more closely alongside, you know, teachers in the district with
shared materials in a clear scope and sequence. And that is exactly why we're doing this. That's why we've been doing New York City reads. It's why we're doing New York City solves. And that's why we're doing this pilot. So what's next? Like you skipped the the nice pictures
that we had, Karolina. Um, so we're going to focus on the curriculum and strategies that demonstrate the strongest alignment and outcomes for standalone ENL. And you can see we're already pivoting to the program that we've seen evidence of already. And we feel really good about
that. We're expanding that approach to additional districts and schools in the next school year. We want to move this to citywide as much as we can and we would love your advocacy in support of that. We're going to continue to learn from implementation. We're going to continue to listen to teachers. We're
going to continue to gather information from families. And we're going to build capacity for our district and school-based staff to be able to learn from what good English language development instruction should look like. So, all of that said, I I gave you a lot of information. We'd love to hear from
you. Thank you very much for the presentation. Open it up for questions. So, any questions? We've got 24 minutes left. So, questions. Maggie, go ahead.
>> Okay. So, um I just wanted to ask if you guys could break down a little bit, um the process for specifically ELLL students with IEPs to be placed in the appropriate like if
they're category of like emerging L's or current ELLLs, like what is what does that process look like um for that sort of to to for that to be determined? What tools do you guys use for that? Yep,
>> thank you for your question, Maggie. So, L's with IEPs um take the annual assessment. So, um the niceel is the identification test. Um based on the nicotel um that's how we determine whether they're at an entering, emerging, transitioning,
expanding level or commanding. um they could become never else and then once they are um identified as an English language learner they take the nicest slot every year accommodations are provided in the NIS slot um and then that's how we determine their
proficiency level for the following year and that's what informs um the amount of standalone ENL that they get and integrated ENL that they get. Heather, you had a question. Time, please. One at a time.
>> Okay. So, I'll just start with my first one. So when you're at the citywide council for special education, so I just want to make sure that um I just address like the accessibility of the curriculums for students who are um English language
learners or multilanguage learners who also have disabilities and IEPs. Um I know the state doesn't really let you classify them as both. They're like one or the other. And um and so um I I'm I I
don't really know much about um the curriculum that was chosen, but I know like H.M.H. my son cannot access that curriculum despite all of the testing and all of the this and all of the that with picking the curriculum, he just it's not an accessible platform for some
students. Um and so it's my concern like can they print out these things? Do they have to use the drag and drop? are paper um uh resources available for students who may not be able to access everything online. Um so that's that's my question
is because I feel like we pick these great curriculums and then we think about how we're going to get access to students with disabilities as an afterthought. Um and it's really really hard to um to ret retroactively make things accessible.
>> Yeah. So, >> oh, sorry. Go ahead, >> Mark. I can jump in and then you can follow. Um, >> yeah. >> So, that's really important to us and what I want to highlight is that no curriculum is the perfect solution for all students. We all know that. So, the
key is the teacher and how the teacher is appropriately scaffolding, differentiating, and providing the IEP recommended supports, right? Um and so it is the responsibility of all teachers to understand who the students are in
front of them, what their language proficiency is, what if they have an IEP, what that IEP has recommended and to be able to provide the necessary um again scaffolds, supports,
differentiation. So with that said, when we reviewed curriculum and HMH is not one we're moving forward with, right? we're moving with Sengage. Um the features that the company has been able to highlight for us are ones that have been created based
on feedback from the field working with students with IEPs. Again, um it may not be perfect now, but we have found that this vendor is very um committed to is working with us on ensuring that they
are responsive to our needs. Um, and that's where we're collecting information from the teachers. And so we certainly do have L's with IEPs um, as part of the pilot because every school has English language learners and English language with IEPs. Um, and so
that's part of the feedback that we're, you know, we're collecting as uh, we we complete the pilot and we enter a year of expansion, right? um so that we can make sure that to the degree possible there are as many tools within the
curriculum and that we're able to provide um that guidance to teachers who are working with students with IEPs. >> Yeah. And just to piggyback off of that, I just wanted to note too that there are print materials included. So there's a
teacher workbook, student workbook. They can work primarily from those sets of print materials. Um, I just wanted you to see the digital side of it because that does have like a lot of features for accessibility specifically, but they can navigate between the print material
and the digital material as well in order to serve their students um as best they can. Um, one other thing to highlight, I don't think I I forgot to mention this with NetJo is they they also have songs um as part of uh the the work. They have slides. Um, so there's a
lot of visual and auditory engagement, um, as well as the print materials, too. Um, I want to highlight a a question in the chat. The question was, um, from Sarah, what's the timeline for expanding the pilot to additional districts?
Brenda, did you want to tackle that one? >> Sure. The plan for next school year is to expand fully to the eight pilot districts. So the HMH um the ones that were piloting HMH, they're going to begin to work with Sungage. And we've worked with the superintendent to
determine which schools within that those districts. And then the four that we're doing um Sungage are going to continue beyond the 10 um pilot schools to their full districts. And then years on out, we plan to continue to expand um beyond those districts. And this is
specific to Kada to five right now. So a little concerned about the company we're using, Sengage. I I don't care about any of the companies, but Sengage is obviously a problem child. Um they're Apollo, their KKKR. You know, they they've got a lot of private equity. They are trying to spin
them off this year with a lot of debt going IPO later on this year. So, we're getting a good deal now. They need to work with us now because they need us. They need our logo. They need our story to be able to tell investors when they go IPO. What type of financial guarantees do we have three, five years
down the road that our prices are not going to get jacked up because that's what always happens when an IPO goes when they're carrying heavy debt loads. We're going to see our prices up unless we've got some type of guarantee with them. So, do we have a guarantee or do we have a plan longterm to bring this in-house and do it in-house? What's
what's the story look like? Because the story is going to be if we don't have a guarantee that we are going to get hosed financially. That's just that happens all the time. >> So, I I just want to hop in to say OML has been doing incredible amount of due diligence even though they are the program office on working with the
curriculum uh vendors and um in the past they have done extensive work to write accept accessible materials in languages other than English which is more above and beyond anything we could ever ask a program models to do and so we
definitely hear your concerns Mark about the actual company I don't want to put OML in the position of needing to in any way um respond to efficacy of future contracts but Brenda I know that you do work with them closely do you do you feel comfortable talking about what how
those conversations have sounded in terms of long-term I I don't um not directly to your question. Um I that's beyond but um we work very closely with the core curriculum office and the core
curriculum office is the one that deals very directly with the company and they establish memorandums of understanding and that is something that they're clearly establishing with Sengage um to be able to provide a package to schools that will include professional learning.
Um, so that process is being followed just like it has for all of the New York City reads curriculum. That I can say. >> Yeah. And I look, I know it's it's a big thing when you're talking IPOs and all that. It's it's not your wheelhouse most likely and appreciate that. I just want
to caution that it's just something caution. >> Just just one note on that is that theou is multi-year. So um that's that's part of the agreement that we negotiate with with an event. >> Appreciate that. Thank you. Yeah. Thank
you, Joanna. Thanks. >> Just want to piggy back off what um Mark was just um discussing with the price. Um my question is down the line, is this after the pilot program, is this going to be a fee that the school is going to
have to incur in a budget? Because you know, when it was a big shift and they went from in and they had to do HM and they had to come with one reading curriculum and a
lot of schools was complaining that we just paid for this reading curriculum now we have to switch to this is this going to be like hey we have to add another one just for the L's like is it going to be like you know what I'm saying is it going to be like something
prorated or it's going to be like a discounted because I know at one point they were saying for the mom and pops daycare centers. They was going to give the a discount like for
the reading program for the the preks and the the kindergartens when they came into the DOE school so they'll be on board like is that going to be like similar the same for the elves coming in as well? You know what I'm saying? so that everybody's going to be on the same
page incurring the price after the pilot program is over. >> We didn't get that far yet. There's certain um Thank you for the question. Um so there is funding um in the fair student funding formula that is
attached to English language learners and that funding is very specific, right? like based on the number of L's each school has and that's what schools use to inform the materials that they purchase, the
teachers that they hire to serve the kids. And so that's annual. Schools receive something called NISTL funding. It's textbook funding. That funding um is what should I stop? Yeah, that funding is what goes to core
curriculum and again ENL is a requirement, right? And so this is becoming part of the core curriculum as a required a requirement. Um just like the New York City Reads curriculum, the math curriculum, so on
and so forth, but it's going to be like a requirement something. So it's going to be in like the data count. So when they do the count, this is going to be in the count of so if they have 20 L's, the school's
going to have 20 and they count for the funding to get the supplies. This just example like that. And just remember, prior to this, there was no curriculum, right? So prior to doing this, if our child walked into the building and was
not speaking English, the um teachers were just making using their best work to create their own materials. And so this creates a standardization of um what does it mean to help students learn English? And we know that right once
once students do get that proficiency in a second language, their academic experience overall skyrockets. Thank you. Maggie, you're next. And then Heather, you'll be after. >> Okay. I'm going to put um a lot of questions in the chat. I would like a
response um because there's not enough time for all of them. Um I did send um we did send uh previous questions before um just regarding about the pilot, how families were notified, how they were
involved. Um and if they were provided a way to opt out, um like if they were informed in their native language and if they were um if they received the data, the final results of the of the pilot.
Um and also if like what how um how is the student data collected um and stored cuz like through through Spark um there's a way for for through that
platform to you to utilize um the the um what do you call it um the assessments and the progress and stuff. So all of that is data. So how how is that tracked? They're they're the the
process tracked. How is that data stored? Um and how is it safeguarded? Um if you break down also Sage and Spark, how is it not AI? Um I I I think when I
research the the Spark, it does say it's AI. So are you guys not utilizing that? like is there a difference in that? Um we're I'm really concerned about the uh student data um security and I'm really
concerned about how some of these companies and platforms are utilizing and profiting off of our student data without safeguarding it and with without consent uh for from the families. Thank you, Maggie, for those questions.
And I'm trying to speak loud because I understand there's a challenge with the mic. So hopefully this is helping. Um, I do want to share that Spark has been Irma certified and Irma cleared. So it has met the New York City public schools student privacy requirements.
However, it has cleared the process and um if and Maggie, we're going to get responses to your questions. Um, so yes, we have them and we'll be sending them back to you for you and to share back with the council as well.
>> But in just just to be clear in response to the family engagement piece, I mean, OML did extensive family engagement in student in famil family's home languages. Um, and and I I do want to commend and applaud you. I thought the outreach, you know, and and certainly we could share that information and the
family facing website I thought was really great. If folks don't have the link to that, we should go ahead and do that. But I I do think that there's um a lot to be said about the level of care you all put into that into that outreach. Um and then you know in terms of the data AI pro um policies and
things like that. I'm just going to ask that the CCSE you know these folks are the pedagogues and content experts that are here to answer your ped pedagogical and content expert um questions. I definitely if we want to get into the AI contracting conversation we should do
that offline. Yeah, ju just in terms of the AI there I'm not aware of any AI aspect of Nachio the the Spark platform is simply the curriculum materials. So it has the the teacher slides, it has the videos, it
has the songs. Um there is a Spark AI uh which maybe is as a separate thing. It has to my knowledge no relation to what we're using. >> Thank you. Heather, you got next
question? We are down to seven minutes left in this discussion. >> Thank you. >> Um I can I just do my two questions and if you can't get to both of them, I'll put them in the chat. Um my first one is I noticed that a lot of the measurements of success are based on the state tests
and um the state tests um aren't always the most accurate assessment of kids um knowledge and um their competency with curriculum. um it definitely does not demonstrate my kids knowledge at all.
And um so I'm just I always very leery when that is the the tool that's being used to measure outcomes. Um are there other assessments that you are using to um to judge the efficacy of of the
curriculum? >> Yeah, if we can go back to that slide. the state assessments that we referring to are the lagging indicators and obviously those are like for accountability from the state like we are beholden to those. So those are
important um outcomesbased indicators. However, that is not um at all the only thing that we're collecting. So there's quite a constellation of um data that we are collecting currently which I shared with you previously which included the
teacher responses. And so we're talking to teachers, we are talking to the district leaders who have been the main points of uh coordination for all of this work within their districts and behalf of their schools. Um that's those are the primary and key sources of the
best information we're getting at this moment. And uh we're also part of these PLC's um with the vendors. So we're um in the sessions listening to the content, supporting uh the creation of the content and design of it. Um there's quite a lot of information that's being
collected including visiting the um pilot schools themselves. So just want to note like totally hear you about those being limited. Um those are just things that we're looking at in terms of outcomes and lagging indicators. The leading indicators are the ones that I've been primarily talking about
through the presentation. >> Okay. I think just to build on that um student specific so an annual measure of English proficiency is a requirement federally and the state
has you know we have the nicest lot right now and so that is how we are by CR part 154 required to uh determine how kids are served. With that said, all of this curricula has built-in progress
monitoring and so that is a continuous part of um the teaching and learning that happens with um you know in the classroom. Um and so that certainly is a part of being able for a teacher to
gauge what progress is being made. The other thing I want to say is the nicest lot, what is different from the nicest slot than the ELA and math that you saw is that the nicest lot is very specifically designed to measure English, right? So, we might see that our kids are lagging in ELA. It makes
sense. They're not yet English proficient. ELA is an English test. Nice slot is truly a measure of where they are in speaking, listening, reading, and writing. And as they increase, what we see is that their EL and math scores increase naturally. So, you know, a
child who's at an expanding level of English is going to start to do better on the ELA. Um, but certainly because the curriculum has all four modalities um built into it, the teacher is able to progress monitor if a child for example
the speaking is lagging, right? Um, then they can really focus on that modality and then, you know, when it is measured as required by state and federal law and the nicest lab, we can have a sense of where a child is going to be. Okay. And and then we may not get to
this last question because we're running out of time, but um I wanted to know where the bridge is between the family and the students because as we know their English language learning students are coming from families that often don't speak English as well um and have
um some probably poor literacy skills. And so where is the the support to the families happening to you know support the students? >> Yeah. So I think that that's something that we really genuinely are excited about with this piece is that we've been
really um authentically been able to create a family piece that supports the ELD piece because that piece is so important. So with that said, we have partnered um
with um our family and community engagement office and all of the families were provided with the science of reading training and now we're starting a series that's specific to English language development. So the
first session is going to break down what ENL is like what is ENL? What can you expect? what can your children you know what are what are the experience um and we will provide it uh interpretation for the sessions we have a hundred people signed up right now for our first
session our second session is going to be breaking down English language development like what should you be expecting from your school every year parents of English language learners should have an additional meeting to all the mandated meetings with their um ENL
teacher or their bilingual teacher to sit down and discuss the progress that the child has made annually so the parent is aware right the child was at an entering level this year I expect it to be emerging where are they um have they lagged if they're still at an entering level why are they so that they
can unpack that and so our workshops are really giving them an advocacy arm to know what their rights are and to be able to ensure that they are um being provided with that information at the school level but it's not just like a central workshop we are collect
collaborating with the district and the parent coordinators to ensure that they're like the um that we're using them the way the system is designed that this information is is coming through them and that they become like the person that they can see every
day at the school that has that information. And so we're really seeing this as a model as we're trying to do other curricular rollouts like bilingual education that we consistently want to be able to have a family piece
Thank you very much. We are at time. So apologies. Um you know we'll we'll we'll follow up in the chat and then and email communications thereafter. Want to really thank you know dial um both the office of multil- language learner team,
the office of special education teams for for this presentation and all you're doing to support our students and families. It is deeply appreciated. So thank you. >> Thank you. Okay, we will pause a few seconds and then move on to next part of our agenda.
Thank you again dial team. So we have public comment. So if you have any public comment, please raise your virtual hand or real hand. Um any public comment?
>> Okay, there's no public comment. So we will there a motion to adjourn the calendar meeting and we'll move to the business. Is there a motion to adjourn? There there's there's nothing interpretation. Is there any uh public
comment? I don't see anything. >> There's no comments in the Spanish line. >> No comments on the menu line. Thank you. >> Thank you. >> Okay. Um is there a motion to adjourn the calendar mean and then move to business? Motion to adjurnn calendar.
>> I make a motion that we adjourn the calendar meeting. >> Okay, we got two. So, so thank you uh both of you. And is there I'll assume want to use a second then since you're both uh motioning. >> Second that. >> There we go. Uh all in favor of adjourning the calendar meeting.
>> I I opposed abstain. All right, we are adjourned from the calendar. Let's start up the business meeting. Um, so Rose, can we do quick can we do quick roll call on business meeting, please? >> Hello. Yes, I'm Dr. Sai
here. >> Cindy >> here. >> Joan >> present. Heather, >> I'm here. >> Mark, Rob,
>> present. >> Maggie, >> here. >> Susie, >> present. >> I present. >> Jonah, >> present.
Kim >> here. I'm here. >> Thank you. >> Okay. Thank you. All right. Uh on the next on the agenda is the approval of minutes from our February 12th meeting. So Rose has provided the meeting
minutes. Um we had everyone present with the exception of um one virtual and one excused absence. due to job which under Chanc's regulations D uh I want Chances
reg 140 is an excused absence per chances reg so if if there are no changes or adjustments in the meeting minutes we will accept them unless anyone's got any questions comments
Let's see. Is there any questions? >> I don't have any. >> Okay. Do we want to do if we want to vote on We can vote on it. We can do >> I make a motion that we accept the minutes from February.
>> Okay, there's a motion to accept. Is there a second? >> Okay, Rose, do you want to do roll call or just >> Yeah, we don't. Okay, so all in favor of accepting the minutes as presented. >> I Yes.
>> Opposed. One one abstension. >> Abstain. >> Two abstensions. Okay. All right. Thank you. Okay. Next up is the committee. Maggie, Heather, were the abstensions.
>> And there were no nos. The rest were yeses. Uh, sorry. >> I need take a roll call. >> Okay. >> Dr. Sai, we're taking roll call on the minutes. Yes,
>> Cindy. >> Yes, >> Joan. >> Yes, >> Heather. >> Abstain. >> Mark, >> yes. >> Ron, >> yes.
>> Maggie, >> abstain. >> Susie, >> yes. Yes. >> Okay. >> Seven, right? Yep. >> Okay. Thank you. Next up is committee
updates. Um so first up we have the annual report committee. Is there any update on annual report? >> Um I don't have updates. I know that we need to put something together. Um,
so we do need to put a a meeting in the calendar. I know that a lot of folks um are kind of like spring break checkout, but I if anybody is willing to meet with me over spring break to start working or
just come up with a plan and an outline, um maybe we can schedule some time there on one of the evenings. Um, but I do know that we need to get get at least a plan started. I do also ask that everybody be prepared to contribute
something to the annual report. Um, and we can have a little bit more once we meet to get an outline and kind of a a skeleton of what we want to present. Um, it'll be a little bit easier for folks to volunteer for what they want to do. Um, so yeah, we just need the initial
meeting to brainstorm and come up with the plan and then I think from there it'll come together pretty quickly. Okay. For for that mean we do need to get on the calendar and give public notice. >> Yeah. >> So we still have to give the 72 hours minimum public notice. >> And that's still going to crunch us
though for interpretation if we do it only 72 hours in advance. Just heads up. >> I know. >> Okay. >> Um I don't have the brain capacity to set up a date right now. Sorry. >> Oh, good. I appreciate that, Heather.
Thank you. All right. Next up is the busing and transportation uh committee. >> Hi. Yes. Um so this is Ron and I'm going to um brief a little bit about the busing company. Uh we still gathering
the data from our um parents. We are trying to promote our survey about the busing issue they uh they may face during the service and try trying hard to get all the information and publish but we still in the middle of preparing
and then the other thing is we um me and Heather and the busing committee we still gathering all the uh contact information from different uh senator or the assembly member uh from state level or the city level. Uh we try to reach
out to them and send our our um um our busing our our busing um our busing priority for them and try to get their um get get their support in the city level and the state level. And also we are trying to
um send out our our our busing in um letter priority to the governor and try to uh ask her to to sign if the busing in law was passed on the state level and this is u much about our what happened
so far. >> Thank you Ron and thank you Heather. Um, just as an FYI, the next date for the busing and transportation committee is Monday, April 13th, 700 p.m. So, that's their next scheduled um committee meeting. Thank you. All right. Next up,
we have the bylaws committee. Bylaws. >> Um, the thing with the bylaws committee right now, um, I was going to suggest, but, um, Francesa is not feeling well, as y'all can see. Everything's always a meeting and it's
kind of hard to try to schedule something and I know outside of this everyone has other meetings and it's kind of hard and we already almost the term is almost
over and we'll know July be right here. So I was going to suggest if the committee don't issue if we table this and we just
revise and just work on the bylaws in July and we'll put it cuz right now to say to add another date is going to be kind of hard because right now y trying to find an annual report you know what I'm saying date right now for another
meeting is going to be crunch time you know to try to get everybody on together and the secretary we need the recorded secretary as well on the meeting. So that's my suggestion. >> Okay. Thank you.
>> Next committee is the communications and outreach committee. Communication and outreach. >> Yeah. So um we met this month. Um, we talked about we got some feedback. Um, Joanna and I got some feedback from the
community. Um, we didn't have much turnout, but we got some good ideas uh this time around. Uh, we are going to um we're trying to figure some things out with uh the website. Um Heather has
been graciously helping us uh with tweaking all of that and um to do the outreach. So we got some ideas on how to do the outreach with um either the community education councils um and with
um PTA reps and things like that. So we're going to be working on that. And um do you want to talk about virtual talk for this? Yeah. So, so virtual talk is is not happening this month, right Joan? >> Due to the spring break.
>> Due to the spring break. So, we'll see you next month. Um, and then Rose will have our dates up um announced. Okay. >> The next meeting will be May 5th.
>> Great. Thank you. Okay. Next up is the Health and Wellness Committee. Health and Wellness. Yes. Okay. Health and wellness, it was off to an amazing start. Um, this is actually our second meeting.
Unfortunately, due to the snowstorm, mother nature had other plans and because the children, families are snowed in and there was a snow day for school. Um, we did have to go ahead and cancel that meeting. But our meeting
that took place this month was uh a great success. We had um quite a large number of families and those families um mainly spoke Mandarin. And I have to
really um truly give uh credit to one of our newest members here, uh Cindy, who's at the table. We didn't really welcome her, but um it's such a pleasure to have you and you've jumped in as if you've been here from day one with all of us.
The commitment, the level to be here physically and to um attend so many of the committee meetings, it really is stellar just to show that energy and that interest and bringing in so many
different contacts and families uh from the outside. So, uh, I truly commend you for that and I thank you for that and bringing in all of these fresh ideas and, uh, and because of that interaction that we've been having, um, successfully
in the health and wellness committee and, uh, Joanne as well can attest, we've been getting great feedback from the families and what they would like to see happening. So, we're going to be introducing um two initiatives and uh
one is going to be focusing on fitness and we will be having an event that's going to be planned of course with the upcoming warmer temperatures that are coming ahead. Um and we'll be able to uh create special themes uh knowing that
we're going to have Mother's Day, Father's Day, we're going to do some special things bringing the families together. And the families actually expressed a greater interest of not just working out and focusing on improving
mental health and wellness as parents and caregivers. They want to involve the children. And no one actually really trusts their children being watched by other people. They like the idea. And I think it's kind of the the premise of
this uh whole health and wellness committee is bringing the involvement of the children. Children uh we are the role models of the kids and we also have to work on eating healthy, sleeping and
doing all of the things that our children are watching. Even if the children are non-verbal, they're picking up on our energy. And it's so important that we really work on ourselves so they could be the best that they could be. So, it's going to be offline, online,
and uh we're going to really work on making things happen. So, I thank you again, Cindy. Welcome, and uh thank you so much for being part. >> All right. I just want to >> Yes, go ahead. >> Hi, I just want to add um one more
thing. Um, tonight was the second um wellness meeting for the wellness um citywide committee that we're on. We're representing the council poor and um
they are going to be talk they're talking about initiative of getting fit and doing more activities now that the weather is changing and I spoke to Susie just as we she was on the train and
going under. We had spoke briefly about possibly starting an initiative um of um steps because we had just finished talking about it at our last wellness of maybe doing a steps challenge that we
may be trying to get together late April, early May. We're going to try to get the information together um the parents doing a step challenge. And so behold, that was something that um Sanchez and them on the wellness committee was talking about how to get
fit and get more steps in outside of PA physical education. So they said they're going to um send me some links, send us some links that we'll be able to share with our community with our schools and different things and um outside. They
said we'll be able to share that with um our community. Um different fitness things and stuff like that. They said we'll be able to share. So once I get it, I will share with you guys and you'll be able to share it outside of CCSE as well. So once I get it, I'll
share with you guys. >> Right. Maggie's got a question. Go ahead, Maggie. >> And I did I hear you correctly? You're um you guys are going to represent the council. >> Yeah. Um Rose sent that email out back
in January. We got that email back in January and um we gave our names and this is I gave our names and this is the second meeting that we have attended.
old. I attended last month and I get feedback last month when I came in. I spoke on it last month when at the meeting at this meeting here and tonight when I came in I was logging off on that meeting because I had come in because
apparently the meetings correspond with our meetings here. So um Susan Susie was the lead but by her being on the train she can't hear the meeting. So, while I'm driving in, I listen as long as I
can and then I get feedback to you guys what they tell us and then that's what I've been doing. So, this is the second time I'm giving y'all a report. So, they told us tonight that they was going to start sharing links that we can start sharing on the outside. So, once I get
the information, I'm going to start sharing with you guys to share. So, yeah. Great. Thank you. All right. Next, we have the legislative committee, which I'm part of. Um, we did meet last month.
Um, it was an oddball day, so we had literally no one show up except for for one member who just had some questions. Um, so we just we literally just chatted. But that being and it was an oddball day. And my apologies. I had a cla a college class with my kid. It ended this week and it's actually
tomorrow was the last day of it. Um and so I was not available for for two Mondays and so we put on oddball day and people aren't used to having it on Wednesday so we had no attendance other than me and one other person. So there was no actual meeting. We never started the meeting because there was no no one
there to to have it. Um that being said, a couple of things. one where we do have some resolutions we're going to bring forth at the April um meeting that we have our next uh meeting that we have um and so our next
meeting is April 20th with the legislative meeting that is a Monday um you know it's it's unfortunate the first uh Monday is happens to be part of the spring break and so we'll have it on the third Monday um we'll bring a couple of resolutions forward at that one um and
then presumably will bring those forth to the council um for our next meeting a after a 20th. Um in addition the legislative breakfast we have punted that until next school year. It makes sense from a
bunch of reasons. Um, one, there is a we're going to need to redo the budget um because we're going to have to spend some money if we're holding in here um or really find some people to do donations. So something to think about is if you know people who may be able to
donate breakfast type foods, we need to start um thinking about that for whenever the date time is or we need to really reappropriate a very substantial amount of our budget that we currently have of the 25,000 to put a substantial
amount towards holding the breakfast in here if we don't have donors to donate breakfast foods and and drinks and all that stuff and decorations. Um, Heather's got a question. Go ahead, Heather. >> Um, I was going to say there's um a very community-minded social justicey kind of
um restaurant in my neighborhood. Um, and I can talk to the owners there um and see if there's anything that they can do um that could be a potential place where we could have it. Um, their food is really good and they're amazing.
Um, so whether they can do something within a budget that we have or, you know, um, I don't think they'd be able to donate the whole thing, but we might be able to work something out. So, it's just something I I'll I'll look into it. I'll talk to them. >> They have to be a DOE authorized vendor
for us to be able to pay them or we have to use our personal funds, like my personal money I get each month to be able to to do it if we if they're not approved. just a heads up a a DOE. >> Okay. So then that then we would be able
to use our personal funds, you know, the 125 a month, you know, at if you do it later in >> No, I'm not I'm not that. But >> Rose to me, >> yeah, we >> Rose has got something. And >> if we can't do it, we can't do it. >> Yeah. Yeah. >> Rose, please go ahead. If I if I said
something in error, please correct me. >> Sign up as I can talk Heather. I can talk to you afterwards. so we can get the right information to them because they need to fill out a form and this to be submitted to um internally. It's going to take a while. So, you're going
to do this next year, correct? Next term. >> Sometime >> after July. Yes. >> You have I'll talk to you about the paperwork you need to fill out become a DOE vendor. Um, I would like to make a quick motion to discuss um the
uh meeting uh at least to have a date on the agenda. I would like to discuss for the legislative breakfast cuz I feel like we keep pushing it off. We haven't done one. And yeah, I just make a motion to discuss if there's a second. >> Is there a second?
Is there a second or >> my my hesitation is that we are going >> Oh, is is there a second? We can't just >> You can't motion anyway. So, somebody else would have to motion. I motion to discuss the legislative meeting breakfast.
>> There there is a motion. Is there a second? >> Okay. If there's no second, then the motion's not accepted. So, we will we'll move on. Um, at our April 20th meeting, we can certainly discuss date options.
Um, so I welcome anyone and everyone to attend the April 20th legislative committee meeting. It's at 7 p.m. on Zoom and we can certainly look. Did do you have something, Susie? Go ahead. But Susie, let me let me finish my
report and then yes, let let me let me finish up my report and then we can uh we we can open up to discussion any questions anyone has about any of the committees. Um so again at the 20th you know that the discussion will be on resolutions and
the legislative breakfast. Uh, we need to figure out a date. We need to figure out a budget. But again, right now, I would anticipate it's going to cost around $10,000. We have a $25,000 budget. The math doesn't work because member
reimbursement and $10,000 would basically mean there's nothing else for anything else. And that would be problematic. So, and that's why I want to say that's why donations are going to be so critical. to be able to do it because we can't
afford 10,000. It just doesn't work. But having talked um to other councils, the inkind contributions that they received and spending ended up being nearly that. Most of those councils got a lot of inkind donations to cover it. And that's why
they didn't have to spend 10,000 bucks. But we've got to really figure out a date, a location presumably would be here, but we've got to figure out the donations and then we need to figure out the programming. What is the story we're trying to tell?
And again, that's but we need members to be able to to to be involved in helping with all that. So encourage you all to come on April 20th. All right, that's that's the end of it. So is there a motion to dis to discuss any of the committees?
Okay. But we we need to have a motion to discuss. We we're done with the committees. >> Yeah. I have a question for Rose. >> Okay. >> Rose, um, do you know for Cuz we we had vacancies in the beginning of the term, right? So, do you know that extra I
mean, we should have some We can't move them. Exactly. >> Okay. >> It's too late to do it. >> Yeah. You can't do anything. So then what is the what is what do we have right now to work with between now and whenever the next term >> July 1.
>> Okay. >> Okay. I'll touch base with that. >> All right. If there's no motion to discuss, we'll move on to next part of business. Okay. Next part of business is the co-president's report. Maggie, would you
like to go or you want me to go? Um yes. So we were quickly a very last minute introduced to um Deputy Chancellor Flavia Puo um Perdomo and um
as you know Chris uh Christina Melendez uh left her post as deputy chancellor. Um and during the meeting with with the chancellor we asked the follow-up questions that that the council brought up. Um and they said that they would
follow up uh they would follow up later. I don't know when, but we can um ask again. Um the chancellor mentioned on made an emphasis on working uh diligently on um high quality uh pro
special education programs closer to the home of the students. Um and they he also uh emphasized that um they are looking at the compliance numbers across the city in terms of like you know related services and things
like that. Um, so kind of like that was the question um that was the answer to the question um that Heather posed and um so they they are aware that there is a special education teacher shortage um
but they're looking to uh see how they can make uh increases there um and um just make significant changes as well. um they want to ensure inclusivity like a
inclusivity system and again expanding more of those um highquality programs closer to the students home. So that's my report. >> My report February 23rd the office of special
education has their You're correct. Thank you, Heather. My apologies, everybody. February 23rd, Office of Special Education had their special education advisory council quarterly meeting. Um, primary focus was talking about the preliminary budget
investments. They had their baseline of the 70 million in preschool special education funding was priority one. Priority two was another 105 million in additional funding for new related service contracts. Third priority was an additional 50 million in funding for D75
class expansion. So those were the three folky. You heard that at this week's um budget hearing which was right across from us out the window. Um so those were again the the three key themes that were focused on Monday at the at the city uh
council hearing this week. And so they gave us a little preview. Um they again talked about preschool special education and how that is going. Um they really talked about strengthening the CPS-CEs and the evaluation process. Um they've
more than doubled the staff of the initial evaluators this year. So they are personal commentary doing some of the right things to fix many of the deficiencies existed for decades. Um, there's still more hiring going on, so
they're in process. But at least they finally figured out that they don't have enough people. When you've got a CPS-C administrator averaging more than 350 cases at one time, the math don't work to be able to spend any quality time on any kid. Um, and so they are doing the
right things. They talked about see it pilot schools, which they've got in Bronx, Brooklyn, Queens, Staten Island, Manhattan. They got them in all mostly in the Bronx. Um but every bureau is represented. Um so see it pilot which is
good. They talk about their MTSS which is a multi-tered system of supports on literacy. Again really trying to focus on literacy and and quick commentary. Chancellor this week talked about I'll call it the missing gap. It's where the kids were
not K to five. You were getting interventions for for literacy. If you were in sixth grade on, you were basically told, "Oh, well, you've lost you're a lost case." Chancellor changed that with week this week with his
direction and and kudos to this building for for getting it finally. Um, I know a lot of people have been working it for years. So, let's be clear. It's not that it hasn't been wanted to happen in this building. we finally have an administration that actually cares about
the middle and high schoolers who need the literacy and who need to be able to graduate um with literacy. And so the chancellor did bring that up this week. He apparently brought up again in Albany when he was up in Albany on Tuesday. Um and I am at time and I apologize. Um
but uh those are the key initiatives that were talked about at the advisory council. Okay. All right. Uh, member updates. So, who has an update for this month?
Any member updates? Heather, go ahead. >> Yes. So, my update is I um attended the second Queen's um listening conversation tour, whatever they called it with the school chancellor. Um, and it was um it
was a fun experience. It was at the new high school that's um that's on Northern Boulevard, the brand new one. Uh the school's really beautiful. Um and I had the pleasure of sitting at a table with all IEP parents.
Um that may or may not have been a strategic um initiative on myself and Jen Chase. Um [laughter] but and then our facilitator uh because you know we love him and he loves us was John Hammer. So John was at the table
with us too. Um and we had a a reporter from Chalkbeat that sat at our table and organizer from Apple Seed on the busing coalition was also at our table. And uh we they give you the option to focus on three things that talk about safety,
academic rigor and and integration. and we chose to speak about integration um and really highlighted like just the the main thing is like you can't integrate schools if most of our schools aren't even AD accessible. Uh first uh and you
need to fund the fair student funding formula properly to allow for true integration of our students. Um we talked about language access. We talked about um the fact that integration doesn't just doesn't just end when they walk out our school buildings. That
integration is also about community and living in the community, especially with a community schools model and that not having programs near um where people live um is counteractive to true integration. Um, and we talked about how
um, you know, our students should be able to um, be meet the academic rigor and be challenged with a rigorous academics um, and not just expected just to pass. Um, I think a lot of IEP students, they're just given the
supports to make a C. Um, and they're not given supports to actually reach their potential and to thrive. Uh, and that we need the supports and like AP classes and honors classes. uh they should have ICT in their in their supports in um in their foreign language
classes that they need to graduate. Um and so these were all some of the things that we brought up. Um and how busing isn't isn't fair. Busing came up for sure. um and just a lack of um at some
schools there's a lack of respect for families um of students who have who have disabilities especially for parents that want to fight for their student to be in less restrictive environments and really have the option to thrive. So those were all things that came up. Um
and yeah, so I just wanted to report back on that. So, if you haven't gone to one and there's still ones in your district, go like go there. I think there's still Brooklyn ones scheduled. Um, Staten
Island, they feed you. Um, and yeah, the food was pretty decent. So, it, you know, so anyway, I'll I'll end my my update there. >> Thank you, Heather. Any other member updates? Okay, Irene, go ahead, please.
>> Yes. So I did not attend any um meeting event but uh I want to bring up that I have some parents um come to me regarding they have some miscommunication gap or misunderstanding of the IEP like when they try to request service or
start a uh request a realation with IP team. Um there was Oh, sorry. Hello. It's better. Okay, great. That's much more better. Should I start from the beginning? Okay. So, I did not
attend any uh any meeting or event. I want to bring up that um I do have parents come up to me regarding that they have facing some challenges on um communicate with the IB team for example when they trying to request service for
their um for the their kids or they try to request a realation um they haven't been able to have a uh pop respond from team or uh the team already did respond that they received the request but they have being able to
do uh in uh real elevation like up to two or 3 months. So I feel like this may be something a problem that we can ask for uh our DOE team to see if anything else that we can help with this um IEP
meeting communication. So, a couple things I'm going I'll put in the email address a parent should email if they have a concern. The special education hotline they should certainly reach out to. The DOE by law has 60 days to do the evaluation once
they receive written communication. And every communication that's done should be in writing. So if you have a phone call, always follow up with an email to the individual and the DOE saying as we discussed in the meeting and highlight the key things back. That puts a written
record that puts the that makes sure that clock starts that 60 days starts. If they don't do it within 60 days, they're in violation of federal law and state law. And that's where I would again get the Office of Special Education involved and I will put that in the chat box. But they can also reach
out to CCSE at ccsecschools.nyc.gov. We can also assist. >> Yes. Um that's very tricky because they do we pie back within or they do um making action they do take action within the 60day. Um but I would say you know
due to language barrier culture lage many of the parent doesn't even know where should they um go to like if they know me they can come to me but they don't they don't really know CCSE they don't know CC they don't know the website so that's that makes like big
issue for them the >> and you're right it's it's it's tricky because there's there's always language gaps cultural gaps just knowledge gaps. Um, you know, Advocates for Children, very good site. Um, we've had
representatives at at our meetings in the past include NYC also very good site. They both have language translation services within their organizations. And so if I won't say speak every language, but they speak the core
languages that are the core DOE translated languages. So, I would encourage families to go to Include NYC or Advocates for Children. Those are both organizations that receive state funding to provide services for families when
they have a dispute or problem with the school districts. And so, that's another source of where they can go and they definitely have language translation abilities. >> Yes, that's a great source. But again because like most of them they don't
speak English language barrier. They don't even know that this organization exit outside. So is there some way that we can spread the word spread the resource information to those family? Maybe there's some maybe we can discuss
this um discuss this later to see. Yeah, I think I mean Heather was Heather was working on a project um what she called a Padlet um that may have something that could be a a basis, a starting
point. I think that's something we should discuss at a a different time. But I think that's something that that Heather's on to something that may help with what you're talking about. And she she'd done a lot of work on that. And so there may be something there that's a
good synergy for what you're describing. >> Thank you. >> Okay. Any other member reports? Dusy, go ahead. >> Okay. Yes. Thank you. I actually wanted to um you know, of course, apologize in
terms of the legislative committee because I'm supposed to be a very active um Is this bad or should I talk up? Should I talk up? Okay, hold on. Okay, this is better. This is better. Oh, yeah. It amplifies
the room. Okay. Yes, this is going back um to serving as a co-chair with Mark uh for the legislative committee. So, I apologize because I've missed um a few of those meetings. And uh of course, for full transparency, I actually want to
make sure that it's being fulfilled to the fullest degree. So, I wanted to um find out if it was okay to pass it on to another member to be that co-chair and that way I can really focus and hone in on developing um everything to build up
the health and wellness if that's all right with you. Mark, >> there's another volunteer they can certainly volunteer to be on. It's not it's not that you assign them that we need a volunteer. So, if there's someone who wants to co-chair, they can volunteer. But we we can't we can't
appoint. >> Okay. All right. Okay. Because that's what I just I wanted to make sure that it was official or written down that you know. >> Yeah. So if you want to resign from being a coach, that's fine. >> That's a strong word. >> If you want to if you want to attend when you can attend, you attend when you
can attend. That's fine. If someone wants to volunteer for any of the committees, they are welcome to volunteer. Okay. >> As a member because everyone should be a member of every committee that we have. Let's be honest. >> Absolutely. Um, and if there's an opportunity that they want to chair to
co-chair or chair a committee, they certainly should bring bring it forth with in this meeting. >> Well, listen and future meetings. >> And that's why I was going to say because I wouldn't leave you hanging. I would um recommend even another member at the table and I don't know if Joanne
if you'd have availability or you know so that way I want to make sure we're whole. We're not you know leaving in despair or anything like that. So, I'm just putting it out there, not you know, pointing. But yes, yes, that was it. And
um the other thing for member updates because I really appreciated hearing about Heather and then of course the input with the IEPs Irene. Um one of the things that I think is um detrimental to a lot of families and they're not aware is OPWD
and those services are really crucial. the services uh are not only helping families to attain services where they're having respit care and and having that help and that assistance, that guidance um with their child, but
also self-direction. So that allows that family to attain more services and a budget for their child so they can start to improve on their social skills and have things like horseback riding, swimming lessons, and
uh music therapy and all of these things that really impact a child's um growth and uh well-being and achieving those goals. So and along with ABA services. So, just
wanted to pass that uh along. >> Any other member reports for tonight? >> Ron, go ahead. >> Yeah. So, um I attend some meetings and yeah, I so what I and Susie just brought
up is about the IEP meeting and the OPWD. So I talked to a lot of parents recently and it just happened. They talked to me about this. So some kid from 10 years
old to 22 years old and their parent the autism kid they never heard about OBWD. It's a really sad story. So the reason one of the reason that I participate in this um council because
when I have some question about special education I reach out to the to the school the parent coordinator even though the principal and they have no idea about special education and that's the problem. So uh maybe two weeks ago we meet with the the face right and we
point out that we would like to let all the parent all the kid with IEP service they have the number they have the contact and they have to share with the CCSE and we have to reach out to them and let them know we are representing the parents and we acting on your best
interest because the school have no idea even though they want to help the parents. One time when I talked to some parent coordinator in the school, they thought about OPWD is part of the IP service. So they have no idea because it's so
complicated. I'm not going to blame on them because it's so complicated. I'm I'm still learning about it, but it's just so complicated. I have no idea. Actually, I have no idea about the OPWD. I just know about some concept about it, but honestly, I still have no idea about
it. So even though as a member of CCSC we have lack knowledge about some program or service about special education. So we can blame on the others like the
parents or the or the school or the parent coordinator because they have no idea they are not professional. But um I think the CCS can serve the base point to connect to all the parents when they have some question they can reach out to
us. Yeah, we are representing the parents and we can just let them know okay you can reach out to some organization or some like um I just mentioned that in uh NYC or the other uh
organization or or company to help them to out from the the difficulty like when they have some dispute with the with the school in the IEP some parent come to me and ask Oh, uh, Ron,
you know what? Um, I'm really concerned about my kid IEP, uh, in the school, but they're going to re rewiring my kid and I really don't understand. So, why you afraid of rewiring is not a threat. You have the right to talk to the school,
but it's complicated. We they just need someone the simple way just need to reach our CCSE. We have to push the DOE the face to let all the IP parent or kid they have to know CCS assistant.
Thank you. Any other member comments? Member comments. Joanne. Oh, I'm sorry. a question regarding um they was talking about the IEP but even the kids they have um OTP speech but in the school
that's not enough therapies so family have to go outside to find a fun the vendor is very challenging and difficult it's not next to their home also family have a multiple kids so they are not
able to take care of this so I'm just wondering if there's any solution for that. >> You open up the hornets's nest there. Um Heather, go ahead. You want to grab a mic and talk?
So with OPWD coming up at the table now and I I'm totally agreement um that it is a valuable resource that often gets overlooked and it doesn't always um some schools are really good at helping families get connected and some are not.
Um and I think some of the district 75 schools do a better job because a lot of the students in those schools qualify, but if your child's in a community school, you may not have that same experience. Um I know at my son's school, we didn't. Um, most parents had
no clue. Um, so, um, if you want me to help segue since I, well, Joanne still has to give her her report, but, um, as part of we if we can table the OPWD to the the next um, agenda item about upcoming meeting suggestions because I
would like to add, um, seeing if they can come in or maybe one or two of the care management organizations um, could come in and do a presentation about the services and how they can help families get connected. did might be helpful.
>> Perfect. >> I just want to add something to you um on on that Cindy. So I know um it's not a we doesn't have we doesn't find a real solution at at the time right now but for the parents uh family that they are
seeking for uh additional um OP SP um PT maybe they can try to their insurance company to find those service because most of the insurance company mo most of the insurance plans they do cover um
discount I love this. >> There's also places like um YAI and some of those places that have funding even if you don't have OPWDD services yet that have funding to provide respit um and things like that. So maybe that's something and the Padlet which I hope to
present to you all that's some of the resources that are in that Padlet as well >> be with that as well too if you need it. Um the YI is perfect for evaluations and that's something that is still required but yeah absolutely there is a week but
it's perfect. >> Great. Thank you. Um any other member comments or otherwise our next topic is upcoming meeting um suggestions which we can certainly talk about what we were just talking about in more detail. But any other member reports?
Joanne? Um I have basically the last few meetings I have attended um the beyond access with planning the
transitioning stages um from IEP um with beyond access with they had one back in March and then they had one back in February was a two-part series.
I was part of that. Um I attend that two-part series training that they had did that risen and also I attend that um C program pilot presentation also um
I will also attend that as well. So just to get an idea what they was talking about with the presentation, how they're going to be doing the breakdown of that going into the schools and how that was going to look and how that pilot program
was going to look. So that was something that I actually looked into and was a part of that as well. So that was but the transition um beyond access if y'all want a little bit more information on
that that beyond access I know Johanna she dropped the link in I'm not sure if y'all got it but um it did break it down um and that's great information what they were talking about because um
DA actually has a program that I'm not How much of they have started talking about with OP DW with your but they actually have a transitional
program they are actually putting in place from middle school high school to postsecary they al have started to put into place I'm not sure if anybody here has taken being part of the parent
connect connectors. Have anybody joined that series been a part of that? Okay. So, it's a great resource. They have been putting you into different avenues
of different agencies and introducing you to what the different agencies do and stuff like that and how they deal with deal with DOE. And then they also started bridging and talking about different programs that they are dealing with. And that's how they started
introducing different programs. And they've been giving that program. They started at noon and they also been doing it at 6:00 p.m. And they also been letting parents do a replay on their own. So that's something we may want to look
into. >> Thank you. Any other member reports? Like past Tuesday, I went to Franc Lewis High School. They hosting the resource fair. Um they invite all the school. Um I saw many uh school
social worker to come to get more information. I think this is a very good resource for for family also for providers and professors. All right. Um, any other member reports? All right, let's move on to the next
part of business, which is the infin business. It's council meeting topics for April through June. And honestly, it really stretch into July and and onward for the second half of our term. Um, so Rose has in the packet a list of
upcoming main suggestions. These were suggestions that we worked on at I believe it was our September meeting. Might have been August. I apologize. I a little foggy of brain. Um on on what the exact date was, but we had a we had like
15 topics um that we came up with that that evening. Um we've gone through quite a few of them, but there's still obviously some more left. Um, we we've heard a couple times OPWD, so we'll add that, I presume, to the list as as
possible t uh topics. Um, and I'll just give you a side. I was at a a school event for my older son last night. We had OPWD and Access VR both there doing tableabling um along with a bunch of colleges and
transition organizations. Um so you know these places are willing to come out to schools if the school asks. Um you know I think we we heard that people don't know that schools
don't know. So part of it, you know, we'll hear at an upcoming meeting um when Heather she she talked about with the Padlet and but part of it we got to figure out as a group and that means each individual we need to really come forth with
what do you see as resources that are lacking and where are they out there? you know, in terms of in your communities, in our community of 200 plus, almost 300,000 students and their families, what information do they need
they're not getting today from the DOE, you know, and and if you don't know where it is, that's fine. We as a collective do, right? As a collective, there's someone in this group who can figure out where it is or who it is or how we go about it. But we also need to
know what the questions are is what's where are families lacking in information and then we can as a group source it and find a way to get it out there. But I'll be honest, I don't I don't know a lot about certain things. I
know a lot about other things and I know nothing on certain things. And I'm sure we're all in that same boat. And I think as a collective we need to just come forward and maybe that's our one of the main topics either April or May is is really sitting down for a good hour,
half hour, whatever it is and working through something like this and and trying to figure out where the gaps in knowledge are and trying to find where the knowledge exists that we can steer people correctly. Um that just a thought.
>> Hi >> Ron and Heather. Okay, Mike, >> my it's not even a talk or a comment. So, um just to let people know where this Padlet is. So, I used to work for
um HR and their office of disability affairs held every year they hold an ADA like event for mostly for employees. And um uh last year they did it they did a resource fair and the year before that
they did um they did a basically like a webinar about special education and um and educational resources. And so I put this Padlet together for the DSS office and um it had it's it just has
categories with a lot of different um resources. Um I can't share that one obviously. we can't use that one. Um, and I also unfortunately have lost access to the actual Padlet because it was with my old email address, but I do have the link to the Padlet. So, I'm
going to try and recreate it and see um so we can have our our own um and we can add what we need to we can look at what maybe isn't necessary and we could take it out. Um, but I will send the link for the the um the DSS1 out. I I gave it to
Maggie and Mark, but I'm going to send it to everybody. But you can't share it with anybody. It's not to go out. It's just for our council until we establish our own >> please. >> Yeah. Um so since Mar is talking about
the gap so um I think we can uh we can also put the EI into the topic we are going to uh talk about because um few weeks ago maybe maybe several months ago I I attended the meeting in ID and they
and one of their one of their the the speaker from their meeting and she mentioned about that they um the DOE or the city should increase more resource in the EI program and try to um help all help all those those kids as soon as
possible and to get them um to because the earlier they get the service and or intervention the the better they can grow in the future and in order to release or reduce the burden uh from the public school when they attend to the elementary school right and I think that
price is is reasonable and is logical we need to prevent it and we need to intervent as soon as possible. But um so if we talk about the EI the problem is as Heather mentioned that so most kid
most student from the D75 they they mostly they know they they they know they know about OPWD right they know about the other program because so unfortunately they may detect some issue
at the very early age but the luckily they have their proper service at the at the early early age. But the problem is in the community school when kid have ADHD or speech delay they so those parents they just looking looking for
the answer from the school that the school need to tell the parents whether my kid need further evaluation. Um so they're they waiting for the advice they're waiting for the professional advice from the school that whether my kid need to move forward for further
evaluation or from where. But sadly from the school pers perspective they they are not talking about medical they are talking about academic and that's the true difference with a point from the school and the parents the parents looking for the the
advice from the school but the school thought that is medical and it's not from the school perspective they need to look for the medical advice from their doctor but to the parents we just know that my kid have special education and he may have something else. He he or she
may have speech delay or I may need to move forward for more medical evaluation or advice. But to the school standpoint, they didn't think they didn't really think in in that way. They think it's medical is not our business. So if you are talking about the gap, I think the
gap is their understanding between the the school and parents. Yeah. They think that's medical not related to the to the school. The school only do the academic egg problem. But the the parents said my kid spend most of the time in the
school. So you have to tell me what's wrong with my kid and what else you should go for it. >> And I think that's the gap. We need to talk to the DOE and let them know to make it clear for the parents to know
that they they can rely on the school for the special education. Okay. Thank you. So, we're adding on OPWD. We're adding on a uh EI early intervention. Any other
>> It's one more thing I We really need to bring OPT back. This situation is, you know, it it's still it impacts so many of our families. Yes, Heather.
So, um, as much as we love to have OPT at our meetings, um, I'm going to push back and say it's a waste of time because it never changes and we have them here
every year and we have, you know, and so, um, not that it shouldn't be on the list, but I think that if we're going to put some topics in for meetings, um, our time would be better spend on some of these other topics because OPT is just going to come and say the same thing
again they always say and it's not going to, you know, it's not going to it's not going to make any real impact. Um, unfortunately, yeah, >> it'll just be beating a dead horse.
>> I am gonna half agree and half respectfully disagree. I don't think it's right to bring them back now. We just had them, two months ago. Um, I think we need them back in the second half of our term, you know, sometime after July. I do think we need them back
because there are a lot of Yeah, we we need to have them every year. Um, there's a lot of initiatives that Kevin talked about and the other team members talked about that are starting um or supposed to start or should have already started, but we haven't heard
anything about them yet. So, I think we need to get an update at some point. Um, I I will respectfully disagree. I think Heather, there is some movement. It's just it's the glacier speed and that's not acceptable for our kids and our
families. But yeah, and we can certainly do a reach out for an update, but I think we do need it on the calendar sometime. If it's September, if it's December, if it's February next year, we need to think about it for the longer term. I wouldn't I personally would not feel comfortable bringing them back because I don't think you're going to
get anything new out of them. Other than what Heather's saying, you can get our update. Hey, what you said all this stuff, what's the current status? Yeah, >> because we've got the new contract and and I, you know, I know that the CCSE,
we should probably hold them accountable and make sure so maybe we don't push it too far back on the back burner. Um, you know, because summer ACs and we just want to make sure the kids are are safe and there's a lack of communication even
with the New York City school bus app, you know, whether it goes on and on. You know, >> I think from the busing committee, one of the things we're working on is going to put a survey, just a permanent survey on the website for people to um to give
feedback about what's going on with busing. Um, but I think in additionally, we could even put for the summer um a way for them to report to us when their when their child's bus doesn't have air conditioning. Um, I think and that can
be just completely separate. I don't know if folks are are open to that, but we can just make a Google form and they can click it if their child doesn't have um busing or their bus doesn't have AC so that we can jump on it right away.
>> Yeah. But that would only be for people who have I air conditioning on their IEP, right? We're not focused on general education. >> We've been told that every special education bus has air conditioning. >> We've heard it. >> Yeah. >> Yeah, I heard it from the beginning.
>> So, I'm was so surprised. >> Yeah. Um, so I don't I don't think there's anything wrong. Um, and there's also Yeah. Can they legally not if it's not on the IEP? But I I want to give our our um special education department and
OPT credit that um in this instance with air conditioning, just because the law says one thing doesn't make it right. And I think that they do try very hard to make sure that even if it's not on the IEP, a kid is not in a 120 degree
bus. um you know, and I think it's helpful for us to still have that reported and and and so that we can escalate it right away. Um whether the kid has it on their IEP or not, it's just the right thing to do. >> Agree on the right thing to do. No, no
doubt about that. It's inhumane. It's insane. And you start off bad for the school day and you end really bad when it's even hotter at the end there's no bus AC. It's a joke, but I just want to make sure I understood. >> Okay. Thank you,
Maggie. Go ahead. >> Sorry, Heather. So, on that last point, um, if because sometimes this happens where technically there the AC is on, there is AC, but it but the kids don't feel it only kind of like the driver
feels it like just to make that fix, you know, if that could be included in the in what you're talking about. It's the front of the bus and usually the front the driver has a fan as well and you know children. >> Any other meeting topics that are not
listed here? Again we have OPWD and EI on here. Cindy, go ahead. >> Not sure is that appropriate. Um we have some kids like they um have ADHD and they are not diagnosed with like a developmental disability but
some is like a mental health they need more support I think and the school can like provide any more right uh this is very challenging for parents to find a support u I have a parent come
to me um because her child to be do a transmission and parent have no idea. >> So on the list I I did put um the path program. Not a lot of people know about the path program.
>> Not ADHD though. That's for trauma. >> Yeah. But but still like that's it it does have to do with mental health. So just you know I know it's not may not cover everything but Well, emotional disabilities are disabilities, right? So, we we are, you
know, we encompass all of that. >> So, we >> and ADHD falls under other they put it in category of other health impairment. >> So, under I have a degree in it and I have a child
that has ADHD >> and I know what it is and I been dealing with that for over 10 years because my daughter falls in the percentile of a child that gets diagnosed before puberty. I know what it is, but it's
very it it's in a different it's in a different category because sometimes they confuse it with dyslexia in a sense, but it's something that
we isolated and that's was something what Dr. Lopez was speaking of and what Mio was relating to. But it's neurodeiversity is very It is it's it's in a different category. It's it's a totally different category,
but it's a mental health. And a lot of people don't realize ADHD is mental health because it has a lot to do with the mind because of the medication they take is but mental but the head is similar. >> Right. We are at time of the 15 minutes.
Do we want to extend time? Rose. Rose. Go ahead. just wanted to suggest picking something for April because we only have like one and a half weeks to turn that around. >> Yep. We're looking at related services is most likely going to be a topic for our April meeting.
>> Um I make a motion to add five minutes to this discussion. >> There's a motion for five motion second to add five minutes. All in favor of adding five minutes please say I. opposed
abstensions. Okay, five minutes. >> Can I can I talk about the first one, the pathways to graduation then or the portrait of a graduate? >> Can I'm just just I want to just clarify the mental health. So, we have on number seven the path program. Are we
suggesting path program plus other mental health supports? just call it kind of like that that we're not just focused on the path but other mental health supports which are available or will be available. Okay, sorry Heather,
please go ahead. Pathways. I >> I find a lot of times that kids with ADHD, they they can get um some of their management needs met with a 504 plan. >> That's that's the point of a 504 is for health. >> Yeah. And they don't always need an IEP.
Um, and so that's maybe 504 is just something we can talk about too. Um, >> are you suggesting as part of the mental health or is a separate topic? >> I mean, I don't know. I'm just putting it out there. >> Okay. >> With ADHD who don't have a 504, a lot of
them have IEDs because a lot of them are their minds are racing. So, a lot of them sometimes are their minds. So, It depends on their learning style and what their diagnosis is and if it's just
ADHD by itself or if they hyper or what it is because sometimes they have autism and ADHD together. I that was my I did my capstone on it. So yeah, tell me about that. That that's my that's my
thing right there. Tell you that that was my goto. And a student can have an IEP and a 504. You know, there's there's advant Yes, you can. Yeah. Yeah. And and there are certain
legal advantages to each. They have very different things because they're in different parts of federal law. IEP ends when you leave the school system. 504 continues on. And so there are certainly those
advantages of a 504 plan. Um but you know they handle different things that certainly overlap in a lot of cases we're hearing tonight but you know there's certainly you know so I think we need to think is it something we want to have as a completely separate topic or
is that fill in mental health >> separate because pathways what are y'all talking about with the pathways to graduation and stuff like that >> completely separate >> that's a different yeah
>> separate but mental health awareness and neurodiversity. I think those things need to be separated just like how y'all how we separate autism and that's like those things needs to be it needs to be
separated. It actually does because the way when you fine tooth it and the way if you actually when you honestly find tooth it and you really dig into it, you see you will actually see how how is and you really dig into it because then you
start dealing with mental breakdowns. You deal with um meltdowns, clutteredness, how they can just go from A to Z, how it's mistaken for bipolar, how it actually go from one thing to the
next. So that is really to be by itself. So that's why I said that you need to just keep it by itself because that can be really mistaken for so many different things and it's not. That's isolated. >> I always say they need a nest program for ADHD. It's, you know, it'd be great
if they had eight classrooms. Like, >> trust me, I [laughter] live with one, so I know. But I'm just saying, you know, time management. It's so many things that not they critique, but a lot of people don't know until you
live and deal with one. You really don't know. And a lot of people does not understand. It takes a special type of parent to parent a child with ADHD,
autism, and different things. And a lot of people really don't understand that. They really don't. >> Yeah. I was, if I may, Mark. Um, so I So, so I guess if everybody agrees for
April, we're going to go, you know, as as we sent out. Yeah. With related services. I that was brought up by me by you at the very beginning. So, we we don't want to miss that. Um I would want to suggest for for May or June to have
um assist of tech because there's not a lot of awareness around there and there's a lot of resistance to in in some uh school administrations to not have or to provide um those assisted
technology supports and I uh Mark um yeah there um there's there's a person and that I have in mind to kind of Yeah. Mark Arabian. Mark Mike Arabian. Yeah. And he like it just >> opens a whole world for for families um
and students themselves to kind of like be independent. Um and yeah, and I would I would again suggest um the the path program. However, the the you know, mental health and other mental health supports, however we want to put that.
Um, I was able to meet one of the um one of the the program, I guess, coordinators, directors of the PATH program at um one of the special education events. Um, and they would were were wanting to come and
just present and just say what what the program offers. Um and and yeah and and then the portrait of a graduate like I think that's another uh pathways to graduation again uh include has every
time they have like a good um uh webinar about the different pathways to graduation um and not a lot of parents know about that either. So >> you're up for you want to talk number one portrait graduate
>> the portraits um for gradu of of a graduate um the reason I suggested this um and to see if I think his he's a deputy chancellor chang I don't I don't know his title title but I know he was at the listening tour we met him but um
so this is different than the existing pathways so because regions are no longer going to be required for graduation. They have to come up with a um graduation requirements um for students that are choosing not to do
regions. And so, and they're calling it their their lingo for it is portrait of a graduate. What does a graduate look like in our school system now that regions won't be required? And that could mean um and and Cheng's background is working in um outwardbound schools,
consortium schools, schools with project-based learning. Um and so I think he's a really great um asset in that position because he definitely his background comes from alternative um portfolios for graduation and things like that. And I just want to make sure
that uh it's a brand new this is pretty it's it's new. Um, and I just want to make sure invite him so we can talk about just I, you know, I want to get a ahead of the the ball because I that's probably
mixing my metaphors because we just find so often that um our students are an afterthought when they do all this planning. And so if we can um get in the door right when it opens and make sure
our voices at the table, um definitely very um specific and strategic um um thought will be put into how students with IEPs fit into this graduation, this graduate portrait.
>> That's my think. That was my thinking. >> We're at the five minutes. Do we want to have a motion to extend a little bit more? and motion extend five minutes. >> Yes. >> I can second. >> All right. There's a motion second. All
in favor extending five more minutes. >> I >> opposed. Abstain. Okay. Five minutes. And and Susie. Yeah. I just had a question because I put in after y'all emailed that I responded to
the email with some information regarding it with the copy of the portra the portrait what the requirements is going to look like the graduation standards and stuff like that and nobody said nothing and they even posted on New
York State education they just completed a pilot program how it's going to look because basically he's being trained by the state chancellor. So if you really want to see how the program is going to
look, I think like how Maggie said, we need to look at the chart. But honestly, that's not the chart we need to look at. We need to look at the state chart because they the ones going to be really implementing what's going to happen and all it's going to do is get triple down
cuz that's basically how it's basically going to get done cuz Rosa and them just completed and they put a video on it the pilot program that they just completed. But I put the chart on there that they did in the graph and stuff and everything. And if you're in a CTE
program and everything basically those things are what they going to The only thing that's going to be changing is if you're going to be getting approval for a new CTE program and the credits and different things is going to be changing. They've been telling me, this is something I've been following for
years because I'm been one of those parents that is a strong believer of if your kid is not going grade level to take a citywide exam, why are you going to force them to take something? And my child never took a state exam. So, how
you going to them up to take a region exam that they may not be prepared for. So, I've been looking to see them get in the way with the regions exam for students that has been strugg so so couple things to jump in there on. So, regions is still going to be
required. Don't don't don't think it's completely going away. Federal law requires ELA, math, and at three times during the students career science to be done. And those are federal tests that will either be the state 3rd through 8th
grade tests or they will be aka regents for high schoolers. So they're still going to happen. They're still going to be required for students to take them. It will not be required to graduate. That's the one key difference. So regions are still going to be around no matter what. The ways to graduate
certainly are changing and it'll change to one degree instead of the three different degrees that exist today. Right. Today you've got your advanced regions, you've got your regions, you've got your local diploma. It'll become one New York State degree.
There'll be what they're calling certifications, which you know, we kind of call it like stickers on your your diploma that that certify certain things that you've excelled in. Um, you know, and the timing though is still a little fuzzy,
right? They're talking the class of 2030 is supposed to be the first class. And then they said originally it was going to be 27, then it's 30, now they're talking 28. You know, we'll see what the final date is. You know, it's nothing set in stone.
Yeah. Yeah. >> If my daughter's the graduate class of that, so she's in a CT. So that's why I've been really watching. >> Yeah. My my kid was supposed to be the first graduating class was a 27 graduate
and that got punted. My guess is it's going to get punted again and it's going to probably end up being the 29 or 2030 class because you know there's still a lot of things to be worked out. There's still a lot of implementation that they're talking high level at state level. State don't matter at the end.
They're going to give guidelines and schools have got to execute it and districts got to execute it. And that's a process, a process that they've been working on for three plus years that we've been having these meetings and they had town halls or throughout the dis throughout the the state. Um, so
it's not a new thing as Joan's been mentioning. I don't think they're going to have it for 28. Honestly, I think it's good luck and not going to happen. >> Yeah. So that's why they that's why it really doesn't make a difference because they know a lot of the schools don't merge
with the program. So >> and the and consortium schools which are not CTE they have different ways they graduate students that are not based on regions either. So I mean the models exist in New York City but they got to execute it and that's a lot bigger.
Heather go ahead please. >> So off of this topic I I actually wanted related services. I know for April I actually would like to suggest for May um that and I think we can combine these two um after school and summer rising
and not how to apply not all of this but giving um parents uh what do I do when things aren't working right like what if my kid is not getting their what they supposed to get on their summer their what do they call that plan their summer
reser services plan what if the bus is not what if the program is telling me they can't support my kid like those types of things and I think we should also have DOE here but maybe also or the summer program people here but also maybe reach out to somebody at DYCD to
talk about what their policies are and how they're holding um their community based organizations accountable for serving our students as well >> for May or June. Yeah. >> So, I mean they they did just run the beyond access. Was it Monday, Tuesday?
>> Um, it was specific on summer programs. Um, I I I won't say they answered everything you brought up, but they certainly talked about quite a bit of it um in the beyond access this week. I don't know if it's on YouTube yet, but it was it there was a lot of what you
described in there. I I think that's something maybe we can bring up. >> Okay. Also, is that >> Yeah, I have my hand up. >> Okay. Sorry. Go ahead, Sai. >> Um, similar to Heather, um, I really want if we can get the people running
summers to come in because one of the concerns in my district has been summer is like an extension of school and the kids end up not wanting to go. And if you have DYCD, are the kids going on trips? And if they are going on trips, how are they supporting kids with
special needs with that? Um, and do they even have a calendar or plan on what they're going to be doing with the kids? Um, I know that every school may be different in how they executed, >> but is the plan to have the kids go on trips? Is it planned to have the kids do
activities, enrichment activities, or is it just going to be an extension of just the learning math, science, and the five core subjects? Because that's sort of what it was in the district schools that um in district 5. That's what it was in a lot of the schools. And a lot of our
families had complaints about that and they didn't go on trips. Um they didn't go outside very often. So, um, similar to what Heather said about just getting more details about the concerns if kids do have IEPs and the bus, there's busing
issues. Have they thought about how they're going to fix those things? Or if you have a program who's saying that they cannot support the student um what is DOE recourse to then support the community based organization so that the child can still participate in some sort
of way. So, those are questions I would I would like to know too. I know that they did have that meeting and they did give information, but that meeting did not share a lot about how they were supporting students with special needs unless I missed that part of the meeting. >> I did not hear that either. They
certainly talked in detail about about the programs, but to your point, yes, they did not get those pinpoint questions that you and Heather both called out fairly and and accurately. Um, I'm seeing we're out of time. I apologize. I see three I've heard three
things for May June. I've heard summer rising slash after school. I've heard mental health and I've heard assist of technology. That's three topics two months. It's we'll see what we can do. I you know we
may have to flop to July. I would think summer rising not want to flop into July because that that's important for May or June. Um but we may have to have one of those three flop into July. August, they just want to be everyone to be seeing it
as as I am or or tell me if I'm wrong. Um or if we want to add a special meeting, that's another option to get a third topic in is if there's something like that, we want to do a special meeting between now and and June to get in three three top, you know, it's
really four topics with related services as well. If we want to add a special meeting to try to get the topics and it's something to think about. We don't have to decide tonight. It's something to think about. And that's what we'll do. We'll be talking Maggie and I will reach out
tomorrow to Office of Special Education, let them know the priorities and the dates or the months of the priorities and see where we're at and what they who they can lasso when but just just a heads up if there's an opportunity to do a special means we can get a fourth in that may be something we want to think
about. >> We do the summer rising. I I really think it's important to invite somebody from DYCD to come. >> Great. >> Got that the notes? Yep.
Got the notes. Thank you. >> Are we ready to move on or you want to extend time? >> All right. I'm not hearing. >> I go ahead. Sorry. I actually wanted to make a motion to table the annual report since we kind of already covered that in
the um meeting in the the committee reports. So >> So it's a motion to table new business. Is there a second? Irene seconds. All in favor of tableabling new business, please say I.
>> Opposed? Abstain. Okay. Right. We're tableabling new business. Um, Kim, are you still on? I apologize. We got you up for CCHS. Hey, Kim. >> Hi. How are you? I'm sorry. I'm just
very discombobulated today. But, um, yeah, hello. It's good to hear everyone and hear all the updates. Um yeah, just in terms of CCHS, there's um last month there were there were several
resolutions. Um, I think the one that was probably the most focused, which I'd be curious to hear what um, members of CC um, SE are thinking of this, is the next generation high school, uh, next
tech, a generation high school, um, which will be solely focused on AI that they're looking to site um, at another school in lower Manhattan. and um what how does the use of AI sort of that
intersection with students with disabilities and how does that support our students or potentially harm our students and what are some of the things that you're all thinking about or what have you heard anything about from your parents? >> Well, it's an interesting one, Kim. I
mean, I'm taking two graduate courses on on in disability studies right now. There's a disability studies course from CUNI I'm taking and then there's an assisted technology the the one who teaches the the general disability study
course he actually teaches AI to student to to disabled people because of the benefit he is finding and those um people are finding using AI to help them
>> um the assisted technology ology class that professor is also active and yeah they're they're using it as well at college level at at where he he's involved and they're finding benefits there.
>> Personally, I think it's tricky because the data shows that cognitively people who use AI have declines in cognitive skills. I think one positive thing in the guidelines
that came out this week on AI is that it's not to be used by students on a day-to-day basis to do their work. I think that's critical because if they start using it for their day-to-day work, their I won't say their IQs are going to decline, but their cognitive
skills are going to decline. There's no doubt about it because that's data that the AI companies themselves have done. And there's multiple studies from AI companies showing that workers who have used AI, their cognitive ability to do stuff drops dramatically. That's just
their own employees. There are studies that have shown that general users who use it, their cognitive abilities decline rapidly and it's a rapid decline in their skills. And so if we institute that program, it better not be using AI.
I know that it's gone an AI school, but if you use AI daytoday to do school work and school learning, >> they're going to be dumb kids at the end. And it's not because they're dumb kids, because we're training them in a way that's creating them to not think cognitively and use the skills they have
up here. >> Yeah. >> That's the great fear. If they're going to teach, hey, this is AI, great. This is how you're going to use it in life outside of school. Great. because that's the reality of what we're all going to be living when we're out of these
buildings. But if they teach it, this is how you use AI to do your classwork or to think for you, >> then they should have every employee from this building mandated to have their kids go to that school >> because decline in their own kids' cognitive
abilities and that scares me. >> So, it depends how they work it. Yeah, my understanding is that the school is actually more focused on the um algorithm d development sort of the development of the like LLMs and the mathematics behind a lot of that. So,
it's more mathematic based um is kind of the focus of it. And I know that the there's a lot of back and forth around whether or not that's and and it's a screen school and it's another screen school um in citywide school. So, it
it's just something that I just don't think are there may be some real math wizzes um you know who are, you know, where you do have people with disabilities um and students with disabilities that could potentially get into those schools. It's
just a matter of if they're thinking of those if they are if it does get cited um at the next PEP meeting. So, I'm just curious what thoughts what folks >> and I'm also getting my master's degree in generative AI. That's my other degree I'm working on right now. >> I'll tell you, look, I mean, there's a
lot of math involved, but the problem is >> the reality is generative of AI doesn't get to where we're talking about AI. It just regurgitates using mathematical computations. It's not AI. >> I know. I know. >> And that's the problem is we're training. If we're trying to train kids how to do something that doesn't work
properly, that's fine. >> But that's all we're teaching them. a system that is cute but doesn't work for what the goal is they're trying to do which is artificial intelligence, >> right? >> I would be [clears throat] very fearful that that's where they're trying to go is let's teach them a thing that's going to be outdated because
>> there's chief scientists formerly at Google who basically told them you're doing it wrong and AI knows open AI knows they're doing it wrong. Anthropic knows they're doing it wrong. They're all trying to move in a different direction than generative AI because generative AI don't work. And so if we're running a school based on what
doesn't work, >> we've got a problem. But that's again a DOE, right? They're always behind the eightball. They're always behind. They're always slow and they always screw things up. And that's where we're at. But >> yeah. No, no, no. I I hear you. And I hope you'll come and uh you know, I hope
you'll be there to uh testify [laughter] >> to actually say speak about that. So, >> I was going to say my concern too is that um we we talk about equity and our schools already have a big equity problem and um AI and generative AI is
learning from mass- prodduced data from people >> that have lots of biases and I don't think that they figured out how to take some of those biases out. So that was my thing with the with one of the big
issues I have with this whole AI policy is that you're putting a system that they clearly acknowledge in their guidelines is bias and inequitable and putting it into schools that already have an equity problem >> and it just reinforces that.
>> Oh, absolutely. >> Yeah. Yeah. So that that was one of the um main resolutions that I think there was just a lot of controversy around. Um and also just how quickly just some protocols around how um it was actually
um presented um and put through because it was yeah but that's a whole other issue. Um but I just was I was very curious to understand where you all were. So thank you for your input and feedback and um that's actually it's very helpful for me to have that perspective. Um [snorts] the other thing
that I am also interested is that transition comp piece of it um around um just uh the transitions between middle school to high school for IEP for students with IEPs and what
those IEP meetings are like for those students because they start to attend them when they turn a certain age. Um, and also how do they start to advocate for themselves? I know I brought this up before, but I don't know if um, Joanna if that's something that you were focusing in on as well as that sort of transition piece because I would love to
get your input and thoughts around um, presenting a resolution because I think it would be very appropriate for the CCHS. >> Okay, awesome. Thank you. >> Also, [clears throat] >> I wanted to add to that because I am in this process right now currently. Um,
[laughter] and [clears throat] um, one thing I did not know, um, and I was for I'm and you because I'm a parent in the know and I ask questions is I emailed my school and was like, can now that I know where he's going to high school, can somebody from their special education
team come to be a part of the IEP team? Um, and they say, "Oh, yeah. We we usually try to make that happen. I didn't even know that was a thing." And so just, you know, letting other parents know that they can they can actually ask for the high school's special education
support team to have somebody come to the middle school IEP for 8th grade. Um, and I think that also helps that transition as well. And I don't know if that's happening everywhere, but might be something to consider putting in into a resolution. >> Yeah. Uh, no, I think that's a great um
it's it's when you're transitioning from middle school to high school and then also when you're leaving high school and doing post-secary or if you're going into a trade or or into the workforce. So, those are like those different transition periods. I think that's good. >> Yeah. So, um Heather, that's something
new that they starting to implement with the map that they doing with the um No, I'm just letting you know that's something new they starting to implement with the map they starting to do. And I think that's going to be part of the um the aes
team that they putting together. That's that's the team that I was talking to you with the pathways that they doing that bridge for the postsecary from middle school to high school from high school to postsecary that they've been working with. That's that sub commmittee
from DA that they've been working with I was telling you about. So that's something new that they starting to work with because you start to see now well I guess because of the shortage you start to see like some of your your child's related services you may see them now at
your child's high school because they'll be like oh and that's that's the area recovering now we there one day a week or two days a week you may see me there now or you know you may see that that's what happened to me with my daughter school too as well because of the shortage but now that they did that mass
hiring you may not be so lucky. But you never know. You may see that. I don't know if you saw that. Um, no. >> Thank you, Kim. Appreciate it. >> Yeah. But thank you. Thank you all. I appreciate you and your time. >> Been enjoying you so much. Kim,
>> Tama, any update from Face Heather? Could you pass the mic to Tama, please? Thank you. Good evening everyone. Um don't have too much updates. I know a couple weeks back
um this week and last month FACE has been doing uh workshops with CEC members um just to give them some you know some guidance around um relationship building
conflict resolutions. Um I know some of you were not able to attend. So we do have the recordings as well if you would like those sent to you. Um also I did speak to Maggie and Mark about um it is
a training on hi the hybrid um meetings. Um it's how to manage virtual portions of your monthly meeting and it would be um great that if some of you will be able to attend um and just learn a
little additional things. We have learning times that's going to be providing the training. they have done our platforms for our CEC elections um as well as chancellor town halls and a couple of other uh family engagement uh
workshops or events. So it would be great if you guys um can attend that workshop um and that training. Um it'll be somewhere in midappril. So as a council um you can decide what two dates
will work for you as a council. Um and then we can move from there because we're collecting those dates with additional count other councils um and then once we get uh you know the collective of dates from all the councils then we'll send out an email
letting you know what will be the date. Um and it will be done virtually. So that's my update. Thank you. >> Thanks. All right. >> Really, really quickly, I just want to ask the council those who are here who
is who may be interested in um the workshop that she mentioned just because um it it does it's like with the with our AA also is involved. So, I just wanted to gauge like interest so I can
just send out some quick prop date proposals and see if um you guys would like to join. Okay. All right. That is the end of our meeting. So, we will adjourn the meeting for tonight. Thank you everybody.
appreciate all your support for our students and families. Have a wonderful night and we will see you again on Thursday, April 16th, same time, same place. Have a great night everybody.
Good