Stephen Stowe: Sorry to interrupt conversations. Stephen Stowe: What are the principles to Stephen Stowe: what do you create on me? What you good Stephen Stowe: Before we begin? There's just a few housekeeping announcements. I'll I'll make the, and then we'll do color guard right away. Yeah. Stephen Stowe: as as usual at our CC. Meetings. Oh, first order of business is to take a roll call attendance. CEC 20: I'll take roll call attendance. President Steve Stowe is here. First Vice President Jennifer Hugh, second vice President was CEC 20: recording secretary Stephen Stowe: treasurer. Stephen Stowe: Are you up here yet, Marie? Stephen Stowe: Hey? Gotta CEC 20: Li ping. CEC 20: Yeah. Stephen Stowe: Steve, there's an echo. Stephen Stowe: Everyone's laptop should be muted right. CEC 20: I just missed one. CEC 20: my Rose, and that my Rosal, I don't believe she is CEC 20: alright. We have interpreted in Arabic mandarin and Spanish. CEC 20: you should see a video of these interpreters. They will now introduce themselves CEC 20: and provide instructions for anyone wishing to. Arabic Interpreter-Hadeer Al Amiri: and this announcement will be for the thank you. But our mandarin Mandarin- Yee Sze Tang: we'll be in. Mandarin- Yee Sze Tang: So yeah. you'll call me not sure Mandarin- Yee Sze Tang: in your name, Joe will. Mandarin- Yee Sze Tang: Yeah. Well, how much your Mandarin- Yee Sze Tang: so we don't know. Mandarin- Yee Sze Tang: So ee. Mandarin- Yee Sze Tang: Joe. thank you. CEC 20: Thank you. And and finally, could our Spanish interpreters please introduce themselves? Spanish Interpreter-Andri Matos: The following message will be in a Spanish. Stephen Stowe: thank you. So just to review the agenda for the evening. CEC 20: we will start with a public speaking session. CEC 20: Then we'll have a statement from January with the Council of school supervisors and administrators CEC 20: for a district 20. Superintendent, Dr. David Fredd. reported Council President. CEC 20: We'll have a second public speaking session for anyone who did not get to speak in the first one. CEC 20: and then we'll be approving the CEC 20: I just want to make a few welcome announcements in addition to Dr. Kato, who's here with us. It's always CEC 20: We're also very grateful to have sitting in the audience here tonight. 3 elected officials, Senator even 2 Assembly men, Bill Colton, and some of them must have a number of City Council candidates sitting in the audience as well and just for everyone in the room. There's 89 participants online virtually right now. CEC 20: so with that, let's begin. the public speaking. S. CEC 20: Oh, right? I'm so sorry guys, the color guard from Ps, 170 will. Now, officially. CEC 20: yeah. CEC 20: okay. CEC 20: yes. CEC 20: Yes. CEC 20: See CEC 20: yes. It's. Tequisa McPhatter: okay. CEC 20: Sure sorry for the July working on a technical search. I'm muted. Ghada Amin: Excuse me, but there is like a CEC 20: test test CEC 20: Bill. Is there any echo? CEC 20: Good! If it. If we think we're good, if anyone is online and you hear an echo, please bring it to our attention. We think we've resolved the issue. Okay, echo is better. We here great. So let's get started. our public speaking session tonight. Kevin, do you have the list of speakers? So the the rule. CEC 20: for public speaking. We'll take public speakers one of a couple of different ways either sign up for in person on the the speaking sheet at the front of the room. in front of the the stage. If you are online, there's a Google form available on the Cec 20 website, and we will also put that in the chat. If someone could put that in the chat it would be great CEC 20: and then, finally, you can always resort to the old fashioned. If you're on zoom and you would like to raise your hand, we will try to scan the participants and call on you that way. CEC 20: So we've got a number of speakers already signed up. first speaker, is Alina Lewis, a BSI parent, and I guess, for speaking, do we have. We have a mic somewhere. Right? Actually, the speaker, they should be able to use the owl, too. Right? CEC 20: Yeah. So you can come to the podium. CEC 20: It should pick it up from there, right? CEC 20: And just a reminder of this public speaking. It's a 3 min time limit. Usual rules applied. Please focus on ideas, you know, personal attacks will be tolerated 3 min per speaker. CEC 20: I send my kids to public School university because I believe deeply in the power of public education. CEC 20: but it is also incredibly rewarding. CEC 20: And then it now says that all the decisions and not give you parents the chance to wait and discuss on the debate. CEC 20: Second also, in the fall of 2,022 parents and schools were invited to propose a middle school screen for District 20 middle schools, we were led to the lead that would be up to each school to design a screen that would be appropriate for their school, when, in fact, after working hard on such a screen that Psi, Dr. Credo's office has formed us at Thesi, but indeed have no screen. CEC 20: Finally, most recently, this past spring Dr. Credo's office announced that all district 20 schools would adopt intermediate K. To 5 university. Once again parents were not meetingly engaged in this. The announcement was. Wait a week after the Chancellor has had exhorted all superintendents to meeting, they engage their communities in selecting 103 pre-curricular options CEC 20: is not the right choice for districts running in our needs students and our unique schools and Dr. Credit was not provided as evidence to CEC 20: Mr. 20 is a high performing diverse district. There's no evidence to suggest that a scripted literacy curriculum with the basic reader is an appropriate choice for students who already perform well. These parents expect rigorous and meaningful instruction. Furthermore, they're well documented to concerns that into reading doesn't reflect the rich diversity in this district. CEC 20: All of the parents on the zoom and sitting here are invested in our children's education, to our collaborative efforts in this room and on this zoom, for parents who attend Ptole meetings, organize, pay sales, sit on Srts, volunteer at dances, parties, events ensure you, live and work together across lines of difference to embody the private process that is public. CEC 20: We demand that Dr. Cattle meaningfully engages with us parents on these matters that matter so deeply to our communities and our children's New Jersey. Thank you so much, Mr. Speaker. on. CEC 20: Just Sorry to suppose we've seen a couple and a bunch of the comments in the chat about getting those in the sandwich. how many? When ready to go, Kevin? Kevin Vizhnay: They can. They can see the okay, and the sound and the sound. Yeah, I can hear you. All right. Kevin Vizhnay: You. CEC 20: Thank you. Kevin Vizhnay: Nope. Kevin Vizhnay: I'm a coming, of course. Okay, I'll pause your time, Sam. This technical figured out otherwise, just to go to laptop. All right. What are we gonna do? It's all set. It was it was a mute. Okay, that's all right. Kevin Vizhnay: Thanks, dad. Please keep us. I'll pause. Speakers with we we do on your time. I mean, like, if you correct the second Stanley, you know, when? Yeah, go ahead. Let's okay. Go ahead and please online, let us know like I said, I have 10 years on the district, 20 Cpc. And the city by council for High school. Kevin Vizhnay: I go back to 2,007 to 2,017, and looking out in the Royal, as I've seen certainly familiar. Facing Kevin Vizhnay: there we can. Kevin Vizhnay: and I find that out there. So I just want to say something here. The key thing that it's about the numbers Kevin Vizhnay: the numbers used to be that we had more than 4,000 to 4,000 decades in the East Bay, of which 800 seats were gifted at each regular month. Kevin Vizhnay: that 800 seats produce for us 545 kids, along with the specialized high school for a number of years. When that happened our admission for the high school, our local high school went down. Kevin Vizhnay: and that help a lot, because back in our home, that old days, Mr. Harrigan, were attached to schools like Fort Hamilton and New York was way over the tower we talked about 140 to 170% of capacity. Kevin Vizhnay: Once the kids become a meeting of a district. Kevin Vizhnay: the attendance and dance like. And that helps a lot. Because if you don't do this. Kevin Vizhnay: yeah, our schools are going to be over Colorado again. Dr. Kyle. Kevin Vizhnay: My point is that it's all about numbers here. If we try to lower the number of fitted programs within the district, these kids are not going to be leaving our district because they don't have Kevin Vizhnay: the ability to pass those exact. Kevin Vizhnay: Please look at the numbers. Okay. Kevin Vizhnay: I do understand. Some of your principles may not want to get the program, but for the district. That's that good. They want them to be having the ability to to leave the candle, but they can learn. Kevin Vizhnay: If they cannot be, they might be back in the public selling schools. William Chin: District 20, I later, for one to 30 years. William Chin: Our transportation infrastructure is not there for the to go to any hospital they want. Kevin Vizhnay: which is why all of the high schools are weighed on the car. Okay, I just want to make sure that what's clear? William Chin: Thank you. Kevin Vizhnay: Our next speaker is Kenny John and I is Henry in person, or he virtual Kevin Vizhnay: Henry? if anyone, if the co-host can identify Henry and the Kevin Vizhnay: I'm not saying, Oh. there he is, are you? Let's see. BSI Parent - Zheng: he's under psi. Married, John. If someone could Kevin Vizhnay: okay, go ahead. Henry, if you can. If you're unmute, you can begin speaking. Thank you. BSI Parent - Zheng: I just want to share my perspective about into reading. I'm a psi parent. BSI Parent - Zheng: my daughter. on the screen. BSI Parent - Zheng: So I hear a lot of parent concern BSI Parent - Zheng: about into reading that it is the lack of evidence and data of success. BSI Parent - Zheng: and we are not sure, if is a good idea. BSI Parent - Zheng: to ro it out without any researchers or data or support. BSI Parent - Zheng: current Aps, I has a very good program. BSI Parent - Zheng: and it's promising BSI Parent - Zheng: while inter reading is lack of the evidence that would make us confident. BSI Parent - Zheng: So this is our fear that we're going to throw out something that's not broken in hope of something that would do greater BSI Parent - Zheng: forverse. BSI Parent - Zheng: So that's our parent concern. Thank you. You. Kevin Vizhnay: I'm always impressed of who you are under all these? Kevin Vizhnay: Joseph. Yeah. Okay. Hi, My name is Marjorie Nick. my daughter is a fifth grade student at Esi. I am planning to continue at Psi for middle school. Kevin Vizhnay: My daughter commutes from District 15 special project-based, and G. And T. Curriculum and Vsi. My comments tonight are directed to the middle school. Ela curriculum change to into literature for District 20. Kevin Vizhnay: Right now there is no citywide mandate, and there has been no evidence given to parents for the district office as to why there is a need to change the middle school, sixth grade curriculum for reading and writing. Kevin Vizhnay: If you would have consulted parents at BSI. You had known that the entire 6 through eighth grade middle School elite curriculum is much loved by parents. Kevin Vizhnay: It is, and has been, a leading reason that families keep their graduating fifth graders at Vsi for middle school to unilaterally change the middle school curriculum in all District 20 S. Schools. Kevin Vizhnay: including Kevin Vizhnay: and including schools whose curriculum is proven to work because graduating students are high performing and overwhelmingly accepted into the top. New York City high schools. It is not only doing a disservice to our kids, but also ultimately negatively affect the district, as parents will choose to send their children elsewhere in the city for middle school. Kevin Vizhnay: I am frustrated and upset at the lack of transparency from the District 20 office to superintendent's office to announce and bring these changes so late in the school year, especially after middle school admission application process was already complete. Kevin Vizhnay: We're not getting the program that we applied for, and that is misleading to the parents. Kevin Vizhnay: That's all I said. Thank you so much. Thank you. Kevin Vizhnay: The next speaker is Kara Woodward. Kevin Vizhnay: Good evening, everyone. Kevin Vizhnay: My name is Tara Woodwork. I, too, am a parent from the Brooklyn School of Inquiry. My daughter is a rising sixth grader, and we have. She's been to be a science kindergarten, and we are also very happy with Kevin Vizhnay: the rich literacy program that is at our school, a program that has been developed by our teachers and has involved the use of full text that children read, and they share it together with their teacher, and they dig deeply into topics that are contained within these books. Kevin Vizhnay: So one of our concerns as parents, because the interreading program has been characterized as not relying upon full text to teach children the foundations of literacy. Kevin Vizhnay: But it said it. You lies upon excerpts and text. Therefore it doesn't provide learning the comprehension. Your critical thinking, it doesn't necessarily link children's knowledge to a larger, faster knowledge than they're learning to read. Kevin Vizhnay: According to a recent article that was published and forwards. Yes, this curriculum changes, getting the attention for that. It says something, I believe. these texts that are within the interviews are either kept at text that are either at or below grade number for the children. Kevin Vizhnay: and the text that are at the higher end of the grade level are usually reached at the end of the school semester this whole year. Kevin Vizhnay: It was also characterizing and treating is a program that's overstuffed with material, so that often those higher-level texts are not reached until the end of the school year, which means that sometimes children won't even get to this text at all. So realize that this program is being said that your children are going to be kept at or below the Gra level meeting, which I don't believe is the direction that our district wants to head into. Kevin Vizhnay: The other thing that I'd like to point out is the high, the lack of parent clockment that was involved in this change. I know we fellers speakers are problem with that again. You know, one of the the pillars of Chancellor Banks's vision for education here one of his 4 pillars Kevin Vizhnay: is in how long that is to be our true partners. Kevin Vizhnay: and I ask you, how will we be empowered to be some partners in education if we don't even have the say in the type of curriculum that is going to be implemented in our schools, not even the opportunity for public speaking, the opportunity to give our input to tell what our concerns are. And this program is chosen. Kevin Vizhnay: So in that context, we would like to see data research some basis for understanding why this program would have been chosen. When we asked. I've asked that principal. We've been directed to a website to sort of give some sort of general. And so general rankings of the program, it's nothing that we can really Kevin Vizhnay: thank you for your time. You Kevin Vizhnay: next Speaker is Anna del Fiore Dell's house. Kevin Vizhnay: Good evening, everyone. I'm Annabel Fiery Delphos. I am a candidate for City Council for Division 47, and I come with a slightly different perspective of this night. I have 3 kids in the public school system and District 20. Kevin Vizhnay: I'm also a New York City Special education, public school, special education teacher. And I've actually had the opportunity to work on the sides of the program. Kevin Vizhnay: So as a teacher and as a parent. Kevin Vizhnay: things are very different, we see things differently. But I also see things the same. There are. There's a great area where we teachers and parents can agree right? And there's also a great area where it teaches and administrators can agree, but also disagree. Kevin Vizhnay: I think what we need to do is get to a point where there is a bridge, there's a level of communication that's open. and I I may be the odd one out in this room. But having dealt with Dr. Credo when it comes to my children Kevin Vizhnay: so far, I've seen the seleness. Now I understand the frustration. I'm a product of the gifted and talented programs right here in this part, Brooklyn and I understand how vital it is to have that for our students in order for them to grow. You know, when they're not being nurtured, they're being held back, and we do a complete disservice. And we have an incredible population of students in District 20. We are Kevin Vizhnay: really a phenomenal district. I may be biased because I'm a product of this district, but I think we are one of the best districts in the city. Kevin Vizhnay: You know there is room, and I think that there is hope with Dr. Credo. I I've seen what he has done for my children particularly, and I think Kevin Vizhnay: because I am a teacher and a parent. And now, political candidate, there is a bridge that I see that is completely able to be built. Kevin Vizhnay: But there needs to be a line of communication constantly open, and if we can approach Kevin Vizhnay: not just after credit, but it's the entire deal, and it's starting with the Chancellor. You know. These these directives come from the top down. Kevin Vizhnay: If the Chancellor is not listening to us. Kevin Vizhnay: and he's giving certain directives. The superintendents are sort of at his mercy. So there's a lot of things I don't agree with chance of race. Okay, I'm not particularly a huge fan of him. I haven't been a fan of the Pascal, the chance to be honest. Kevin Vizhnay: But Kevin Vizhnay: what we can do and what we are doing now is using our voices. And for where I teach there is 0 parent involvement. Okay? I mean, it's important to say. Kevin Vizhnay: and Kevin Vizhnay: it is scary. What I see here is incredible. And this you guys have so much potential to make such a difference. And you're here, you know. I wish I had this parent involvement with my students because Kevin Vizhnay: this parent involvement is what gets your students to living in to be, whether they're special needs, kids or what they, they gifted and talented. Each kid has their own level of function, and as a parent we have to recognize that teacher, our responsibility to recognize that. Kevin Vizhnay: Thank you, and keep using your voices and bridging that gap between the parents and the administrators. Kevin Vizhnay: Thank you. Question. Next Speaker is Assemblyman Assembly, member William Colton with you. Kevin Vizhnay: The Si is actually within a block or 2 of my district office, and I know the excellent education that has gone on there with the various schools, and I see them constantly. Kevin Vizhnay: I was a teacher for 11 years, and 3 of those 11 years Kevin Vizhnay: I, at the Kevin Vizhnay: honor of teaching an Igc class, and in other of those years I taught classes with children who were struggling, and I know that we have to Kevin Vizhnay: work individually with each child. We also need to listen to what parents say. because parents know their children best. Kevin Vizhnay: Now, when I hear parents, numerous parents coming up and saying that they are frustrated because they don't feel they're being listened to. That's not something that is acceptable. Kevin Vizhnay: There needs to be communication that needs to be conversation, so that we find out what it is that the parents feel Kevin Vizhnay: is their children are lacking, what it is they disagree with, and then have a conversation. Kevin Vizhnay: because Kevin Vizhnay: Bs. I. And the other schools. Most of the schools in District 20 are quite high-performing. and whether the school is high performing or whether it's struggling, we must work with every child and every classroom to in 2 of education. Kevin Vizhnay: and that includes special education Kevin Vizhnay: where the problems of BSI has a district 75 school within its campus. Kevin Vizhnay: So we need to pay attention to the needs of children. Educators need to pay attention to what parents concerns are, and if that is not done that has to be corrective. Kevin Vizhnay: So I am very interested. I'm taking notes on what's being said, and I clearly am going to insist in demand that parents be heard that you listen to, and that they be responded to. Kevin Vizhnay: because that's what makes quality education. That's what makes great schools. And we've had great schools in District 20, and we have to make sure we continue moving in a direction that will keep those schools great. Kevin Vizhnay: And and that's something that I am very concerned about, and something I'm very interested in. So I really hope that we will have that kind of communication, and that we will make sure that you know the concerns that are expressed are addressed Kevin Vizhnay: and responded to, because quality education requires nothing less than that. So I am interested. I'm going to continue to be interested in. And let's see, you know where this needs to go, so that we can get the response to the parents and some kind of conversation going as to what is best for the children and parents know their children best. Kevin Vizhnay: So I think that it's important that we start talking about this, and I think it's important that we start dealing with it in a way that carriage feel they're being responded to in a Kevin Vizhnay: way that they have a voice, and that their voice is being impacted on decisions that are being made. So thank you. And you know, and everybody happy father's day. This is coming up so kind of like. Those Kevin Vizhnay: fathers and mothers are very important in education of children. That's how we have parents, fathers, we have mothers. We have sometimes a guardians, and they, you know, feel the function of a parent also so happy. Father's day to all our farmers in the audience. Thank you. Kevin Vizhnay: Next speaker is Susan from Kevin Vizhnay: The reason I'm here today, not because I'm a candidate, because my kids go to see as A is, go to school and go to public school, and they belong to C. E. C. 20. Kevin Vizhnay: because Kevin Vizhnay: last year we have a rally we won. We do not want a lottery. and we want more screening. Kevin Vizhnay: and that we want to see the change and the number of screening we need in our community. This district is more. Kevin Vizhnay: we don't. I understand the superintendent and try to do. You try to do your job. And the the only thing I'm here today just ask more screening, and then a lot of parents speak before me already, said all the reasons just want to emphasize. Please hear our voice. Kevin Vizhnay: Thank you. Next speaker is Ying 10. Kevin Vizhnay: Just so everyone in the room knows we're now 102 participants virtually Kevin Vizhnay: okay. So in A. M 1, one is same 10, and I'm a candidate for city council and history 23. When we talk about Kevin Vizhnay: quality education, we are not talking about equality, but equality. Everything is different from one to another, we can, based on one single effort to involve our students. Kevin Vizhnay: For example, my son went to a regular class, and now, in January Kevin Vizhnay: during the time he's in the regular class. He always complained to me that he's not learning much, and he gets very important. The reason is, the teacher has to take care of less academic students, and then they can move forward. This is so unfair for those who are have high academic students Kevin Vizhnay: and also lucky enough. He's now in the chanted program for America. Kevin Vizhnay: I'm very happy that he is now in the class waiting for one, a highest level, and he can learn more in excelling the class. Kevin Vizhnay: and I believe that my son is not the only case right here, but to many others, Jewish and parents. And, as I said, one side doesn't take all we have to make sure. Every tribe have asked us to call education, and Mary will be the best of us. Thank you. Kevin Vizhnay: Thank you. Kevin Vizhnay: Next speaker is Yi Chen. Kevin Vizhnay: Good evening, everyone. Thank you. C. Is 20. My name is ready. Chan Academy of State Council, district 43, 27 years ago I came here as an immigrant. I came here to my education. I know how important education to look at the families. Kevin Vizhnay: That's why, when I started my first full-time job, I was an active school program director. Later, at your 5 Ps. One, somebody is actually one of my after school program that way back to 10 years ago. Kevin Vizhnay: I'm working with the principal, Mr. before we were outside fighting for a fair share of our mature and more screen that I believe successful schools need to serve to continue using admissions and programs that were for our community. I hope I was so Kevin Vizhnay: self-employment is expense or Gnt program play, or after school program, some of the programs and expanding extra curriculum I really super intended Kevin Vizhnay: we can work together. Kevin Vizhnay: And when we work together everything is possible. Thank you. Thank you. Kevin Vizhnay: Our next speaker is Yi Fang Chen. Thank you. Kevin Vizhnay: We want to excuse my words. So my name is Steve Engine. I have 3 kids. currently attending public school within District 20. I have previously, in the last CC, 20 meeting, expressed by frustrations. of our CC. 20 district, 20, Middle school and villages Kevin Vizhnay: I know personally they have a lot of parents like myself, and I am speaking for a large community. So we, as parents were told, admissions to schools like crystal Cardiff in October of last year, that it will be never been done by the Kevin Vizhnay: full spring over all Gpa. Like First Top 300. However, we were. We only found out the result after the offer was made that it was an honorary based admission with some swimming like overall today, over like 19. But it's it's really different from what we were first told Kevin Vizhnay: so. having. We know that the result is going to be a lot real emissions. We would have made the choice very different. We would have rent instead of the local. Kevin Vizhnay: instead of like at the end of the day, with our parent engagement without transparency, that enough Kevin Vizhnay: at the end of the day it was like, Oh, because too many students with prize we have to go down. This is just lack of transparency, and I think it's something that's very unacceptable for me as a parent within the district, and one. Once again, I think, as parents, we really need just policy. You want the parents engagement Kevin Vizhnay: and Nascar, at least with parents myself, for a large like of first year and immigrant community within the history, we really want to have, like more screen admissions for the middle school, especially the one that is based on here and now. Thank you very much. Thank you. Kevin Vizhnay: Levin. Who do. We have online for sign up to students. Kevin Vizhnay: Give me one moment. Kevin Vizhnay: We have 7 guests. There's 7 speakers, 7 signed up. Kevin Vizhnay: I may. There's a 7 online May. and that it was like one or 2 Kevin Vizhnay: because we do have to. We do have 2 speaking sessions. CEC 20: state Assemblyman, Lester Chang, and then we're going to the the rest of the speakers. I'm sorry you'll have to wait till the second speaking session of the meeting after we get through the meeting business. So State Assemblymen, Lester Chang. Kevin Vizhnay: Thank you very much. Steve, thank you very much. superintendent, my name is Lisa Chair. Kevin Vizhnay: I'm the Sydney. Assemblyman represented this reporting that it's part of such a Kevin Vizhnay: I'm also a proud product of public school all the way up to my master's degree. So all the way from public school. Kevin Vizhnay: So Kevin Vizhnay: C, youc, 20 is a fairly high performance school. You have to thank this board. The parents and the teachers have done a fine job through the most different time of the pandemic. To able to achieve this academic Kevin Vizhnay: excellence, compare the other to the district, and in in other school districts, so bravo! Zoo is a navy term, a good job, but still we that need to do more. And I do here. One thing is, I'm also a Syndicate Committee on Education up in normally. So, education and our budget is also part by being concerned to make sure that parents and the school have the resources to need Kevin Vizhnay: what? What everyone needs. Kevin Vizhnay: what everyone needs. So yes, I'm hearing the parents. 1 one more concern about Vsc, and I'm concerned about that. And I also believe in the rental of rights that knows that kids have their basically, parents know the best interests of a child. That's the first day. Kevin Vizhnay: and I hope that this board over here have the wisdom Kevin Vizhnay: and and compromise is somewhere in the middle to to meet their needs and and school needs itself. I don't want it to be a wedge or anything like that. I also Kevin Vizhnay: fully support the school system for the support the parents. Kevin Vizhnay: and I hope the wisdom of this board finds some compromise to satisfy everyone Kevin Vizhnay: and thank you very much. Thank you. Thank you. Kevin Vizhnay: Okay, We will now move on to the Kevin Vizhnay: statement from James Kerrigan. Mr. Harrigan, are you Kevin Vizhnay: so? James Harrigan is the field director for Brooklyn, South for the Council of School Supervisors and administrators Kevin Vizhnay: as a stone distinguished against a Kevin Vizhnay: CC. Superintendent Graham. Thank you for this opportunity to speak. What I'm speaking on tonight is the New New York State class size Kevin Vizhnay: reduction program, which is basically going into effect by 2028 class sizes should be in K, 3, 20 students, 4, a 23, and 25 to high school. Kevin Vizhnay: My name is Edison Harrigan. I'm representing Csa. Which is 17,000 in-service retirement. Kevin Vizhnay: Are you in? Agrees with the Voe analyst that that analysis that this system already makes the class size catch for 2023, 24. Yet school leaders have serious concerns about the future implications of Kevin Vizhnay: especially starting in 2425, Kevin Vizhnay: to be clear how you can firmly believe that small class lives are beneficial to students. Anyone who's ever step foot in the classroom can understand how fewer students will result in more individual attention and better communication and connection between teachers and students. Kevin Vizhnay: As a former principal, p. S. 2, 29 for over 20 years I personally saw the impact of roll. It's last size. and how it help those children most like you struggle, and they also help. Most likely those children in love with the Kevin Vizhnay: however, we must begin any conversation about this law of acknowledging challenges to deal with protections. I had 9,000 new teachers across the system. Kevin Vizhnay: They also said they to invest a classroom building, they have to basically set aside 30 to 35 billion dollars in capital funding to create new space. Kevin Vizhnay: Yet there is currently no plan on how to include the additional teachers to ensure the quality instruction and the city agenda plan, a concrete and comprehensive plan at the school and construction authority. For the purpose of creating these measures. We believe that is, in the best of our school system for the city to be already active as an approach to being a free of the phase in with a lack of staffing and space will clearly begin to live back schools directly. Another consideration Kevin Vizhnay: which has to be looked at is, imagine, if reducing class sizes of a typical elementary school causes a role to incline significantly Kevin Vizhnay: if you need more, if you have 600 children at school, but you're lowering class size. Maybe you can only house 500 children in our class. And that's, for example, for instance, budget are based on enrollment. That school will lose substantial resources. Second, where are that displaced students going? Kevin Vizhnay: How will we support these and placed families that expect to attend at specific schools? These are all details that the deal we have to really, address. Very, very sure. So class-size restrictions can certainly lead to high level of success. And for our students. Now the role, however, if this board has to be implemented fidelity. It does not need school leaders in the untouchable position of being forced to cut resources from extraterrestrial activities, value of enrichment and other interventions programs. Kevin Vizhnay: This is this is an issue that's coming down by 2028 that has to be addressed. So I think, basically hopefully, the Department of Education and the city will get on, and we will have some answer going forward. Thank you very much. Kevin Vizhnay: Thank you. Kevin Vizhnay: To her. CEC 20: Good. Now we will have our District 20, superintendent, Dr. David Credo, make his report. CEC 20: Thank you. Good evening. District 20. It's good to be in community with the Council, with elected officials, elected hopefuls and parents and district 20 educators CEC 20: and staff. So good evening. I wanted to start off with some student presentations, as I've reported on several times over the course of the year. We've had a few district-wide initiatives around steam or science, technology, engineering arts and and architecture and math. And we've which is a historical district, 20 initiative that goes across all of our 40 schools and 11 pre-k centers CEC 20: as well as 2 editions. This year one was a civics for all district-wide partnership CEC 20: chip with the emphasis on the microwave challenge. So Fox and mit public speaking platform and participatory budgeting teams developed by students at the school level at all of our schools. CEC 20: and also in partnership, and that suggestion of CC. 20, the math Olympiad and northeast regional science on the Ad. So I invited some students today to give presentations of each of examples of each of those. one steam project, one. civics for all presentation and one of our science Olympiad teams and a demonstration of their chuck bouche. CEC 20: So I don't know if we've got them online. Yeah. Mrs. Pravasi: Okay. CEC 20: yeah. Mrs. Pravasi: alright. Hello, everyone. Good evening. I hope you all can hear me. Hello, everyone. Good evening. Mrs. Pravasi: Can you? All for me? Mrs. Pravasi: All right. So Hello, everyone. Good evening, and this is Pravasi from District 20, a science teacher at today some of my students will be presenting the esteemed project and the assigned Olympia in this. So box. And we first want to thank our district superintendent, Dr. Ptole, because he has given us immense opportunity to succeed. And so here is my first scheme team. Riyadh! Mrs. Pravasi: Hello! I'm riot, Nancy, an eighth grader from a district 20 school. We would like to present our steam project with you all. We named our steam project, Katharos meeting cleaner. But before that I would like to introduce another team. Mrs. Pravasi: another member of our State steam their project, Luca. Hi! My name is Christina. And today we're going to explain our project, the space services. Mrs. Pravasi: Seeing this video, I'm sure all of you will agree that space debris is a problem. So what can we do to solve this one of my members from the steam team? Luca, will demonstrate what it is and how it works. Mrs. Pravasi: Given that that space degree poses to the welfare of human society. How can we design a robotic spacecraft that can help slow down the really fast space debris and capture. At the same time Mrs. Pravasi: you may be wondering why we named our spaces or the thoroughs in ancient Greek. It means to clean, while Mrs. Pravasi: the reason we inspired by the word katharos is because the mission of our project is to design a robotic space servicer to clean the space debris in our orbit, we decided to take on this project for an important objective. We were heavily focused and influenced by the U.S.A.'s Mercury missions between the U.S.A. And the Ussr who race to see who could go into orbit first and re-enter the Earth's atmosphere unharmed. Mrs. Pravasi: Different innovations that we tried with our spacecraft was a capture mechanism which a magnetic vortex, like magnets surrounding a funnel, would grab debris in instead of it, hitting our spacecraft head on. Mrs. Pravasi: and to prevent our magnetic grapple from being stuck with magnetic debris. We have a crane inside of our funnel which would grab any leftover debris and will clear it out. Mrs. Pravasi: These were our early blueprints and designs for our spacecraft. As you can see on the right side we have our magnetic vortex, and on the left side we have our crane which will grab dead satellites and push them out of its orbital gravitational pull. Using Mrs. Pravasi: solar winds from the sun at certain poles of the orbit. Mrs. Pravasi: we brainstormed and tried to build a magnetic vortex by only using soldier, but so soda bottles and coils. After many trials and errors we figured out that we need a lot of voltage just to get something out of the coils. After testing that, we figured out it's not going to work. So after brainstorming one more we use super strong magnets to create the vortex to a surprise. It worked. Mrs. Pravasi: Following test results for our first prototype, or how the wire coil did not generate enough electricity current from the battery to make it strong enough magnetically to grab any space degrees. Mrs. Pravasi: Our second prototype. Mrs. Pravasi: based on the test trials we conducted, we observed that electromagnets were way stronger than our coiling copper wire. It did not generate enough magnetic field after research we decided our magnets would help slow or attract the clips that were flung towards our funnel. Mrs. Pravasi: In order to create a new prototype, we had to measure another bottle because the strength of the magnets. Mrs. Pravasi: We also added a robotic claw to capture the paper clips and large objects that entered the funnel, and after that we ran a series of tests and found that the model works very efficiently Mrs. Pravasi: based on the test that we conducted, we can predict that this model. Mrs. Pravasi: sorry may work for for objects moving a slower speed, and may not be efficient for debris, flying at a much faster pace in the or the earth's orbit. But our tests concluded on Earth's orbit and speed, concluded that the prototype was strong Mrs. Pravasi: and could function. Mrs. Pravasi: This is our robotic arm program, which would grab defunct satellites and store them and later push them out of the gravitational pull of the earth, using solar winds and specific polls Mrs. Pravasi: cool. Mrs. Pravasi: These are the many programs slash codes that we used for to code our robotic claw. Mrs. Pravasi: What were some of the changes that we would have made to our prototype? Some changes will make to fix our prototype Mrs. Pravasi: where that we realized that the crane claw was opening on its own, and we also need to fix the wire of the crane to stop it from getting stuck in the wheels. Mrs. Pravasi: Now for our science at Olympia team. This is Mustafa Grade 5. Mrs. Pravasi: Hi, my name is. I'm a frigid student in Class 5 4 for one district 20. Our school took part in a district-wide science, Columbia, a competition in which we teamed up with the eighth graders. Mrs. Pravasi: and Mrs. Pravasi: and how to design and build a trebuch that that can launch a projectile at a certain distance. There was a big group of kids who worked on this project, but the people speaking today are Alan. From the fifth grade. Mrs. Pravasi: Leon and Matthew from eighth grade. Here is out the goal and problem of our project. Mrs. Pravasi: So the goal of our project is to determine how different physical parent Mrs. Pravasi: parameters can affect the range of the trevouche. The problem. Mrs. Pravasi: how do we design and manipulate the different parameters of a trebuchet that can affect the launch distance of a given projectile. I will be Mrs. Pravasi: handing over the mic to the Okay. Mrs. Pravasi: A tributary was a kind of catapult. The tributary was built during 1,400 Ad. And named by a guy named Mariano Tacola. The purpose of the Trebuchet was meant for war, since it was able to throw heavy objects, such as stones. Mrs. Pravasi: design, pro procedure. Mrs. Pravasi: It's awful. Mrs. Pravasi: We. Mrs. Pravasi: we, our teacher, helped us buy wood, and we cut into pieces, and and designed it to be in the shape, and to be a trebuchet, and make sure it fit all the requirements that were given from the science Olympiad team. Mrs. Pravasi: And these are our. These are the blueprints. for the Mrs. Pravasi: here is Matthew. Mrs. Pravasi: Okay? So Mrs. Pravasi: we conducted many experiments. But this was one of our samples. so as you can see the we here we did weight of the per weight of the projectile and grams versus distance of the projectile traveled in meters. Mrs. Pravasi: Our hypothesis for this experiment was, if we change the way of the project, then the distance of the projectile will decrease because it is heavier than the project out. Mrs. Pravasi: because the heavier the projectile is this, will the swing of the arm, because the way of the projectile will decrease the moment of the initial of the way. Mrs. Pravasi: Independent, variable Mrs. Pravasi: is the weight of the projectile and Grams version of the Independent Veil. We had the ping pong, ball, bouncy, about tennis ball and golf ball. The dependent variable is a distance that the projectile traveled in meters. Mrs. Pravasi: This is one of the virtual simulators we use to determine the sizes of the short arm and the long arm, and many more. The reason we use this virtual simulator is to have a comparison of of how it works. Mrs. Pravasi: It worked in in an experiment, and the competition the most important. Mrs. Pravasi: the most important use we use the virtual simulator is to have a point of reference Mrs. Pravasi: for this experiment. We tested the way to the projectile versus distance travel. Our projectiles were 5 grams, 25 grams, 50 grams and 58 grams, the 25 gram projectile, and the 50 in projectile trial, with the furthest distance of 4.6 and 4.7 meters respectively Mrs. Pravasi: to test, to see the accuracy of our data. We've been a tribute to simulator to see, to test the same parameters. The 50 Gram golf ball troubled exactly as expected, but the rest were a little short. Mrs. Pravasi: This is a graph showing the comparison between the 2 datas. Mrs. Pravasi: What what works? This is? The reflection of our data and improvers that we made. Mrs. Pravasi: We they would. What worked was there was. We had 3 different types of duct tape links. Mrs. Pravasi: What didn't work like the lighter ball, the Ping Pong ball would go further than the have your balls the improvement to be made in design. Mrs. Pravasi: We researched how to make a sling because the previous things had fail had broken easily. So we figured out that. And then we tried using a duct tape link. To our surprise, it worked, it worked, it worked. It worked perfectly fine. Then we researched how to make Mrs. Pravasi: the duct T's link that worked Mrs. Pravasi: the data. We got refused our hypothesis. We predicted that the heavier ball, the less the ball would travel because it will weigh it down. Mrs. Pravasi: causing the sling to launch downward instead of close. Mrs. Pravasi: The latest ball ended up traveling the least distance of 2.7 meters, while the second heaviest ball, with the furthest 4.7 meters. The golf ball travel the same distance as it stimulated it, whilst others fell short. We concluded that this is because the ball interfered. The B the size of the ball interfered with the Mrs. Pravasi: the sling, causing me to release downward instead of forward. From this experiment we learned that just because the ball is, it doesn't mean we'll try. And further, and there are many other factories continuing. Mrs. Pravasi: contributing to the launch. Mrs. Pravasi: Now my classmate, Sarah, will present her soapak speech. Mrs. Pravasi: Hi! My name is Sheriff and I a fifth grade student at District 20. The title, my soapbox speech is secrets. Apps will never tell you, but I will. Mrs. Pravasi: I wanted to start off by asking you a few questions, and I want you to be honest. How many of you have felt disappointment due to the way you look! How many of you have stayed up overthinking your appearance. Mrs. Pravasi: how many of you have wasted time obsessing over minor flaws. Mrs. Pravasi: and finally, how many of you sometimes just wish to look like you wish you look different. Mrs. Pravasi: You may not want to admit this, but a lot of these thoughts may be caused by our constant use of social media and the amount of content that we view, including women who filters on the women that have had cosmetic surgery and content that promotes the false appearance of somebody. It's important to note that most what you see on social media is fake, and people may not actually look. The way they advertise at this point in time. The main factor people care about is money that's about it, not about your health, not about your happiness, and certainly not about you Mrs. Pravasi: as long as they have money on hand, and their phone is blowing up with notifications Mrs. Pravasi: from the like signal on their last post. They're satisfied. Mrs. Pravasi: News flash beauty standards are completely unrealistic. Mrs. Pravasi: This dinner is always changing, which means, if you define your beauty as how well you fit into the standard, you'll find yourself facing a man's self hatred, or having to change your log every month, just to feel somewhat worthy. Mrs. Pravasi: Another truth is that everyone's body has been or will be, trending Mrs. Pravasi: because the standard never lasts. Today people want to look like Kim Kardashian. Yesterday they want us to look like he, indeed. Mrs. Pravasi: a week ago people were wishing to be beyonce. Mrs. Pravasi: and a couple of years back everyone strive to look like count in a Montana. Mrs. Pravasi: See, it's not consistent, which what, which is what following? It is just setting yourself up for failure. In addition, have you noticed that every woman who has ever been trending or considered. The standard is really famous and rich is actually place a big part middle as the more money you have. Mrs. Pravasi: the more luxury services you can afford, such as cosmetic surgeries like Botox for, etc., health services like professional blowouts and Keratin tanning spas, and just in a wrong, more luxurious lifestyle compared to the average person purely because of fame and money these levies have. This is by no means a message that every celebrity does. Things like cosmic surgery is said just a heads up that you should be cautious on social media, and you shouldn't believe everything that you see. Mrs. Pravasi: statistics state that over 16% of the Us. Population, 10 years and older reported dissatisfaction with their bodies, which is around 45 million people. Mrs. Pravasi: In addition, 50% of college age girls, which are 18 to 24 years old, feel pressured to be certain weight, and 91% of women total for being unhappy and dissatisfied with their body Mrs. Pravasi: research studies and surveys show that people who go on diets which are labeled as normal and healthy may fall within the more than one-third of people who claim to be on a normal, healthy diet that may, merging to pathological dieting roughly, one fourth of which will suffer from an eating, consorted. Mrs. Pravasi: Some of these eating disorders can include anorexia, bulimia binge, eating disorder as well as on this baby standards are often associated with poor mental health, too. Mrs. Pravasi: beauty standards can lead to mental health issues, such as cell patriots, self harm, chain, depression, anxiety, mood, disorders, eating disorders, suicidal thoughts, low self-esteem, body dysmorphia, and an overall bad relationship with yourself. Mrs. Pravasi: I'm in no way saying they should stop using social media completely, or that should be banned. Because let's be honest, most of us are ready to get to it. But Mrs. Pravasi: that may be the problem. More, Dick, we are, the more active we are on the social media platforms, the more content we're viewing the flawless women that we end up, comparing ourselves to which most likely have a filter honor just for 10 doesn't make up on our faces people who people who post on social media may seem like they have a glorious, perfect life. But remember that a Tiktok video is only a short 60 s somebody's life, and you don't know what's going on behind the scenes. Mrs. Pravasi: Anyone could argue that their accounts on social media promoting body positivity. But in this case the bat is out weighing the good meaning. There's more toxic content on the Internet that may cause you to go into a spiral of negative thinking to get to positive content that makes you feel good about yourself. In other words, if we don't put an end to body, toxicity filters and the harmful unrealistic standard there is a, except for us to reach and follow. Mrs. Pravasi: These accounts will become useless as yesterday's news. This means that there's the loads of work to do not only to help this generation to realize the importance of cell phone, but also for the future generations. We need to ensure Mrs. Pravasi: the future generations focus on self love instead of cell phones. Mrs. Pravasi: all of us, whether you're here right now, or whether the people of the future get to hear this, just focus on what did things and the bad things on? My, what social media saw this this maybe easier to have been done. We can put on an awareness and self-love by signing petitions that include social media platforms like Instagram, Tik, Tok, snap, job, etc., to us more realistic. And on filtered content. Mrs. Pravasi: For example, maybe, if just celebrities put to make up a team, they clearly stay and show. This is about like without makeup. The finish result is not my natural figure which might help increase to learn us, especially when it comes to younger audiences. You can also try reaching out to all these worldwide social media platforms and just convince them to be more inclusive when it comes to their posts. Finally, education is key Mrs. Pravasi: social media awareness, and the impact that has on beer standards needs to be part of every curriculum starting at a young age to help raise awareness. This is crucial. Mrs. Pravasi: I'm not saying to completely ban fill your content, either because admit it. It can be fun to put on filter sometimes, but not if it's making you yourself. So maybe we can just encourage these platforms to minimize or control the amount of filtered and false content, or even just do a better job monitoring what is being posted. Mrs. Pravasi: Remember, you are more than just like, if you're able to relate to any of the feelings or scenarios emphasized in this speech just now, it should be that way, and it can be stopped if we come together together to end this toxic standard. The next person, hearing this, may not fully relate to these feelings the same way you did. Mrs. Pravasi: All these starting steps will help make sure that when we into the mirror you don't feel disappointment or shape, but rather satisfaction and content with the reflection before you, and once again thank you for giving us the opportunity to present. Mrs. Pravasi: Thank you, everyone. And Dr. Prado. Thank you once again for the ample opportunities that you have given us our school to take part in these various competitions. Thank you, everyone. CEC 20: civics for all as well as the science. Olympia, and I want to thank Dr. Hector Uribe, who's here with us, who's been on my team, coordinating with the steam leads, who are a group of teachers who have designed the professional development made the decision around the Trebuchet CEC 20: task that all the students engaged in and worked with all of the steam leads which are teachers across all of our schools to work with the students, to build these trip biches, design them as you saw an example, and then compete in the science Olympiad that we held at shallow middle school a couple of weeks ago, and we had winners in elementary and middle school. So our elementary school winners. In third place, was Ps. 503. CEC 20: School discovery from Sunset Park. In second place, was Ps. 247. The New York City College Partnership School, and, in first place, in elementary school was CEC 20: Ps. 264, the Bay Ridge School of the Art. So I want to wish all those schools congratulations, and then in middle school, in third place, was Ps. Is 163 Bath Beach, in second place, was Psi. S. 259 William Mckinley. CEC 20: So I want to wish all congratulations, and all of the students who presented today were any guesses. CEC 20: can we not, Mckinley? CEC 20: So all students today presented? we're from Psi. S. 163 Bath Beach for the science Olympiad for the soapbox and Yc. And for the and for the steam project. So I really want to thank Ms. Pravasi and the all of the psi as 163 students for their amazing presentation and amazing work within these district-wide structures was really great. CEC 20: it's just a real quick announcement before I get to the contracts for excellence and budget presentations. CEC 20: So just a follow up with I ready, as we all know, I ready is the diagnostic academic screening tool that we use in reading for grades 3 to 8, and math includes K to 8. We did administer the final CEC 20: end of your screeners, and we will be able to share results of those in July. But I do want to announce to all students and families that schools that have the instructional component, the my path, the ability to go on and engage in instructional components, that CEC 20: feature will be open to students all the way through August 20 fifth, so it will be available over the summer, free of charge, and students can engage in the reading and math components of I ready over the summer as well as translated materials for families to support the work if they so choose to utilize the tool over the summer, to to support their learning. CEC 20: and finally, I will so shift to the budget presentation for contracts for excellence, foundation aid, Federal stimulus for American rescue, plan and class size law. That CEC 20: so good evening. I am superintendent. Dr. Data Credo, and given that this is the last meeting for school year 2,022, 2,023. I want to thank you all for allowing me the time on the schedule to engage with you on these important items. CEC 20: This evening I am joined by our budget matter expert Northern Hamilton, who supports our schools with budget and Grant, related matters. I'm also joined by Bill Chin, who will be our monitor for any dialogue placed in the chat CEC 20: in support of the Chancellor's goal of transparency. New York city public schools is committed to engaging each district to share highlights of important funding streams and critical work for school year 2,324. CEC 20: This presentation specifically meets the Chancellor's goal by conducting this community engagement CEC 20: during this session. Our goal is to increase transparency by ensuring you, as critical community stakeholders are made aware of important funding streams, fiscal plans, and other important work for the year ahead. CEC 20: Today I will share our plan for 4 major topics. CEC 20: Federal stimulus, State foundation State contracts for excellence, and our proposed class production plan a new part of the contracts for excellence process. I will review each topic and provide the process for public comment for each. CEC 20: We also want to make sure you're aware of the possible ways. Schools can use these resources. And again, thank you for allowing me time on the agenda. Let's dive into the presentation next slide, please. Okay. CEC 20: today we'll discuss 4 major topics for the upcoming. 2,023, 2,024 school year. I will provide an overview of the funding and share dollar amounts allocated to the New York City public schools. CEC 20: I will also discuss how the funding will be allocated to schools and imposed restrictions of how some funds are spent CEC 20: at the end of each topic. We will share how you can provide comments on what I have presented. CEC 20: The 4 major topics I'll discuss are Federal stimulus, State foundation aid State contracts for excellence and class size. CEC 20: I ask if you have a specific feedback or public comment on information shared in this presentation that you share that feedback by using the designated email address noted after each section I will cover. CEC 20: I'll point out, designated an email address at the conclusion of the funding stream section. And remember, there are 4 sections. During this presentation. CEC 20: Our New York City public schools team will be taking public comments received into consideration in the coming weeks in alignment with the public process. CEC 20: Next slide I will begin today's discussion with Federal stimulus. CEC 20: In March 2021, the President enacted the American Rescue Plan Act or Arpa. CEC 20: As a result of the act, New York City received Federal stimulus funding to fight the Coronavirus pandemic efforts. Effects on our system. The Department of Education received 8 billion dollars for school year, 2,023, 2,024, 1.9 billion of Federal stimulus funding is remaining. CEC 20: There are a few important things to note. CEC 20: 4.8 billion supported activities from school year 2,021, 2,022. Through September 2,024, CEC 20: 20% of arpa funding must be used to address learning. Loss occurred during the pandemic, when schools were not in session. CEC 20: School year 2023, 2024, which begins July first. is the last year New York City public schools will receive Federal stimulus funding. CEC 20: In this presentation I'll discuss how this remaining 1.9 billion dollars will be spent. CEC 20: Excellent New York city public schools will continue its investments in school budgets with our stimulus funding. CEC 20: We will do this by continuing to support major initiatives, including summarizing CEC 20: the New York City. The the New York Public school system has committed 80 million dollars in summarizing to provide approximately 110,000 elementary and middle school students with culturally relevant hands on experiences to strengthen their academic, social and emotional skills and will also provide support to high school students through summer programming. CEC 20: We will also continue our investment in school budgets by providing funding to schools still facing enrollment decline in the 2,023, 2,024 school year. As a result of the pandemic CEC 20: in school year 2,023, $2,024160,000,000 is earmarked for schools facing enrollment declines CEC 20: enrollment decline has had a significant impact on our schools and its communities, and through the use of this funding will be able to provide some really for one more year next slide. CEC 20: in addition to continued investments for summarizing and enrollment declines mentioned on the previous slide in the upcoming 2,023, 2,024 school year, nearly 600 million dollars of Federal stimulus funding will continue to support significant investments. CEC 20: This slide provides a breakdown of the 600 million dollars. Investment in 3 areas won over 456 million dollars in early childhood to support the expansion of 3 K. Provided by New York city public school district schools and community-based organizations. CEC 20: 2 over 83 million dollars for mental health supports which includes social workers, guidance counselors and school psychologists which continues last year's investments CEC 20: and 3 50 million dollars to support special education recovery services which are compensatory services for students with needs that were unavailable during the pandemic CEC 20: services are targeted at school age students with disabilities CEC 20: next slide CEC 20: Federal stimulus funding continues to support priorities from Chancellor Banks's administration, which includes initiatives such as CEC 20: 65 million dollars for contracted school nurses to continue to provide nursing at all. New York City public school buildings where New York City public school staff nurses aren't available to provide permanent coverage. CEC 20: 25 million dollars to support arts, education. CEC 20: and additionally, 16 million dollars will be funded with one-time title, 4 carryover for a 41 million dollars program in total. CEC 20: 28 million dollars to expand career pathways programming. Additionally, 24.7 million will be funded with one-time title, 4 carry over for a 40 million dollars program in total. CEC 20: 15 million dollars for project pivot, Cpo provided violence, interruption activities in high school. 10 million dollars for bilateral education classes and supports CEC 20: 11 million dollars for family engagement and translation and interpretation services, 7 million dollars to literacy and dyslexia programming, 6 million dollars for digital teaching and learning experiences, 5 million dollars to high impact tutoring CEC 20: and 2 million dollars to gifted and talented programming, and in part the bilingual education classes and support informs and supports our bilingual expansion into middle schools with Mandarin, Italian, Arabic, and Spanish dueling programs beginning in the fall in 5 of our middle schools, as well as our gifts and talents. Expansion, elementary school for a third grade entry point at Ps. 127. Next slide there is still a strong focus on prioritizing special populations in New York city public schools. for example, students in temporary housing. CEC 20: Additionally, students and bilingual education programs will benefit from this prioritization. We aim to provide with targeted support in various ways CEC 20: 98 million dollars for special education and pre-k, which includes support program stabilization for providers CEC 20: extending provider hours to align with public school hours and other related supports. 50 million dollars for special education recovery services targeted at school-aged students with disabilities as previously discussed. CEC 20: 55 million dollars investment in community schools which is targeted at schools of high needs, including large populations of students in temporary housing CEC 20: and 10 million dollars for expanded bilingual education programs and supports will continue this upcoming school year. In addition to the support for the bilingual education, expansion in District 20. This also continues to support our new large portion of special education students in our pre-bay centers. To of of which, across those 11 centers we serve. In excess of 1,200 students. CEC 20: Next slide CEC 20: other key programming, funded with Federal stimulus dollars include academic supports, such as curriculum CEC 20: building school investments, devices, and it support and expansion of psal. CEC 20: This slide behind me just lists some dollar amounts earmarked to so support some of the key programs just mentioned and others listed here on the slide. CEC 20: Next slide, please. CEC 20: as a reminder. Each topic I will review today has a designated email for public comment. Please share your comments and feedback by using the stimulus. 2,022 email address you see on the screen. CEC 20: If you have a hard time seeing it, it's stimulus. 2,022@schools.n. IC go CEC 20: the do. We must submit comments to New York State by July first. So I ask that you submit your feedback. By June thirtieth CEC 20: your feedback is taken into consideration as New York City public schools continue to plan for the upcoming school year CEC 20: as a reminder. Principals have received their school year 2324 school budgets and school leadership teams are beginning their work with principals on budget priorities as plans for the upcoming year are finalized. Everybody go with the email address. CEC 20: Oh. CEC 20: let's move to the second funding stream being presented today. State Foundation aid as a reminder. There are 3 important funding streams being presented today. CEC 20: Next slide. Oh. CEC 20: I gotta go to. CEC 20: Okay. In New York State fiscal year 2,022 enacted budget. The State committed to fully funding the foundation aid formula, phasing it in over 3 years. CEC 20: For this year's budget the State made good on its commitment to fully fund the foundation aid formula CEC 20: this year is the final year for phasing in foundation aid funding. In fiscal year 2,024 foundation aid will increase by 5.5% or 493 million dollars. CEC 20: We are now fully funded through the foundation, 8 formula, which is allocated by the State. CEC 20: Next time CEC 20: of the total increase, the first 3% or 268 million dollars may be used flexibly this year. We intend to use this funding to support CEC 20: 120 million dollars will be used to support new fair student funding weights that will provide targeted funding to schools with students in temporary housing and with high concentrations of students with additional needs. CEC 20: A 100 million dollars will be used to support the increase in mandated charter tuition costs CEC 20: 48 million dollars will support growth in special education costs and new schools. The foundation aid above 3% or 225 million dollars is restricted and must be used for purposes eligible under contracts for excellence, or C for E, which will be addressed in the next section of this presentation. CEC 20: Again, we want to hear from you. Please share your comments and feedback by using the foundation Aid email address you see on the screen. CEC 20: And if we can drop the foundation aid at schools and Nyc. Gov. Email address in the chat. That would be great. CEC 20: We ask that you submit your feedback as well. By June thirtieth, 2023. CEC 20: I will now move on to the third and last funding stream being presented today. Contracts for excellence, alsoly commonly known as C. 40. First, let me provide some background on contracts for excellence. CEC 20: C. For E. Legislation was established as part of the 2,007, 2,008 enacted State budget under foundation aid, and requires that a portion of foundation aid be used for specific restricted purposes. C. For E requires that funding be allocated towards specific programs that raise the achievement of the students with the greatest educational need, including, but not limited to. CEC 20: those students with limited English proficiency, students in poverty and students with disabilities funding allocated, pursuant to C for E is required to be spent on the following 6 program initiatives shown on the screen. They are CEC 20: additional instruction, time or time on task. So this examples of these are for and after school programs and individualized tutoring. 2 model programs for multilingual learners. CEC 20: For example, English language learner innovative programs. 3 full day pre-kindergarten and kindergarten for class size, reduction. CEC 20: 5, CEC 20: teacher and principal quality initiatives. So, for example, mentoring of new staff, and finally number 6, middle and high school restructuring. CEC 20: Further, we are required by State law to annually develop through a public process a citywide contract for excellence and community school district contract for excellence. CEC 20: The public process is how parents, teachers, and other school community members and interested parties provide input about the citywide and community school, see for ease and about the allocation of C-free funding in their schools. CEC 20: Our public process includes this meeting as well as the other meetings that my colleagues of the superintendents will be conducting across the city with their respective Cecs and 5 borough hearings. That will also be happening during this period of time. CEC 20: Although the C 3 process is not new. We have submitted at C. 3 since 2,007, 2,008, under recent changes, to state law, the timeline for the public process, including the district C for E. Presentations, has changed. CEC 20: We are now required to start the process no later than 30 days after the enactment of a state budget. CEC 20: and we are now required to start the process. CEC 20: We are also required to provide notice of the public process 15 days prior to the first public hearing. CEC 20: State law requires that community school district contracts for excellence be presented by superintendents at CC. Meetings to enable public comment on those C. For E plans. To that end. We are recording all comments made at this meeting. CEC 20: This important process allows families and community members an opportunity to provide input about how their schools are funded and is part of their schools receiving this significant funding. CEC 20: It is an essential element in the C. For E plan that the New York City public schools submits to the State which the State must approve in order for the New York City public schools to receive. C. For E funding. Thank you. CEC 20: As stated earlier, a portion of the additional funding New York City is receiving will be restricted, and that is due to a change in the law. Any school aid increase above 3% CEC 20: is subject to be restricted and can only be used in one of the 6 eligible uses discussed on the previous slide. CEC 20: Due to this change, the amount of foundation aid subject to the requirements of C for E. Increased by 225 million from 531 to 756 million dollars. CEC 20: The new law requires that the New York City Public School district create and implement a plan to reduce actual class size over the next 5 years, beginning in September 2023, the plan must be signed, signed off on by the Chancellor and the presidents of the unions representing the teachers and the principals. CEC 20: class size plan and our class size working group will be discussed in more depth later in the presentation next slide, please. Oh, I think you were here now for the breakdown of C, 3 funding. CEC 20: So of the 756 million dollars, subject to contract for excellence, 183 million will remain unrestricted. CEC 20: Since 2,007, 2,008, this funding has been used to support fair student funding, and will continue in 2023, 2024. CEC 20: Were this funding to be used for Another purpose, the DOE would not be able to continue funding all schools at 100% of fair student funding. CEC 20: the remaining 7. The remaining 574 million, comprised of the existing 349 million, and an additional 225 million will be allocated as restricted funding for use by schools within the 6 eligible uses previously discussed. CEC 20: Next slide. CEC 20: So 574 million dollars of restricted aid is broken out by one discretionary funds and 2 targeted and maintenance of effort. CEC 20: So for the discretionary pot. 429 million or 75% of restricted contracts for excellence funds are released to schools in late spring CEC 20: principals worked with their school leadership teams to plan the use of this funding for school year 2023, 2024 in alignment with eligible program categories. CEC 20: They may choose to change the use of this funding or to maintain existing staffing positions or programs that were funded in school year 2022, 2023. CEC 20: That was the discretionary for the targeted and maintenance of effort. Pot of money, 145 million dollars or 25% of restricted funds will be targeted for specific programs and will maintain these existing programs. CEC 20: Schools receiving allocations were chosen on date, one overall student need and to capacity to carry out the specific program. CEC 20: So those specific programs are 84.6 million dollars to support integrated co-teaching classrooms for ICT. CEC 20: 11.5 million dollars for autism, spectrum disorder programs for Asd, ICT classrooms. CEC 20: 9 million dollars for full day. Pre-k. CEC 20: 3 new areas. So 5.5 million dollars for path, 3 million dollars for curriculum support. CEC 20: 800 $800,000 for I read, and 30 million dollars for summer program CEC 20: next slide. CEC 20: So let's take a look at the proposed allocation of restricted funds which are citywide. Okay. CEC 20: so this is just a visual representation of the numbers that I just stated to previously here, next slide. CEC 20: So now we can take a look at the proposed allocation of funds, restricted funds for District 20. CEC 20: So in District 20 discretionary funds where schools can decide on the use of the allowable programs is a total of 29 million dollars, 29,323,805, which is 84. CEC 20: We paid at 5% CEC 20: for ICT is 2.8 million dollars, which is 8.2 2. Asd is 272,000, pre-k. 131,000 curriculum support for 456,000 and summer programming 1.5 million. 1,536,550. CEC 20: Okay. anybody want to to see this one more time. CEC 20: We'll take public feedback into account in the coming weeks. As we continue to work toward complying with this mandate. the deadline for submitting public comment will be, August 11. CEC 20: Please share your comments and feedback by using the C for e-mail address. You see, on the screen the email address is contracts for excellence at schools and Nyc, and if we can drop that CEC 20: email address in the chat, that'd be great. Okay? CEC 20: And now, moving on to the fourth major topic. We are you to discuss foundation aid, Federal stimulus and the C. For E. Funding streams. I'll now wrap up by discussing the class size, reduction plan and the class size working group. CEC 20: I'll share more about the new class size legislation that you may have heard about CEC 20: as well as the work that New York City public schools are doing around public engagement related to the implementation of this law via the class size working group. CEC 20: Next slide. CEC 20: First, I'm going to give a brief overview of the law itself, including the basic requirements and the timeline for compliance. CEC 20: In September 2,022, Governor Hockel enacted. Chapter 556 of the laws of 2,022, which requires that the New York City School district create a five-year class size. Reduction plan for all K. 12. Community District and High schools. CEC 20: Chapter 556. Sets forth requirements that apply only to the New York city school district, including new class size caps for all public K. 12, community district and high schools. CEC 20: a class size reduction plan which must be approved by the Chancellor and respective Presidents of the United Federation of Teachers or Uft, and the Council of School Supervisors and administrators for Csa. The unions representing New York city school district teachers and principals respectively. CEC 20: and submitted as part of the contract for excellence. CEC 20: a prescribed timeline for the public process, for the development, posting, and submission of the contract for excellence. CEC 20: Annual implementation reports on the status of the class size, reduction plan CEC 20: penalties in the form of reduced state funding. If adequate progress to reduce class size is not made. CEC 20: The law imposes specific class size caps within the New York City School district for the first time CEC 20: prior to legislation required a plan to reduce average class sizes and did not set forth specific average class size caps. CEC 20: class size caps had previously been set subject to to collective bargaining agreements between New York city public schools and the uft. and could be exceeded in certain circumstances. CEC 20: This new law prescribes specific class size caps of 20 students in grades, kindergarten, 3, 3, 23 students in grades, 4 through 8 and 25 students in grades, 9 to 12 CEC 20: and 40 students in physical education and performing groups for all grades CEC 20: for next school year. 20% of our classrooms citywide must meet the caps that I just noted. CEC 20: Special education classes are not subject to the caps. We're currently assuming that ICT classes are considered general education classes and will need to meet the caps. CEC 20: Chapter 5, 56 allows for 4 types of exemptions to the class size targets, space over enrolled students. CEC 20: license area shortages, and severe economic distress. CEC 20: These exemptions must be approved by the Chancellor and the respective presidents of the Uft and Csa. As part of the class size reduction plan. CEC 20: In the event that the DOE and the unions are unable to reach agreement on the exemptions. The law mandates arbitration. CEC 20: In addition. uft may negotiate higher class sizes in elective and special league classes. If the majority of school staff approve the increase. CEC 20: we understand that the law presents many implementation challenges to that end. The Chancellor has sought to convene a working group to ensure that perspectives from a wide range of stakeholders inform our strategy, or CEC 20: additionally, we welcome public comment on the class size, reduction plan. Next slide, please. The do we projects? I think we're text this slide before CEC 20: for staffing costs. CEC 20: So the D we projects that staffing costs alone could be roughly 1.3 billion dollars annually. Once schools are fully in compliance with the class size mandates. The school construction authority estimates that the capital costs of complying with the mandates will total between 30 and 35 billion dollars CEC 20: within the 1.3 billion dollars estimate annually. There is an assumption that schools will need to realign budgets as they work to increase the number of teachers hired CEC 20: the capital cost estimate estimates, including funding for creating new seats through new buildings or annexes. CEC 20: converting administrative or other non-instructional space to instructional space and other costs associated with increasing the number of seats. CEC 20: Next slide, please. CEC 20: In February 2023, the Chancellor announced that New York City public schools would be convening a class-sized working group together, input related to implementing Chapter 5, 56. In late February we released an interest survey for participate participation in this class size working group to allow anyone to express their interest in joining CEC 20: from those who expressed interest. New York City public schools built a working group, reflecting diverse perspectives and experiences from across New York City. CEC 20: taking into account individuals, geographic representation, experience as a parent or guardian of a New York city, public school, student, educator, advocate, researcher, or other stakeholder, while also considering individuals representing different school levels and sizes as well as organizational affiliations. CEC 20: I'm happy to share that. The group is largely comprised of parents and parent leaders. In addition to principals, teachers, and superintendent representatives and various community stakeholders. CEC 20: class size, working group meeting, minutes and materials are posted regularly for public review at the site listed on this slide class size at schools. And Nyc, Gov. Okay. CEC 20: we will consider all feedback received on our proposed plan during the public process. CEC 20: The deadline for submitting public comment will be August 11. The prior 3 deadline was June thirtieth, for all the funding streams. The class-sized deadline for public comment is August 11, CEC 20: and those who wish to provide feedback may submit their comments by email to class size CEC 20: at schools. And Nyc go. And if we could drop the email address into the chat. CEC 20: that'd be great. CEC 20: Please note that all the different public comment emails for each of the presentations that I provide today. CEC 20: And this concludes the presentation. And I thank you for your time. I will also let you return to your very important end of your meeting agenda. But before I do. CEC 20: I do want to thank this community for all the hard work and collaboration of the school year. I wish you all a good summer, and look forward to a successful 2,023, 2,024 school year. CEC 20: That concludes my presentation. CEC 20: Well done. Dr. Predau! I don't want to. We still have a couple items to get through, and a number of other public speakers. But David, just on the budget stuff. There's a lot in there, and you know, I don't think now it's an entire place to, unless anyone can speak about anything they want. But I just want to get your high level view. CEC 20: We've heard about budget cuts. We've been hearing about it for a number of years every year, and I think this year we we largely were held harmless, correct for the most part. How are things going? I guess, almost at the end of the year. So we're almost at the end of the year, and everything the year was better than expected. Is that fair to say, for schools? Schools received the news from the Chancellor that they would be funded fully based off the same. CEC 20: and funding allocations they received last year, so there would be no cuts to their budgets. And currently schools are working with their budgets that have been allocated. It's early in the year. It's early. It's early in the budget process. So, but they are working with their slts to to organize for the next year for next year. And what's the baseline at this point in terms of budget? CEC 20: budget reduction? Say, we're sort of in this perpet until the Federal stimulus funding is sort of expires fully expired. I feel like every year there's going to be a baseline expectation of finding where it is to cut, and maybe we'll get it added back. CEC 20: But the start of the process I but isn't it? Is it fair to say that they're working on the expectation of further cuts the so as far as this year there are no cuts to school budgets, 20. In planning for 2023, 2024, that will be 2023, 2024. What I do know is that the American Rescue Plan Funds, or Harpa Federal stimulus funding. This is the last year that funding it, it states in the presentation. Yeah. So any funding plans to address will be taken on next year CEC 20: 2020. This current fiscal year, ending in a few days has is the last year of ourpa, the the upcoming, the upcoming fiscal year coming years. But yeah, 20. Yeah. Starting July one. That starts the 2023, 2024 fiscal year. That is the budget that we're talking about, that has had no cuts. CEC 20: To any school budgets based off of last year's funding allocation. However, it was made in part by 160 million dollars, allocation from Federal stimulus funding in order to kind of quote unquote, make whole some schools across the city, so net the following year the deal we will not be able to rely on any of that funding stream in order to do the same thing. CEC 20: Did we? Did District 20 get it? Just either disproportionately, more or less, about 160 million just based on all the factors that go into a budget. I can't really speak to that. And Northern Ireland. So Norman Hamilton's on the line. He's our senior Grants officer and Northern. I don't know if you can speak to any specific. CEC 20: A piece around in how District 20 was impacted by the and the goal is just understanding. Next year, after the Federal stimulus funding lapses. How exposed are we. Norlon Hamilton: the 160 million to citywide? How much I want to know which is to. And so it proportionate to the amount of school budgets. It's difficult to tell. Yeah, unfortunately, I don't have those specifics I just know going forward. City. Why do we going to have a lot of difficult conversations? you know as to how we going to move forward. in the best interest of all the students. Given that the Federal similar scholars have been depleted. Norlon Hamilton: But unfortunately, we don't have the time to meet data specifically for District 20. CEC 20: Okay, and and as far as the foundation, a state foundation that's really interesting that it's fully phased in now, because I've heard CEC 20: heard it told. that that's going to be a source of funding for the class size law. And that's just not true. And I think that just that that is not well understood. But the foundation aid is in it's funding projects that you just laid out. So any funding for the class size law has to come from new new sources of funding the the foundation aid increase cannot contribute to that unless we cut other things that it's currently fun. CEC 20: But yeah, Northern, the State funding. I'm sorry the the class size CEC 20: comes from the contracts for excellence. Correct all of it. It's not going to come from all of it but the but for the upcoming school year the city meets the year one mandate, so next year, right correct. CEC 20: Any council members have any questions on the Dr. Predos. let me see, the contract of is excellent. So technically, we could use that money for class size, expansion. So they use that money to explain. honor seats and agencies for our middle school students. Right? What do you mean CEC 20: like? Because they said you could use it to expand class right in a way, the Ct. Will that be able to be used to expand? Our CEC 20: middle school seems like for the Honors program in middle school. So there was a so there was a line about the CEC 20: discretionary pot of funds that schools could use, and it specifically talked about. CEC 20: There was a lot there. I think it's a G. And T, right, it's it's it's it's specialty and elective courses. Nor do we know if there's any specifics around what special, like the definition of specialty or elective classes is at this time. Not that this time. But remember, our principals. Schools have. Norlon Hamilton: some have special programs within their schools, right? Whether it's G and T or different programs to meet the needs of the students. So when you're talking about the Discretionary Fund principals have the discretion to maintain those programs or or to expand on them or to create new programs. That's what we mean by discretionary and working with this, the school leaders and St. And parents to Norlon Hamilton: basically develop a comprehensive budget for the students. I guess arts and the the science, and Mac Andos and v. 8 will be from that discretionary budget. CEC 20: I wouldn't say not necessarily. But it sounds like it's a possibility that this could be one place where schools could draw upon to support like that. But yeah, it's it's up to the school leaders, the so the stakeholders, when they're developing the budget to know Norlon Hamilton: or to implement the needs of the school and what programs they want to, or what's best for the community. So if it's the arts. By all means, then that will be incorporated within that funding back CEC 20: Norland. What's the timing? Just so for anyone? in the meeting who who's not familiar with sort of the timing of school budget formation with and obviously the way to get involved is to attend an Slt meeting. Correct. It's a process. the schools are given a principles to receive what we call Norlon Hamilton: initial projections early on in the school year, and they go through that process Few months later. Then the final projections register projections are disseminated to the schools, and the schools are the initial budget is based on those final numbers. Norlon Hamilton: So early in the year, meaning shortly after the school year starts September, the not not for the not for the initial budget. I you the one. I say, let's see. Norlon Hamilton: by May the final projections are are completed, so I want to say, the process starts march around there with the initial but initial register projections. Norlon Hamilton: And then the schools have an opportunity to review, to discuss, to Norlon Hamilton: challenge for less of a lack of a better word. those projection numbers, and to come up with, Norlon Hamilton: better idea, or better numbers, or, better. a better outlook for what their school, what they think this school will look like. Norlon Hamilton: right? Yeah, that's really important. And so that happens in the spring, it sounds like most of the budget parents should get involved looking around, starting in March to get involved with that kind of process. Oh, parents should start, I think parents to start when when school opens in September. Once you start being a voice within your school, whether it's on the Pta. S. Lt, whatever Norlon Hamilton: parental involvement activities are within the school that will help guide the process. CEC 20: Okay. Ghada Amin: thank you. Ghada Amin: about. I hear that. 2 million going to G and T programs. I would like as a parent for gnt a students to know how it Ghada Amin: pen to the 2 points for a G and T programs, and what the difference between a regular class and Gnc programs. Ghada Amin: in a program. They talk that CEC 20: God, if I hear your question correctly, you're asking what the difference is between gift and talented classes and general education classes the budget. the budget. CEC 20: There is no difference. Student schools are funded on a per pupil allocation. That's how the fair student funding formula works. So each student is funded by a specific dollar amount that matches up to their specific demographic as a floor for elementary middle and high school students. So there is no difference between a student and funding number for gifted and talented versus a general education student. CEC 20: They are funded at the same initially. Ghada Amin: and we have the same control. The CEC 20: I'm sorry. Can you ask that one more time Ghada Amin: as they have the same? CEC 20: that's a great question. There is, currently some variation in the curriculum implementation across schools in general, and that includes inside the school, across the gifted and talented and general education class. So it's the short answer is, it depends Ghada Amin: one more questions about the budget. Ghada Amin: we. We see how the money going. But first the details like, I know there is a money for G. And T. Is going to. Well. Ghada Amin: but I don't know what's the activity they they they spend money for. Ghada Amin: Well, if if CEC 20: I think I got you. Are you asking about the 2 million dollars application to support the expansion of gets in and talented programming that I referenced in the presentation. Ghada Amin: Yeah. And I, we need more details. Ghada Amin: How the the money went to and like it. 2 million like, for example, 2 million for Gnc. Ghada Amin: we want to know as a parents how they went to, what's the problem of people as a money to CEC 20: Gotcha? Yes. So across district across this 20 until this year we had as a total of 7 community schools that had gifted and talented programs that begin in kindergarten. This year we we were a part of the city-wide, gifted and talented expansion that included a 2 million dollars allocation that I referenced in the presentation, so that CEC 20: our contribute, like our part of that 2 million dollars was the expansion of gifted and talented programs in District 20 at P. S. 127, the third grade and the third grade class at 1, 27 is the one expanded. CEC 20: get it, and talented. Across the district. CEC 20: There were, there were program expansions in all 32 community school districts. CEC 20: 132. Superintendent does 130 to do 127 have A. K. 2, 5 already? No, so it will be just third grade going forward. Will there be any kindergarten extension as well? CEC 20: Not. There's no plan to start a a kindergarten program at this time at 127. So that just starts at third grade. And that's right. But it's a district-wide program. So I I presented on this earlier, where all students in District 20 can who meet the top 10% based off of the grades, which was one of the reasons why we instituted with the CC. CEC 20: A. A district-wide grading policy to support cohesion for the grades that would be ultimately considered for admission and consideration for gifted and talented program at Ps. 127. So all students in District 20 schools in second grade, the top 10 of each of students in all second grade classes across the district are in are invited to apply CEC 20: for that program. And so that's yeah. So, but then that ranks, it'll be a lottery within that ban, it's the same. Yeah, it's the same as the other processes. So if there are more applicants than seats available, then it goes to the random number or the lottery, which is a centralized process. 25. That's right. Ghada Amin: 1 one more question. I don't know. It's but many parents that the didn't receive apt cards for decades from Ghada Amin: and they Ghada Amin: like I have many parents. They ask me about this because they didn't give, never received the part. However, it's scheme for parents and some parents now Ghada Amin: like from picking. CEC 20: Are you talking about the Ebt cards that were distributed by the State during the pandemic? And then I've been reloaded a few days because the money that it's coming for if we take our first CEC 20: everyone that has money for us to. CEC 20: so you, any parent who is having questions or issues with the Ebt cards that are distributed by the State, you can reach out to my office. So Bill, Bill, Bill is going to put emails in the chat that parents can reach out to if they have questions around how to like access or ask questions or otherwise get information about the State. Ebt cards. CEC 20: All, all public school. Yeah. All public school families in the city are eligible for the ebt card from the state. Ghada Amin: Yeah, from. I have like a 10 per appearance they didn't receive now their kids in the first grade, and some of them in the second grade. They didn't never receive any apt cards, and when they tried to contact with the the the site, no one answer, and they told that they didn't get enough an answer for them, and they want to know that there's a money before they gonna take it or not to be in their credit or no. CEC 20: I I got to have them either email, if possible, Bill or Sylvia. It's in the chat, or they can call my office, and we can help them out and direct them to support. CEC 20: Oh, let me answer your question. Is summer rising guarantee for the following year? Next year or no. There's no plan, no plans for summarizing for next year. This year we're in the middle of planning and finalizing for this year's summarizing. CEC 20: No plans next year is next year. This year we're still executing this year, the last year that we have the Federal funding for. I do know that. Yeah, we're not going to be able to rely on moving forward. Arpa funds. Yes. CEC 20: let's get up to now. Yeah, it is good question. Thank you. Okay. I think we'll wrap up questions for Mr. Pedo, now and move along. CEC 20: if can I ask one question about the calendar? For on the 2,023 to 2,024 Liping Jiang: I saw, and there is no any holiday for the Chinese new it Liping Jiang: that much CEC 20: this year. This year the lunar New Year falls on the weekend. So it's not going to be observed as a day off from school, because it falls on the weekend. CEC 20: and also this year Veterans Day, which is typically a day a Federal holiday this year, because it falls on Sunday a Saturday. It is not. It's not considered a an observed holiday during the week. It's it's the one day during the week. If it falls on that day, then there's CEC 20: there's no day off Liping Jiang: now, as as you say, if the 2,024 to 2,025 years, the lunar New Year is on a Monday to Friday, so it will be half the holiday, is it that you' me? Yes. Liping Jiang: thank you. CEC 20: It's right. Okay. CEC 20: all right. I just kind of make. Give a few updates on activities I've been involved in. So one ongoing project as I've talked about before is the office of district planning, working with C. Z. 20, and Superintendent Prado planning for the new schools that will be opening in this district in 2,012 to 2,024. CEC 20: We've been meeting a lot, and there are different ideas. There are some ideas proposed by the DOE proposed by sort of Veneto, and proposed by the Cec. Where, You know, it's it's a process. And we're trying to come to some agreement on a proposal that would make sense. Ultimately. CEC 20: the next Cec. Will vote on this in the fall. so it it may or may not be some of us up here. but at the very least we're trying to get an understanding of the needs in the district right now and try to see how this will impact. the zoning elementary schools owning, and then think about the middle school. CEC 20: the office of district planning is proposed a community CEC 20: presentation on a first draft proposal, and we're trying to nail down the date. It will either be on June 20, s, or June 20 sixth. CEC 20: but we haven't finalized that yet. CEC 20: And that would be the first kind of proposal for the the zoning maps and the program. CEC 20: sort of target enrollment for the new schools. at the Cec. We have. We have some ideas. We'd like to try and alleviate overcrowding in some of our most crowded schools. we'd also like to obviously tie in the middle school programming for the Nathan site with some of our goals on Middle School and New Middle School screen seats in the District Academic screen seats. I'm a member of the the class size working group that David mentioned. We had a meeting on Tuesday. CEC 20: we've The meeting on Tuesday was really kind of a a start of. We've had probably 3 meetings so far. And we started really digging into some of the data on Tuesday. it's a huge task. 1 point I just want to mention here is the do we provided an analysis? CEC 20: actually, it's, it's an actual actual data on the impact of lowering. when what happens basically when families don't receive their first choice of school. In other words, the impact of, you know, potentially potential impact of reducing the amount of students who could go to his own school, and they show that for this current school year 2,022 to 2,023 of all the families enrolling a child in kindergarten. CEC 20: The families that received their first choice attended that school 70% of the time. CEC 20: But if a family received their second or third choice. CEC 20: They only attended the school 37% of the time, and otherwise they either went to a charter another school within the New York City public school system, or left the district, left the city altogether, and if a family gets their fourth through fourth choice, they only attend that school 17% of the time. CEC 20: So the obvious thought there, the the implication of the class size law potentially is just for 20 is very crowded. If you start to reduce the amount of students that can be taken at each school, you might have situations where kids can't go to P. S. 1 70, for example, and may have to go to a school further away. That wasn't necessarily their parents' top choice. And then does that change? How parents decision making calculus of parents. And that's an open question. We had a lot of debate about that at the meeting. CEC 20: it's it's somewhat of a controversial issue between proponents of the law and those who are more cautious on it. I'm much more cautious on the impact, especially as it impacts District 20. The Du is running a simulation for our next meeting in July. They're going to run across the city. CEC 20: The impact of implementing the law. So going down to the the class sizes that David mentioned before, and they're going to try and show what happens to each school district in each school. If you, if you put the law in place sort of right away? and then show how numbers of students and and sort of how far those those students might have to go. CEC 20: there are 6 subcommittees that have been formed on the working group. there's enrollment planning capital planning finance and budget instructional impact. Special Ed and staff. I'm part of the capital planning and the finance subcommittees. So I'll keep updating. The next meeting is July twelfth CEC 20: erez agmoni. But the goal in it. Dovetails that, David was saying, is, the goal is to come up with a set of recommendations by September that the DOE, the Chancellor, and the labor representatives will will either accept and hopefully they will accept. That's our goal and and sort of move forward with to implement the law, 150. CEC 20: And I think that's those are just the 2 things that I wanted to mention. CEC 20: Yeah, in any of these meetings. They have a number of how much they would have to increase per student funding to get down, because, as the as the number of kids go on CEC 20: of the money to make up the same. Yeah thing has to go up. What? What's that? the the only numbers are the ones David shared right now in it. It's 1.3 billion annual new costs for the teachers and then 30 to 35 billion capital costs. We haven't seen a lot of the assumptions behind that. And we've we don't. How much our kid they have to increase in. Jen. Let me just guessing. I don't know how they arrived at that 1.3 billion. Yeah, I'm assuming there is some analysis to it. There's the inputs. But it hasn't been broken out for us. I don't know if CEC 20: I wasn't involved in creating the projection, but I would imagine it starts with the number of teachers you would need to be able to teach the number of kids at those class sizes. But so when they have to increase the fair student funding per kit. CEC 20: I'm not. It May. I don't know. I don't know if they went into, like the fair student funding formula, which is like the weights that ultimately distributes the funds to the schools, I think that they're just dealing overall with the whole dollar amount it would cost to have an additional. I think the estimate is 9,000 teachers. Yeah, that would be required to to teach so class the number of classrooms that we would have when we go down to 2023, and 25 a lot CEC 20: who not essentially, I don't know. The first thing is just assessing the impact and then the funding source. And that's what our CEC 20: translates in the State legislature will be working. And I'm sure. CEC 20: Okay, we will now get through our second public speaking session. Thanks everyone. I think we're doing pretty good right? 8 30. That's not bad here in the chat. CEC 20: Bye. Kiera Nieuwejaar: I'm here. Can you hear me? Kiera Nieuwejaar: Yes, we can go ahead. So I am a parent of 3 children to our current BSI students. Kiera Nieuwejaar: and one already graduated be assigned, is now at Brooklyn, Tech, and I've also been in the field of education for over 25 years. Now I was an elementary school teacher and a curriculum writer, director of education and a professor. I have a Phd. In education from Teachers College, and I taught education at Barnard Records and Columbia University. So I definitely feel like I have a a good foundation to speak about the the issue. with the curriculum. I first really want to applaud Dr. Credo for his team initiatives. Kiera Nieuwejaar: because the presentations that I saw this evening are really impressive. They show a level of creativity and interest, and really deep contextual understanding that are the hallmark of excellent inquiry, based learning. And I can tell you from experience Kiera Nieuwejaar: as a parent and a teacher that this is exactly the kind of learning I have seen at BSI. In the literacy curriculum. This curriculum was developed by BSI teachers specifically for our students. They do deep dives into rich literature that just pushes students intellectually Kiera Nieuwejaar: want to read and write more. My youngest son was really bored with reading and writing. When he came to be a science second grade, he actually spent half of this past year writing a multi chapter adventure story inspired by the books that he read and discussed in class. So this kind of deep intellectual work is something I don't actually see. When I look in the into the into reading curriculum, and I'm especially worried that into literature Kiera Nieuwejaar: it hasn't been to weaken via size, middle school curriculum, and make it much harder for our students to prepare for all of those challenges of high school. I absolutely understand that this program really can help struggling students in schools that don't currently offer enough to curricular support. But that is not a problem for BSI. Kiera Nieuwejaar: So, given that, as far as I know, there's no citywide mandate for middle school, I really urge you to allow the aside to opt out of into literature, and I would also really urge you to allow me aside to opt out of inter reading as well, so that our school can continue to provide that same intellectually stimulating and creative experience that we saw tonight. That makes District 20 such a fantastic district. Thank you. Thank you. CEC 20: Which is online. CEC 20: Okay. this. CEC 20: How are you there? This. CEC 20: It's our any terms. CEC 20: I'll let you raise your hand. How are you there. CEC 20: Okay. Annie Thoms (BSI parent): Hi, I'm here. are we waiting for? CEC 20: Okay? Paullette Healy: Yeah. I I couldn't unmute. I just got the pops on mute. Now CEC 20: I'm ready to go. Go ahead, Paula. Paullette Healy: Okay, so thank you for the opportunity to speak. the C 4 and budget Paullette Healy: presentation is actually quite interesting. I'm looking forward to looking at it more closely. Once. I receive it. it. It warns my heart to see so much. federal, state and city finding going towards specialized programs for students with disabilities. Paullette Healy: just to amplify. You know, we we have a A is the nest in horizon program. for to fifth grade in our district, but nothing for middle school. And then we have high school program. Paullette Healy: so we can find a way. you know, in the Nathan site to be able to support an as an as the Horizon Middle School option, along with providing the 100 T. P. 75. it would address the major deficit in our district of just for 20 so that our children don't have to continue going 15 miles away. The neighboring districts 15 and 21 in order to continue their middle school. education. Paullette Healy: I'm also happy to hear that this funding will be prioritizing special education and related services for our pre-k and and our our freak speaking centers and early education centers as well, because, again, unfortunately, that is never deficit, that our families are forced to continue going outside of our district in order to accomplish I'm looking forward to doing these conversations Paullette Healy: with Dr. Fredo and Superintendent Kettler. in order to make sure that you know the proper supports are given to our with disabilities and our district, so that they could finally see me and be supported top. And that's continuing having to travel 2 h outside of their homes in order to educational attorney. Paullette Healy: and that's pretty much so much of the time. CEC 20: Sure. CEC 20: thank you. Any time you can see them. Annie Thoms (BSI parent): I just wanted to highlight how many parents there are here from BSI tonight. Both. there were a handful in the room online as well. And I'm just gonna ask, I know that a number of the BSI parents have changed your names so that it says, be as I, parent, but with everybody who's still on the call, who's a BSI parent? Just put a little reaction up, because I don't think we can change our names anymore right now. but just like, put a little reaction up. So it's clear Annie Thoms (BSI parent): a lot of us really really care if you if you go to reactions, and a thumbs up, or you know a hand raise, or whatever it is, just to make it here, especially if you don't have BSI parent next to your name, and the reason that all so many of us are here, and so many of us want to be speaking defense of. The curriculum that is really working at BSI is everything that Kyra just said so beautifully. Annie Thoms (BSI parent): We love our school. It has a history of excellence. I'm a parent of 3 kids who've gone through. BSI, my oldest, is now in high school. My middle is in that school, and my youngest Annie Thoms (BSI parent): great and I'm also an educator. I've been teaching at English at Stuyvesant High School for more than 20 years. Annie Thoms (BSI parent): So as a parent and as a teacher, I know how vital it is to have a strong foundation in reading, reading full books, and a rich inquiry based curriculum is a huge part of preparing students for academic success and for life success. I have serious concerns about the into reading and middle school into literature. Curriculum, because of this, Vsi's existing curriculum is both standards alone and Annie Thoms (BSI parent): over the last 11 years. As a parent. There I've seen BSI teachers work meet the individual needs of our learners, while simultaneously helping district money is a whole. Fulfill Annie Thoms (BSI parent): what we're doing at BSI is working, and rather than forcing a sudden shift to a curriculum that has been shown to be effective, and in middle school isn't actually currently required by the city Annie Thoms (BSI parent): work. With parents and teachers. This extraordinary curriculum to retain, fight for what's working and expand that rather than moving to fix a problem that does not exist. We really appreciate you hearing us, and hope that we can move forward and work together to make this work. CEC 20: Thank you. Next next speaker CEC 20: on the Ghada Amin: the voice is mute. Ghada Amin: There's something in the voice we can't hear anything. Kevin Vizhnay: and it's definitely understand. Kevin Vizhnay: The amount of Kevin Vizhnay: is not developmentally appropriate, and is causing many children to experience a lack of anxiety Kevin Vizhnay: within the Kevin Vizhnay: okay end of unit. Kevin Vizhnay: Already a computer diagnostic in particular is not developmentally appropriate, especially for kindergarten. Not only are our youngest students struggling to navigate the I ready computer program, causing them stress and anxiety based on my own experience and that of many other parents. The results do not reflect the children's abilities within the classroom. Kevin Vizhnay: I appreciate the dopamine district's intention to collect data in order to help teachers adjust their instruction and provide individualized support to students, especially those who are. Shortly, however, if the data that is being collected appears to not be an accurate representation of students abilities, how is it helping improve. Student outcomes Kevin Vizhnay: many parents and teachers at Ps. 185. Feel that the over testing in our children's classrooms is taking away from valuable instruction time hands on learning experiences and experiential learning opportunities just like a BSI. I would also advocate for this kind of inquiry, based learning, be across the board throughout all schools in our district. Not just GMT. Because it would benefit all students struggling from genetics. Kevin Vizhnay: For for Dr. Credo we hope we can meet with you who would love to at the Ps. One, a 5 community continue to continue this discussion and figure out a way to streamline the assessments and adopt our developmentally appropriate testing practices for the district. Thank you very much. Appreciate. Thank you. Kevin Vizhnay: Next we have Helena Glaser, Hodney. Kevin Vizhnay: Fault. Kevin Vizhnay: Hi, everyone. And I am. I am with that group, and I'm just gonna piggy back off what she said. I am first generation American, or into 2 Russian parents who relied solely on testing to see how well I was doing some very aware of our community and our immigrant community that Kevin Vizhnay: looks at it the same way, and I understand how that works. However, as a product of that type of structure, I can. A short often causes Kevin Vizhnay: way more harm than good, and no young child is a first grader kindergartener. Kevin Vizhnay: No young child needs that. Many tests. My son, who is in first grade, and my dad gets 90 to 100 on every single test. Kevin Vizhnay: is constantly crying the night before a test, asking he could stay home because of it, and crying at the amount of tests. Kevin Vizhnay: and I bring up the first generation point only because that's how I grew up. And I personally know the negative impact they can have on a child's anxiety and on their self-esteem. And we are in here to say there shouldn't be tests. Of course, of course there should be, but it's just the amount of tests is just. It's just gotten out of hand. And it's making these children not enjoy their school experience. Exactly. Thank you. Next you have Michael. Hugh. Kevin Vizhnay: I believe, is remote. Michael Hu-BSI parent: Hello! First of all, I would like to thank Dr. Pareto for bringing in Mac and science Olympia to District 20. Michael Hu-BSI parent: I'm also a BSI parent. I. Every child is talented in his or her own way. Michael Hu-BSI parent: It's also undeniable that some children learn at a more accelerated rate, and deserve education that best suits them. Michael Hu-BSI parent: That's why I'm pressing to bring back the screening process for be a side middle school. Michael Hu-BSI parent: I also want to express my concerns about the feeding curriculum. Michael Hu-BSI parent: To my understanding, this new curriculum was implemented, improved near treaty students reading scores because left and 50% of New York City students are reading a low trade level. Michael Hu-BSI parent: well, maybe effective to implement such a curriculum in lower. Michael Hu-BSI parent: Yes, I. My reading score way above New York City level at 88% Michael Hu-BSI parent: proves that their current curriculum is working for the children at BSI Michael Hu-BSI parent: trying to fix something Michael Hu-BSI parent: that you can actually end up worsening the situation. Michael Hu-BSI parent: And there's CEC 20: valuable teaching resources and time. Michael Hu-BSI parent: It's parents like their current curriculum and a Michael Hu-BSI parent: changes. Michael Hu-BSI parent: Thank you so much. Thank you. Yeah. CEC 20: And that's all this speaking session, which is end up great. And let me just check on the interpretation lines. Is there anyone on the language lines who would like to ask, make a public comment. Arabic Interpreter-Hadeer Al Amiri: no, no one on the other side. Thank you. Kind of CEC 20: no one. Okay. I think we are done with public comment for the night. CEC 20: Last order of business is the approval of the annual District Superintendent Review. CEC 20: all CC members. We've you've seen this. It's been emailed around. We've collaborated on it, and the draft review is you! You should have seen it at this point. These reviews are approved and then sent to the Department of education. CEC 20: one at a sort of big picture comment. I've always found these reviews this whole process to be fairly frustrating because the DOE never responds. The reviews are sent, and there is exactly 0 feedback, and it's citywide CEC 20: So it's a requirement of Cec's to do this, and we do it. And we take it seriously. but it's from a from a accountability perspective. CEC 20: There's very little CEC 20: erez agmoni. I think it's only I I feel like it's appropriate just to share some of our some of our thoughts. And I think we've heard a lot of really great speakers tonight. Honestly, it's been kind of an amazing last meeting for the term, 250, CEC 20: filled with a lot of really good discussion. The the number one thing I just keep coming back to, and it reflects in Superintendent's review. CEC 20: You know, it's a difficult district, because it's got so much diversity, and it's got so much so many different groups of parents, so many different learning communities. so South Brooklyn really is a you know, whatever term you want to use melting pot mosaic, 250. CEC 20: You know the the lesson that I really take away, and that, I really think, is appropriate is no one. Size fits all. I think our district has to serve many different types of learners. including the different cohorts that spoke here tonight. you know, Superintendent credit. We give them really good reviews CEC 20: on his engagement. That's number one, or sort of his accessibility number one, he always is, also always is available. I can reach out to him. We had Jonah Sufi, who's a parent here at one at 170, actually, who is very sort of really praised his availability and engagement. very affordable, very informative. And and I would agree with that. CEC 20: You know I've I've admired his consistency, his interest in ensuring sort of setting out consistency and instruction across the district when he came in and sort of said, You know, there's some things I'm seeing that aren't being implemented as they're designed to. And I'm I'm going to take a look at those and try to fix those. CEC 20: I know we just heard about testing. You know our opinion in in the CC's opinion is that I I can agree with the points about too much testing. But I do think that having some kind of formative assessment data is important. The I ready data has been really illuminating, I think, to look at and sort of break down, not just math and re-eating, but the different sub-components of that So you know, back to when Dr. Prada implemented that, I remember there was controversy. Then we heard we heard a lot of number of complaints. But CEC 20: you know the key is, is it helping the district? And that's something we're always talking about and sort of looking at Is it helping improve education across the district, including at the the schools that are not performing at at the same high level as other schools. CEC 20: We really applaud his initiation of middle school bilingual education programs coming up for next year. There's 4 of them in case anyone hasn't heard Chinese, Italian, Spanish, Arabic, and still working on. yeah, and he's a strong poker proponent of special education in the district. CEC 20: as as he's done a lot of work securing police for the new district. 75 Seat school Standalone School on Second Street. I think it is. CEC 20: you know, in terms of responsiveness and engagement. You know, it's mixed. And I think a lot of the stuff we've heard tonight sort of reflects that we've There's there's sort of strengths there's sort of good times when people get back to us and provide sort of good answers, and then sometimes answers are not not good, and that's kind of what that's the difference between listening to parents and engaging in sort of quality engagement. And that's just kind of the stuff that we'd really like to continue working on and you know. CEC 20: sort of work through. And and, you know, hopefully reset the relationship a little bit. Assuming some of us are still involved in this in July, which is not certain. CEC 20: you know there were option. There were questions. CEC 20: about the the middle school screen program, and that's you know, that's really the pocket of the district that we've been trying to get some some improvements on since last fall. There was the announcement and sort of the pledge to work on improved. I'm bringing back the superintendent program, which is very popular in the district, and I agree that it has to be done well, and it shouldn't be sort of an afterthought. It should be pro-limited, but CEC 20: we were sort of very excited to hear about re-engaging on that last fall, and it was sort of a frustrating process throughout the the next. So successive months of trying to get any forward progress on that. And so we'll just note that. And as David and I talked about this, the the question sort of the conclusion from CEC 20: I think we can sort of fairly agree is that he's willing to sort of hear us and take our calls. But sort of the decision making and the action steps we'd like to see happen, I think. summer of 2,023. So this summer or early next year, depending on who you talk to is sort of the deadline for getting new programming in place. And so that's really what we're up against here. If we're going to do something. 2 CEC 20: we're behind. And you know, I'm encouraged to hear sort of decent comments, and we'd like to sort of work together on that and and make something happen. That's a high priority of many parents in this district. CEC 20: We were surprised, you know it was. It was very interesting to hear the sort of confluence of things, but from BSI coming independently. I had not met many of the parents before, and in our own observations of the literacy curriculum. you know, this is just really an area I just encourage sort of further further sort of awareness of and working on is one CEC 20: big decisions, important decisions, you know, check in with people in a legitimate way. and and sort of don't just sort of do sort of a cursory announcement, because we were surprised when we heard the literacy curriculum. I remember Elizabeth had some questions about it. and you know we've done our tried to do our research on what each one entails. We're not experts up here. The BSI parents know more about education than we do. So it it really is something that CEC 20: erez agmoni you know, it's just an example. But there have been a couple of other cases. And we really just like to encourage that. We think we're reasonable people. we're interested in the details. All of us are sort of working. Many of us are non-native English speakers. We we'd still like to understand the the programming that goes on in the district and the big decisions. It's important. CEC 20: and then, just, you know, a as far as communication. I think there's one that's you know, it's continue to sort of focus on the communication, especially with the non native English speakers and find ways to relate to them. And I think that that's actually something you did pretty well tonight when you were getting asked a few questions. So that's the gist of the super tenant review CEC 20: council members, any any questions or comments, or anything? Or should we just be? I'm happy to move to a vote if if you'd like to. CEC 20: So let me ask a quick question, David. Oh, so. So when you're hearing people speak, and the majority of the parents here said, they want you to opt out of that program. CEC 20: Is it your choice? Or you have to speak with Chancellor Bank to make that decision for letting us go opt out of a program. It's a great question. So the the K to 5 curriculum. The inter reading curriculum is is a mandate for all schools and phase one districts. district 20 is one of the phase one districts CEC 20: like. I could reh some of the things that are involved in phase one the Middle School curriculum decision was a decision that I made in the district. for a variety of reasons. I have this got a meeting scheduled with some parents from BSI this Friday to to discuss the decision making behind the into literature curriculum as well as happy to discuss the the into reading components and the CEC 20: the decision making process behind Central and the options that were available. Why, we picked into reading over the other 2 curriculum choices. CEC 20: and how that fits into a district-wide theory of action, as well as how it meets the needs of like Steve has mentioned before the diverse needs and vision the missions of the 40 schools across District 20 CEC 20: but long story short, the the K to 5 is A is a citywide. mandate. There are 15 communities, districts that are implementing in phase one and the remaining of the 32 will implement in phase 2. The next year into literature. Decision is one that only 2 school districts in the city decided to do myself and and one of my colleagues in Queens. CEC 20: Sorry we don't think I'm sorry. I mean, it's not. We're not gonna open it up to a free for all we can. Sorry. Can you say the last thing again, David, the last thing you just have only 2 districts did what CEC 20: only 2 district superintendents decided to also implement the into literature curriculum with their K to 8 s. And stand-alone middle schools, as well as and implement into reading, and the Keta fives for a variety of reasons, because into I shared some I've shared some. And into reading into literature is the middle school. Yeah. Companion to the into reading the the hands down the most popular across the city, right. And that's right. Something like CEC 20: 13 of 15 districts selected into reading. And I'll just ask you. You know CEC 20: you know the BSI parents are super active and engaged, but I think you know, to the extent you can communicate this to parents that are. CEC 20: you know, I'm not as active in a game. I'm not as aware of the stuff. I think that's really important. And like I've said many on this. I'm and I'm having. I understand the I understand the frustration I do, and part of it is the CEC 20: urgent and timely nature of the decision making. This was a decision that was made. In early April, and I understand that it's it's it's a quick shift, and it's a shift that hasn't really happened before. It's not something that district 20. There was only one district in the entire city that had adopted a uniform. curriculum in in any subject area. CEC 20: That was District 19. So you know, just doing something of this magnitude, I understand, is an incredible change in shift on a variety of levels. So I understand. But what what I'm really happy to do CEC 20: is to discuss the like the the process behind, why it was selected, and some of the kind of like getting into the weeds a little bit of like. Why those things make more sense, and into reading versus the other 2 selections, as well as the decision to go with intellectually as well as into reading CEC 20: in the middle school. But I one thing I want to say, and then is the importance of the the school principal being able to describe how it will be implemented, both in elementary at middle school, at their school, because there are some things that that are an expect expectation and implementation. But then there are also a wide variety of choices that the school can make in the implementation of the curriculum that will be different at every school based off of the way in which they engage in the visual mission CEC 20: and any feedback from other middle schools in the district about implementing the literary literacy trick in other middle schools. Yeah, as we've gone through the process of training the principals and training 6 and eighth grade teachers. So we've brought in team leaders, assistant principals, literacy coaches that represent grades 6, 7, and 8 for the middle schools to CEC 20: kind of get them oriented with the structure of the program, what what the plan was for implementation, and where there was room for choice, which the middle school curriculum has a tremendous amount of room for choice and flexibility for the schools to implement in a similar way to the way that they may have used a previous curriculum. Whether it be we had a variety of CEC 20: curriculum that we're being implemented across the district, that the teachers have become receptive. And really there's been a a positive response to the options in general, but it's also really new and changing. Anything, especially of this magnitude, comes with a CEC 20: a range of reactions and a has any other in a process if any other schools said they want to opt out. No. CEC 20: no, no, no other schools. CEC 20: I'm so good ladies first time, just to clarify the into literature is going to be implemented at every middle school in District 28. Yes. CEC 20: wait. 8 of 8 for. And it's just yeah. All all middle school grants. CEC 20: So that's including the 500 superintendencies. That's right. CEC 20: What was it? 600 600 superintendencies? Wasn't this part of the thing? Was you wanted a differentiated program between superintendent and then general curriculum. So is this at odds with that. No, what this does is enable the Ela Crick on, because again, it is just the Ela curriculum that is not the entire schools curriculum. It is one of the 4 core content areas. It does enable a a a completely standards aligned CEC 20: experience in Ela across all reading, writing, speaking, and listening. So Ngls standards which none of the or a few of the curriculum that were being used across the district did need CEC 20: as well as ensure that all students across the district are engaged in grade level or above text on a daily basis, which was something that was not happening in all district schools. Someone earlier tonight said, What you reading is does not have that level CEC 20: great text. There was a comment earlier tonight. So we selected into reading it into literature specifically because it does offer on-grade level text CEC 20: at all the grade levels from K to 8. It also offers within. And these are some of the choice options that schools have. So in the elementary grades or into reading. There's a component of the curriculum which is set aside for small group instruction. This is an area that schools will have a wide range of choice when they implement this typically when a school will conduct guided reading skills based small groups, independent reading. CEC 20: a. A variety of things that are not engaged in that full-class grade level shared experience. Those are some places where the curriculum offers some on-level resources rather than the grade level text that's contained in the vocabulary and reading component in the curriculum and into literature. The the class texts I. There is a lot of references to CEC 20: you know excerpts and short texts, and that comprised the into literature curriculum. So the units are comprised of 3 sections, 2 of which involve CEC 20: a combination of texts that would be similar to tech sets or other and other options that some of the curriculum that are currently utilized in the district, as well as options for what they call long reads or full-class novels that can be implemented either in a whole class nature, which many of our middle schools Ttla! Involving full-class novels. or utilizing those novels or other shorter texts for literature, circles. CEC 20: novel studies, and small groups, essentially and also a tremendous amount of resources to support teachers and monitoring those. So one of the reasons why we felt that into literature was a a strong matches that enables schools CEC 20: who prefer any range of independent reading. Literature, circles, or kind of like small group explorations of full texts or novels, or a whole class. Novel experience into literature provides not only a wide range of options to do those things, but also a tremendous amount of resources for teachers to be able to track and monitor student progress in those choices, whichever ones they make. CEC 20: I'm not mandating that they teach the novel, not mandating, that these literature circles. I'm not mandating the the Independent, and that will be the choice of the school principal great team teacher. Is there a way to to to tweak it, so that if the superintendent's sixth graders are more advanced, we could start it from the middle or at and CEC 20: or be working just appropriate for those children. Yeah, there's a variety of options to support accelerated learners, which was another feature that we liked about the curriculum, one of the one of the benefits and also potential pitfalls of the curriculum. If it's not implemented strategically, is that there's a lot there. So specifically with accelerated learners. CEC 20: If we're referencing the superintendent program or middle school, there's a couple of ways in which it can be accelerated. One is around. The pace of the implementation so, and and to address the question on assessments and too many assessments being given. I agree there's a lot of assessments being given, especially in the early childhood grades, and we're closely examining at the district level the the CEC 20: the, the why, the rationale behind assessments that are being given. And we're also developing an assessment calendar, like identifying specific assessments that we do find really valuable that we do find that teachers great teams. CEC 20: the principal and us at the district level are able to utilize, to track and monitor progress towards building foundational literacy skills as well as students reading and writing ability in standards. So we're really focusing in on those assessments that are CEC 20: preferring nationally-normed ones that. Don't that reduce the level of human error and implementation. So that when we're utilizing data, we're we're really being purposeful with engaging students in assessment experiences and not, and eliminating other ones that are redundant or don't serve a purpose that's directly related to student and instruction. I'm happy to meet with you like to go into the weeds, but that's like the short answer on that one But within the into literature curriculum CEC 20: there is the ability to increase pacing. So there's CEC 20: there's 6 units they could, you know. We're only asking that schools get through 4 units for the whole year. They could implement more. we're not. We're just no. And then specifically within the implementation of the unit of study itself. We're not mandating what the novel selection is, or the literature circles or independent reading. So there are going to be some schools that don't engage a novel study because they don't. CEC 20: I don't select to do so. there are schools that are already planning the novels. They're ordering them. They're identifying them. And they're they're they're putting it in place. So you know, that's you know. So, for example, the number of novels, and also the way in which schools implement currently existing practices around project-based learning, there is a lot of reference to project-based learning. I'm a big proponent and supporter of project-based learning. We have many schools CEC 20: who have leveraged the their own school practices as well as into reading and into literature resources to implement project-based learning. It has a project based learning component, which is one thing that schools can utilize but don't have to. It's something that we're. I'm not mandating, but we're dental definitely identified in the District project. Based. Learning is one, you know, kind of agreed upon component of accelerated learning that we feel provides opportunities to put CEC 20: kids who are ready for that. So you know, you could see examples of schools implementing the novel study and aligning it to their social studies. Curriculum that is also engaged in a project based learning piece. And you know, through that, you know combination of cross-curricular planning or interdisciplinary planning, utilizing existing projects, or other things, providing more accelerates just a couple of examples. But the the curriculum provides both the ability to ensure that all students are being exposed to grade level text and CEC 20: the Ngls standards across that are required, as well as choices that they can use to accelerate as well as reinforce and remediate. I would just ask if you, because there's still some speed disconnect between what people who read this. They believe that you're you're really holding children back. That's the that's the thing that you're I'm getting. And if you, if that's not the case you really need to communicate that and and give them the flexibility to do what they have to do. So they CEC 20: I I absolutely. And I I understand that again. It's a new. It's a new thing, and it's a big shift. And I think that there's a lot that goes into the perceptions versus the the reality of what we find, that this will ultimately provide more challenges for our students rather than hold them back. But I think that at the same time I completely understand CEC 20: folks who and this goes for parents as well as educators who don't have, like the full grasp of the of the materials and the rationale behind it. We've been CEC 20: there was a reference to a a principal who was operating, I believe, off of the Ed reports report around the decision making behind the curriculum. that is one of the primary places that the Department of Education uses to decide on the curriculum, and we continue to share that with CEC 20: leaders to like address, you know, issues that that come up. The biggest one has been around the structure, around CEC 20: the science of reading and ensuring that the the 4 part process for learning how to read in the brain is something that leaders are aware of and are able to tie to the structure of the curriculum, so that they understand, especially in K to 2. But all the way up through the elementary grades, why certain components of the curriculum are organized the way they are, and why we're asking for folks to do certain things and in other places offering them choice but this this, of course. on Thex initiative as well. It absolutely does so. The it supports it in that into reading is organized along the tenants of the science of reading. it does not change the the phonics curriculum that schools are currently using. So, for example, many of our schools, including BSI, use Wilson foundations as their approved foundational literacy program. That teaches phonics, phonemic awareness in K to 2, and that is a requirement across CEC 20: all District 20, and Department of Education schools that was instituted last year. Many of our schools use foundations. Many of our schools use Orton Gillingham. Some of our schools use really great reading. We have a variety of approved programs, and those will continue to be implemented alongside the into reading curriculum. CEC 20: Thank you, Doc. I know you missed me. CEC 20: I yes, you know we're funny. CEC 20: Is there anything, David? Just just like to say on the middle school screen proposal at this point? So I. You know we have been in long talks around the the middle school screen proposal. We've looked very closely at it. We've been working to schedule a meeting to finalize CEC 20: the things. What I'd like to say is that you know, I hope that there isn't a perception that I am in some way against this I approved, you know, 600 seats of screen seats at the beginning of this year, and my commitment to continuing to examine the existence for next year doesn't change. So I really look forward to, you know, discussing CEC 20: plans around how to make sure that, like you said, you know, the the expansion of accelerated learning that warrants academic screening. is implemented in a way that is lasting, and works for all kids as well as is something that meets the needs and the demand in the district which is definitely there. CEC 20: any other comments from council members? or should we move to a vote on okay. CEC 20: any other comments from Council? Mosa, okay, is there a motion to vote to approve superintendent credits? Evaluation, annual evaluation? CEC 20: I'll make a motion. Okay, is there a second second. CEC 20: So, Vito, you made motion. How are you seconded? CEC 20: So we take a roll call vote. I'm going to need assistance with that and the virtual. So. CEC 20: Steve, I have a yes to approve. Okay. Jennifer, you abstain. CEC 20: Thank you. Elizabeth Shen. CEC 20: Eloabella. Yes. Rebu runs. Yes. CEC 20: you got it on you. CEC 20: Okay, yeah. Ghada Amin: yes. CEC 20: you don't have to do that. Ghada Amin: Yes, I'm here. Are you? Hear me? CEC 20: Got it? We hear it. So we got you. Li Peng. Yes. yes, but CEC 20: by Rosa Black, is she online? CEC 20: Joyce? Yeah. Kevin. Yes. CEC 20: I said, yes. Oh, thank you CEC 20: not yes, one abstain too. Excuse me. CEC 20: Is there a motion to adjourn our final cylinder? Oh, yeah, approved last month. So we we'll approve our minutes from last month's CEC 20: calendar meeting. Kevin, can you share those, please. Okay. CEC 20: so everyone, please review the calendar meeting minutes from last month. And if there are no changes, the minutes will be approved. That one. CEC 20: Yeah. yeah. yeah. Okay. CEC 20: any changes to the minutes. CEC 20: Okay? Hearing none. The minutes for the calendar meeting from May 2,023 are approved. CEC 20: just so, everyone knows. So the business meeting will begin immediately following the calendar meeting. CEC 20: I think we have a couple of items we just want to discuss. But did. Was there any actual Cec business, or just purely the right just end of our end of year I get together, which is not official. Cdc, so let's just okay. So CEC 20: what we're going to do for everyone still here. Thank you for sticking around. We're just going to finish the calendar meeting. Then we'll get through the business meeting. Approve those minutes, and then everything will be done. So is there a motion to adjourn the calendar meeting CEC 20: motion second CEC 20: second, everyone in favor. Aye, anyone opposed. Nay. CEC 20: So the calendar meeting is adjourned. Our last calendar meeting guys. kind of don't get into emotional anyone CEC 20: choice. Are you okay? CEC 20: Motion motion to use cleanets? so should we just get through the business meeting and then be done. So let's get started. I'll call the business meeting to order 909 Pm. Peter, can you take a roll call CEC 20: here. vice President Jennifer, you CEC 20: Elizabeth Ch. CEC 20: Secretary of CEC 20: here. CEC 20: here. CEC 20: Joyce. CEC 20: thank you very much. interpreters, could you please announce interpretation instructions for anyone wishing to dial into the language lines. Arabic and Turk. CEC 20: What's coming out over there, Joyce, this is serious. Okay, this is serious. Arabic - Muaad Alody: Well. Arabic - Muaad Alody: thank you so much. Could our mandarin interpreter please introduce themselves? CEC 20: Thank you. Thank you. And could our Spanish interpreter please introduce themselves? CEC 20: Spanish? You're muted in duty, Simon. You're muted. Okay. CEC 20: Spanish interpreter. Are you able to unmute? Andri Matos: Hello! Hello! Can you hear me? Andri Matos: Okay. The following, the following announcement will be made in the Spanish Andri Matos: or choosing. see? Not the no matter. CEC 20: thank you. Thank you. CEC 20: Kevin? So the order of agenda for the business meeting is simply to approve the minutes from last month's business meeting. Yeah, Kevin, can you share those minutes, please. CEC 20: So please review the minutes. Kevin, what is the update on the school supplies? Purchase? Actually? Oh, nice. Yeah. Awesome. Good work. Yeah. Any changes to the minutes. CEC 20: Okay, seeing none. The minutes from the business meeting in May 2,023 are approved. CEC 20: any other Cec business official Cec business. We need to discuss CEC 20: motion, to adjourn the last meeting ever together. Question to adjourn. Second on a favor. CEC 20: I'm a no, I want to keep going. CEC 20: of course. CEC 20: No, everyone. It has been an absolute honor. Thank you so much CEC 20: same, Jen, really. And to all of you I would say that I've I've really enjoyed getting to know all of you. CEC 20: and I truly mean that CEC 20: I do choice even you. CEC 20: I think so. CEC 20: And I hope I still I would all of you online, please. I would. I hope we are passed for us again. Please feel free to reach out anyone who's not staying on, you know, running again. I know a number of you are not but I'm I'm always, always open, and I I would love to again. I'm not sure I'm going to get it reelected, either. But anyone who's still involved. we we I definitely want to stay in touch CEC 20: regardless of whether I'm elected so CEC 20: all right. so the meeting is adjourned. have a good night. Everyone in the next meeting will be a new Cec. Kevin. You know the date of that yet. July twelfth. CEC 20: He is on top of it. Liping Jiang: Question for the cabin. B. Liping Jiang: I will ask about their laptop. CEC 20: That why not CEC 20: laugh at Kevin, can we pang? Meet you at the Lee pain? You want to bring it back to? Liping Jiang: Hello. Jennifer Hu: Fleeing. I think you have to bring it back to Kevin at the at the office. What's the office? It's the 4, 1, 5, 80 is something that yeah, that that's the one that's The superintendent's office is there as well. But Kevin's office is also there. That's where we're we're in the office right? CEC 20: So anytime the Kev is there? Maybe not. Yeah. Li ping, Sylvia or Bill. CEC 20: sleeping, will you either text me or text, Kevin? And we can. We can make sure you know what to do with it. Liping Jiang: Okay. any deadline for that. Liping Jiang: Kevin? Do you know, I have any deadline from the laptop? CEC 20: I think by July, it's fine. So that's when the comes in. Yeah, yeah, I think after July. CEC 20: I don't get you. CEC 20: This is. CEC 20: you're not stealing, because if if by July. Liping Jiang: okay. Liping Jiang: please, Kevin, we please. tell me the address, and when when you're gonna be at office, so if I'm available, I will send the laptop to the office. CEC 20: Thank you, Li Pang and Kevin people still have a few days to submit reimbursement forms if they haven't right. 20 fourth was the deadline June 30. Fourth for me. CEC 20: Lastly, for submission for reimbursement. Yeah. yeah. CEC 20: take a look. There's no member signature guys. So we could just leave this. We're we're we're officially on the Zoom. Just so everyone knows I don't want anyone to get in trouble. It happens again. Arabic - Muaad Alody: We don't have us, interpreted interpreters. Arabic - Muaad Alody: I'm done. Yeah, I appreciate your service very much. Thank you. No problem. Have a good night. CEC 20: Thank you, and have a good night. This much of time is 9, 19. Have a good day. CEC 20: Yeah, good night. All right. Virtual Cec. Members, and everyone who's still on the on the call. Thank you so much as always for being here. like. CEC 20: Good night. Good night. God, Ali ping! Jen! We'll talk again. Ghada Amin: Okay, thank you. Bye. Liping Jiang: I take care.