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Arabic Interpreter- Hadeer Al Amiri: Shukol and jazz Arabic announcement has been completed. Thank you very much.

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Ghada Amin: Great. Thank you.

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Ghada Amin: I'm sorry, Stephen, would you mind to what are the numbers on the set. Please

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D20 CEC20: hold it. Yes. Kevin will do it now.

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Could our Mandarin interpreter please introduce themselves?

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Mandarin Ying: Oh.

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thank you! And could our Spanish interpreter, please introduce themselves.

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Spanish Interpreter. Rosy Cuellar: There is, say, Say, Cincinnati.

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great. Thank you.

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D20 CEC20: An administrative announcement. Tonight there will be a public speaking session if anyone would like to sign up for public speaking. You can do so on using the Google form.

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D20 CEC20: Kevin has just posted that in the chat it is also available

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online on the Cdc website.

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D20 CEC20: You can also ask questions. You can also sign up to speak through one of the language lines.

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D20 CEC20: and then you can also, if you're calling in with your phone Press Star 9 during the public speaking session, and we will ask you to unmute.

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D20 CEC20: Okay, that's it for administrative announcements.

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D20 CEC20: We will just take a moment to

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welcome to some of our guests who are here tonight. As always, we're joined by superintendent, Dr. David Credo.

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D20 CEC20: family leadership Coordinator Bill Chen Family Support

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D20 CEC20: Coordinator

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D20 CEC20: and I'm just gonna quickly look through the attendees.

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D20 CEC20: Okay, I'm just going to move on. Now, if if I,

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D20 CEC20: our first, as I mentioned. Our first item on the agenda is a presentation on student wellness, and one of our members brought this up as an issue a month or so ago, and we just want to give her the chance to make any comments, to sort of open up and sort of talk a little bit about how parents are feeling so, Elizabeth, Did you want to say anything at all? Yes, I wanted to say about mental health and bullying.

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D20 CEC20: I feel like we are still, since we are only like this is the first year that we have a whole school year; that the students and people in the community are still dealing with mental health issues, and I don't want our district to like, forget, or try not to get the

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D20 CEC20: money. Apply for the money that hockey has put out from New York like she's put out. She earmarked. A 100 milliondollars for New York State for mental health.

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D20 CEC20: and also another article that I read, said New York City continues to grapple with youth, mental health challenges.

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D20 CEC20: and we need to create safety net for kids in crisis. And Adam, said he, will our Mayor Adams. There was another article saying: Mayor Adams says he's going to introduce 4 initiatives

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D20 CEC20: to help with mental health issues

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in our New York city high schools.

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D20 CEC20: but I feel like he should add one more, and that one is to add a

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D20 CEC20: a group here bullying Help group which will be comprised of students taking care of it.

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D20 CEC20: and also I wanted to talk about bullying because I attended a few CC meetings

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D20 CEC20: and a lot of the in different districts, and a lot of students

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D20 CEC20: that one. These essays we're talking about bullying, and how they were affected by bullying, and they were talking about discrimination microaggressions.

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D20 CEC20: and, you know, hate because of their race, and how they look. So I want to keep

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D20 CEC20: like it in the forefront that you know bullying has still not been decreased in our schools, and I also want to talk about some an incident that happened when my son, he was being bullied at

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D20 CEC20: in his elementary school

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D20 CEC20: in 2,019 a student.

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D20 CEC20: his student classmate was saying, China us blaming China Covid on my son. So that happened in 2,019. The school said they took care of it.

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D20 CEC20: But then I found out recently this February right before we went on the President's holiday trip.

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D20 CEC20: that he was still getting bullied, because I I kept thinking this year that he he didn't want to go to school because of this the after-effect of Covid.

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D20 CEC20: But he was not going to school because he was getting bullying, and I found out

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that because

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D20 CEC20: he was being bullied he didn't want to go to school, so every every day was it was a hassle to get him up because he was fighting me.

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D20 CEC20: So finally he broke down, and he told me. He got slapped twice by the same kid.

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D20 CEC20: the same kid that bullied him in 2,019 was still bullying him. So I talked to the teacher and the teacher was, she didn't realize that

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D20 CEC20: there was an incident of bullying. So she sat next to the like. They sat next to each other

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D20 CEC20: in the same classroom. So I just felt like shouldn't the school have put a notation that he believe, my son previously, so that they might not be put in the same classroom, or they could have been separated earlier, so that a second incident won't happen.

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D20 CEC20: and and I just feel like the school kind of dropped the ball on that, and that parents should be aware of when their kids are being bullied, because we don't realize when our kid is being bullied.

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D20 CEC20: because sometimes they they get mad, because when they first boarded up we didn't do anything. So I just wanted just to say, that's my

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D20 CEC20: bullying issue. But I don't I don't fault the school sometimes by just, but like maybe they school should not take

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D20 CEC20: like specific like of the bully and the victims, so that they won't be in the same classroom.

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D20 CEC20: and I felt like we also should have.

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D20 CEC20: The parents should have been able to talk to each other parent to parents. But I don't think New York City allows this. So that's my talk about bullying. Yeah.

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D20 CEC20: that's excellent introduction. Elizabeth really really great context and and sort of personal experience. And so now we have with us tonight presentations Russell Lieberman, the student services manager from the district, and Lauren Takani, the district social worker, and they will now present on these topics. And yeah.

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is that

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Yeah.

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can you just start?

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D20 CEC20: Okay, so good evening. Everybody in the audience and and online. I, Steve, said I'm Russell Leverman, i'm the student service manager here in District 20 Tonight we're going to talk about bullying, awareness and mental health support. So, Elizabeth, you know, certainly right right on topic. Here we're going to look at some data and some trends that we see within District 20,

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D20 CEC20: and then Lawrence will talk about the mental health supports and and the other data that we see going on within the district.

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D20 CEC20: Thank you.

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D20 CEC20: So in the 2,022 New York City School survey citywide. 62% of student respondents said that the schools are effective in preventing bullying

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D20 CEC20: within district. 2070% of student respondents said that the schools are effective at preventing building. So that's an 8% increase over the city wide average for our district.

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D20 CEC20: This is actually also up. So in 2,020 we didn't have accurate data, obviously because of the Covid. So we look at 2,019 in 2,019. Our district number was 65, so from 65 to 70 increase, and we're still 8 points above the city wide average, which is great.

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D20 CEC20: 87% of students in District 20 stated that they feel that their school is a safe place, which is a 3% increase compared to the citywide, which is at 84%. We then looked at conflict resolution. So within conflict resolution in district, 2084% of students feel that they are given the tools to resolve conflict peacefully.

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D20 CEC20: which is 5% above the city wide average.

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D20 CEC20: So this is some data from the school survey, looking at the comparison of what school students feel regarding bullying. And so, if you look

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D20 CEC20: with this, so this shows the 62% city wide for elementary and middle school students, and then showing the 70% result within District 20.

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D20 CEC20: And this is showing regarding conflict resolution, the way students feel regarding supportive environment, feeling that they can resolve conflicts in in a peaceful manner, 70, 79% citywide, and for district 2084.

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D20 CEC20: Okay. So in regards. To citywide initiatives regarding bullying the New York City Department of Education follows respect for all and that is our system-wide response to bullying harassment, intimidation

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D20 CEC20: Every school in New York City has a school consolidated plan which is completed each year. Within that consolidated plan there is a designated respect for all liaison. That person is, is the trained liaison in the school to deal with cases of bullying, harassment, intimidation, etc.

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D20 CEC20: If you'll notice the poster that's that's behind me on the screen. These posters are are in every school. They're visible on every floor outside of staircases, main entrances, and on the bottom it indicates a line. If you're feeling bullying, harassed, intimidated, this is the person to go to, and that's the person that is the designated liaison. Usually it's a an assistant principal, a dean, a school counselor, a social worker, and it should list the the days and the times that they're available, and where you can find them

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D20 CEC20: tech issues here.

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D20 CEC20: So respect for all files, part of chances. Regulation a 8, 32, and a 32 talks about bullying, harassment, intimidation, discrimination, and obviously that's against race, creed, ethnicity, color, national origin, citizenship, immigration, status, religion, gender, identity, gender expression, sexual orientation, disabilities, or weight. So there are multiple avenues for students and parents to report cases of bullying.

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D20 CEC20: There is the online parent portal. There is going to the Rfa liaison in the school. You can call 311. You can

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D20 CEC20: and email respect for all at school at Nyc. Gov. Once that happens, the school designee who has access to their ports is able to see that that report, and then follow up, investigate, speak with the student, speak with the parent, etc., and then the parents are then notified of the outcome of the investigation, if it was, in fact, an incident of just isolated conflict, or if it was an incident of bullying.

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so

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D20 CEC20: if we do determine that it's bulletin, or even if it is an isolated contact. Obviously students need need support, so i'm going to turn it over to Lauren Tocony in terms of the seat. Okay, alright, good evening, everyone. So.

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D20 CEC20: looking at how our district sort of compares to the city in the areas of mental health supports and Sel: so so yeah, yeah, umbrella term of how schools help support, like the non academics of student development. So how students feel how they are relating to their peers how they feel about themselves themselves as learners and as scholars as all sort of like within that sel umbrella.

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D20 CEC20: So in the 22 School survey for New York City. 60% of students citywide said that they felt that they had resources in their school to help address their Sel needs. Our district is at about 63. So we're above the city average in that area. And as I kind of like, dug into the data specifically some of the areas that I thought were really significant for District 20 and places where we really shine, 82% of students, and that's a great number 82% students said that they know who to go to

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D20 CEC20: 2 in school if they have a mental health support, need, so they know who their people are in the buildings. 62% said that they felt that there was enough time in school to talk about things like feelings and emotions 150.

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D20 CEC20: So in addition to math class, we're having these discussions around Sel with our students, and we're doing it well. 83% of students felt happy when learning in their schools in district 2089% felt safe while learning, which is incredible. And this last statistic, I think, is really it spoke a lot to me. 89% of the adults in the building felt like they could see within their colleagues a deep understanding that students social emotional needs have an impact

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D20 CEC20: on how they behave. So there is this like common understanding in District 20, as the data shows that we understand that there's functions to student behavior. We understand that there's communication in student behavior, and we're sort of handling it appropriately.

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D20 CEC20: you know, which is significant. So this is just an infographic of the data that I just shared with you. Our district is in comparison to the city-wide average.

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D20 CEC20: and I just want to share with you a little bit of Dessa data. So last year the city introduced the Devereaux student strength screening, and students participated in District 20. We did it again this year. 92% of our students have already been pre-screen for Dessa this year.

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D20 CEC20: This is a great screening that just sort of looks at students strength in the areas of social emotional growth. There are 8 competencies

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D20 CEC20: which is sort of in this wheel here, and we just sort of see where students are at. From this assessment we do this twice a year, and from this information that we get schools will target their interventions and their curriculum to help support the areas where they see the the needs for students.

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D20 CEC20: Only 10% of students in our district had a support need in one or more areas. Within these 8 competencies. Self-awareness is one self-management.

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D20 CEC20: sorry

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D20 CEC20: goal-directed behavior, social awareness relationship skills, personal responsibility, decision making and optimistic thinking are those 8 criteria

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D20 CEC20: and what's significant is that last year, right after, like you had, said Elizabeth, our first full year, coming back from the pandemic, the areas where here in district 20 were really needed a restore that students needed support. 14 of our students it was in the district identified, needing a little bit of extra scaffolding around goal-directed behavior and 17% needed a little bit of help or additional support with optimistic thinking, which, after the pandemic, it it really does make sense. And those 2

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D20 CEC20: really do complement each other. It's hard to think about making a goal if you're not feeling positive or hopeful about the future, and we all know that the pandemic really sort of stopped our ability to think about

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D20 CEC20: making goals. There's no different for our kids right like we sort of didn't know what the next thing was going to be. We were in a little bit of survival mode, waiting for, like the world to reopen. And so we're seeing that reflected in our students. But this year the same sort of indicators in those same areas we've seen a significant jump in

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D20 CEC20: like that that students are functioning better in these areas. So the 14% need of goal-directed behavior decreased to 11, which is great for a year, and then 17% dropped all the way down to 12% in optimistic thinking. And so

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D20 CEC20: just thinking about like, what are those specifically mean? So we can kind of focus in on it.

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D20 CEC20: Since the pandemic. The areas of Gold directive behavior just means that a child needed a little bit support and more support in District 20 on average, to sort of initiate, persist, and complete a task.

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D20 CEC20: And for parents you may be like, yeah, I see that with my kid for store at home we saw it in school as well. And then optimistic thinking is the feeling of confidence, happiness, and positive thinking regarding both themselves situations that have happened in the past, and hope for the future. And so these are areas where we have seen the need

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D20 CEC20: we're really addressing at the school level. So the question is, how how are we addressing these things at the school level? Students who have been identified as needing additional support are getting things like checking in and checking out with staff

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D20 CEC20: that one staff member who they have the best relationship with. They have the opportunity to connect with when they first come in the building, and before they leave. It's just that extra warm touch, that extra check-in to make sure students are doing well, feeling prepared, and in a good place, both coming and leaving school.

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D20 CEC20: Every district. 20 student has access to a certified school counselor, and they know that we can see from the data that they know that they can go to those counselors and who they are. Group and individual counseling are available to any student or a family member that requests it, or if it's sort of needed recognized by the school community.

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D20 CEC20: We have mentorship and coaching where teachers take on a group of students sort of like helping them meet their goals, defining goals for them referral to community mental health providers. We've done a lot of work this year in our office in connecting with those community health organizations, so that there's like a nice warm handoff when a family does need additional support outside of the school setting.

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D20 CEC20: School-based support team consultations. If we're finding that students are struggling because there's a learning need or a developmental need that maybe wasn't caught because of the pandemic because of the gap in learning so just sort of having the school-based support teams there to sort of check in and see that we are addressing the needs of the students appropriately based off of their abilities.

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D20 CEC20: Student self-reflection and goal checking are both standalone lessons that happen in schools and also are baked into a daily curriculum. So in math class they're talking about developing a goal just related to the math lesson. But then we're also looking deeper into that as a a personal skill.

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D20 CEC20: teaching Sel happens in many different ways. Here in district 20 SEO skills can be embedded into school curriculum. All that means is that law students are learning their poor classes. They're also learning about these sort of skills related to those 8 competencies. We have sel Standalone, meaning that some schools will do lessons that are specific, and only around Sel

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D20 CEC20: related topics. And then we also have Sel programming so different activities and events that support the strengths that that we want to see in our students, and that we've identified, and we just want to keep them growing.

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D20 CEC20: And then also, things like brain breaks. Movement breaks. Mindfulness, activities, and yoga have all been utilized by different schools and in different ways here in our district. And I think this is all these great sort of support. So why we're seeing our numbers continue to increase in the district. So thank you all so much, and thank you all, for you know, being the people who help support the work that we're doing in our schools. Thank you for the opportunity.

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Can't stay there, and i'll try and ask you questions for sure.

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D20 CEC20: Any Council members want to ask any questions like I wanted to bring up an issue because you said there's daily check in check out for identified students. But sometimes the happiest students are the ones going through the most, because, you know, sometimes with mental health issue depression.

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D20 CEC20: You don't want to show it to people, and sometimes when you take these tests, the students in our district probably

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D20 CEC20: you know they're They're motivated to be the best. I guess so. Then they probably hide their symptoms, and then they'll tell you answers

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D20 CEC20: like answers to the questions to make it seem that they're okay, like I didn't know my son was going to do that for the whole year until right after he broke down and was trying. And that's that's a failure on my part. So I just want to make sure that other

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D20 CEC20: I just it doesn't fill our students absolutely. And you know you bring up a really good point. We have really strong students, and Sometimes I think it would be easy to sort of say Well, they're such a strong student to raise your grade.

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D20 CEC20: but I think we have a pretty good understanding, because so many of our students are excellent students that even the strong students may be struggling quietly and personally.

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D20 CEC20: Yeah, One benefit that I can say is that a lot of our teachers have a relationship with our students, so they know that even when the kid is smiling, that something is not quite right. Something is off. That relationship is the thing that when we talk about mental health

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D20 CEC20: is the thing that helps us pick those students out. 100% of the time. Will we always get it right? No, I don't think that's a a realistic expectation. But once we do, we have the supports, we have the structures, we have, the the

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D20 CEC20: the scaffolding that we need for students, so that we can get them out of that space. We can get them the help that they need, and I

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D20 CEC20: I feel strongly about your son. I'm sorry that you're having to deal with it. I don't know. I just found out, and I just like I dropped the ball. So you know, I just want to avoid that. And also I've read Yesterday there was 2 teenagers shot outside Sunset Park High School. So

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D20 CEC20: maybe

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D20 CEC20: if we were able to have better mental health initiatives in this district, maybe we could avoided those students, but their their guns and stuff that they have an outlet to talk to somebody, instead of bringing guns into

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D20 CEC20: a school community that you know. Maybe we could avoid this by outreach is better, right. And I think a lot of the social emotional learning that we teach that relationship building, knowing our students, having our parents as partners. Right? It's not just about staff members having relationships with students, but it's also about having the relationship with parents, you know, knowing that there are. Trust in adults in the building that you can come to and say, hey, listen! You know my son came home. He's, you know he's. He's just not acting himself. Could somebody touch base with him? So I mean having that ongoing constant communication, I think, is so.

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for.

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D20 CEC20: Yes.

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D20 CEC20: that's that's why I was thinking like peer group counseling. Maybe there should be a club for that. So because the students are more apt to

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D20 CEC20: being more open to their peers. Yeah, that's a really great idea, absolutely. I want to ask the question. And Kevin, can can you hear me? I'm: Good. Okay, i'm done. You You guys mentioned the the data, and of course

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D20 CEC20: you know

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D20 CEC20: better than the city is nice. But you know I can't help but think about. We're talking about 65%. 70%

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D20 CEC20: 30 to 35% are negative on the servants. I mean, what's realistic? This is such a tough issue I know. And it's, you know, kids in middle school. It's very tough developmental age, of course, but like what's realistic as far as how, what we should be striving for on on those kind of numbers I mean, is it?

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D20 CEC20: It'd be awesome to be a 100, Of course. What is that realistic? And what kind of I don't know? How do you guys think about those numbers and sort of trying to to better those numbers?

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D20 CEC20: Yeah, that's a great question. I think

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D20 CEC20: you know, I believe that until it's a 100%. There's always work that we can be doing right there's always areas where we can grow. I think we do a darn good job in the district, right? And I can speak for looking at other district data to say that we are. We are pretty strong.

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D20 CEC20: but there's always space. And so I think that's part of where our roles at the district levels to think about what sort of access that we can help schools to expand on our schools do amazing, amazing work, and I think it's just how we can help support them by creating more opportunities, maybe making the road a little bit easier. So it's like so much going on in school building.

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D20 CEC20: And that's why I think. Why, i'm also grateful for our team under the new structure under Dr. Fredo. It's a priority, so I think, as long as we're making it a priority.

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D20 CEC20: And we're doing, You know all that we can. We're going to continue to see those numbers, and we're going to get closer and closer to 100. Is it realistic to say that in New York City that we're, you know, always going to be at 100%.

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Maybe not. It's a hard age developmentally, you know, when we're talking about. If we didn't deal with a pandemic if we weren't dealing with community but violence on a pretty regular basis in New York. If there wasn't so much trauma that could have been disposed to.

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D20 CEC20: then we would be having a different conversation right now. But it's the reality of where our children are having to grow and exist, you know. Can you guys, I guess, like explain sort of your your your positions, and then how you you know your connectivity with every school in the district.

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D20 CEC20: Sure. So so so my role in particular. It's kind of

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D20 CEC20: threefold more than that. But so so one we deal with crisis on a regular basis. Right? So if there is any sort of crisis situation in a school, whether it be a death, an injury, or a sickness, something like that, we deal with, that we support our councils and our social workers on on a daily basis, whether it's around child abuse issues, whether it's around mental health awareness, whether it's around bullying or discrimination or harassment. So we're constantly, you know, dealing with those types of cases

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D20 CEC20: and a lot of training. Right? So we offer tcis, which is therapeutic crisis intervention which teaches staff members how to de-splate students that are that are in behavioral crisis. We do a lot of trainings for school crisis teams around creating suicide safety, right? So that ties back into like the mental health piece, warning signs things to look for. What are the what are some risk factors. And then, really, what to do. If you identify a student that that you're really concerned about, what should you do?

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D20 CEC20: Right? You know we always say when I knew, what did I do? Right? What what should that next step be?

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D20 CEC20: Bye?

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And then, as a social worker in my role, I helped support social work and everything that Russell had said. And then this year one of the great opportunities that we had where we developed a relationship with a local organization called the Child Mind Institute. We've trained about 50 staff in the Mental Health Skilled building building curriculum, which sort of helps to inform the direct care that they get to students in small groups in classrooms. And that's been really great. Because child-mind institute is also a local provider of mental health services.

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D20 CEC20: so developing that relationship. We've been able to connect sort of our school counselors and and social workers. To this great resource we have our monthly guidance and social work meetings where they meet jointly because there's such an overlap. We yeah invite providers from the local community to share about the services that they provide, so that they have like an easier referral source. We do table tops where we give like sort of a a commonly experienced vin, yet they sort of share their knowledge and the things that that I think they would do as a best practice

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D20 CEC20: to really help develop their capacity. And then just having that time where we're giving some professional development on a great counseling practice or a crisis intervention sort of support. That has been, you know, evidence-based and really effective are some of the ways that we're sort of helping to

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D20 CEC20: ground the common language ground the common understanding and the skill set of the counseling and social work staff in District 20

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D20 CEC20: staffwise. How is it across district client? Do we have a counselor and a social worker in each school? Okay, so so as far as counselors as of right now, in all of our schools, all all 40 schools.

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D20 CEC20: Every school has a full-time counselor with the exception of 2. One was just promoted to assistant principal. So they're looking for a counselor, and another one has a part-time counselor so. But every school has every student and every school has access to a certified council. It might not be 5 days a week, but access to absolutely; and when you're talking about social work, every school has a school-based support team, social worker, and within the last year a year and a half

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D20 CEC20: we've hired about 21 full time school-based social workers in the district through different like funding sources. So that's a a a pretty big increase of additional staff that were added within social work that are full time in the building in certain schools. So we're definitely increasing those numbers.

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D20 CEC20: and i'll turn it over to others, for in just a second. But the Elizabeth mentioned that a number of programs it's feel like this topic has been the news a lot recently, and she mentioned the number of announcements by by the Mayor and others. Have you guys had a chance to sort of take a look at those announcements and think about how they're going to impact and sort of what your cake on.

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D20 CEC20: So yeah. So so some of them are things that we're we're kind of already implementing right like the brain breaks the mindful mindful minute the the yoga in classroom. So you know a lot of that which are part of May Oral initiatives. We've kind of already spearheaded that, in fact, you know. But before this structure, even when we were just broken south in general, we were the the first to kind of set off the Yoga, and mindfulness, initiative within the city. So it's certainly, you know, evident in a lot of our schools right now.

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D20 CEC20: and as it's rolling out, we're going to continue to build on that, of course.

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D20 CEC20: So so it sounds like nothing, nothing, at least, at this point based on your cursory or understanding of what the Mayor's announced. There's some stuff there, but maybe nothing necessarily brand new to District 20.

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D20 CEC20: Not that i'm seeing I don't know like nothing.

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D20 CEC20: No, I mean in terms of in the topics around wellness. Yeah, we're talking about absolutely like the the district. And and you're right. The equipment south districts in general had like a strong introduction to

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D20 CEC20: to Yoga, to mindfulness, to social-motional learning. And the schools have implemented a wide variety of curriculum. Yeah, both like you know, kind of city city sponsored with the Stanford Harmony curriculum, which was the one that was kind of real

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D20 CEC20: released school. I but also the district had engaged in the Yale centre for emotional intelligence and the ruler structure. So we talked about that from boot, meter and

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D20 CEC20: the the class charters and all that. So the the district has had like a history, and we have a few principals who have been trained in the social emotional learning practices, and have instituted and cocktail have embedded some of these office

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D20 CEC20: structures into their like school, wide enrichment models. So we have. We have schools where kids do yoga as a class, you know, 3 times a week every.

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D20 CEC20: and and we have a we have schools that, like Russell, and more reference to embed a few minutes across, even before, in the some of them as well. So, at least, that we that we do have a foundation check.

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D20 CEC20: Any other Council members want to ask any questions.

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D20 CEC20: I mean in the report. You the service 80% or 70%.

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D20 CEC20: Yes, I would like to ask about some. I would like to ask, what's the steps? Okay? Well, I got it 1 s Kevin just asked. Ask your question. Can you speak up later?

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D20 CEC20: Yeah. We saw in a survey result of people. But do we have an actual number. Say, how many bullet cases will we call this in the 2,019? And

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D20 CEC20: so that's that's data that we do track. It's not data that we provide publicly. We don't publicly release the numbers that are related to Boeing. However, any parent, Elizabeth, between you is something you can follow with your school, and

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D20 CEC20: you have us to support any parent to do so. You have a right to the to the report around text regulation a 32 if there was an incident bullying that's being reported in school, you have to write as a parent to be able to 150.

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D20 CEC20: See that record and have follow up around what actions were taken. Ferba guidelines will dictate to what extent information around what that follow is will be initiated. So the privacy, privacy, laws will govern kind of like to what extent the school can communicate with you about the details of the follow up, that you will be provided with.

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D20 CEC20: you know. Follow around what happened in that case. Okay.

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D20 CEC20: What's that? Sorry that's okay. Was that audible? Dr. Peterson? Answer: Yes, People could hear that. Okay. And Kevin, does that make sense like I I don't think we decided that privacy about our single case. I'm just calling it by me. How many incident

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D20 CEC20: to my knowledge, we can't report on them publicly on a tool number, but i'll double check with you, and I was quite easy to make sure it's something that we do track internally. We're required to. We're also required to report to the State. New York City is

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D20 CEC20: to report to the State on these text instances, and the reporting system that we use is the same reporting system that you, as a parent, once you request it for the online occurrence reporting system

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D20 CEC20: you would be when you want to report on an incident that happened with your child. That's the report that you'll be provided by the school.

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D20 CEC20: It's called a viewer's.

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D20 CEC20: Got it? Did you want to ask a question?

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Ghada Amin: Yes, I was going to ask the same question which I asked it already. I would like to ask another question about is there is like

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Ghada Amin: educational videos for

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Ghada Amin: learning, and

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Ghada Amin: we need more details about the problem of

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D20 CEC20: learning.

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Ghada Amin: because we? It's like a general general information. We don't know what's that? It's for ours. The kids take

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Ghada Amin: book and in classroom.

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D20 CEC20: If i'm understanding your

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for it.

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Ghada Amin: Okay.

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D20 CEC20: Just so. I want to make sure. I'm understanding your question correctly. You're you're asking for to see, like the sort of like the curriculum or the what the schools are using in the classroom, and especially if there is like videos and sort of those additional.

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Ghada Amin: Yes, I that right? Yeah, yeah, right.

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D20 CEC20: She's speaking about on for, for for social, emotional learning or

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Ghada Amin: for a social

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D20 CEC20: Yeah. Yeah. So so all all of our schools have websites. I would say most of their websites usually list what they do in regards to social emotional learning, whether it's Sanford harmony, whether it's the ruler, approach from Yale. You know whether it's a a curriculum that they've adopted themselves and kind of create, you know, in-house created most of them from what the ones that I've seen do have that on their website.

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D20 CEC20: But you could certainly, you know, reach out to your child school that they would certainly be able to tell you what cur, what curriculum they're using, and how they implement social motion learning.

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Ghada Amin: Okay, Thank you.

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D20 CEC20: You're welcome.

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D20 CEC20: And since parent-teacher conferences are coming up next week, it's a great time. To ask your child's teacher and principal and coordinator about the social social curriculum that he schools use

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D20 CEC20: vita. You have a question.

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VITO LABELLA: Yes, hey? Good evening. Everyone on desktop

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VITO LABELLA: hanging in there. I'm. Jessa, the the kids do this. The questionnaires is after they're done. Is there like a assessment like in paragraph form attached to it? Or is it just like the answers what the specific answers are?

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D20 CEC20: So the students don't actually do the deaths of themselves? The school community does based off of their knowledge and understanding of the student as they see them in the classroom.

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D20 CEC20: and has it as they've observed it. There is also the option for the parents to complete one for their child. If that's something that you're interested in, there's not like a a report per child. There is a a portal where you can see the responses that the the children have been given and see, like their areas within the 8 competencies. But it's not like a report. I don't think that you can print out, but it is something that a parent could view at the school. I think that so from the portal. There's a principal report. I believe that parents can.

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She provided

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D20 CEC20: for individual students. Yeah. And and so far as your right learn, so we the way that we implemented them in the city, and then in our district has been the school staff, completing, based off of the observations of the teacher or the team that works with the child, and, you know, responding to the the the statements based off of that, there is a there is a version that we've internally discussed.

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D20 CEC20: You know we thought about highlighting, having parents kind of do it side by side with the with the staff. That's something that we're discussing that something will probably, you know, end up disgusting with CC. You know, coming up in in the future. It's not something that we've we think about. You're jumping into this year, but definitely something we were

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D20 CEC20: considering, you know, in light of the

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D20 CEC20: the value of the data that we're seeing, and also the the level of interest from the community. Like, you know, we had a few meetings and had requests around Dessa and and brought in, and Hesler from Urban Assembly, who is our Tessa support specialist who presented to our

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D20 CEC20: to our President's Council, and I believe that she came to see C as well, and she did, and she's happy to come and present as well. But yeah, definitely something that we've we've considered. But parents are definitely can get of the report, and that's something that I've reported on before, can get a report of what their child's kind of report was, and they can request it directly from the teacher from the school, and if you have any, you know questions or issues about that, you can reach out to us, and we we can support them.

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D20 CEC20: And I also know that there's some conversations in communicating with, you know we as the do we feedback to urban assemblies about like what we sort of would like to see, and we've had conversations around, especially like middle schoolers and high schoolers, them doing a self-assessment, and so it's something that I think they're taking

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D20 CEC20: under advisement because that that's valuable information about how the student pursues themselves. Right? So that's something that we're working on. But it's not yet available from urban initiatives to who are the partners who, to give us the

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VITO LABELLA: 2 follow ups. So have you in all of this. We've been doing this a couple of years now. Have you identified children at risk? And what kind of things are you seeing? And are they getting help? And what are the outcomes? Do we follow it all the way through or

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VITO LABELLA: no or not, we just hand off the ball, and then say, See you later.

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D20 CEC20: that's a great question and and important right because we don't want to take this data, and like, where does it go? The students are assessed in the beginning of the school year to sort of see, like where those needs are. From the data each school has to come up with like an action plan, right where they put it into the system and say for these, like they're separated by tiers. So the tier one is like the whole school community. What are we doing for the whole school community based off of our data that every student has access to

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D20 CEC20: the students that have identified, maybe additional needs. What are the more specific interventions that we're going to do, and they literally input it into their system. And then they continue to persist in those interventions. And then students are again reassessed at the midway point of the school year, and then schools can get an idea of how effective those interventions are. The beauty of doing this for the last 2 years is now. We also have 2 years worth of data to see what interventions we've done, what's working, maybe, where the areas are that we need to sort of change. Something's not effective.

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Okay.

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D20 CEC20: And so this is like a lot of great information to help inform practices. And there is a direct expectation of schools once. They've assessed students to give the students in tier one or 2 and tier 3 interventions based off of the results. And then we're coming back. And we're checking again in the year to just sort of see that that we're seeing improvement. And if we're not, then we've got to look at critically what we're doing.

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VITO LABELLA: and try something new. Who's overseeing it? You said they come back who comes back?

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D20 CEC20: So we work in partnership with the urban initiative. So it's really kind of like a joint effort. The schools are really responsible to administer the tests to come up with the plans our office at the district 20. We help support. We have a great relationship with urban initiatives, and they have a representative that works with our district as well. So there's like a lot of hands on deck around planning for this, implementing this, and just making sure that we are regularly progress, monitoring what we're doing, because that's really the most effective

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D20 CEC20: to make sure that we're meeting the needs of our students. So it's sort of like a collaborative effort, and schools know that if they're having a Vesta issue. They can reach out to someone in our office. They can reach out to Anne. We're really lucky to have sort of like multiple supports to the school community. So the people who go back are the schools because they are the ones doing the assessment. But with the support of

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D20 CEC20: all those people that I just mentioned

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VITO LABELLA: sometime in the future, is it? It's possible to generate a report saying like we referred X number of kids to these kind of programs all year later. A percent says they're satisfied, not satisfied with the problem, Resolved, not resolved. And then is that something that we in in generic, you know

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VITO LABELLA: in a generic fashion. Of course, anonymous fashion. Of course we can. We can see publicly like, so we can tell tell people. Listen. This is a valuable thing. And and here's why we're doing

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That's kind of what the desk is, Peter like. You know they the the 8 social emotional competencies are the areas in which the determination of what type of intervention and support to provide

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D20 CEC20: is decided. So if it's like Lauren was mentioning, like if the decision based on the data is that it's a school-wide implementation like at 2 one. All children need to, you know, engage in this particular social emotional learning, curriculum, or or in a restorative justice structure, or something like something like that that we're going to embedded. We would use the decent data to monitor Whether or not that particular intervention was effective. If it comes down to

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VITO LABELLA: individual I'm. I'm. I'm. More concerned about an individual student

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D20 CEC20: things so like we would. We would look pre and post. We would look at the beginning of the year, the end of the year, Whether or not if we have a student who is target for intervention in a particular area, and we implement a a tier. We call this one a tier, 3 or one on one intervention

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D20 CEC20: we would track, based off at the end of the year, Dessa, on whether or not that tier 3 intervention was infected with that individual student, I can't report out on an individual student. Because it's it's right, because it violates privacy. So what we do, we do provide a here district-wide

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D20 CEC20: data points, and then we share the different types of interventions Ultimately, like, you know, from the district view you're You're getting a very high level. We're at 92%. We're we're talking about over 30,000 students across 14 schools. So the the real value of the tool is really at the school level, so that because at the school level, like you're had mentioned, like through Ann and Urban Assembly through the district. 20 team like we do by support, we provide resources. We provide connections, we

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D20 CEC20: perfect structure, and we provide kind of like a guidance and a vision around how to go about using the data. Ultimately, if the implementation of the data is going to happen at the school level, through the principal and their team down to the T-shirt and the and the various folks at the school who are determining and and putting in place the programs or the targeted intervention with smoking students or individuals that are determined based on okay, any idea how many

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VITO LABELLA: tier one individual kids. We have

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VITO LABELLA: you you in Tier 3. You have 3 like individual kids who need individual counseling.

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D20 CEC20: So students identified for target intervention. So that was up on the data from the presentation. I believe that we are down to 10% overall across the district who were kind of identified through desk as targeted.

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D20 CEC20: which was down from from last year.

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VITO LABELLA: No, that's great. David. Thank you so much, guys. Thank you so much. I really appreciate it.

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D20 CEC20: Keep your question

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any other questions from Council members, or can we move on to Yona?

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D20 CEC20: Okay.

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D20 CEC20: Is it from a Council Member Bill? Okay, and anyone sorry Any members of the public or that you can.

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D20 CEC20: What's the question? No, that is asking a question: how many district? 20 middle schools have an in-house school psychologist? Okay. But yeah, you guys, I take that one psychologist? No.

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D20 CEC20: that that's information we would have to get the specifics around in-house. As Well, so the short answer is that every school-based support team or Sbs T. That's the that's the team that supports

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D20 CEC20: the coordination of all individualized education programs and services.

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D20 CEC20: Every school has access to a school psychologist. Not every school has a school psychologist dedicated to their school only, so their school psychologists across the across the district, across the city are clustered so they they'll serve a couple of schools. There are some schools that have have their own that work at the school full time, but it's really dependent on the

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D20 CEC20: the quantity of cases of students with individuals, with ips. That's the primary that's the primary, you know. Kind of support function at school psychology. Yes, sir.

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D20 CEC20: Right. Thanks. Okay. I think we should move on to

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D20 CEC20: our next presentation. Thank you so much, Russell: Thank you. Really. Really good discussion. Thank you

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D20 CEC20: Okay, Next up, Jonah, are you? Are you there? And are you able to share your screen? I believe you had a presentation. Correct?

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jona isufi: Hi, Good evening, everyone.

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jona isufi: Okay.

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jona isufi: Can you hear me?

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jona isufi: We can hear you very well.

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jona isufi: I would like to let you know that I've been part of the city wide. Wellness program group. This has been in itself a great experience, because

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jona isufi: it's not just our districts. That's part of this Actually, the other Tc. Members representatives of a lot of various districts

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jona isufi: in New York City. We hold the meeting once a month. and the main scope of our group.

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jona isufi: If you come up with ideas and share existing concerns. And how can we make sure that

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jona isufi: a different wellness related

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jona isufi: programs are implemented? So all our children can have a better

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jona isufi: services. The interesting part is that every month, on one

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jona isufi: one different one different area of wellness is covered.

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jona isufi: and to relate to to relate to the previous conversation regarding regarding mental health. That is also a topic that

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jona isufi: I have brought up to those meetings, because mental health is definitely a major part. I would like to share with you a part of the presentation from the last meeting.

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jona isufi: If you can come

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jona isufi: kindly, let me know if you guys can see.

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jona isufi: Yes, we can see it. Okay. So I would like to share this slide. Just so, you know we have it. We have an idea of

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jona isufi: what the you know. The wellness group is about.

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jona isufi: So the office of school wellness programs, partners with school to create conditions where health and physical education thrive and engages the school community with programs to support student well-being.

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jona isufi: the goal of the 2022, 23 city wide wellness advisory console

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jona isufi: is to provide a set of recommendations

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jona isufi: on the city wide wellness policy, and it addresses 3 different aspects to strengthen what oh, is already there. So basically the things that are working within our schools

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jona isufi: to include what is messing. This will be a more comprehensive program.

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jona isufi: and to clarify what is included, and to make it more available.

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jona isufi: which deals with accessibility. And again, we have to keep in mind that this program.

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jona isufi: this wellness policy group is actually

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jona isufi: related to all our city. So if I start off attending the meeting, we do

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jona isufi: a bunch of different activities. We start off with

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jona isufi: very interesting icebreakers. So

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jona isufi: you we get to know more of each other, and also we are able to write in in a jump or

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jona isufi: our concern, and that it is very wide.

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jona isufi: It has been fascinating

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jona isufi: for me especially to see that

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jona isufi: not all our schools are provide the equal

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jona isufi: standards or not. All our schools have

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jona isufi: the same kind of areas.

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D20 CEC20: So I think that by the end of our meetings this will really come up or report that will be very comprehensive.

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jona isufi: All students, regardless of ability, should participate in at least 60 min of physical activity every day.

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jona isufi: That's from the Us. Health and human services.

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jona isufi: We all know that there are many benefits of physical activity

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jona isufi: for children. As a academic performance.

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jona isufi: It does improve attention and memory muscular fitness.

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jona isufi: It's built a strong

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jona isufi: car. Your metabolic health helps maintain normal blood sugar level. Hello, Frank

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jona isufi: Rain! How and it does it reduce risk of a depression.

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jona isufi: part health, improve the blood pressure and a

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jona isufi: fitness

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jona isufi: it helps in long-term health reduces risk of several chronic diseases, including types of diabetes and obesity.

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jona isufi: And of course, physical activity also helps maintain a healthy weight by regulating body weight and reduce body fast

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jona isufi: different

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jona isufi: areas of the school that are engaged in physical education and physical activity comes from the physical education class. The physical activity during school, such as recess. Now that the weather hopefully is gonna turn for the better the ability to take the children outside, and they can do some more activity there.

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jona isufi: The physical activity that children will be for and after school. my children, for example, they love to ride their scooter or their bikes to school.

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jona isufi: and after school, as we all know, in a nice weather. A lot of the children are playing in the park. and also what

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jona isufi: it goes on in the schools is that you also have staff involvement. I remember, even during the Covid time the teacher would break out

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jona isufi: in a few minutes of physical activity. Actually, as we do this meeting.

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jona isufi: we also try to break into a a couple of minutes of physical activity. Just so we're not sitting down all the time. and

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jona isufi: of course we cannot neglect that the physical education and activity also happens as part of a family and community engagement.

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jona isufi: So this charge basically shows all the possible exposure that children get

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jona isufi: in order, you know to do physical activity.

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jona isufi: One, as I mentioned before, given that this is a very wide group.

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jona isufi: Obviously one of the goals is that all children.

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jona isufi: you know, are able to have physical activity during their school day, and this relates to the topic of physical literacy

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jona isufi: as far as the physical education instruction in the school.

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jona isufi: This is for also known as PE.

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jona isufi: This is the curriculum that is, for our K. To 12.

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jona isufi: It is a line to national and State standard.

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jona isufi: and it does promote lifetime physical activities.

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jona isufi: the time requirements for physical education. There are actually

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jona isufi: time requirements that exist for elementary middle school and high school.

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jona isufi: The teachers that that teach physical education they must need, and why s They do certification requirements, and they should participate. They must participate in professional learning.

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jona isufi: All students are required to receive the instruction

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jona isufi: physical. One of the main points

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jona isufi: that we went over is that physical activity should not be used, or with health as a punishment or for reward. It is, you know, all children should have access to it, as it is a life and healthy habit

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jona isufi: as part of our family community engagement. In other words, we are trying to create a bridge between school and home. and that would go over class expectation grading policies

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jona isufi: in New York.

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jona isufi: It is fitness.

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jona isufi: The Europe is

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jona isufi: the New York City fitness from

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jona isufi: Okay. And if I

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jona isufi: that we both real quick break, and then

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jona isufi: this is I just wanted to show you for transparency. This is

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jona isufi: what our group activities look like. It's about 20 to 30 min that

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jona isufi: all of the different CC representatives throughout the city. They have a chance

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jona isufi: to write down their thoughts and

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jona isufi: experiences, the what they would like to see in the in the community, and also in the full program.

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jona isufi: One of the main topic that we're working on is that our children have a right to a few curriculum.

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jona isufi: So.

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jona isufi: apart from what the policy says that New York City Zoe must provide students in great case with 12,

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jona isufi: with an instructional instructional program aligned to academic learning standards in every grade for State laws and regulation. However this

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jona isufi: from this we do move on to

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jona isufi: from that the Jumbo board we do move on to actually expressing all of our opinions. One of the things that I always think of is that

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jona isufi: all children should have access to physical education. Even the students that we have in our schools that are with disabilities.

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jona isufi: So I know that in the school that I am familiar with, I do try to be inclusive. One of the most important kinds.

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jona isufi: Our physical education is also doing the same force. and

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jona isufi: all of that is included. I would welcome anyone I know just from the CC. But even parents that are on the call. If they have any specific questions they would like to address to the wellness program. Please feel free to reach out to our CC. Email address, and I will address those

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jona isufi: in my in our next upcoming meeting. I did let

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jona isufi: me.

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jona isufi: with our with our with leading this wellness to that. This one is group

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jona isufi: that I I am presenting, and i'm forwarding all of the information to the community. So please let me know what you're saying. If there are specific schools that you feel like, we need a special

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jona isufi: focus on physical education on wellness in general, let me know. There are different topics, as I mentioned before. So to wrap up

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jona isufi: my presentation. I would like to let you know that

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jona isufi: we will be talking at the end of this month about what is good for our bodies, good for the earth, so that will focus more on the Food Administration in our school.

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jona isufi: In our April meeting, the the focus will be on the importance of how literacy for all students.

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jona isufi: In May we'll talk about how services and safe environment is cool.

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jona isufi: and we'll be talking. We'll be talking about a healthy school environment.

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jona isufi: However, they have been very open to suggestions such as the mental health awareness that

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jona isufi: I brought up on our last gathering. So there are. I'm not sure if any of this people are in this meeting, but I want to give them a shout out for making the group very interactive and based on my knowledge.

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jona isufi: This group meets every 3 years as part of you know, the policy to kind of touch base with the community.

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jona isufi: Thank you so much.

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D20 CEC20: Yeah, thank you, Jonah. That's really

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D20 CEC20: excellent update. Can you just remind, say again, when are the recommendations due. I think you you said this committee is supposed to deliver recommendations this school year. Is that right?

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jona isufi: Yes, our last meeting is in Zoom. So I assume that after our last meeting all of this Jambo Board comments that I mentioned, everything is being put together.

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jona isufi: So the leading team of the group, they take all our comments.

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jona isufi: and that's why I invite anybody to send me questions, because I am in communication constantly with full of sound chest.

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jona isufi: Who is. you know the leader of our meetings, and she can.

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jona isufi: and she's very approachable. So I've been able to have excellent communication with her. Let me provide you guys with her full title.

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jona isufi: She is the Director of Wellness policies at all of the office of school wellness programs. so feel free to send me any questions any specific concerns. Again, this is a city-wide platform.

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jona isufi: so it it is not the same just to our district, and is it would you like people to send it to the Ce email. Or is there a a better email for questions? You could send it to my email that I can filter through them and send it, and then forward them to a follow up.

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jona isufi: I just put your email in the chat there. Thank you.

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D20 CEC20: And you know there's a couple of questions I just want to go through, and maybe I don't one of these is fairly specific. What is the actual required time for PE in elementary schools. I don't know. If

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D20 CEC20: you're in it you'll strap your head. You wouldn't know that I would.

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jona isufi: I can look into that. But the number like about 60 min there should be.

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jona isufi: We should have 15 min of physical activity in general.

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jona isufi: Okay, and we're just.

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jona isufi: I cannot hear David. I'm: Sorry, Dr. Pareto. I believe I believe it's 90 min per week.

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or the equivalent of 2 periods

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D20 CEC20: per week. Yeah, I I believe it's 2 for elementary and for middle

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D20 CEC20: you do, City. Okay?

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And then just back to questions, there's a couple questions that have come in on

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D20 CEC20: back to bullying and student health and, David. Maybe you can take these, since Russell, and why not here? But what are the procedures followed when a student is exposed to discrimination and bullying, whether it is from students, or some of them, the school administration. So the that falls under Chancellor Drake, a a 8 to 8, 32,

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D20 CEC20: the once it's reported the school is required to investigate

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D20 CEC20: conduct, you know.

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D20 CEC20: make a finding, and then, if it is a if it is substantiated as bullying, there's requirements from follow up, so they have to follow up around it, putting in place interventions, be it counseling other types of restorative

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D20 CEC20: pieces, both for the victim and for the and for the

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D20 CEC20: the the suspect is the terminology that okay? So a 832 that's transferred and that's applicable to what? If there's a situation where someone feels like a staff member is bullying a child.

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D20 CEC20: So when it's that's a different regulation. A 32 govern student to student issues. You're talking when you're talking about staff to student. You're talking about a 420, or a 421. Those are instance of

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D20 CEC20: they're considered abuse. So those are reported to office of special investigation. Okay, we we have that link available, and those types of allegations can be made directly to the school principal.

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D20 CEC20: They can be made to my office, and they can also be made directly online via the there's a link directly to Osi and our office, and I believe that they can all, so can 301 also be leveraged to make the report.

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D20 CEC20: and 3 and one can also have made can be so. Make those reports. sir, and they can. You can also use a mixed account to make a record kinda

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D20 CEC20: and there's just a comment in here that i'll just read Michelle Magnus, who most of us know. She recommends her school that her school has a box out bullying assembly, which was very, very helpful and informative so that particular type of technique box up. Bullying is an organization that gives a school-wide assembly's grade white assemblies around. You know.

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D20 CEC20: promoting anti-bullying measures that happen in several of our schools. Awesome! They're good.

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D20 CEC20: great. Thank you. That was excellent. Thank you. Yona. Thank you, Elizabeth. Thank you. Lauren and Russell, and everyone else. That was a great session, I think, and and one and one piece I can follow up on with the office of school wellness. We have, as well as part of the reorganization of the do we? We have a staff member in our in my office that is, directly from the office of school illness, who supports, among other pieces, he works directly with

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D20 CEC20: Lauren and Russell around some of our more wellness initiatives not directly connected to some of the work that we were talking about today, but around some of the development around school on those councils, and he also obviously directs and supports the PE teachers. So he provides professional development to our PE teachers, and

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D20 CEC20: we've been in discussion around district-wide initiatives around wellness around a specific to the things that you and I was talking about physical activity and kind of like personal wellness. So we would have been discussing around physical activity, nutrition, and then

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D20 CEC20: technology and the impact of technology on our wellness. So we've been talking a lot about, like, you know, developing like a screen. Yeah, it was developing like a screen initiative and talking about the impact of

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D20 CEC20: you know, the the the screen exposure and the impact on sleep. So those are some things that we, you know. Can I join? Yeah, no, seriously like we. So we've been. And one thing the the movement

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D20 CEC20: oriented initiative. In the spring we're going to probably be launching it alongside some of the the races that are happening. We have a lot of schools that partner with New York road owners and girls on the run to engage in running, and we're going to be doing some kind of like

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D20 CEC20: jump off. Events related to movement to not just running, but like movement in general. Can you send us. Yes, and I will, and I once once they're set, I'll definitely one's going to be organized, probably around the book on half Marathon, and then we'll have one around the Marathon in next call. Yeah, for sure. So as soon as I have confirmation i'll let you know for sure.

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jona isufi: Awesome. Thank you so much, and I wanted to see this during my time. But I want to wish all the women out there happy Women's Day today.

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jona isufi: I wanted to give a shout out to all of the ladies.

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D20 CEC20: Yes, very much, very, very much appreciated. Yana. Thank you.

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D20 CEC20: So we're gonna turn it right back over to David, for a superintendent's report. Go ahead, David.

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D20 CEC20: It's just

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screen

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me.

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D20 CEC20: So good evening. It's good to be here at Mars, and happy, happy, happy women's day. I know that there will be a celebration at

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D20 CEC20: at Tweed on March fourteenth to celebrate

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D20 CEC20: national Women's Day, and that's women's month. So I just wanted to share a couple pieces. We obviously already have the presentation on bullying and mental health. From from Lauren and Russell. From my team

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D20 CEC20: I got. I wanted to be able to share. Today principals were all notified as well as I was at the district level around our accountability status with New York State. So every year schools and school districts across New York State are assigned an accountability designation based off of their performance

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D20 CEC20: well within state assessments and in attendance, and this includes Eli Math Science test, as well as the nicest lot, and and apps and

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D20 CEC20: and attendance and specific to chronic absenteeism. I'm happy to announce that our state accountability status in District 20 is called local support and improvement.

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D20 CEC20: This is the highest status that's available. It's been renamed. It was formerly known as in being in good standing with the State. It is now known as local support and improvement, or LSI. But i'm happy to report that we are in LSI for our accountability status with

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D20 CEC20: the State. I we can. You could talk further about like how to go, how it

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D20 CEC20: how the State makes their determinations. But long story short, using those different metrics of state assessments and attendance.

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D20 CEC20: The categories of students in schools and across the entire district are measured to whether or not, they are making adequate yearly progress towards goals set base off of the prior year. So.

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D20 CEC20: in addition to the all students category, or like every student in school, or every student in the district so federally mandated tracks. Subgroups of students are also tracked. So this is the the racial subgroups, white asian, hispanic black

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D20 CEC20: as well as students, with disabilities and English language learners. So i'm happy to say, this is this is great. It's a big congratulations to our to our principals to our families, to

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D20 CEC20: our staff, to the district. So i'm very happy to report that. So we're we're LSI and our superintendent, and like I'm. I'm, i'm, i'm, i'm, i'm, i'm i'm i'm i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, happy i'm, i'm, i'm, i'm, i'm, i'm, happy i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm i'm i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, i'm, I'

408
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D20 CEC20: hopefully, we're going to be. We'll make it the same next year. And then I wanted to be able to provide an update on the accelerated learning inquiry superintendent program working group like where we're at with that. So

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D20 CEC20: sorry I had a lot of that

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D20 CEC20: stuff here.

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3 down slides.

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D20 CEC20: So

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D20 CEC20: I want to just remind around the structure of the examination of accelerated learning in the district. Now that we've come back from Covid, we have been able to have the reinstitution of screens, the state of our state and history, and the district around gifted and talented programs around the superintendent program, the establishment of a school

414
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D20 CEC20: that is in entirely screened, and the the restart. So we've organized this examination around 4 questions. I've dealt developed in consultation with principals across the district and parent leaders 250

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D20 CEC20: in in the district, including Cdc. Presence, Council and title, one District Parent Advisory Council. So we're

416
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D20 CEC20: currently trying to answer these 4 questions like what's our shared definition of accelerated learning? What's the current state of accelerated learning in the district who gets access to it? And what's the social emotional impact on students. And

417
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D20 CEC20: I've been using these questions to guide the initial. My inquiry into this, and what we've come to is like a draft definition. So far of the different categories we're utilizing to

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D20 CEC20: connect accelerated learning opportunities for kids in our schools.

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D20 CEC20: and at the top is the utilization of standards and the core curriculum and student and data to drive instruction in the classroom. This has been at the center of

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D20 CEC20: our professional learning and expectations of principals and their instructional leadership teams. This has included a lot of decisions that we've made around the district, and since I've come in as superintendent, including, you know, establishing interim assessment systems, identifying a district-wide assessment

421
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D20 CEC20: and going through different structures for training principals and teachers in the different methods and structures that are utilized to use data to drive instruction and to leverage a standards aligned core curriculum across the core, content areas to make sure that kids are getting access to

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D20 CEC20: that grade level. That grade level text and those grade level standards.

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D20 CEC20: The second is around 4 language instruction or dual language programs. We kind of put those in in both buckets we we do have. Obviously we have a lot of. We have high language diversity in the district. It's a

424
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D20 CEC20: it's a celebration, and also a a need for us to serve, and also an opportunity for acceleration and a push for by literacy, particularly in dual language programs, but also the opportunity to learn foreign language.

425
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D20 CEC20: in what we call foreign foreign language, arts or native language, arts, school-wide enrichment. This is an approach, very well embedded in district schools and across the city, and celebrated in some of our like highest performing schools.

426
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D20 CEC20: The idea on curriculum-driven project-based learning taking a core curriculum and organizing project-based learning opportunities that our standards line kind of building off of that court curriculum.

427
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D20 CEC20: and then so certain specialized programs, the the implementation of programs that, and I've put them in 2 categories because they exist in both places in our district one are content, adjacent specialized programs. So a program like a Socratic seminar.

428
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D20 CEC20: a structure that is operates alongside the corporate human reading and writing

429
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D20 CEC20: that isn't connected directly to that core curriculum, but is, you know, in the same, in the same thing, right? So we have several programs like that in the district, and we also have cross-disciplinary programs. So, programs that are not particular to like the 4 core content areas, but kind of incorporate them all. So, for example, the independent investigation

430
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D20 CEC20: method structure at at Mckinley is an example of a

431
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D20 CEC20: across disciplinary

432
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D20 CEC20: specialized program, and the virtual enterprise structure that is utilized at Mckinley, and at at 9, 36, and is going to be established in a couple of middle schools. Upcoming in the fall is another example of a specialized program that provides accelerate opportunity for kids to it's just an example. We have a lot.

433
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D20 CEC20: a lot of different ones.

434
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D20 CEC20: and then acceleration through partnerships. So this is where students are provided with some accelerated opportunities that are not being provided directly by school staff, but by partnerships that come in and the schools established. So, for example, at Ps. 185, we had blue origin, which is the the space group that.

435
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D20 CEC20: you know, launched the rocket into space. We actually had a group of children working directly with blue origin last year to develop a

436
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D20 CEC20: a science experiment about the impact of gravity on on objects, and they spent the year working with a blue origin, astronaut and scientists to develop a small box that literally went into the that went on the spaceship.

437
01:17:03.210 --> 01:17:20.290
D20 CEC20: They put the camera in there, and they were conducting an experiment. We watched the rocket go up and to see what happened. The rocket didn't end well, but but nonetheless the kids spent the whole year engaged in that type of experience. It was very accelerated, and really and also but long story short.

438
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D20 CEC20: delivered through a partnership not directly from the school. So this is where we've kind of started in the district as a kind of a foundation point to start organizing

439
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D20 CEC20: the around the 2. First the first 2 questions like, what do we define it as and then what's the current state?

440
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D20 CEC20: So what progress we've made so far in these 4 research questions. So first, like the expansion of regions, offerings and tracking regions, passing rates and scores we've reported out on that and our efforts last year. I'll do the same this year. We've cataloged the the number of schools and number of children that have access to S. Hsat, Prep. Across our middle schools. In the district

441
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D20 CEC20: we have expanded some district wide structures. So, for example, we expanded the steam expo to encompass the math and science Olympiads which I have. We have dates coming up for at the end of the presentation, and then also the

442
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D20 CEC20: the the partnership with civics for all but the emphasis on Soapox and Nyc public speaking platform and the participatory budgeting structure. And next year we'll have a focus on curricular implementation of the civics for all curriculum across all

443
01:18:31.440 --> 01:18:40.830
D20 CEC20: schools and grades, and then finally our project-based learning pilot, so that curriculum-driven project-based learning we are piloting.

444
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D20 CEC20: We're piloting at 2 schools this year at Ps. 102 and 127 we're piloting the development of these projects. And next year we're going, you know, planning on expanding to a couple more schools, as we, you know, kind of engage in that work and and and build our muscles in the in that area

445
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D20 CEC20: we're expanding our dual language programs into the Middle schools. So next year we will have in the middle schools, a Spanish, Arabic, mandarin and Italian dual language program for all students who are in elementary dual language programs to be able to articulate up into middle school and to continue their learning. And we're also establishing additional Spanish and Mandarin kindergarten programs.

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D20 CEC20: I've obviously I've met with groups of principals and parent leaders to develop the research questions and get feedback. And most recently I've been meeting with former district 20 students who are currently in high school, and i'm going to am continuing those school visits, and I've been really looking into and getting feedback on

447
01:19:35.920 --> 01:19:44.440
D20 CEC20: their experiences in the in accelerated programs in the district. So I've spoken to students who went to Krista Mccullough as well as having gone to

448
01:19:44.440 --> 01:20:03.750
D20 CEC20: our former superintendent programs in our district schools, as well as students who were not in the superintendent program and getting their feedback on their experience around. This idea of acceleration, like what were the access points with the celebrations? What were things that they would have added, what would they continue? What would they like to have different? So i'm continuing that

449
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D20 CEC20: that i'm visiting some additional schools and cataloging all that for a a report out from the students

450
01:20:10.800 --> 01:20:39.060
D20 CEC20: later on this year, and then finally, most recently, I've begun engaging with the principals directly around their own individual schools in both establishing these shared definitions around accelerated learning, and then connecting what they're currently doing around acceleration, and to establish what the current State is like, what is it in the district that we are providing within these these categories? And so this is going to be our most immediate work in this kind of late winter.

451
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D20 CEC20: early spring period, which i'll be reporting out in a summary of all of the different offerings across the district, kind of in a numerical standpoint.

452
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D20 CEC20: and the schools will be reporting out individually about how those particular programs are both being offered currently in their school, and then what their plans are for maintaining and expanding different opportunities that they're putting in place for next year.

453
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D20 CEC20: and those will be going not only on school websites, but also on the district website.

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D20 CEC20: and then some additional considerations that we've, you know, been in discussion with the No. Decisions have been made. We have, you know, kind of explored international Baccalaureate is a you know, a.

455
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D20 CEC20: It's international back laureate.

456
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D20 CEC20: a a structure that provides assessments and curriculum and kind of designation and status for

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D20 CEC20: for students, not just the United States, but also to have the opportunity, through an Ib. D diploma to be able to to study about something we thought about. And then we've also been really inquiring 150

458
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D20 CEC20: closely into leveraging National Honor Society. We have in our elementary schools. I was recently at a celebration at P. S. 682 that has instituted National Honor society recognition for

459
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D20 CEC20: students who are achieving at incredibly high levels and meeting the the the rigors and demands of national our Society for Recognition. I attended one of their award ceremonies, and it was it was really powerful, so something that we're also looking at as a method, not for accelerated learning, but for recognition, an acknowledgment of student achievement above and beyond what we're already doing

460
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D20 CEC20: in our schools and in the district.

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D20 CEC20: and then some just some key up to coming dates. And this is summary not just connected to accelerated learning. But I wanted to highlight our steam expos, so it's at it's. On April Fourth at Shallow we have invited the Chancellor and Senior do with leadership from teaching and learning to to attend. So we're. We're really excited about that.

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D20 CEC20: We have our district 20 science Olympiad on May 20 fourth also at Shallow. We really appreciate Dr. Hernandez for hosting all of our all of these events, and we're really excited for them. And again, like the science, Olympia, I you know it was this was a a suggestion from CC.

463
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D20 CEC20: The Math Olympiad is in progress at schools. Math Olympiad is implemented in a different way, not in an event style, but we have. I have been visiting with schools. I was just at

464
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D20 CEC20: Psi is 2, 29

465
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D20 CEC20: today, and I was with the teacher who's implementing Math Olympiad with the students in third through fifth grade. I was at P. S 1 85

466
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D20 CEC20: right before the break, talking with the teachers around the the triggers of that of the problems that children engage in the math Olympiad. So it's something that is that it's not here as an event, but it is in process

467
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D20 CEC20: in our schools, and then finally, artistic 20 soapbox I would really love, for I I would obviously love for CC. To come to all of these events. But I definitely would really

468
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D20 CEC20: love for for you all to come to to the soapbox event. This is our a public speaking event, and we will have students from all of our schools in the district represented across kindergarten through eighth grade delivering their speeches it will be held at Ms. 936, and there will be

469
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D20 CEC20: a process where students compete in the different grade bands. So K. To 2, 3 to 5 and 6 to 8, and then a final stage, where the kind of like quote unquote winners from the

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D20 CEC20: from the different bands. We'll come to the final stage in the afternoon and be able to deliver their soapbox speeches for the entire congregation. So really really excited about that for for our our kids, and then

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D20 CEC20: not to not to bury the lead. But we we also do have Eli and math exams coming up right after the break, a April nineteenth of twentieth, and May second and third.

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D20 CEC20: and that that concludes my report. Great! Thank you, David. There's a lot there. I just want to

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D20 CEC20: see if there's any questions from Cec. Members for Dr. Pratto.

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D20 CEC20: I have a question.

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D20 CEC20: 1 s hold on 1 s, Marie, we'll get you in a second. Go ahead. The celebrated learning programs that you're mentioning. Do we have funding for it to last more than one year? How much funding do we have, and how long will be

476
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programs last?

477
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D20 CEC20: So i'll go through the different categories.

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D20 CEC20: First for the core curriculum and data data-driven instruction. That is a part of the work that we do. There's that's at the core. So all students are engaged and provided access to the core curriculum. With regard to acceleration with, we're talking about

479
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D20 CEC20: using data to see what students are at different stages of meeting standards for the core curriculum and making adjustments to what we're engaging them with base off of that data. So a child who is far above

480
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D20 CEC20: the great. You know who is above the grade level standard. In theory this is where we would be looking at

481
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D20 CEC20: the level of that standard, whether it's in math, or whether it's in literacy, and providing that child with access to work that is, at the rigor of the standard based off of where they're where they, as we're assessed. If that makes sense no like the long story short, we have the founding for that we're going to. We'll be continue to do that for dual language programs.

482
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D20 CEC20: dual language programs and foreign language. Foreign language is a requirement for middle schools to provide

483
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D20 CEC20: dual language Programs are programs that are funded the same as our general and programs. They for startup. They get a little bit of funds to start up for material supplies and whatnot, but they, the teacher, is funded through the first and funding formula which we've we've talked so much about, and is currently on the table, but it's funded through the school funds. It's not something that

484
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D20 CEC20: necessarily like you lose funding for it's embedded into the schools program.

485
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D20 CEC20: School-wide enrichment. That varies it depends on what the the level, the level to which school is providing those enrichments, and what types of reversements are providing and enrichment is like a really broad term, so that encompasses are setting compasses.

486
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D20 CEC20: coding debate clubs, sports like a lot of different things. We have schools that learn how to. We have students who learn how to fly airplanes with flight simulators like we, you know there's a lot of different. They learn bioengineering. There's a lot of different enrichments. So I I don't think that the

487
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D20 CEC20: word itself is doing it justice for the broadness. That's what we need to define the current state. But in terms of funding that's based off of the school, and how the school is making a decision around. What enrichment opportunities are offering for kids?

488
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D20 CEC20: The project-based learning that is not also impacted by funding the curriculum driven Project-based learning is something that because that the school staff that is funded by fair student funding is working on developing at the school and we support from the district and from central Level on how to train them on how to do that.

489
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D20 CEC20: The specialized programs that's at the school-based decision of whether or not they're going to decide to provide those programs. Some of them are very low cost. And just in, so, for example, virtual enterprise is a a relatively low cost program that's focused primarily on training the teacher.

490
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D20 CEC20: and

491
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D20 CEC20: whereas some others can be very pricey. So it's a it's a decision on the school's part, and that's something that they factor in when they decide whether they're going to utilize one of these programs and operate at school wide, advertises something that they're providing for accelerated learning and something that i'm expecting from school leaders in their communication around what these programs are, whether it's something they're going to be able to offer and be sustainable, similar to the plans that I required schools to develop.

492
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D20 CEC20: When we were talking about instituting screens. The pro. The plan had to involve a trajectory from 6 to eighth grade. It couldn't just be something that could be offered one year and then not the other.

493
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D20 CEC20: and then, and finally, the acceleration through partnerships. That it depends it it it it could be. It could be Pricey it could be not Again, a school-based decision. All right, so which students are going to be picked for the dual language schools. What are you basing them on like

494
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D20 CEC20: their grades? Oh, how are these students can be chosen to get into the dual language programs, because when I try to do put my kids in a dual language, I had to pay extra, and I and I and I took them to a Manhattan base Dual Language School pre pandemic. So I was wondering how we're going to do this in our neighborhood.

495
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D20 CEC20: That's a great question. We have not developed screens for for dual language. Dual language has historically been screened for language. We, because within dual language programs. There is the the

496
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D20 CEC20: the need for a balance of 50 50 balance of students who are speak English as their primary language. And then you know, 50% of students who speak the

497
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D20 CEC20: you know, the the language of focus, the or the you know the L 2. So if it's going to be Mandarin, or Italian, or Russian or or Arabic, so that's the primary screen that we look for is language we don't charge. There's no extra money.

498
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D20 CEC20: But that's that, you know. Next year, when that is a part of the kindergarten and and the middle school application process, and i'll but I will communicate more around what that looks like Once it's once it's set upon.

499
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D20 CEC20: And, Marie, did you have a question?

500
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Marie Brugueras: Yes, David, thank you so much for the report. It looks like the initiatives are numerous and very exciting. So thank you very much for firing on all cylinders. I guess I had a comment.

501
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Marie Brugueras: you know as as Elizabeth was asking about dual language. I can just say that in

502
01:30:50.960 --> 01:31:03.810
Marie Brugueras: my son took a test, you know, in District 21 for David booty. So they just Basically, test your language. You come in, you know, to middle school, and they test your You know language abilities there. So that's how currently. I guess it's done.

503
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Marie Brugueras: You just take a language test, Elizabeth. But, David, the National Honor Society. Can you expand on that? I didn't quite understand which schools will be participating. And how will this process look?

504
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D20 CEC20: That's a great question. So currently we have at least one school that in elementary school that leverages National Honor Society, Ps. 682. They've established it this year. It we're exploring it I saw it as a great opportunity in this discussion around not learning, but recognition

505
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D20 CEC20: of achievement of students and national honor. Society is a national organization. They have their they have criteria for schools that that they must meet in order to be able to recognize students and enter them into the National Honor Society.

506
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D20 CEC20: It's, and it's similar. It's yeah, it's similar to Aristotle.

507
01:32:03.030 --> 01:32:10.910
D20 CEC20: but it's it's a it's a recognition structure. So I saw it as a potential in the district for us to implement across because

508
01:32:11.070 --> 01:32:27.110
D20 CEC20: we're a K to 8 district. So I want to make sure that the structures that we put in place are things that we can, wherever possible, you know implement district-wide. So obviously for elementary and middle. So the National Honor Society looked like a great opportunity to be able to recognize some of our

509
01:32:27.330 --> 01:32:39.500
D20 CEC20: kind of exemplary scholars who are achieving far above what they you know, kind of the expectation of the grade, or or whatever. And it was it so? And it was.

510
01:32:39.500 --> 01:32:51.860
D20 CEC20: you know, very structured and incredibly high expectations required of the students who are recognized in National Honor Society. So i'm I'm. I'm exploring it. I'm exploring with my team and with the principals.

511
01:32:51.860 --> 01:33:04.180
D20 CEC20: and and looking at it as a potential for another avenue for us at the district and our schools to be able to recognize high achieving students in in elementary and middle school.

512
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Marie Brugueras: and once you get more parameters around like what it will be. Can you please send it out? Because I think it's, you know pretty. It'll be pretty exciting then. Everyone likes recognition, right.

513
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Marie Brugueras: Parents and children would be.

514
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D20 CEC20: Thank you absolutely. No, absolutely. It'd be my pleasure. I I I I think that it has tremendous potential to be able to to provide that level of recognition for students who are 250,

515
01:33:29.660 --> 01:33:47.020
D20 CEC20: you know, achieving far and above, and it really aligns with some of our you know values in the city. It aligns a lot to our work in civics for all around, not just achievement, but also that that kind of the concept of of service and being responsive to to the community.

516
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Marie Brugueras: Thank you very much.

517
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D20 CEC20: No problem. David. I just want to take a couple of questions in the chat here who can participate in the Olympiads.

518
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D20 CEC20: So the Olympiads were operated at the at the school level. In in essence all students were provided access at schools that we were doing it at, so we it not. All students, did participate. But we did, you know.

519
01:34:17.360 --> 01:34:46.440
D20 CEC20: implemented it first year? Yeah. Yeah. So it was in in general, provided the access was available to all students. But not all the students ended up participating, and I would imagine it requires sort of a staff member who's willing to take the ball on that. That's right. That's right. We so we had to, and it it required at us, at the district level to provide a training and structure around how to, You know, kind of support, organize and make sure that the different requirements of the northeast regional were implemented. So that was that was kind of the big work in in in year. One

520
01:34:46.590 --> 01:34:49.960
D20 CEC20: got it, and then another question from the chat

521
01:34:50.030 --> 01:35:07.980
D20 CEC20: are the accelerated programming initiatives you just introduced open to all students, or only students in top 10 of class. So all of these programs in general are available to you. You know all students, you know there are

522
01:35:07.990 --> 01:35:12.080
D20 CEC20: in the schools that they that they're in, you know. This is

523
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D20 CEC20: I'm: I'm. Just trying to think

524
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D20 CEC20: if there's any examples of something where only

525
01:35:19.140 --> 01:35:36.750
D20 CEC20: so like. So, for example, dual language program in theory is available to all students. You do have to apply to the to the program, and, like Marie said, where you're right like there is a screening for language. It happens differently in different places, but long story short, there is a screening for language

526
01:35:37.070 --> 01:35:40.300
D20 CEC20: that would be the only one here that would have some sort of

527
01:35:40.380 --> 01:35:58.310
D20 CEC20: restriction. And then the different ways in which schools operate their enrichment models it really it depends some school, and that's something that we're kind of exploring as part of the current state, wanting to make sure that you know, when we're communicating and establishing these programs and connecting them to acceleration that they are indeed accelerated.

528
01:36:00.340 --> 01:36:21.360
D20 CEC20: And just a quick question for me. I just curious, when you were talking about the the core curriculum and and sort of looking at, you know, using data to determine students learning, learning needs and learning learning levels. Are you talking about elementary school and middle school? Yes, this is across the board. Right? Yeah, I think I remember that from your past comments about taking a holistic look at

529
01:36:21.480 --> 01:36:33.300
D20 CEC20: you know, I mean, am I right to think this is kind of encompassing everything we we used to call G. And T. That everything we used to call the superintendent program. You're kind of flushing out what all of this

530
01:36:33.360 --> 01:36:35.260
D20 CEC20: was and is right.

531
01:36:35.920 --> 01:36:54.000
D20 CEC20: What what i'm do like, what i'm doing is is like, i'm making concrete the the programs that children engage in that we, and and tying them to this concept of acceleration, like, what are the things that that children are, act, that that they're actually doing

532
01:36:54.120 --> 01:36:57.600
D20 CEC20: in the classrooms. And what are the things that i'm expecting

533
01:36:58.120 --> 01:37:06.410
D20 CEC20: schools to be able to provide to kids in order to provide them with accelerated opportunities. This is not.

534
01:37:07.130 --> 01:37:20.930
D20 CEC20: you know this is not the admissions into a class. This is what's happening here in the class that makes sense. So Ib: program. My understanding. Is those are 6 to 12. Is that correct? And they they sort of have a different way of

535
01:37:21.070 --> 01:37:32.080
D20 CEC20: mapping the the curriculum right the ib actually goes pre-kated fall pre-k to 12. Yeah, okay, but like, if you're starting Middle School, i've looked us up actually as part of our researching for our proposal.

536
01:37:32.080 --> 01:37:45.260
D20 CEC20: I think it goes like 6 to to 10 is like the what they call the Middle Year's curriculum. If i'm not mistaken, I don't know if You've looked that deeply into it at this point. But if we do, you know something like that? Is that something we would have to integrate with the high schools

537
01:37:45.390 --> 01:37:51.940
D20 CEC20: in the district, and I guess citywide, where they have. Ib. Programs are those at schools where it's a

538
01:37:52.310 --> 01:38:11.610
D20 CEC20: how, how does that work, I guess, is my general question. If you know I do so I don't know enough about it to speak knowledgeable about how we would actually like implement the program. I do what I what I have research so far is around kind of what the approach and philosophy and structure of what they're learning is.

539
01:38:11.610 --> 01:38:20.130
D20 CEC20: and to see if that type of thing would make sense based off of like what we're already doing, or is.

540
01:38:20.130 --> 01:38:43.270
D20 CEC20: or would it not make sense? That's primarily what I've been looking into, as well as kind of like the overall kind of large picture picture requirements of what it takes to be acknowledged by Ib. And to maintain it. There's a there's a lot there. There's training right like teacher training. There's there's training there's cost, and there's other requirements that the school has to meet

541
01:38:43.270 --> 01:39:02.870
D20 CEC20: in order to be able to be recognized as providing an Ib: okay, and I be experienced. So for your sort of this this review process that you're undergoing. What's your timing on it? I know we've talked in the past a couple of times, but has what's the current timing and sort of steps. Yeah. So this this particular stage was

542
01:39:03.110 --> 01:39:14.390
D20 CEC20: one that I determined to be necessary. Once engaging in the conversations around the questions and the structure of examining accelerated learning. So

543
01:39:14.500 --> 01:39:29.070
D20 CEC20: you know, by the end of this year, by the end of this school year I expect that we will have schools being able to provide the community as well as myself, with their over their

544
01:39:29.070 --> 01:39:46.330
D20 CEC20: their description of what accelerated learning opportunities that they offer to children within these categories. Some obviously will kind of leverage in some areas more than others. But long story short, like every individual school, is going to be able to communicate what they're going to offer what they have offered and what they're going to offer for next year.

545
01:39:46.330 --> 01:39:50.820
D20 CEC20: and that will culminate in in the fall. We're going to hold it.

546
01:39:50.840 --> 01:40:01.910
D20 CEC20: A showcase like a accelerated learning showcase of the schools in the district, focusing, starting in middle school around what those opportunities look like and be able to have the community

547
01:40:02.000 --> 01:40:05.370
D20 CEC20: kind of engage in them in the early fall.

548
01:40:05.620 --> 01:40:07.140
Kevin, you have a question.

549
01:40:07.240 --> 01:40:17.380
D20 CEC20: I'm. Just choose the IP program we're talking about here. Is anyone that similar to the because right now, like in high school

550
01:40:17.500 --> 01:40:19.450
D20 CEC20: in high school.

551
01:40:19.810 --> 01:40:32.000
D20 CEC20: somehow, your office Ap class and some high schools or the it Yeah. So it's the same thing. Say: yeah, i'd be yeah, same same thing. It would be the same thing. I mean, there, there's differences, right?

552
01:40:32.000 --> 01:40:52.320
D20 CEC20: Ap. And Ib: are not they? They're not the same thing. Yeah. But if but if you're talking about a school that offered Ap. And also IP this Ib: that i'm talking about is the same might be that that school would be off. That's what they you using the same curriculum organization structure, and would have to adhere to the same requirements that that school has to adhere to for the children that go through their Iv program.

553
01:40:53.500 --> 01:40:56.530
D20 CEC20: Yeah, yeah, yeah.

554
01:40:56.700 --> 01:41:00.370
D20 CEC20: Have you had a chance to read our proposal, David. I have.

555
01:41:00.380 --> 01:41:06.440
D20 CEC20: Okay, You care to share any thoughts now, or maybe it. Another time I was. Yeah, it was yeah another time, and we can

556
01:41:07.650 --> 01:41:10.730
D20 CEC20: sure up to you. We're voting on it tonight. So.

557
01:41:10.960 --> 01:41:12.060
D20 CEC20: but

558
01:41:12.430 --> 01:41:18.040
D20 CEC20: I understand your process is underway, and you're kind of working through a lot of different constituencies.

559
01:41:18.260 --> 01:41:28.780
D20 CEC20: So yeah, I I mean the my, my initial, my my initial thoughts to the proposal. I just raised a lot of questions, so I wanted to be able to, you know, to ask this question, then

560
01:41:29.230 --> 01:41:32.800
D20 CEC20: sure we can get into that another time, I think, is best.

561
01:41:32.900 --> 01:41:34.890
Any other questions for Dr. Pto.

562
01:41:35.610 --> 01:41:50.390
D20 CEC20: Actually somebody raised a point that they, the Regents, actually, the questions are very easy. They're easier than previous years. They kind of dumb it down like these core exams that students have to take.

563
01:41:50.860 --> 01:41:55.290
and in the grades I mean passing a regions for the 65. That is a

564
01:41:55.780 --> 01:42:06.050
D20 CEC20: just some question. That's a State policy, I understand. So New York City has nothing to do with the region. The regions are a state developed. Exam.

565
01:42:06.080 --> 01:42:12.020
D20 CEC20: The district average for passing rates is 81.3%.

566
01:42:13.300 --> 01:42:20.340
D20 CEC20: And then just to confirm David. That is, that's achieving a score of 65. No, that's no. That's the average passing

567
01:42:20.370 --> 01:42:23.580
D20 CEC20: the average score is an 81. That's right. Okay.

568
01:42:23.640 --> 01:42:31.320
D20 CEC20: But to pass the regions correct, you need a 65. That's it. That's the minimum. Yeah, okay. But we we score an average of 81. Okay.

569
01:42:32.550 --> 01:42:34.510
D20 CEC20: and a reminder

570
01:42:34.510 --> 01:42:53.810
D20 CEC20: that's a middle school students taking high school right? I know. I'm. So annoying with this data and competitiveness. But is it you know how the city, the other the 81. How does that score relative to this? This is not this is purely. It's a difficult thing to compare, because

571
01:42:54.120 --> 01:43:00.130
D20 CEC20: you know again, the number of children taking the assessment in middle school it varies across districts.

572
01:43:00.170 --> 01:43:07.240
D20 CEC20: and then it's like I've never really. I've never really requested it. And then high school, and then

573
01:43:07.320 --> 01:43:34.010
D20 CEC20: the way in which high schools program students based off of their regions results, especially if they're coming from. You know a student who there's the possibility of a student who passes the regions in eighth grade will still engage in the course work for that region. So yeah, because the school has determined that even though they have a certain school that they're required to go through the course work, anyway. Yeah, yeah, No. Or that dynamic. Yeah. Okay.

574
01:43:34.770 --> 01:43:39.040
D20 CEC20: Any other questions for? Oh, I just want to look at.

575
01:43:42.160 --> 01:43:57.310
D20 CEC20: Yeah, I mean, there's a. There's a question here. It's sort of outside of our range, because it's talking about Cuny students. It's talking about high school to Cuny and the need for remedial classes. And this is an issue that I've heard a lot from my friends on the City White Council and High schools about the issues of

576
01:43:57.920 --> 01:44:08.780
D20 CEC20: students going into Cuny requiring remedial work, and we need to do something about that. Develop kind of a bridge, a pathway, you know, some kind of assistance between high school or yeah.

577
01:44:08.830 --> 01:44:11.790
D20 CEC20: I do a better job in high school. But anyway.

578
01:44:15.960 --> 01:44:26.970
D20 CEC20: so we are going to move on. I think that there's a lot of topics that we could continue talking about this, and we'll hear from you in the future, David. On this.

579
01:44:28.650 --> 01:44:38.590
D20 CEC20: Next up is my report. I'm just going to make a few announcements about different things that have been going on, and that we want to bring people's attention to.

580
01:44:40.620 --> 01:44:55.100
D20 CEC20: Actually, i'm sorry, David, there's one question. I promised Maya Rosenblatt I would ask. She's not here, but she she really wants me to ask this question for you. There's there's a a tutoring program a city math program called the the Russian School of Mathematics.

581
01:44:55.100 --> 01:45:07.560
D20 CEC20: and they offer, and it's not just New York City it's. I guess it's regional a nation or whatever, and they they they offer. They get kids ready for the algebra, one and geometry. One regions talking about regions here

582
01:45:07.660 --> 01:45:12.110
D20 CEC20: in in Maya says they are covering trigonometry and grade 8

583
01:45:13.640 --> 01:45:20.910
D20 CEC20: she's saying that the current rules do not allow kids to sit for the Regents exam unless the school is offering the course and the exam.

584
01:45:20.950 --> 01:45:29.870
D20 CEC20: That's correct. And then she's saying: the particular pro Russian school of mathematics has branches in other States in some States allow kids

585
01:45:29.900 --> 01:45:32.370
D20 CEC20: to seat for a region to.

586
01:45:32.580 --> 01:45:50.360
D20 CEC20: and she wants to know if that's a possibility, what what would have to happen for this particular program to, you know, get the approval to allow the kids. Let's say you have an eighth grader, and they're taking algebra, one or geometry, one and eighth grade, and they can prepare for the Regents exam. What would that? What would have to be done? Is this a.

587
01:45:50.770 --> 01:45:59.390
D20 CEC20: I don't know the Russian school for what's it called? Far as i'm. Russian School for mathematics. I don't know the school. I don't know if it's a DOE school. It's not.

588
01:45:59.650 --> 01:46:06.300
D20 CEC20: It's a it's a it's a it's a third party organization. So the regions, again are

589
01:46:06.310 --> 01:46:15.390
D20 CEC20: The regions are a New York State Education Department. The Board, like it comes from the border regions, right? The border regions dictates the requirements for implement.

590
01:46:17.260 --> 01:46:29.830
D20 CEC20: Got it. Yeah, I so you know, I can only speak to like the requirements that New York State has for conducting, and the school has to be

591
01:46:29.910 --> 01:46:40.770
D20 CEC20: a school that the schools the child's attending has to offer the program that's right. So the the child couldn't be attending. Rsn. Let's say the school was not going to offer the Regents.

592
01:46:40.900 --> 01:46:51.200
D20 CEC20: Could the child sign up to take it under the auspices of the Russian school of mathematics go in on it. I'd have to look into it on that. And and we did reach out to. I reached out to

593
01:46:51.430 --> 01:47:06.130
D20 CEC20: I forget who now do we, central with one of these? And they were like, start with your superintendent. So if you can follow up. And so it came back to you, i'm sorry to say. But if you can just follow up basically for a third party organization like the rest of school mathematics kind of kid get

594
01:47:06.130 --> 01:47:14.170
D20 CEC20: somehow get the permission. Let's say that child's school is not offering the regents, but this. But the child is at that level

595
01:47:14.440 --> 01:47:24.940
D20 CEC20: of of of learning in this particular institution. Can they take that? That's a good question, because that's save the city money, and some kids are ready for the region.

596
01:47:25.660 --> 01:47:31.190
D20 CEC20: but they Don't have room, because, you know, you only have a certain amount of Regents class in middle school.

597
01:47:32.640 --> 01:47:42.220
D20 CEC20: So that was my, that was my follow up, or my question I was supposed to ask my for my I will. I will look into this Russian school, for mathematics is called

598
01:47:42.270 --> 01:47:43.620
D20 CEC20: Yeah, Rsm.

599
01:47:43.660 --> 01:47:58.570
D20 CEC20: But really that you understand? I think. Yeah. Cool. Thanks, David. So my comments. I just want to go through a couple of events as I mentioned. So in the past several weeks we've been very busy.

600
01:47:58.860 --> 01:48:09.800
D20 CEC20: On February seventeenth we had a call with the School construction authority about the proposed new school site on Ovington Street and the site of the St. Nicholas home.

601
01:48:10.250 --> 01:48:24.860
D20 CEC20: At the time we had talked with them they were planning to meet with the Citywide Council on high schools and community board, 10 in March to kick off the 45 day public comment process. This this is supposed to be a high school, is the early.

602
01:48:24.860 --> 01:48:31.420
D20 CEC20: the early plan that we've heard at one time. It's going to be an elementary school now. They're saying High School.

603
01:48:31.580 --> 01:48:49.830
D20 CEC20: We're not sure why, but the meetings this month got postponed, and there's no there's no new date yet, and and there hasn't been any paperwork filed no filing the section 1731 notice hasn't been filed yet. So we're just waiting to hear more about the site on Ovington.

604
01:48:49.830 --> 01:48:57.380
D20 CEC20: Everyone is very interested in sort of the school planning that we'll go around that, and whether it can be a good site for a high school.

605
01:48:57.660 --> 01:49:13.750
D20 CEC20: and then on on, on. On February 20 third, a group of us had had a call with chief operating officer, Emma, but Badara, we we talked a little bit about budget matters, and also about the class sized law. There is a class size, law task force

606
01:49:13.750 --> 01:49:28.140
D20 CEC20: that is forming now, and a number of election CC. Members have volunteered across the city and in our district, and that's going to talk about how to implement the class sized law within.

607
01:49:28.140 --> 01:49:37.530
D20 CEC20: You know, different districts, and obviously in District 20. We have some consideration concerns around crowding, and in there is a provision for

608
01:49:37.670 --> 01:49:55.980
D20 CEC20: for waivers to the class size mandates. But again, a lot of that has to be hashed out, and hopefully the the task force will have some real influence and ability to to work with the Department of Education to set up what those, what the criteria might look like and make sure we can get it implemented in District 20 in a way that makes sense for our district.

609
01:49:56.100 --> 01:50:05.840
D20 CEC20: On February 20, eighth. we were part of a a very well attended citywide meeting. We hosted a school finance expert, Dr. Margaret Rosa.

610
01:50:06.110 --> 01:50:14.880
D20 CEC20: We had about 140 people attend the meeting, and we had over 300 people view the meeting recorded after after the meeting.

611
01:50:16.620 --> 01:50:35.930
D20 CEC20: Yeah, then, on this last Monday, March sixth, there's a group of us that are working with the office of district, planning to get the ball rolling on, planning for the 3 new schools opening in 2,024, talking about demographic and zoning considerations for those 3 new schools

612
01:50:39.360 --> 01:50:50.130
D20 CEC20: tomorrow. Just an announcement for any parents applying to high school. High School announcements will be tomorrow supposedly announced after school hours.

613
01:50:50.630 --> 01:51:03.010
D20 CEC20: and then on Monday March the thirteenth, as Dr. Pretto had on his presentation. 6 Pm. Is the Cec. 20 candidate forums. and if any. I will grab the link for that and just drop it in the chat.

614
01:51:03.240 --> 01:51:03.930
I guys

615
01:51:04.500 --> 01:51:07.210
D20 CEC20: you the link for that, Kevin. Awesome, Thank you.

616
01:51:07.430 --> 01:51:21.690
D20 CEC20: And then just a final note. On April 20, seventh our Marie Brigades and and Jen Hugh are hard at work planning the next legislative breakfast for our district. 20 elected officials scheduled for April 20, seventh.

617
01:51:23.550 --> 01:51:25.280
D20 CEC20: Those are my announcements.

618
01:51:26.920 --> 01:51:36.600
D20 CEC20: Next up we have our public speaking session. Just a reminder if you would like to speak. There is a form. Kevin, can you just drop that in the chat One more time.

619
01:51:36.910 --> 01:51:45.140
D20 CEC20: The Forum to sign up is also online on the Cec. 20 website. You'll have 3 min to speak. Please adhere to the

620
01:51:45.470 --> 01:51:46.990
D20 CEC20: normal rules of

621
01:51:47.680 --> 01:51:52.310
D20 CEC20: decorum when you speak. And Kevin, is there anyone signed up to speak

622
01:51:52.520 --> 01:51:54.880
D20 CEC20: great?

623
01:51:57.080 --> 01:52:00.670
D20 CEC20: Who's the first one?

624
01:52:00.690 --> 01:52:01.570
Great

625
01:52:01.630 --> 01:52:05.390
D20 CEC20: Michelle, if you can. If you're able to unmute, go ahead.

626
01:52:10.320 --> 01:52:14.050
Michelle Magnus: I didn't realize I signed up for today. But I will speak anybody.

627
01:52:14.590 --> 01:52:22.300
Michelle Magnus: Hello, everybody! Good at Good evening, I guess. Just a a few thoughts, maybe. Then, on that

628
01:52:22.990 --> 01:52:28.700
Michelle Magnus: mental health issues what I I heard a lot about the physical

629
01:52:28.710 --> 01:52:33.250
Michelle Magnus: side of like with the mental health. And i'm a big believer in that, and running and and exercise

630
01:52:34.990 --> 01:52:47.850
Michelle Magnus: tutoring for kids who are insecure about their good grades, or how they are struggling, I think, should also be focused and thrown in there, or the do to provide tutoring, so that schools don't have to provide it themselves

631
01:52:47.990 --> 01:52:51.360
Michelle Magnus: would be a great initiative as well.

632
01:52:51.760 --> 01:52:55.880
Michelle Magnus: Giving the kids confidence to read, and especially at a young age.

633
01:52:55.940 --> 01:52:59.280
Michelle Magnus: it's something to mention. And then

634
01:52:59.900 --> 01:53:01.380
Michelle Magnus: what else could I mention

635
01:53:01.490 --> 01:53:06.280
Michelle Magnus: so fair student funding? I heard the project Based class programs

636
01:53:06.340 --> 01:53:15.990
Michelle Magnus: are coming from fair student funding. Our school is not a title, one school. So that's kind of limiting for us. And the Pta pays for a project based program this year that we're we piloted.

637
01:53:16.110 --> 01:53:30.170
Michelle Magnus: which we we're loving, and we're getting a feedback. So it kind of hurts us, though as a non title, one school, so something the do we could be providing also, for for all schools would be great which this Isn't really any of your problems this is.

638
01:53:30.700 --> 01:53:38.390
Michelle Magnus: do we head up? But other than that, I don't. I I can't think of anything.

639
01:53:39.980 --> 01:53:41.780
Michelle Magnus: Thank you.

640
01:53:43.070 --> 01:53:53.120
D20 CEC20: Thanks, Michelle. Always good to hear from you. Thanks, Michelle, and just in response to the the Pbl. I I you know I'm.

641
01:53:53.150 --> 01:54:03.840
D20 CEC20: I'm. I'm happy about the the progress that's happening in in your child's school around Pbl, and you know something that will be supporting from the district level around

642
01:54:03.840 --> 01:54:18.680
D20 CEC20: teachers kind of engaging in that work. We we will also in the future be, you know, supporting additional schools, including yours in the future. So that's like definitely something that is in my sites. And then we've

643
01:54:18.850 --> 01:54:37.570
D20 CEC20: definitely been tracking and supporting. We've had schools been opening up more, you know, Saturday academies, different tutoring programs, and after school programs for kids that are academically focused. But we hear. But we hear you loud and clear like I I I hear the tutoring theme, and

644
01:54:37.580 --> 01:54:53.250
D20 CEC20: we're, you know, continuing, and to to push, to provide those types of services wherever we have the funding and and the kind of more more more importantly, the stat like the available staffing to do so. But I hear you. I hear you loud and clear.

645
01:54:53.310 --> 01:55:16.610
D20 CEC20: David. Why, don't you just hit on what you were just telling me right before the meeting about the I already results, and what that's showing the I. Oh, so the I ready? Results are, and I I I poured on this last Not too right. It was you did, I mean, I mean just like right now, but like ties to the tutoring and all on I ready. We are seeing projections that would have us

646
01:55:16.830 --> 01:55:36.610
D20 CEC20: having improved results on both State exams this year we are seeing projections in both the in in reading and in math that would show progress from last year. So we're we're we're. I'll obviously report out on all that, and we'll we'll administered at the end of the year. But we are seeing

647
01:55:36.610 --> 01:55:44.410
D20 CEC20: signs in our data that our efforts in these areas, including in the tutoring that we've been providing after school programs, and as such are having a positive impact.

648
01:55:46.940 --> 01:55:50.190
D20 CEC20: Kevin, who is our second speaker Next is me on

649
01:55:52.470 --> 01:55:57.300
D20 CEC20: just that's the only mia. Okay, mia. Are you able to unmute?

650
01:55:58.010 --> 01:55:59.420
Mia R: Hello.

651
01:56:00.110 --> 01:56:01.660
Mia R: hi! I'm going

652
01:56:01.670 --> 01:56:10.910
Mia R: nice to be here. I'm in a a new position sort of as a parent straddling a couple of districts.

653
01:56:11.290 --> 01:56:24.580
Mia R: I am recently took a child to my for care, who is in D. 20, so trying to get used to how things are going over here for you all.

654
01:56:24.580 --> 01:56:33.470
Mia R: I am interested in the everything that was said tonight about the accelerated programming, mostly interested to hear our superintendent.

655
01:56:33.470 --> 01:56:49.700
Mia R: if you could elaborate a little bit on, do you see a difference when you're talking about acceleration between accelerated opportunities within a school, not a screen, school. But within a school is there a difference between acceleration and just advanced rigorous coursework?

656
01:56:49.700 --> 01:56:57.720
Mia R: So what makes accelerate? I I I you know, watched your presentation and listen closely. I'm still not clear on that that line.

657
01:56:58.060 --> 01:57:08.710
Mia R: Sorry, I think My! I went out for a second. I'm not clear on that line, so would it be possible for schools to offer advanced course Work for all this is.

658
01:57:09.680 --> 01:57:22.030
Mia R: instead of having i'm i'm worried about the resolution. I'll just put it that way. I think this. It would be easier to discuss it after I hear the committee actually discuss the resolution, but I did read it, and I'm. Concerned.

659
01:57:22.030 --> 01:57:30.880
Mia R: The screeners and the screen schools decide to have a separate, you know, separate classroom inside of a school what that would do to end up

660
01:57:30.940 --> 01:57:35.360
Mia R: the opportunities for other students to engage with the things course work.

661
01:57:35.410 --> 01:57:42.730
Mia R: but also how it will make them feel.

662
01:57:42.800 --> 01:57:49.780
Mia R: I think, that it's good it. That's just a it's a little school within a school that that's

663
01:57:50.090 --> 01:58:06.250
Mia R: It's difficult for me to to understand why that's being promoted here in the district that I think has been trying to to make some equity strides. So if you could just maybe touch on that at some point, just do you see a difference between acceleration and advance, of course, work.

664
01:58:06.320 --> 01:58:20.470
Mia R: and then in terms of the IP. If you are going in that direction of this or middle school students in general, in d 20 from the parents I have talked about, or talk to parents in my own district.

665
01:58:20.470 --> 01:58:36.140
Mia R: The core courses for ICT students. They have ICT sections for the court courses the 4 course. There is no support. ICT. Section for foreign language requirements for Ib. Or Middle Schools, those students. That's an academic course.

666
01:58:36.580 --> 01:58:45.740
Mia R: What our principal superintendent doing to address that that that need of support for those students and in those programs. Thank you so much.

667
01:58:46.790 --> 01:59:03.670
D20 CEC20: Okay. So i'll thanks for the question. I just I want to respond first to the the the description around accelerated opportunities in those categories that I find. So in general, those are available to all students in the school.

668
01:59:04.700 --> 01:59:08.260
D20 CEC20: That's just in general the

669
01:59:08.560 --> 01:59:10.760
D20 CEC20: idea like.

670
01:59:11.000 --> 01:59:23.700
D20 CEC20: because there's different ways in which to accelerate learning for kids. That's that's why I've kind of gone into this exploration of defining what accelerated and learning kind of means in school, so that when

671
01:59:23.710 --> 01:59:32.800
D20 CEC20: children are experiencing it, and schools are providing it, and parents see what their children are engaged in in school, they can make that direct connection

672
01:59:32.850 --> 01:59:34.430
D20 CEC20: rather than

673
01:59:34.450 --> 01:59:53.080
D20 CEC20: just understanding that if they're in a certain class that that means that that class is getting accelerated Learning, I find that that's one of my findings coming into superintendent Was that that vagueness around what children were actually being engaged in was a big barrier to determining whether

674
01:59:53.080 --> 02:00:06.960
D20 CEC20: to determining what the current state of accelerated learning in the district was. It was just defined by students being admitted into a class rather than be able to define what the experience of the child had in the class. So when in my presentation

675
02:00:07.040 --> 02:00:20.330
D20 CEC20: those different categories are things that when the school communicates out what they provide in those areas, you know, in general, those opportunities are available to all kits

676
02:00:20.950 --> 02:00:25.110
D20 CEC20: and schools have their methods for determining who

677
02:00:25.340 --> 02:00:32.580
D20 CEC20: who kind of gets in front of it, and that's part of the inquiry that I have as well. Who gets access to these opportunities.

678
02:00:32.880 --> 02:00:48.020
D20 CEC20: the the the only kind of determinations that currently exist that would restrict some students from getting into one opportunity, others current screen measures that currently exist. So we do have

679
02:00:48.120 --> 02:01:05.770
D20 CEC20: talent or audition screening at Ms. 936 Our soft third students submit a a a a performance based portfolio within the arts for admission into the school, and at the Kristin Mccall of school at the

680
02:01:05.860 --> 02:01:21.370
D20 CEC20: Madeleine Brennan School and at Mckinley Junior High School. Those schools all have a academically screened program based off of a composite score of court course grades from the fourth grade, and that's the part of the

681
02:01:21.370 --> 02:01:31.240
D20 CEC20: the screened, the the re their agree opening of screens in the fall. So at those schools admission into the school and the program

682
02:01:31.240 --> 02:01:57.430
D20 CEC20: has that barrier restriction. But once the school, once the child is admitted into the school, the school has the ability to provide access to those accelerated opportunities within those categories. Once the child is admitted into school, whether they're in the program or not. In that program they can. Still, you know, the school still has the ability to provide enrichment standards driven core curriculum.

683
02:01:57.780 --> 02:02:07.920
D20 CEC20: Obviously the you know project is learning any partnerships, any kind of specialized programs and the like. So I hope that that's not too long an answer to your question.

684
02:02:07.920 --> 02:02:26.970
D20 CEC20: But in general the I, the opportunities are open to all the other thing that you brought up around ICT classes. I just wanted to get a sense, and that's something that we can follow up with you individually. I like to discuss kind of individual issues over the public meeting. But i'd i'd like, for you know, for you to reach out to

685
02:02:26.970 --> 02:02:28.590
D20 CEC20: if this

686
02:02:28.700 --> 02:02:34.820
D20 CEC20: issue that you're bringing up in your child's class has to do with one of my schools. I'm going to ask my

687
02:02:34.820 --> 02:02:49.950
D20 CEC20: family support Coordinator and family leadership Coordinator Bill and Sylvia. They're going to put their contact info in the chat, and please reach out to them directly, and just kind of share what's going on with them, so that we can support you in following up.

688
02:02:51.070 --> 02:03:07.900
D20 CEC20: Thanks, David, and just to be clear to anyone on the on the call right now, because we only had 2 public speakers signed up. We we're we're allowing sort of some some Q. A. Sort of the superintendent to respond. If there's a larger number, or the circumstances are different. Most of our meetings. We just have

689
02:03:07.900 --> 02:03:19.260
D20 CEC20: public speaking just like they do every other meeting run by open meetings, law without the opportunity for back and forth, but appreciate the answers David. It's it's great when we can. We have the flexibility to do that.

690
02:03:20.870 --> 02:03:30.070
D20 CEC20: Any other speakers signed up Kat. No, that's everybody. Okay. And for the interpreters. Are there any participants on the language lines who would like to speak?

691
02:03:38.450 --> 02:03:40.400
Spanish Interpreter. Rosy Cuellar: No one? It's 5.

692
02:03:40.780 --> 02:03:42.360
D20 CEC20: Okay, Thank you.

693
02:03:42.550 --> 02:03:47.530
Arabic Interpreter- Hadeer Al Amiri: No. My phone. And to reliant. There was no one for the other. Because one. Thank you.

694
02:03:47.920 --> 02:03:49.590
D20 CEC20: Great. Thank you, everyone.

695
02:03:49.620 --> 02:03:53.340
Okay. So let's move on to our vote on the resolution.

696
02:03:55.390 --> 02:04:01.390
D20 CEC20: I will grab the resolution.

697
02:04:05.140 --> 02:04:11.530
D20 CEC20: Give me one bare with me. Everyone sorry for the delay. I can get it right here, Kitten, I got it. Thank you.

698
02:04:16.390 --> 02:04:18.520
D20 CEC20: Let me just share my screen.

699
02:04:23.330 --> 02:04:24.020
Okay.

700
02:04:28.390 --> 02:04:38.970
D20 CEC20: Okay. So this is resolution 9. This is a resolution requesting district, one established a district academic screen middle school program. the

701
02:04:39.580 --> 02:04:47.790
D20 CEC20: there there are 3 sponsors, and then there's one Co-sponsor Kevin, Zhao we're going to add his name as an amended co-sponsor. To this

702
02:04:47.830 --> 02:05:01.500
D20 CEC20: this is really just a resolution laying out, You know, the the kind of the discussion that's going on. As, as as David mentioned, he's got to hear from every major stakeholder group, and this is our chance to sort of outline what we would like to see.

703
02:05:01.520 --> 02:05:13.260
D20 CEC20: and it really there's a there's a proposal that a number of us have written. That provides a lot of detail on admissions in our curriculum.

704
02:05:13.530 --> 02:05:24.160
D20 CEC20: and talks about some of the the logistics of the program. That proposal is available link from this resolution. if anyone would like to full detail.

705
02:05:24.570 --> 02:05:41.760
D20 CEC20: But the resolution itself really just summarizes some of the the principles. We would like to see standards-based resolution utilizing academic measures such as test scores, grades for admission to the program.

706
02:05:42.170 --> 02:05:50.820
D20 CEC20: And then it talks about sort of where we would like the program to to bring kids and specifically thinking about.

707
02:05:50.900 --> 02:06:06.170
D20 CEC20: you know, for the kids who are in particular, you know, one group. Maybe we set them up to reach a certain level where they're taking some high school coursework by the time they're in they're in eighth grade, and then maybe for a second group of kids.

708
02:06:06.200 --> 02:06:19.190
D20 CEC20: maybe not as much high school level work, more probably more in line for our our second track, more in line with a lot of the regions focused programs that are in the district today, 150.

709
02:06:19.660 --> 02:06:29.520
D20 CEC20: So the the the benefit. Of course, we thought a lot about how this would prepare kids for high school, and I will say that one thing we we did not do is just sort of say.

710
02:06:29.530 --> 02:06:34.510
D20 CEC20: All right, let's. Let's move kids as fast as possible, and let's get every kid

711
02:06:34.640 --> 02:06:52.730
D20 CEC20: taking as as much as they can as quick as they can. We really thought very carefully about what made sense, and what didn't. And for example, on the science track. This is just one example. We we didn't think it made sense to really in eighth grade be pushing kids into 2

712
02:06:52.730 --> 02:07:11.250
D20 CEC20: sort of the the high school science, because chances are just like David said a few minutes ago. They're probably going to have to take it again in high school. And so we we sort of thought about, you know, for our our version of accelerated learning. We would sort of have kids on a most accelerated track

713
02:07:11.250 --> 02:07:28.380
D20 CEC20: get through the the middle school coursework by the time they're in seventh grade and then spend eighth grade really diving in on what we're calling scientific method. But essentially it means really helping students across a variety of scientific disciplines do real deep dive learning more than they could

714
02:07:28.380 --> 02:07:38.910
D20 CEC20: if they were just on strictly on grade level through middle school. So that's one kind of example, and one thing we've also done is we we Haven't tried to

715
02:07:39.090 --> 02:07:50.820
D20 CEC20: sort of maximize the number of regions. We understand that regents are are an important barometer of where kids are, but they're also something that can be taken in high school as well. And so we've

716
02:07:50.820 --> 02:08:10.520
D20 CEC20: We've looked at the the math and science, the algebra and the living environment regions as being sort of the ones that we would we would promote as as part of the program, and then the on the humanities. The Ela regions in the history regions make those optional until kids have have entered high school.

717
02:08:10.520 --> 02:08:29.340
D20 CEC20: So those are just. That's just some sort of some of the thought behind this. We've got in. The the resolution is pretty short. It just shows where sort of the basic principles Why, we want to do this and what we're recommending how we're recommending admissions to work. We do think there should be some kind of testing at admissions right now.

718
02:08:29.340 --> 02:08:35.710
D20 CEC20: The city has for middle school a emissions based on grades.

719
02:08:35.810 --> 02:08:37.090
D20 CEC20: Grades are important.

720
02:08:37.120 --> 02:08:51.440
D20 CEC20: Grades are also subject to different teacher grading systems. There's always going to be some kind of subjectivity and and potential bias there. So we really believe it's important. And we're we're going to ask David and ask the city to really promote the idea of

721
02:08:51.480 --> 02:08:58.500
D20 CEC20: including some kind of assessment. We do this in our district grading policy, we should do it in admissions, policies as well.

722
02:08:58.980 --> 02:09:03.270
D20 CEC20: I'm going to stop there. Do any other Council members want to talk about the resolution.

723
02:09:05.940 --> 02:09:09.420
D20 CEC20: and i'll stop sharing my screen for now, so I can see.

724
02:09:09.840 --> 02:09:17.370
D20 CEC20: and if no other Council members have any comments on it, hey, Vito, Go ahead. Oh, sorry. I'm right for you. With that we'll get you. Go ahead, Beat up

725
02:09:17.750 --> 02:09:23.230
VITO LABELLA: I so I I wanted to wait. I know the superintendent laid out his

726
02:09:23.360 --> 02:09:47.400
VITO LABELLA: his program that he's making. I wanted to wait to comment on that until we had the resolution. So, Dave, I want to thank you for taking on this really herculean task. And what I want to say is, this is a debate that's going on citywide, and for you to develop a standalone curriculum for 6, seventh and eighth grade could be impactful and uses a template throughout the entire city.

727
02:09:47.460 --> 02:09:55.310
VITO LABELLA: I believe that 33% of our kids were for better. I agree with Steve and others that you know. Maybe

728
02:09:55.780 --> 02:10:08.150
VITO LABELLA: if you saw how many kids scored 90 or better in the 4 core classes that is probably 40 or 45% in district in just for 20. So 33% is is a smaller cohort, and that

729
02:10:08.160 --> 02:10:10.110
VITO LABELLA: is a way to to try to

730
02:10:10.240 --> 02:10:18.980
VITO LABELLA: to make it less of a of a of a project. But if the New York City public school system, the new name, they want

731
02:10:19.000 --> 02:10:20.180
VITO LABELLA: to say that

732
02:10:20.350 --> 02:10:32.720
VITO LABELLA: 90 and the 4 course grades are the threshold for advanced work. Then I'm: okay with it. So if 40 or 45 of our kids are are qualified with this program. What i'm asking, and what I'm asking in

733
02:10:32.930 --> 02:10:52.220
VITO LABELLA: all of the different hats that I wear, what I'm saying is, we got to accommodate our parents coming in, our parents. If If 45 of our kids in our district, our fifth graders want to go into this kind of a program. It's a program that you're developing that have all of these components, and it's differentiated

734
02:10:52.220 --> 02:10:55.580
VITO LABELLA: and it's accelerated, and it's enriched. Then you know what

735
02:10:55.670 --> 02:11:04.470
VITO LABELLA: i'm asking everybody I speak to. Let's have seats for that. Many kids to have to have, you know, 45% of the district

736
02:11:04.510 --> 02:11:07.360
VITO LABELLA: want this thing, and then to have a lottery within that

737
02:11:07.450 --> 02:11:13.890
VITO LABELLA: that just sets up parents against parents, kids against kids. And I don't think it's necessary if this doesn't cost any money

738
02:11:14.070 --> 02:11:22.790
VITO LABELLA: to do this. It's just a matter of of developing the program and training out teachers and our staff and Dave again. Thank you so much. I mean.

739
02:11:23.140 --> 02:11:37.060
VITO LABELLA: this is. This is a great test that you're doing, and you are. You have listened to the community and not other superintendent. Not every superintendent has done so. So I want to give you kudos and and props all the live long day. Thank you so much.

740
02:11:38.640 --> 02:11:39.720
Thanks, Fido.

741
02:11:40.480 --> 02:11:51.540
D20 CEC20: Elizabeth, could you? And i'll be here because you said a mission to 2 distinct standalone, accelerated learning tracks. So you want them to be put into 2 different classrooms or something

742
02:11:51.610 --> 02:12:00.570
D20 CEC20: different. Kids will, depending on the the particular students sort of learning level, they'll

743
02:12:00.630 --> 02:12:03.300
D20 CEC20: potentially be any either track a or track B.

744
02:12:04.220 --> 02:12:17.740
D20 CEC20: So if one student and it was specifically for track a. Just to make it sort of straightforward, I guess. A little more tangible for track. A. What we're proposing is for Track B. We're proposing. Hold on, let me just. I don't know, to get this wrong on on national television

745
02:12:17.760 --> 02:12:22.080
D20 CEC20: for track for track. B.

746
02:12:23.780 --> 02:12:36.980
D20 CEC20: It would be students just like Vito just mentioned students who who who get the 4 who score of 4 or more on the Ela and Math State test and fourth grade. So everyone, you know essentially everyone. No matter, it's not. There's no special test. It's just

747
02:12:37.090 --> 02:12:56.980
D20 CEC20: looking at the the students who have achieved these grades in their on the in fourth grade, which is when they're what's used when they apply to middle school, and then also maintain the current. The currently. The DOE says 90 average 90 grade average for admission to screen middle school programs. So that's the current policy. So we're just recommending, combining those.

748
02:12:56.980 --> 02:13:02.680
D20 CEC20: maybe call it 50% grades, 50% test scores, and then for the second one, the more selective run

749
02:13:02.680 --> 02:13:17.670
D20 CEC20: that would be conceptually. It's it's this one's the one that's a little more sort of outside the box, thinking would just be students in fifth grade. Obviously, once they've met, you know they have to meet the first. The standards we just mentioned the first track. But then, if they want to

750
02:13:17.840 --> 02:13:25.790
D20 CEC20: try for this more accelerated track, take a 90 fifth, achieve a 90 fifth percent title score on a nationally recognized screener.

751
02:13:25.880 --> 02:13:26.780
D20 CEC20: that

752
02:13:26.810 --> 02:13:38.660
D20 CEC20: sixth grade level material so really proving that they're sort of the next level above that. They're really multiple, you know, like one or 2 2 full grade levels ahead

753
02:13:38.660 --> 02:13:47.720
D20 CEC20: of of sort of where their peers might be, and in addition maintain a very strong 95 grade point average. And then we've also included in here

754
02:13:47.840 --> 02:13:54.870
D20 CEC20: an evaluation conducted by a team to say, is, this: is this right for this child? And this gets into the social emotion?

755
02:13:54.910 --> 02:14:12.940
D20 CEC20: This the team would be this: the student, obviously the parents psychologist, guidance principal, to say, All right. Is this really the right track and the right path for the student, you know. Is is this the right thing for their learning needs? And so that's the process for so-called? Track? A

756
02:14:13.710 --> 02:14:15.970
D20 CEC20: Okay. Got it?

757
02:14:16.970 --> 02:14:20.420
D20 CEC20: Any other Council members who want to speak on the resolution.

758
02:14:23.320 --> 02:14:24.120
D20 CEC20: Okay.

759
02:14:26.040 --> 02:14:33.390
D20 CEC20: So, hearing none, we can move to a is there a motion, a motion? Someone has to make a motion to vote on the resolution. Is there a motion

760
02:14:34.110 --> 02:14:38.990
D20 CEC20: motion to vote on the resolution? Is there a second

761
02:14:39.050 --> 02:14:42.200
D20 CEC20: all in favor? Okay.

762
02:14:42.750 --> 02:14:47.030
D20 CEC20: we will now conduct a roll call. Vote on resolution 9.

763
02:14:48.380 --> 02:14:50.210
D20 CEC20: Can you do that? Yeah. Sure. Cool.

764
02:14:50.330 --> 02:15:02.170
D20 CEC20: So, Kevin it, Kevin, our administrative assistant, will conduct the roll call vote. If you vote to approve the resolution, you can just say yes. If you do not want to approve it, say no, and if you abstain, you can obviously abstain

765
02:15:03.860 --> 02:15:09.680
D20 CEC20: the Council to that, and physician investing in District 20 established a district academics, Greek Middle School Program

766
02:15:09.710 --> 02:15:12.740
Council. How do you vote with Steven? Stoke. Yes.

767
02:15:12.860 --> 02:15:14.880
D20 CEC20: was it? Ch: Yes.

768
02:15:20.330 --> 02:15:21.340
Marie Brugueras: yes.

769
02:15:22.080 --> 02:15:23.650
D20 CEC20: Got it, I mean.

770
02:15:25.130 --> 02:15:26.170
Ghada Amin: Yes.

771
02:15:27.550 --> 02:15:28.830
D20 CEC20: yes.

772
02:15:31.070 --> 02:15:32.100
yes.

773
02:15:34.010 --> 02:15:35.170
D20 CEC20: we can yet.

774
02:15:35.980 --> 02:15:37.190
liping jiang: Yes.

775
02:15:38.810 --> 02:15:39.900
D20 CEC20: I see.

776
02:15:41.350 --> 02:15:42.340
Xiaoqiong Xie: Yes.

777
02:15:43.580 --> 02:15:44.560
D20 CEC20: Kevin's out.

778
02:15:44.690 --> 02:15:45.490
Yeah.

779
02:15:46.680 --> 02:15:57.830
D20 CEC20: and they are too unexcused Jennifer, Hugh, and my Lords of life. So the resolution passes 19 with 9 yeses and 2, and excuse me, thanks that they were excused.

780
02:15:58.860 --> 02:16:06.940
D20 CEC20: Okay. So with that next on the agenda is approval of February

781
02:16:07.230 --> 02:16:14.240
D20 CEC20: calendar minutes and the special meeting minutes. So, Kevin, can you share the calendar meeting minutes first?

782
02:16:33.559 --> 02:16:41.139
D20 CEC20: So everyone look over the calendar meeting minutes, and if anyone would like to make a change, please speak up. Otherwise we will approve the minutes as they are.

783
02:17:11.540 --> 02:17:12.240
D20 CEC20: General.

784
02:17:20.510 --> 02:17:21.139
Yeah.

785
02:17:25.600 --> 02:17:26.240
Now.

786
02:17:36.700 --> 02:17:41.750
D20 CEC20: would anyone like to make any changes to the minutes calendar meeting? Minutes from February?

787
02:17:43.090 --> 02:17:45.620
D20 CEC20: Okay. Hearing none, the minutes are approved.

788
02:17:48.350 --> 02:17:50.790
D20 CEC20: Can you now share the special meeting minutes. Kevin.

789
02:18:17.730 --> 02:18:18.540
Okay.

790
02:18:30.830 --> 02:18:35.610
D20 CEC20: Are you able to share those with special meeting minutes? Can you share those?

791
02:18:35.980 --> 02:18:41.940
D20 CEC20: Oh, I don't see him on the screen. This is still. This is the calendar meeting minutes.

792
02:18:48.340 --> 02:18:49.620
D20 CEC20: Sure.

793
02:18:51.230 --> 02:18:55.540
D20 CEC20: We're just trying to get the special meeting minutes to share it on the screen.

794
02:18:56.230 --> 02:18:58.610
This was our this was our special meeting.

795
02:18:59.110 --> 02:19:04.209
D20 CEC20: Yeah, it's good. Yeah. Our special meeting on February 28, with Dr. Margaret Rosa.

796
02:19:29.150 --> 02:19:33.250
D20 CEC20: Thank you so much, Kevin. Any changes to these minutes for those who were attending.

797
02:19:34.910 --> 02:19:37.469
D20 CEC20: Okay, hearing no changes, the minutes are approved.

798
02:19:39.660 --> 02:19:52.110
D20 CEC20: Now we will make a motion. Is there a motion to adjourn the March calendar, meeting motion to adjourn. Is there a second all in favor of adjourning the March calendar meeting? Aye, any opposed.

799
02:19:52.720 --> 02:19:57.470
D20 CEC20: so we will, unless anyone objects. Shall we go right to the business meeting?

800
02:19:57.860 --> 02:20:03.040
D20 CEC20: Is that cool with everyone? Okay, I will. Just

801
02:20:03.490 --> 02:20:16.420
D20 CEC20: can you hang around? I want to tell you about one thing are you okay to hang up. We Won't be long. So welcome, everyone. We will now start the march. Cec. 20 business meeting it is 824. I'll call the meeting to order

802
02:20:16.660 --> 02:20:19.950
D20 CEC20: Kevin. Can you take roll call, please?

803
02:20:19.960 --> 02:20:20.540
Okay.

804
02:20:25.530 --> 02:20:27.940
D20 CEC20: Steve. Still Here.

805
02:20:30.120 --> 02:20:31.210
D20 CEC20: you know

806
02:20:31.260 --> 02:20:31.960
VITO LABELLA: President

807
02:20:35.690 --> 02:20:36.770
Marie Brugueras: President

808
02:20:37.550 --> 02:20:39.760
D20 CEC20: got it? I mean

809
02:20:40.370 --> 02:20:41.810
D20 CEC20: you on a Sufi

810
02:20:45.570 --> 02:20:46.870
D20 CEC20: Jonah Sufi

811
02:20:51.970 --> 02:20:52.880
liping jiang: here.

812
02:20:54.230 --> 02:20:55.930
D20 CEC20: choice c.

813
02:20:56.870 --> 02:20:57.590
Xiaoqiong Xie: Here

814
02:20:58.610 --> 02:21:00.930
D20 CEC20: Evans out. Yes, yeah.

815
02:21:01.630 --> 02:21:05.520
D20 CEC20: And to excuse Jack to you and my as well. Great thanks.

816
02:21:05.780 --> 02:21:17.580
D20 CEC20: We will now have our interpreters provide their instructions for anyone wishing to dial into the language lines. We have Arabic, mandarin and Spanish interpreters here for us, with the business meeting.

817
02:21:17.590 --> 02:21:20.570
D20 CEC20: Good. Our Arabic interpreter. Please introduce themselves.

818
02:22:29.510 --> 02:22:34.230
D20 CEC20: Great. Thank you. Could our Mandarin interpreter, please introduce yourself

819
02:22:35.340 --> 02:22:38.710
I. Everyone's a following message will be managed.

820
02:22:58.900 --> 02:23:02.060
Joe. There are.

821
02:23:03.010 --> 02:23:06.770
D20 CEC20: Thank you. And could our Spanish interpreter please introduce themselves?

822
02:23:10.650 --> 02:23:11.320
D20 CEC20: Sh!

823
02:23:16.220 --> 02:23:20.160
SPANISH-Molly Gordy: Good! Good evening. This is the Spanish interpreter.

824
02:23:36.490 --> 02:23:43.100
SPANISH-Molly Gordy: Those says those

825
02:24:01.880 --> 02:24:11.520
SPANISH-Molly Gordy: those says those the same guy says Sinkhole benty sinko

826
02:24:12.410 --> 02:24:13.700
great. Thank you.

827
02:24:16.480 --> 02:24:30.040
SPANISH-Molly Gordy: So our agenda for the business meeting is extremely brief, unless anyone has anything else they would like to raise. I'm Sorry.

828
02:24:30.760 --> 02:24:44.670
D20 CEC20: That's okay. We we are just going to approve the minutes from the February business meeting unless anyone else has anything like they'd like to add so first, Kevin, could you just share the business meeting? Minutes from February?

829
02:24:45.180 --> 02:24:45.950
Yes.

830
02:24:58.190 --> 02:25:01.560
Are there any changes to the business meeting? Ms.

831
02:25:06.860 --> 02:25:13.550
D20 CEC20: Council plans to host leadership back. There is beneficial also. Minister Kevin, can you please? Can you do me a favor?

832
02:25:14.330 --> 02:25:19.380
D20 CEC20: Can you add a line under the new business subsection? A.

833
02:25:19.870 --> 02:25:22.090
That specifically says

834
02:25:22.930 --> 02:25:29.160
D20 CEC20: the Cec Budget funds will not be used for this private Get together.

835
02:25:31.040 --> 02:25:34.790
D20 CEC20: I need. We need to add that as an amendment in there.

836
02:25:38.830 --> 02:25:39.440
Yeah.

837
02:25:40.800 --> 02:25:44.350
D20 CEC20: And then so I that that's my only amendment to the minutes.

838
02:25:47.350 --> 02:25:50.730
D20 CEC20: Are there any other amendments to the business meeting minutes from February?

839
02:25:52.310 --> 02:25:56.530
Okay. So the the minutes will be approved with that amendment added.

840
02:26:00.950 --> 02:26:04.990
D20 CEC20: Does anyone else have anything else? Business meeting business related?

841
02:26:06.950 --> 02:26:12.730
D20 CEC20: All good. Is there a motion to adjourn the business meeting. Is there a second

842
02:26:14.040 --> 02:26:15.070
jona isufi: second?

843
02:26:15.810 --> 02:26:25.050
D20 CEC20: All in favor? Any opposed? Please join us for our next CC. Meetings on

844
02:26:25.210 --> 02:26:36.230
D20 CEC20: April. What is it? April nineteenth? Oh, right. We had to push this one back a week. So April nineteenth for our next Cec meetings. Thank you. Everyone for attending tonight and have a good night.

845
02:26:44.210 --> 02:26:47.600
Spanish Interpreter. Rosy Cuellar: Thank you. Good night, everyone.