Upcoming Events

  • Come to a Virtual Event about Gifted & Talented Admissions!

    Dear families,

     

    The Gifted & Talented (G&T) application for fall 2022 admissions will open on May 31, 2022. We invite you to join us for a live virtual event to provide families with information on this spring’s G&T admissions process for children entering kindergarten or grade 1, 2, or 3 in September. After a presentation on G&T program types, eligibility, and how to apply, we will respond to your questions. 

     

    • Each event will be virtual, so you can join from anywhere! 
    • Please note that every event will cover the same content, but different events will offer interpretation in different languages. 
    • The events will be held on the following dates and times—please use the links and information below to join the session best suited to you and your family’s preferred language:

     

    Tuesday, May 24 from 1pm - 2pm | Event held in English | Interpretation provided in Arabic, French, and Russian

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Arabic: +1 347-966-4114 Phone Conference ID: 808 457 507#
      • French: +1 347-966-4114 Phone Conference ID: 215 714 194#
      • Russian: +1 347-966-4114 Phone Conference ID: 482 157 952#

     

    Thursday, May 26 from 5:30pm - 6:30pm | Event held in English | Interpretation provided in Bangla, Chinese, and Spanish

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Bangla: +1 347-966-4114 Phone Conference ID: 292 256 674#
      • Chinese (Mandarin): +1 347-966-4114 Phone Conference ID: 655 791 721#
      • Spanish: +1 347-966-4114 Phone Conference ID: 295 746 520#

     

    Wednesday, June 1 from 1pm - 2pm | Event held in English | Interpretation provided in Haitian Creole, Korean and Urdu

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Haitian Creole: +1 347-966-4114 Phone Conference ID: 215 965 77#
      • Korean: +1 347-966-4114 Phone Conference ID: 391 436 088#
      • Urdu: +1 347-966-4114 Phone Conference ID: 635 096 508#

     

    Can’t attend a live event, or want to learn more? 

    • Visit schools.nyc.gov/G&T. A captioned recording will be available on our website two weeks after the first event. 

     

    We are here to support you throughout the admissions process! If you have questions, you can: 

     

    Best wishes,  

    The Elementary Admissions Team 

     

    Be sure to sign up for our G&T admissions mailing list at schools.nyc.gov/SignUp. 

    Community Education Council of District 20
  • Come to a Virtual Event about Gifted & Talented Admissions!

    Dear families,

     

    The Gifted & Talented (G&T) application for fall 2022 admissions will open on May 31, 2022. We invite you to join us for a live virtual event to provide families with information on this spring’s G&T admissions process for children entering kindergarten or grade 1, 2, or 3 in September. After a presentation on G&T program types, eligibility, and how to apply, we will respond to your questions. 

     

    • Each event will be virtual, so you can join from anywhere! 
    • Please note that every event will cover the same content, but different events will offer interpretation in different languages. 
    • The events will be held on the following dates and times—please use the links and information below to join the session best suited to you and your family’s preferred language:

     

    Tuesday, May 24 from 1pm - 2pm | Event held in English | Interpretation provided in Arabic, French, and Russian

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Arabic: +1 347-966-4114 Phone Conference ID: 808 457 507#
      • French: +1 347-966-4114 Phone Conference ID: 215 714 194#
      • Russian: +1 347-966-4114 Phone Conference ID: 482 157 952#

     

    Thursday, May 26 from 5:30pm - 6:30pm | Event held in English | Interpretation provided in Bangla, Chinese, and Spanish

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Bangla: +1 347-966-4114 Phone Conference ID: 292 256 674#
      • Chinese (Mandarin): +1 347-966-4114 Phone Conference ID: 655 791 721#
      • Spanish: +1 347-966-4114 Phone Conference ID: 295 746 520#

     

    Wednesday, June 1 from 1pm - 2pm | Event held in English | Interpretation provided in Haitian Creole, Korean and Urdu

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Haitian Creole: +1 347-966-4114 Phone Conference ID: 215 965 77#
      • Korean: +1 347-966-4114 Phone Conference ID: 391 436 088#
      • Urdu: +1 347-966-4114 Phone Conference ID: 635 096 508#

     

    Can’t attend a live event, or want to learn more? 

    • Visit schools.nyc.gov/G&T. A captioned recording will be available on our website two weeks after the first event. 

     

    We are here to support you throughout the admissions process! If you have questions, you can: 

     

    Best wishes,  

    The Elementary Admissions Team 

     

    Be sure to sign up for our G&T admissions mailing list at schools.nyc.gov/SignUp. 

    Community Education Council of District 20
  • Inclusion Expo: Student Voices on Ending Ableism

    Thursday, May 26, 2022, 9:30-11:00 AM, Online Event

    Register Here

     

    NYC students with and without disabilities share their ideas, stories, and work around the ways we can end ableism.

     

    All NYC students are welcome to register for this year’s Inclusion Expo! Let’s come together virtually to amplify student voices around ending ableism. This is an opportunity for students to share, learn, and further commit to ending ableism in our schools.

     

    In small groups, students will be prompted to share:

    • Their understandings of ableism

    • Their stories of experiencing or seeing ableism in school

    • The ways their school is working to end ableism

    • Their ideas for ways their school could further address ableism

     

    We will come together in the end to summarize and reflect.

     

    All are welcome regardless of experience with ableism, so we can deepen current understandings and practices. No pre-work is required; just the expectation to participate in the conversation. Input is also welcomed before the event to ensure our approaches are meaningful for students.

     

    Schools looking to learn about ableism before the event can use these slides, which were shared at the Inclusion Summit in December. If you participated in this year’s Inclusion Summit, this is a great follow-up opportunity.

     

    Accommodation requests, questions, and input can be sent to InclusionSummit@schools.nyc.gov

    Community Education Council of District 20
  • Virtual

    District 20 Superintendent Candidates Town Hall

    Please join us for a Town Hall to meet the candidates for the District 20 Superintendent position. 
     
    Please use this link to register and attend the event on Friday, May 27th from 5:00 - 7:00 PM
     
     
    The 2 candidates who will be interviewing for the Superintendent position are:
     
     - Dr. David Pretto
     - Glenda Esperance
     
    Agenda
    • The Town Hall will start with the candidates answering the following question: What can the community expect from you as a leader and why are you a good fit to lead this district? 
    • There will then be a Q&A period during which the same 3 questions will be asked of each candidate. 
    • There may also be time for additional questions as well.
    • After 90 minutes, the candidates will leave and we will spend 30 minutes collecting input from participants either using the chat, verbally or on a google form. 
    Please publicize the Town Hall to all members of the community. 
     
    Thank you for your participation and please direct any questions to our President Steve Stowe (stevestowecec20@gmail) and / or Administrative Assistant Natalia Mondesir (cec20@schools.nyc.gov
    Community Education Council of District 20
  • Come to a Virtual Event about Gifted & Talented Admissions!

    Dear families,

     

    The Gifted & Talented (G&T) application for fall 2022 admissions will open on May 31, 2022. We invite you to join us for a live virtual event to provide families with information on this spring’s G&T admissions process for children entering kindergarten or grade 1, 2, or 3 in September. After a presentation on G&T program types, eligibility, and how to apply, we will respond to your questions. 

     

    • Each event will be virtual, so you can join from anywhere! 
    • Please note that every event will cover the same content, but different events will offer interpretation in different languages. 
    • The events will be held on the following dates and times—please use the links and information below to join the session best suited to you and your family’s preferred language:

     

    Tuesday, May 24 from 1pm - 2pm | Event held in English | Interpretation provided in Arabic, French, and Russian

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Arabic: +1 347-966-4114 Phone Conference ID: 808 457 507#
      • French: +1 347-966-4114 Phone Conference ID: 215 714 194#
      • Russian: +1 347-966-4114 Phone Conference ID: 482 157 952#

     

    Thursday, May 26 from 5:30pm - 6:30pm | Event held in English | Interpretation provided in Bangla, Chinese, and Spanish

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Bangla: +1 347-966-4114 Phone Conference ID: 292 256 674#
      • Chinese (Mandarin): +1 347-966-4114 Phone Conference ID: 655 791 721#
      • Spanish: +1 347-966-4114 Phone Conference ID: 295 746 520#

     

    Wednesday, June 1 from 1pm - 2pm | Event held in English | Interpretation provided in Haitian Creole, Korean and Urdu

    • At the time listed above, click this link to join the event: https://bit.ly/2022GandTEvents
    • Use these call-in numbers for interpretation during the event:
      • Haitian Creole: +1 347-966-4114 Phone Conference ID: 215 965 77#
      • Korean: +1 347-966-4114 Phone Conference ID: 391 436 088#
      • Urdu: +1 347-966-4114 Phone Conference ID: 635 096 508#

     

    Can’t attend a live event, or want to learn more? 

    • Visit schools.nyc.gov/G&T. A captioned recording will be available on our website two weeks after the first event. 

     

    We are here to support you throughout the admissions process! If you have questions, you can: 

     

    Best wishes,  

    The Elementary Admissions Team 

     

    Be sure to sign up for our G&T admissions mailing list at schools.nyc.gov/SignUp. 

    Community Education Council of District 20
View Monthly Calendar

Announcements

  • District 20 Superintendent Candidates Town Hall

    Please join us for a Town Hall with the District 20 Superintendent candidates on Friday, May 27th from 5:00 - 7:00.
     
    Please register for and attend the Town Hall at the following link: https://learndoe.org/supt2022/
     
    In addition we are also pleased to announce the names of the 2 candidates who will be interviewing for the Superintendent position:
     
     - Dr. David Pretto
     - Glenda Esperance
     
    Agenda:
     
    The Town Hall will start with the candidates answering the following question: What can the community expect from you as a leader and why are you a good fit to lead this district?
     
    There will then be a Q&A period during which the same 3 questions will be asked of each candidate.
     
    There may also be time for additional questions as well.
     
    After 90 minutes, the candidates will leave and we will spend 30 minutes collecting input from participants either using the chat, verbally or on a google form.
     
    Thank you for your participation and please direct any questions to our President Steve Stowe (stevestowecec20@gmail.com) and / or Administrative Assistant Natalia Mondesir (cec20@schools.nyc.gov)
    Community Education Council of District 20
  • Middle school offers are here, and waitlists are open!

    • You can now view your child’s middle school offer letter in MySchools(Open external link). If you did not choose paperless messaging, a printed copy will also be mailed to your child's home address in a few weeks. 
    • Your child's offer letter includes... 
      • Your middle school offer. This offer is accepted automatically––there’s nothing else you need to do! 
      • Information about waitlists, including anywhere your child is waitlisted.

    There are two ways a child can be on programs' waitlists:

    • Automatically, before waitlists open. If your child's offer is not to their first-choice program, they are automatically on the waitlist for any program listed higher on their application than the program where they received an offer—learn more on our Waitlists page.
    • Added by parent/guardian, while waitlists are open––optional. You can also add your child to additional waitlists. If a school can make you a waitlist offer, they will contact you directly and you would have one week to accept or decline it. 

    Get help or learn more

    • Don't have a MySchools account and want to view your offer now? Talk to your current school or a Family Welcome Center.
    • Sign up for our middle school admissions email list for updates and reminders, including information on when waitlists will close this year.
    • Watch our Offers and Waitlists MySchools Tutorial video (below) and other videos.

    New to NYC public schools and need a middle school for your child now? Learn what to do on our New Students page.

    Community Education Council of District 20
  • 20K936 Arts Audition Admissions Community Engagement

    Tuesday, May 24, 2022 6:00 PM
     
    Community Education Council of District 20
  • CCD75 asks that you fill out this survey on Summer Rising:

    Please use the link below to tell us your thoughts regarding your Summer Rising Experience.
     
     
    📣 Use el enlace a continuación para contarnos su opinión sobre su experiencia Summer Rising.
     
     
    📣 請使用下面的鏈接告訴我們您對夏季崛起體驗的看法。
     
    --
    In Peace and Solidarity,
    Sincerely
     
    Mr. Shamel E Lawrence Sr
    He/Him/His
    Cell # (516) 777-0296
    Community Education Council of District 20
  • Institute for Staff and Families of English Language Learners

    The Division of Multilingual Learners (DML), in collaboration with DOE partners and Community-Based Organizations, is offering a series of virtual workshops for parents of English Language Learners and school-based staff, called Equip.Learn.Launch Institute, starting April 26, 2022.
     
     
     
    This is a citywide effort to offer professional learning to our ELL families and family-facing staff. Each session will be in interpreted in three-languages and CTLE credits will be available to teachers.
     
    CEC ELL Parent Representatives, CCELL members and teachers that attend 5 or more sessions will be invited to an end-of-year celebration at the Microsoft Experience Center in July.
     
    An announcement highlighting this series will run in the  April 26th edition of Principals Digest.
     
    Please feel free to share the attached flyer with families, teachers, community members, citywide councils, parent coordinators, and school staff. To register for the sessions, please click here. 
     
    If you have any questions you can email Lisa Pineda at lpineda@schools.nyc.gov 
     
    Community Education Council of District 20
  • 5th annual STEAM EXPOSITION

    Please take a look at this link to the 2022 District 20 STEAM Expo which Deputy Superintendent Joe O'Brien capably oversaw and brought to fruition. 
     
     
    It's a very impressive example of the great work being done in our District. 
    Community Education Council of District 20
  • Conflict in Ukraine Resource Guide

    This guide is meant to help teachers better understand the current issues and events surrounding the geopolitical tensions developing over Ukraine involving the Russian Federation, the United States, the United Kingdom, and others.

    https://docs.google.com/document/d/1HsIZZQArDeepsg-sqXWIt7Aw2nFzrd2mLvZnc2VibzQ/edit

    Community Education Council of District 20
  • CHANCELLOR BANKS ANNOUNCES UPDATES ON THE FUTURE OF ENROLLMENT AND ADMISSIONS IN NYC SCHOOLS

    We are happy to share some updates around the enrollment and admissions process.
     
    Some points that may be important to note:
     
    After listening to families Chancellor Banks has decided to expand sibling priority for middle school students. This means specifically that families will be given priority to have their children attend the same school unless the older sibling is leaving at the end of 2021-22 school year. The next steps to take are highlighted in yellow below. Families must contact their elementary school counselor or the Family Welcome center by March 15!
     
    Additionally after receiving so much feedback from families across the city, high school policies will remain the same for the current admissions cycle. The grading scale ( tier 1: 85-100) for screened schools will REMAIN THE SAME. The deadline for applications is March 11!
     
     
    Community Education Council of District 20
  • CHANCELLOR BANKS OUTLINES VISION FOR TRANSFORMING AND BUILDING TRUST IN NYC PUBLIC SCHOOLS

    NEW YORK – Schools Chancellor David C. Banks today will deliver remarks on his vision for New York City public schools and the Department of Education’s priorities. At the center of Chancellor Banks’ vision are his four pillars, which include reimagining the student experience; scaling, sustaining and restoring what works; prioritizing wellness and its link to student success; and empowering families to be our true partners.

     

    Below are the Chancellor’s remarks as prepared:

     

     

     

    A Bold Vision for NYC Public Schools

    The Chancellor's Vision

    Just over two months after becoming Chancellor, I thought it would be a good time to share with all of you more detail about my vision for New York City public schools and how we are going to go about achieving that vision together. I also want to share my gratitude for what we have already accomplished in a very short period of time.

    First, Mayor Adams and I can’t tell you how proud we are of our students, families, teachers, and staff for stepping up in the face of the Omicron virus surge. Together with the New York City Department of Health, the Test and Trace Corps, the New York City Police Department, Governor Kathy Hochul, UFT President Michael Mulgrew, CSA President Mark Cannizzaro, District Council 37 Executive Director Henry Garrido, Local 237 President Greg Floyd, 891 President Robert Troller, and many other partners, our Stay Safe, Stay Open plan succeeded in reducing rates from 16% at the beginning of January to below 1% since the start of February

    It was so important to this city that we kept our doors open, because returning to school was a big step toward returning to normalcy. Our public schools are essential to the fabric and economy of New York City. Our families depend on our schools so that they can do their own jobs while knowing their children are in a supportive environment where they will be academically challenged and held to high expectations every single day.

    And Stay Safe, Stay Open has worked! On January 3, the day I took office, our attendance rate was 65%. Yesterday it was 89%.  

    During the long months when the pandemic forced our school buildings to close, our children suffered. Taking away the routine of going to school, missing the pat on the back from a teacher, having lunch with their friends — all of those normal things that we used to take for granted — there’s no doubt that negatively affected the mental and physical well-being of our students. So many of our youth, particularly our LGBTQ+ students, may have been in homes where they weren’t free to be their true selves, perhaps even to feel truly safe. Our team will be working closely with the Department of Health and Mental Hygiene and its new commissioner Dr. Ashwin Vasan to implement innovative, comprehensive strategies to support students’ mental and emotional well-being.

    And as we help our students and staff heal, we are pushing forward with our return to a new normal. Now, our students and staff are back, more students are able to compete in PSAL, the energy in our classrooms and hallways has returned, and masks are off at recess -- and hopefully in classrooms as well within the next week! Let’s give a round of applause to everyone who made that happen!

    Let’s be clear: Covid is far from the only challenge facing our schools. Our schools have lost over 120,000 students over the past five years — a trend that began prior to the pandemic and has since accelerated. Our families have been voting with their feet, and we need to aggressively respond right now. Part of rebuilding trust is being honest about the challenges we face:

    • Not enough of our students graduate ready for college or a career;
    • A large number of our schools continue to have safety issues;
    • Too many of our schools don’t provide enough academic rigor and opportunities for accelerated learning;
    • And an unacceptable number of our students don’t learn how to read by the third grade; among others

    We have to face up to the hard truth that a system that spends $38 billion a year leaves on average two-thirds of Black and Latinx students failing to achieve proficiency in Math and English Language Arts.

    For our schools to deliver on their original promise of serving as the engine of the American dream for all of our students and their families, we will need to do things very differently in ways that build trust one big step at a time.

    Our schools need to connect our students to the real world and what matters to them. We need to provide meaningful academic experiences that are safe, fun and engaging. Our schools need to prepare our students to excel in our economy when they get out of school. And I mean all students, whatever language their families speak at home and whatever special needs or other difficult circumstances they might have.

    Every parent wants the best for their children.

    But that's not happening for far too many of our students, especially those of color who look to school to be the pathway to economic prosperity. So today, Mayor Adams and I are absolutely committed to transforming our system so that each and every one of our students graduates with a pathway to a rewarding career, long-term economic security, and equipped to be a positive force for change.

    How We Will Realize That Vision

    More than three decades of conversations with families, fellow educators, and students have shaped what I call my four pillars for improving and building trust with our families:

    Let’s start with pillar number 1, which is reimagining the student experience.

    I recently visited Riker’s Island and engaged with young men and women who were getting OSHA training and learning carpentry skills, and they were very focused, on-task, and clearly excited about what they were doing. When I asked them about their past school experience, they all said negative things. But they were engaged now, not because they were in jail but because what they were doing was meaningful and relevant to them. They saw a future for themselves. One young man put his hand up and said, “If I was doing this when I was in school, I would have went to school every day.”

    When I talk about reimagining the school experience so that it’s relevant to our students and excites them, this is what I mean. Why don’t we provide the kind of experiences where kids can’t wait to get up in the morning to get to school?

    Central to our reimagination of learning is a new set of commitments to students and families that we are calling our Career Pathways Initiative. This initiative is creating career-connected learning and pathways for all our students to help activate their passion and sense of purpose.

    In partnership with educators, unions, state government leaders, community and business leaders, we want to ensure that all students graduate with a strong plan and head start on a pathway to the middle class.

    Starting this fall, we will be laying the groundwork to get there. This includes piloting models that establish new career pathways – including early college credit, creating system-wide infrastructure to support this work — including new STEAM Centers and expanding career-focused classrooms — and developing our teachers and school leaders to support students in developing their passions and plans. We will help young people see themselves in good jobs and careers they might never have heard of, because “you can’t be what you can’t see.”

    Moreover, New York City is the financial capital of the world. As educators, we need to prioritize personal financial education, so our students graduate financially literate and empowered to make strong financial decisions.

    Reimagining learning also connects with our goal of graduating students who are equipped to be positive forces for change in our communities and our city. Some of our schools already do a fantastic job of nurturing a highly active student government and other efforts to engage students civically in ways that benefit their schools and surrounding communities. For example, the Brooklyn Occupational Training Center, a District 75 School, has continually innovated to engage students with wide ranging learning needs in a quality civic education. Teacher Matt Gorin has adapted Participatory Budgeting resources to engage students through big circle mapping in the cafeteria, which allows verbal and non-verbal students to graphically represent their ideas and engage in discussion, debate, and to show support for each other.

    This civics work is so important because it is essential to our democracy to nurture engaged citizens. Some of you may remember the recurring bit on the Tonight Show with Jay Leno where he would walk down Hollywood Boulevard in Los Angeles and ask people the most basic questions about current events or how government works. Folks with high school diplomas would give him the most comically ridiculous answers, but at the same time it wasn’t funny at all. It’s not good for our democracy that so many Americans don’t vote or know much of anything about government. Public schools are supposed to produce young people who are civically engaged so they can participate effectively in our democracy.

    Today we have a number of electeds in the audience, and we want every student to understand what you do. I want young people to graduate from our schools excited for civic participation, preregistered to vote, and ready for their first election. It’s not enough to tell kids that they can be leaders. We have to give them opportunities to practice so they understand why voting is important and impacts their lives.

    I am thrilled that we have our new Chief of Student Pathways, Jade Grieve, to be leading this work. You can expect to hear more from our team in the coming months on how we will bring this north star to life.

    For all of our children to be launched on a pathway where they are deeply engaged by the time they reach high school, nothing is more important than supporting them starting at the very beginning of their lives to become strong readers. All of you who work at Tweed no doubt recognize the man who stands out front when you arrive in the morning, regardless of the weather, holding this sign. And he’s absolutely right! The gentleman’s name is Bill, and he was a teacher in Ohio for more than 20 years.

    Thank you, Bill, for your daily reminder to all of us about the importance of literacy to everything else we do. When we talk about equity and learning disparities, gaps in reading are front and center and are connected to challenges we face with our students with disabilities and multi-lingual learners. This is the biggest equity issue we confront and we are going to tackle it in ways that I hope will enable Bill to retire from having to hold up his sign.

    Our approach to the teaching of reading has not gotten the results we need. So we are going to make sure every single one of our students is getting strong, phonics-based literacy instruction from the very start. We will also be building on the universal screening tools that identify risk for dyslexia to tailor more effective responses at the earliest possible ages. That will including adopting approaches that have proven to be effective at the Windward School, an independent New York City school that uses multi-sensory approaches to remediate dyslexia and related challenges. Our plan will also include teacher supports and capacity building so they can implement effective strategies to support students with dyslexia.

    We also will be creating an Advisory Council on Literacy, which will include some of our most successful teachers to make sure we are doing everything we possibly can so that all our students become capable readers. Across literacy and all of our subjects we will have a culturally responsive, sustaining curriculum that is relevant to all our students, where they can see themselves reflected in the literature. As Frederick Douglass said, “Once you learn to read, you will be forever free.”

    We are also going to strengthen early childhood education, not only in 3-K and Pre-K, but beginning at birth. If we want our students to become capable readers, then we must provide young children with critical literacy and language supports from the start. Learning doesn’t start at age 4. In fact, the first three years are not only most important for children's growth and development, but a child's first three years have a profound impact on their future learning and their life-long health and well-being. This is particularly important for working parents who are relying on us to have high-quality care and education for their child. More details to come on the steps we will be taking, but we recognize our CBO providers are an invaluable cornerstone of NYC's early childhood community and we will ensure they —and all public school early childhood classrooms—are fully supported and uplifted in serving our youngest children and their families. That work will take place under the leadership of Deputy Chancellor of Early Childhood Education Dr. Kara Ahmed.

    Another vital element of the reimagined experience is virtual learning. In March 2020, all our educators became digital educators overnight, whether they were ready for it or not. The hard lessons learned over the past two years can’t be left behind as we emerge from this pandemic. Virtual learning is here to stay and has the potential to open our classroom doors to let the world in.

    So in the coming weeks we will launch a Digital Learning Advisory Committee of educators, administrators, families, and students to explore ways we can most effectively integrate technology into the learning experience. That will include piloting virtual course models where students learn from teachers trained and equipped to provide the highest quality digital learning.

    The advisory committee will also explore how we can give our teachers the training and resources they need to incorporate blended learning into their daily practice. We look forward to building on the work we have been doing with the UFT on these important issues.

    Going forward, we should always be able to provide high-quality, real-time remote learning whenever we need to. More than that, we ought to be using what we learned the past two years to provide good options across the city; some of our students prefer virtual learning; some need to work during the day; some are disengaged and would come back to school if they could take some classes in person and some on-line. We're going to create those options for students who need or want them.

    And relatedly – we need to rethink how our students demonstrate mastery of course content. We need to think beyond standardized tests so that students have the flexibility to progress through material at a pace that fits their needs and so that schools have the space to implement innovative, out-of-the-box ideas for teaching and learning.

    So that was pillar one about reimagining learning. Pillar 2 focuses on scaling, sustaining, and restoring what works.

    This entails identifying the amazing practices throughout our system and sharing them so that they become models that other schools can try to emulate. We have so many terrific examples to hold up:

    University Heights High School in the South Bronx offers a STEM program that is based on experiential, project-based learning. Students at the school present original science or engineering experiments for graduation and have an award-winning robotics team. The school offers a variety of advanced math and science courses, including at the college level, and related internships.

    Bronx International High School serves newly arrived immigrants in the Bronx who are new to learning English. Their program is designed so that students can graduate with CTE certifications in areas such as Construction Engineering, Historic Preservation, and Web Design. It also developed a robust Urban Farming program.

    So, under the leadership of Deputy Chancellor of Teaching and Learning Opportunities Carolyne Quintana, we are building on the excellent Showcase Schools and Learning Partners ideas that former Chancellor Carmen Farina launched. We are going to build a state-of-the art knowledge-sharing system so that every leader and educator can find best practices in any area a student needs by taking out their phone and searching. They’ll find tools, videos, and how-to guides so they can put these practices into place so that all schools can benefit.

    This effort is all about enabling our innovative principals in schools that are shining —including charter schools— to expand their practices beyond their own buildings. At the same time, it will support principals whose schools may be struggling by providing them with access to promising approaches.

    We want to build a culture that incentivizes schools to share their best practices. We want to celebrate and lift these teachers and leaders up so that every school in NYC can see what they’re doing. Too often, we criticize schools that are struggling and we admonish them to get better, but we don’t do a good enough job of showing them how to get better. For too long we have had a system of winners and losers. When schools lose, kids lose, families lose, communities lose, and our city loses. I want everybody to win!

    That’s also why ultimately there should be opportunities for accelerated learning in every school. High-quality gifted programs provide opportunities for students to accelerate their learning and excel — which is what every parent wants for their children. So we’re going to scale these programs all over the city.

    Pillar 3 is prioritizing wellness and its link to student success. That includes safe schools, access to green spaces, high-quality nutrition, and comprehensive whole-child support for a broad range of each student’s needs.

    Students who feel healthy, safe, well-nourished and intellectually stimulated are best able to concentrate and engage with their academic work. Creating that sense of well-being for our students in itself is demanding and requires just as much care and effort on our part as teaching core subjects. These are a few examples of what we will be doing to prioritize wellness:

      • We are working with the Mayor’s office to increase the number of School Safety Agents, including a new class of SSAs that will be graduating in the coming weeks. As a former SSA myself, I know how SSAs can be an integral part of a school community. Just as importantly, we will also be engaging credible messengers and mentors in collaboration with community-based organizations to help keep our schools safe. Expanding training in conflict resolution and restorative justice is an important part of that. But we also need to hold our kids to high expectations around their behavior in schools. And making learning engaging and relevant in and of itself improves how students conduct themselves.
      • Collaborating with community-based partners to support school safety, mental health, attendance, and enrichment. With the loss and pain caused by the pandemic, we need to address students’ mental health needs while proactively making sure they attend school regularly and receive additional enrichment.
      • Extending learning beyond the four walls of the classroom to feed the souls of our children with visits to museums, parks, and activities in the great outdoors. One recent study found that students who took six field trips over two years to cultural centers showed greater academic progress compared to a control group that didn’t make those visits. We need to take full advantage of the rich cultural environment that surrounds us in our remarkable city. That includes all of the arts: music, theater, dance, painting, sculpture—everything. So, you'll see more field trips and more partnerships with cultural institutions. This is so important right now as we come out of the pandemic — one of the most effective ways to help kids recover emotionally and academically is through the arts. Spending time painting a picture or walking through a park is a healing experience our kids don't get enough of.
      • We are going to increase our schools’ capacity to provide quality mindfulness practices, including yoga and meditation, that are scientifically researched, evidence-based, and culturally responsive.

    Under the leadership of Dr. Jawana Johnson, Chief of School Culture, Climate and Well-Being, this work will become a critical part of our system’s approach to holistically supporting students and their families.

    Finally, pillar 4 is engaging families to be our true partners, which in and of itself is a powerful pathway to building trust.

    We will be making sure that we are in close communication with our families, surfacing their expertise to enable all of us to more effectively educate and support our children. Research shows that of all the factors that determine positive student outcomes, family engagement is at the top of the list.

    Parents know their children. We know that when our expertise as school educators meets with the influence of families, magic happens: children succeed not just academically, but physically, emotionally, and socially. We will be engaging with families in policy creation and implementation procedures at all levels. I do not want to create policy where families have not been part of the process.

    Our Families and Community Empowerment department will also be supporting superintendents, school leaders, and other school staff with professional development to find ways to permanently embed families’ voice in their particular school communities. That includes supporting governance structures like Parent Associations, PTAs, School Leadership Teams, and Citywide Councils so they can provide policy recommendations that work for our schools and the system as a whole. It also means adjusting and updating our DOE website to make it more family-friendly. I am so excited to see this work unfold under the leadership of Deputy Chancellor of Family and Community Engagement and External Affairs Kenita Lloyd.

    For us to strengthen all four pillars, and every aspect of what we do, we need to make the NYC Department of Education more responsive and efficient, and more reflective of the values we work toward everyday; diversity, equity and inclusion. We will be doing this through our newly formed DEI Office, led by Chief Diversity Officer Karine Apollon, and through a reevaluation of how our central office teams function. At the announcement of my appointment as chancellor, I created some discomfort at our central offices by saying that if you couldn’t demonstrate how your job makes a difference for our students or families, then the job shouldn’t exist. Let me clarify: we are going to reorganize our central offices to make sure we’re using every penny of taxpayer dollars productively while ensuring that all of us, including myself, are working in service of schools and the people working directly with our students and families.

    My intention is to push resources closer to our schools. That includes making sure our superintendents are the right folks for the immense task of leading our community school districts and high schools, and providing more resources to the right individuals when they are in the seats.

    I’m formally announcing now that we will be eliminating the executive superintendent position because it adds a level of bureaucracy without adding enough value to schools and students.

    And we have asked each superintendent to reapply for their job so we can assess whether they are the best individuals to support innovative schools and school leaders, as well as our new commitments related to long-term economic security. We are going to engage in a process that involves the community, encouraging school leaders from across the city to apply. Additionally, we’re going to create a real high school division that has a system of supports that currently does not exist.

    And finally, one thing I know for certain is that our biggest opportunity to create dramatic change in our schools is to fully support the work of great school leaders. As a former principal of two different schools over 11 years, I can attest to the fact that most of the innovative things that principals do they do in spite of the DOE, not because of the DOE. These innovative leaders are the ones who really hold the key to the transformation of our system. So we will build a system that provides great leaders with a level of autonomy that allows them to truly innovate and not be derailed by the traditional bureaucracy.

    Our First Deputy Chancellor Daniel Weisberg and Deputy Chancellor of School Leadership Desmond Blackburn will work closely with me on these efforts.

    Conclusion

    This is the vision and set of goals for serving NYC's students and families that Mayor Adams and I are committed to. But, let me very clear, this is the start of the process, not the end. Now my team and I will be engaging with students, families, educators, our unions, community and elected leaders to discuss how we're going to transform education in our city. That process won’t be one and done. The engagement will be continuous, because listening to our stakeholders is not just the best way, but the ONLY way we're going to have sustained improvement.

    I know that the vision Mayor Adams and I share is bold and ambitious, but incremental steps won’t fundamentally transform how our families feel about our schools. We are already off to a strong start thanks to Stay Safe, Stay Open, and we are going to keep building on that early progress in generating newfound trust.

    Finally, as any good teacher would do, allow me to summarize the highlights of what we will be working on together to make that happen:

      1. Streamline our organization and focus everyone on supporting schools.
      2. Develop high quality care and education for children birth to five.
      3. Use proven phonics-based literacy instruction so that each one of our students is able to read by third grade.
      4. Adopt new screening methods to identify at an early age dyslexia and other conditions so we can respond to them far more effectively.
      5. Create new and deeper collaborations with partners in the private and non-profit sectors with the overriding goal of ensuring long-term economic security for each and every student while committing that every student will leave high school with a diploma AND a pathway to a good job and career.
      6. Use technology to facilitate the ability of our schools to share best practices and learn from each other.
      7. Build on successful initiatives to support the social and emotional needs of our students and families after two years of this traumatic pandemic.

    Look, we need to bring our families back, urgently. In partnership with them, everything I have talked about today will help to build that essential ingredient of trust.

    And that includes trust in each other. One of the people who works here told me the other day that she is feeling a new sense of hope in this building and among families she has talked to. We have already begun to change our culture in positive ways, and we are just getting started! So let’s get to work!

    Community Education Council of District 20
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About District 20

District 20 is the southwest section of Brooklyn, spanning from the Verrazano bridge to Borough Park and the southern section of  Sunset Park.  Neighborhoods include Bay Ridge, Dyker Heights, Bath Beach, and Bensonhurst, along with the Fort Hamilton Army Base.

INTERACTIVE MAP  

  
  

What are CECs?

The Community Education Councils were created in 2004 after the school boards were dismantled.
Throughout the city, there are 32 school districts.  Each school district has a CEC.  Each CEC oversees the elementary and junior high schools within their district. Parents serve a two year term on 36 Councils throughout the city, including the 32 Community Education Councils and the 4 Citywide Councils.

CECs are made up of:

9 parents-selected by the district's PTA/PAs
2 Borough President Appointees
1 High School Senior

CEC members represent the parents in their district. The CEC is the voice of all the district parents. Parents are encouraged to attend the monthly meetings to learn what is going on and also to voice their concerns and issues.  Members also visit the district schools and attend their PTA/PA meetings, as well as their School Leadership Team meetings.  The CECs participate in shaping educational policies in their districts. Their responsibilities include approving school zoning lines, holding hearings on the capital plan, and providing input on other important policy issues. Each CEC has nine members who are parents of students currently in grades K-8 in district schools.

For District 20, the parent CEC members have children in the district's public school system.  On CEC20, our members' children attend: PS102, PS/IS 104, PS112,PS127, PS176,  PS185, IS187, IS201,  IS259, PS503, and PS682.  

Citywide Councils:

There are 4 citywide councils: the CCHS (Citywide Council on High Schools) oversees all the high schools, the CCSE (Citywide Council on Special Education) oversees Special Education., the CCELL (Citywide Council on English Language Learners) and the District 75 Council.

Citywide Council on High Schools (CCHS)

The CCHS advises and comments on educational or instructional policy involving students attending public high schools. There are ten elected members on the Citywide Council on High Schools, two from each borough. Each member must be the parent of a student currently attending public high school.

Citywide Council on English Language Learners (CCELL)

The CCELL advises and comments on policy involving bilingual and English as a Second Language (ESL) programs. There are nine elected members on the Citywide Council on English Language Learners. Each member must be the parent of a student currently receiving bilingual or ESL services.

Citywide Council on Special Education (CCSE)

The CCSE advises and comments on services for students with disabilities. There are nine elected members on the Citywide Council on Special Education. Each member must be the parent of a student currently receiving special education services.District 75 Citywide Council (D75 Council)The Council advises and comments on educational policies that affect students with disabilities who attend D75 schools. There are nine elected members on the D75 Council. Each member must be the parent of a student currently enrolled in a D75 program. 

District 75 Council

District 75 provides highly specialized instructional support for students with significant challenges, such as:

  • Autism Spectrum Disorders
  • Significant cognitive delays
  • Emotional disturbances
  • Sensory impairments
  • Multiple disabilities

Contact Us

Address: 415 89th Street, Room 410, Brooklyn, NY 11209

Phone: 718-759-3921

Email: cec20@schools.nyc.gov

You can also email Superintendent David Pretto at: dpretto@schools.nyc.gov