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Stephen Stowe: Come, great

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Stephen Stowe: welcome to the February, 2,023 Cec. 20

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Stephen Stowe: meeting.

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Stephen Stowe: I will now take a roll. Call.

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Stephen Stowe: Say that again.

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Yeah.

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Hmm.

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Stephen Stowe: I will not take roll call attendance of the members.

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Stephen Stowe: Steve Stone, President here.

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Stephen Stowe: Jennifer, Hugh.

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Stephen Stowe: first Vice President

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Stephen Stowe: 1 s, and if anyone sees members in the chat or in the in the room. Please give me a heads up.

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Stephen Stowe: Elizabeth Chan, Second Vice President.

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Hmm.

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Stephen Stowe: Video: Recording Secretary

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present.

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Stephen Stowe: Thank you.

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Stephen Stowe: Marie Bergeris treasurer.

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Stephen Stowe: Marie, are you there?

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Okay.

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Stephen Stowe: Got it? I mean.

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Stephen Stowe: Got it, Are you there?

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Stephen Stowe: You on a Sufi

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Stephen Stowe: Jonah, Are you there

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Stephen Stowe: leaping?

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liping jiang: Yes, Hi.

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Stephen Stowe: Maya Rosenba

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Stephen Stowe: Maya. Are you here?

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Stephen Stowe: Choice, she

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Stephen Stowe: choice? Are you here?

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Stephen Stowe: And Kevin's? Now, Heaven, are you here?

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Stephen Stowe: Okay, we have 3 members present. We can still hold the meeting. We just can't vote on anything.

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Stephen Stowe: There's Tony from

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Stephen Stowe: Justin's office.

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Okay.

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Stephen Stowe: clear with me One moment.

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Okay.

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Okay.

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Stephen Stowe: before we begin, I just want to make a couple of announcements.

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Stephen Stowe: One is that we have interpreters here with us, providing interpretation in Arabic.

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Stephen Stowe: mandarin and Spanish.

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Stephen Stowe: You should see video of these interpreters.

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Stephen Stowe: They will now introduce themselves and provide instructions

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for anyone who would like to dial into one of the interpretation lines.

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Stephen Stowe: Could our Arabic interpreter please introduce yourself?

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Yeah.

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Arabic- Haydy Elsanabary: (347) 966-4114,

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It means it.

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SPANISH-Molly Gordy: Hello!

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SPANISH-Molly Gordy: I can't hear you.

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SPANISH-Molly Gordy: Hello! Can you hear me

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Kevin Zhao: now? We can hear you. Can you say it again.

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SPANISH-Molly Gordy: Yami Primero Andres

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SPANISH-Molly Gordy: those

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SPANISH-Molly Gordy: no way in

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Kevin Zhao: everybody else to this you can leave.

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Kevin Zhao: I'm sorry it's it's the host speaking. I don't think we can hear them on as well as zoom.

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Kevin Zhao: Now you can hear me.

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Kevin Zhao: Yes, now we can hear you

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Kevin Zhao: bye.

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Stephen Stowe: Sorry about that. Can the Mandarin interpreter, please introduce themselves.

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Melanie Qu: You have me. How? What's your name that you work by, Yet

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Melanie Qu: you all know

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Stephen Stowe: great. Thank you so much.

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Stephen Stowe: Tonight, during the at the end of the calendar meeting. We will have a public speaking session. If anyone would like to sign up for public speaking.

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Stephen Stowe: they can do so either in person on the form

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Stephen Stowe: for online. There's an online form that is on the website, and that our administrative assistant, Kevin, will also post into the chat.

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Stephen Stowe: So the agenda for tonight I will just go over the agenda.

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Stephen Stowe: Kevin. Are you able to share that?

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Yeah

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Stephen Stowe: to the agenda there?

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Stephen Stowe: So first we're going to have a a welcome from the from the school, from the school color guard. Then we're going to have a presentation on the

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fair student funding

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Stephen Stowe: budget. And then we're gonna have a presentation from the office of school design.

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Stephen Stowe: Can you scroll down Kevin, please?

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I know.

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Stephen Stowe: Thank you.

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Stephen Stowe: We'll have a report from Superintendent, Dr. Preto, Report of Council, President, Public Speaking session.

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Stephen Stowe: and then 2 resolutions on gifted and talented admissions, and the Lunar New Year is a state holiday.

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Stephen Stowe: and we'll close out the calendar meeting, improving the minutes, and then the business meeting follows immediately at the end of the calendar meeting.

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Stephen Stowe: Okay, without further ado, we now have a welcome

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Stephen Stowe: presentation of colors from the school color guard. We're here at Ms. 936 ps 939,

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Stephen Stowe: and hopefully we can position the

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Stephen Stowe: camera so that they can be seen and heard.

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Stephen Stowe: What.

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Stephen Stowe: for instance.

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Okay.

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it's like

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they don't blog on and like, put comments and chat make comments. Today I have to gather it to send a central to make sure all the public comment is shared.

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Stephen Stowe: Suggestion to have a public comment session just on fair student funding immediately following the fair student funding presentation.

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Stephen Stowe: So we would need to just to make a motion to add that to the agenda. So is there a motion

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Stephen Stowe: to have a

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Stephen Stowe: Let's call it a a 10 min.

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Stephen Stowe: 1015 min public comment session just on the fair student funding section right after that presentation

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Elizabeth Chan: I make the motion to add.

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Stephen Stowe: Okay, thank you. Is there a second?

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Stephen Stowe: Okay, All in favor

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Stephen Stowe: anyone opposed?

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Stephen Stowe: Okay.

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Stephen Stowe: Okay.

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Stephen Stowe: And I just want to welcome a a a acknowledged a number of guests we have here with us tonight as always superintendent, Dr. David Credo, deputy superintendent, Dr. Joe O'brien Family Leadership Coordinator Bill Chin Family Support Coordinator, Sylvia Jacinski.

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Stephen Stowe: Uft Representative Ariel Royo, representing the Csa tonight is Principal Margaret Russo

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Stephen Stowe: and then from different elected offices. I know that I've seen my Yaden from Senator Grenadis's office, Tony from Councilmember Brandon's office, and not even Swanson from the borough. President.

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Stephen Stowe: We know Those offs. Those are the ones I've seen so far and apologize if I missed anyone.

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Stephen Stowe: and then we have a a large team. I'll introduce the office of district planning team when we get to their part of the presentation. But for right now we'll just have Dr. Prado start on the fair student funding presentation.

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That's good.

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Stephen Stowe: Yes.

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Stephen Stowe: thanks so much. Good evening. I was one of which everybody celebrating.

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Dr. David Pretto: Okay.

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Dr. David Pretto: So I want to quiz everybody. I'm happy to hear the rabbit we've had.

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Dr. David Pretto: Actually.

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Dr. David Pretto: that's

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Dr. David Pretto: They'll do that.

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Dr. David Pretto: Okay, They're they're They're times of charm, Happy Lunar New Year. Happy you! The rabbit.

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Dr. David Pretto: been attending some amazing events and performance and celebrations in a lot of our schools, including S. 1, 60 Ps. 105, Ps. 3, 10, P. S. 1, 70, so we're really excited to be celebrating the New Year.

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Dr. David Pretto: so i'd like to welcome everybody to the annual School Budget engagement session.

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Dr. David Pretto: I'm super intended Dr. David Preto, and I'm happy to be here with our District Budget representative, elbow Rodriguez go. Palmer was unable to make it so. Elba Rodriguez is here representing the district from the Budget Director and and Elvis supports schools directly with all matters related to budgets

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Dr. David Pretto: every spring. The panel for educational policy or the path Votes on the Dewey budget. Allocation formula for the following fiscal year.

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Dr. David Pretto: In preparation for this event, Superintendents and borough based support staff present the DOE's proposed fair student funding budget allocations for fiscal year, 2,024 to all community and citywide education councils.

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Dr. David Pretto: The purpose of today's presentation is to review the deals, budget, and allocation formula review fair student funding, and the proposed changes for fiscal year in 2,024, which aligned with the 2023, 2024 school year.

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Dr. David Pretto: This presentation marks a new approach in how New York City public schools is conducting community engagement around our school budgets, and any proposed changes to the fair student funding formula.

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Dr. David Pretto: Our goal is to increase our transparency, and ensuring that you.

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Dr. David Pretto: as critical community stakeholders, are made aware of how schools are funded and made aware of the resources available to you to better understand your school budgets.

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Dr. David Pretto: Our new approach is a change. That was one of a few recommendations made by the fair student funding working group

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Dr. David Pretto: convened in July, 2,022, at the request of the Chancellor, the fair student funding working group worked over the course of 4 months in partnership with National school finance experts and our own finance team to deeply understand the current fair student funding formula. Look at New York City school demographics and make recommendations for changes to the formula.

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Dr. David Pretto: The working group included a wide range of stakeholders, including CC. Members, PET members, union leaders, advocates, parents and elected officials.

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Dr. David Pretto: The working group published a report in November 2,022 to make recommendations to the Chancellor for changes to the formula which he considered and determined a few recommendations to move forward with.

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Dr. David Pretto: We will be discussing those changes in this presentation shortly.

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Dr. David Pretto: In addition to recommendations to change the formula, the working group also asks that we work intentionally to better engage the community about school budgeting

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Dr. David Pretto: the fair student funding formula, and how money to schools is allocated within this formula.

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Dr. David Pretto: This presentation marks the shift in our approach and demonstrates our commitment to the recommendations of the working group to focus on our transparency and community engagement.

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Dr. David Pretto: Please note that the CC. Presentation for tonight's meeting is posted at the link that was just shared

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Dr. David Pretto: along with translated versions of the deck.

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Dr. David Pretto: The posted version online does not include the district 20 specific slide. Since all CC's are doing this presentation. Before the April meeting.

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Dr. David Pretto: however, we can share the district specific slide with the CC. To share with you all If anyone like the district specific slide.

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Dr. David Pretto: I appreciate you joining the meeting today, and we'll dive into this presentation.

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Dr. David Pretto: So today i'm going to be discussing 3 main topics. First.

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Dr. David Pretto: i'm going to be sharing an overview of this year's overall New York City schools budget formula. Can you move back one side

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Dr. David Pretto: to be providing a detailed explanation of the fair student funding formula and 3 discussing the proposed changes to this fair student funding formula for the 2,324 school year.

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Dr. David Pretto: If you have any questions during the presentation, i'm going to ask you to direct them to the chat.

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Dr. David Pretto: We will have team members ready to respond to these questions questions that they are not able to answer during the presentation will be collected and shared with the New York City public schools team.

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Dr. David Pretto: who will then respond, and I will share back with the group.

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Dr. David Pretto: Additionally, the intention of this session is to collect public comments on our proposed changes.

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Dr. David Pretto: We asked that if you have specific feedback on the proposed changes to the fair student funding formula that you please feel free to share that feedback with

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Dr. David Pretto: budget public comments

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Dr. David Pretto: at Schools, Nyc: Gov. And we'll drop that email in the chat as well.

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Dr. David Pretto: Our New York City Public schools team will be taking public comments received to this email address into consideration in the coming weeks

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Dr. David Pretto: next slide, please.

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Dr. David Pretto: And what a final note about the presentation. While I will be providing an overview of our overall New York City Public schools budget and our district budget. I will not be reviewing our individual school budgets. Those are accessible on our public website.

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Dr. David Pretto: This slide shows you the steps to find the school budgets from our homepage. I will give you a minute to use this information to load your school-specific budget. If you are interested.

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Dr. David Pretto: i'm now going to provide an overview of our overall budget, and where the funding comes from

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Dr. David Pretto: our total budget for the 2,02223 school year, is 37.6 billiondollars or about $31,000 per student in our system.

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Dr. David Pretto: New York City provides most of our funding for the 2,02223 school year. The city contributed 20 billion or 54 of our total budget.

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Dr. David Pretto: Most of our funding from the city comes from what we call city tax levy dollars.

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Dr. David Pretto: City Tax levy funds are drawn from local taxes, such as property taxes, sales, taxes, and personal income taxes.

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Dr. David Pretto: Every year. The mayor proposes the amount of city tax levy funding. We get, and the city council must pass the budget into law.

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Dr. David Pretto: 13 billion or 36% comes from New York State funding.

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Dr. David Pretto: New York State is our second largest source of funding

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Dr. David Pretto: for the 2,020 to 23 school year. The State will contribute 13 billion or 36% of our total budget

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Dr. David Pretto: every year. The Governor proposes the amount of school of State funding that we will get

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Dr. David Pretto: mainly based on the number and types of students enrolled in our schools, and then the State legislature must pass the budget into law.

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Dr. David Pretto: Funding generally comes from income and corporate taxes, as well as property and sales tax.

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Dr. David Pretto: Federal funding comprises a total of 4 billiondollars of our funding for this school year. The Federal Government is our third largest source of funding.

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Dr. David Pretto: The Federal Government gets its funding mainly from income taxes every year. Congress proposes a budget, and the President must sign the budget into law.

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Dr. David Pretto: The Every student succeeds act or essa provides the rules for allocating most of the federal funding. We receive

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Dr. David Pretto: for the 22 to 23 school year. The Federal Government will contribute 2 billion or 5% of our total budget, as well as an additional 2 billion or 5% of our budget in temporary Federal stimulus funding

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Dr. David Pretto: next slide

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Dr. David Pretto: in the previous slide we covered an overview of where New York City public schools receives funding from. And now we will shift into how that funding is spent in our schools and across our system.

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Dr. David Pretto: The largest proportion of our budget is allocated to our K. To 12 schools and instruction. We allocate 15.1 billiondollars, or 46% of our overall budget annually to support our schools, including health and school climate initiatives, special education and other operating expenses.

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Dr. David Pretto: Most of the instructional dollars over 15 billionthis year are controlled at the school level.

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Dr. David Pretto: Within our budget we have mandated costs that must be covered annually, including employee benefits, pension and debts, as well as state mandated payments to charter schools non-public and contract schools

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Dr. David Pretto: we allocate 2 billionto support early childhood across the city.

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Dr. David Pretto: and finally, our superintendent field offices in central offices comprise just 2% of our overall budget.

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Dr. David Pretto: A to 12 allocations are all dollars given directly to district schools, in addition to associated fringe and pension costs

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Dr. David Pretto: under the oversight of principals and superintendents.

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Dr. David Pretto: School budgets are used for all instructional expenses. At the DOE

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Dr. David Pretto: 15.1 billiondollars in school budgets pays for costs, including

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Dr. David Pretto: salaries and benefits for classroom teachers, classroom paraprofessionals, principals, assistant principals and deans.

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Dr. David Pretto: Another classroom and school may staff.

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Dr. David Pretto: This also includes funding for textbooks, computers materials and supplies.

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Dr. David Pretto: The school operations. Section pays for non-instructional services. That student receive

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Dr. David Pretto: the 4.3 billiondollars is used to pay for costs, including free breakfast and lunch available to all students.

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Dr. David Pretto: bus routes.

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Dr. David Pretto: loan payments on buildings which are new construction and renovation, and these are similar to mortgage payments.

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Dr. David Pretto: Non-public and contract school payments cover schools and programs that educate New York City students, but are not directly run by the New York City Department of Education.

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Dr. David Pretto: The 2 billiondollars covers, charter schools.

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Dr. David Pretto: students with disabilities attending specialized schools

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Dr. David Pretto: supplemental services to students attending non-public schools

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Dr. David Pretto: employee benefits, pension and debt.

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Dr. David Pretto: This 10 billiondollars pays for health care and other employee benefits.

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Dr. David Pretto: pension payments for staff and debt payments on loans for school construction and upgrades.

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Dr. David Pretto: Now we're gonna look at the financial breakdown for our district

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Dr. David Pretto: again. This will not cover the breakdown by schools. You can find that on the New York City public schools website by following directions that we shared at start of the session.

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Dr. David Pretto: as you can see in District 20, we have a 549 milliondollars budget across 46 Pre K. Through 12 schools, serving 43,180 students, including our pre K centers.

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Dr. David Pretto: This does not include district 75, since those programs are not funded through fair student funding

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Dr. David Pretto: school budgets are comprised of a mix of fair student funding and other funding sources. Pre-k centers are not funded with fair student funding

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Dr. David Pretto: who decides how the money is spent at the school level.

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Dr. David Pretto: So once this funding is in place within school budgets. Principals are responsible for the funds allocated to schools, and have a great deal of flexibility, and how they spend the funding.

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Dr. David Pretto: These choices are made in partnership with school leadership. Teams or slts.

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Dr. David Pretto: as principals and slts create the school's comprehensive educational plan or cep. They identify school-specific instructional needs and priorities and align the school budget to this plan

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Dr. David Pretto: Principals work with their slts to create the school budget in alignment to the goals and structural priorities outlined in the cep.

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Dr. David Pretto: Superintendents like myself, supervise all principals in our district through this process, and must approve all school budgets and their alignment with the school cup.

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Dr. David Pretto: I'll now go into more depth around what fair student funding is

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Dr. David Pretto: fair student funding sometimes referred to as Fsf. Is the largest funding stream that we provide to schools

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Dr. David Pretto: as discussed on the previous slide. The allocation of fair student funding provided to schools is based on the number of students enrolled at each school, and the specific needs of those students.

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Dr. David Pretto: We make these calculations based on our fair student funding formula.

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Dr. David Pretto: which calculates how we distribute this overall pot of money to schools

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Dr. David Pretto: within the formula. Students with needs that require more support, receive more funding in alignment with those needs

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Dr. David Pretto: as indicated in previous slides. Fair student funding is a significant proportion of school budgets.

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Dr. David Pretto: In fact, these funds account for nearly two-thirds of most K. To 12 New York City public school budgets

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Dr. David Pretto: in many cases. Schools also receive funding from other funding streams, including Federal funding streams like title. One title Ii Ide, which is funding, focused on special education or other targeted allocations for specific initiatives.

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Dr. David Pretto: These pots make up the remaining funding within the overall school budgets

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Dr. David Pretto: as a note charter schools, 3 K. And Pre-k and d 75 programs are funded outside of the fair student funding formula.

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Dr. David Pretto: Additionally

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Dr. David Pretto: mandated Iep related services, including speech teachers occupational therapists and physical therapists as well as one to one paraprofessionals are also funded outside of the fair student funding formula.

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Dr. David Pretto: Again, the money is provided to schools from the fair student, funding allocation provides principles with significant flexibility, working in partnership with their slts, to utilize the funding to design instructional programs tailored to the needs of their students within the school community.

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Dr. David Pretto: funding from the fair student funding allocation provides for each school's basic instructional program and classroom services.

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Dr. David Pretto: This funding can be used to pay for classroom teachers, including arts, gym and cluster teachers at the elementary level, as well as school leadership, guidance, counselors, social workers, and administrative and pupil support staff.

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Dr. David Pretto: Additionally, the fair student funding allocation can pay for after school programs, tutoring and intervention programs as well as teacher absence, coverages and classroom resources and materials.

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Dr. David Pretto: I want to now use this opportunity to further clarify some of what we've already discussed today.

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Dr. David Pretto: Throughout this presentation I've been talking about fair student funding and the fair student funding formula.

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Dr. David Pretto: When we say fares good and funding. We are talking about the pot of money that is allocated to K. To 12 students from this large pot, not including pre K centers or D, 75 programs.

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Dr. David Pretto: This year the fair student funding pot is 7 billiondollars.

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Dr. David Pretto: The fair student funding formula is the method by which we decide how to allocate that funding to schools.

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Dr. David Pretto: This slide outlines the formula, and how we utilize the formula to calculate the total amount, fair student funding that each school receives.

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Dr. David Pretto: I'm going to walk you through; how we utilize the formula to determine how much fair student funding each school receives, and how we determine that specific dollar amount.

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Dr. David Pretto: So first off the top. Each school in the city receives a foundational amount of $225,000 annually.

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Dr. David Pretto: This is a baseline funding allocation that is provided to every school, regardless of the number of students at the school service.

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Dr. David Pretto: Next, we had funding for collective bargaining related costs, which is contractual pay increases for school staff.

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Dr. David Pretto: Then we calculate the remainder of the fair student funding

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Dr. David Pretto: by allocating a base amount for each student or per capita.

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Dr. David Pretto: and then allocating additional funding based on each student's identified educational needs and instructional programs.

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Dr. David Pretto: It is in this part of the formula that we take into account the weights that we have been referring to throughout the presentation.

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Dr. David Pretto: On the next slide we'll dive more deeply into the weights that we utilize to determine the specific dollar amount that we account allocate per student. So we have a clear understanding of what goes into this part of the formula.

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Dr. David Pretto: I also want to pause here to reiterate that within this formula we take the time to examine the individual needs of each student to determine funding allocations.

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Dr. David Pretto: We make these individualized calculations for each student aligned to their individual and specific needs and educational program to determine how much funding would be provided to that school or each student.

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Dr. David Pretto: Now to deeply understand the current weights that we use to calculate that last part of the formula from the previous slide.

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Dr. David Pretto: So on this slide are the fair student funding weights for the current school year, 2,023 or fiscal year 2,023.

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Dr. David Pretto: Here you can see the different types of weights that students can be eligible to receive based on their instructional needs or academic programs.

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Dr. David Pretto: Again, these are the weights for this current year

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Dr. David Pretto: in previous slides we mentioned that the fair student funding working group

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Dr. David Pretto: has made recommendations for changes to the fair student funding formula.

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Dr. David Pretto: This is the area where they made recommendations for changes

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Dr. David Pretto: later. In this presentation we will show a very short similar chart that indicates weight changes that we are proposing for the next school year, 2,023, 2,024 for fiscal year, 2,024,

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Dr. David Pretto: made as a result of the work of the fair student funding working group.

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Dr. David Pretto: Now i'll explain the different weights on this slide

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Dr. David Pretto: for 2022 23 the base weight of 1.0 0 was equal to approximately 4,197 per capita or per student.

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Dr. David Pretto: This per capita is adjusted annually to reflect changes in the city-wide average teacher salary

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Dr. David Pretto: The basic grade weight is allocated to schools for all students on their audited for October 30 first register.

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Dr. David Pretto: and is calculated by considering instructional programming requirements by student grade level with distinct weights for K. Through 5,

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Dr. David Pretto: 6, through 8, and 9 through 12 grades.

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Dr. David Pretto: so why does 6 to 8 have a heavier weight than high school great advance.

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Dr. David Pretto: The elementary school weight is set at the primary weight of 1.0 0, and it serves as the starting point for the calculation of all the subsequent fair student. Funding weights.

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Dr. David Pretto: Middle school students carry the largest weight due to the evidence of large drop off and student achievement and greater average social emotional needs as well as higher teacher cost factors

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Dr. David Pretto: as middle school teachers are entitled to a preparation period and a professional or administrative activity period.

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Dr. David Pretto: 1.4 middle school teachers are needed to cover each class compared to 1.2 for elementary school classes.

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Dr. David Pretto: High school students in grades 9 to 12 are weighted at a slightly higher level than grades. K. To 5. For several reasons.

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Dr. David Pretto: Older students tend to have higher costs for non personnel, such as more costly science materials.

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Dr. David Pretto: They often take electives that break into smaller classes, and their schools often require more administrative personnel.

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Dr. David Pretto: This approach is consistent with our historic funding practices, and with practices in other cities

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Dr. David Pretto: funding for academic intervention or ais, is determined by student academic performance when they enter a school using test scores from their prior year

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Dr. David Pretto: for students where 10 students do not have incoming test scores in the lower grades, such as before. Students begin taking tests, or, if they do not have prior test scores

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Dr. David Pretto: we have provided we provide funding based on the students poverty. Level

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Dr. David Pretto: funding for special education is determined by the percentage of times students spend receiving special education services.

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Dr. David Pretto: For example, we have one wait for students receiving services for less than 20% of their week.

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Dr. David Pretto: another weight funding students receiving part time services for up to 59% of their week

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Dr. David Pretto: and a final wait for students receiving full-time special education services.

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Dr. David Pretto: These special education Weights are then also broken out by student grade level with the specific waiting value again determined, based on the cost of providing the instructional program.

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Dr. David Pretto: We also provide supplemental funding that supports students who have been declassified as special education students.

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Dr. David Pretto: This funding supports students in their first year, transitioning out of special education services through the post Iep. Transitional support weight

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Dr. David Pretto: funding for English language learners is allocated based on student grade level, reflecting mandated instructional services, including bilingual and enl instructional programming.

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Dr. David Pretto: Additionally, we have weights for former owls

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Dr. David Pretto: who have achieved proficiency within the past 2 years, indicating using the State designated term commanding.

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Dr. David Pretto: We also provide funding for L's. With students, with interrupted formal education or safe status.

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Dr. David Pretto: Students with this classification received their respective L weight. In addition to the ciphway.

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Dr. David Pretto: we also have another category of weights for portfolio high schools. These weights are provided to schools based on the number of students who are involved in these academic programs within each high school

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Dr. David Pretto: career and technical weights have different tiers based on the type of career preparation program

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Dr. David Pretto: programs that require more resources, such as nursing, agriculture and veterinary aviation technology, automotive, culinary etc. require industry-specific equipment

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Dr. David Pretto: higher level of consumable supplies and materials.

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Dr. David Pretto: Student internship requirements that are integral to the program of study and highly specialized and ongoing industry Training for teachers

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Dr. David Pretto: have higher ways to support that instructional programming.

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Dr. David Pretto: There are also separate ways for students in specialized academic or specialized audition schools, and for students attending transfer schools.

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Dr. David Pretto: Only students attending high schools are eligible for these weights.

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Thanks.

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Dr. David Pretto: We just took a look at all of the weights that students could be eligible to receive within the fair student funding formula, allocation.

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Dr. David Pretto: I also share that, as we are calculating that formula for each school we take into account the instructional needs of each individual student within the school. As we determine schools overall budget allocations.

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Dr. David Pretto: In this slide we'll take a look at how each student's calculation is determined.

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Dr. David Pretto: The different types of weights are indicated by color

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Dr. David Pretto: in the upper right corner of the slide.

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Dr. David Pretto: in order to determine the weight for each student. We evaluate their eligibility for the weight

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Dr. David Pretto: based on data in New York City public school systems that score store key information about students.

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Dr. David Pretto: Now we're going to walk you through the process, for how fair student funding would be allocated for 2 students, Sam and Alex

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Dr. David Pretto: to the fair student funding formula.

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Dr. David Pretto: Sam and Alex are 2 students who attend an elementary school in our district.

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Dr. David Pretto: The orange section shows the grade weight that they first receive

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Dr. David Pretto: because they are elementary students. They are both entitled to the K to 5 grade weight of 1.0 again shown in the graph in orange.

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Dr. David Pretto: If they were middle school students they would have a weight of 1.0 8,

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Dr. David Pretto: and if they were high school students they would receive a weight of 1.0 3.

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Dr. David Pretto: Now both Sam and Alex are classified as English language learners, or else

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Dr. David Pretto: shown in green.

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Dr. David Pretto: Sam is an elementary school. Multilingual learner, enrolled in a standalone English as a new language or Enl program.

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Dr. David Pretto: Therefore Sam is entitled to the K. To 5 Enl. Weight of 0 point 4 0.

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Dr. David Pretto: Alex is also an elementary school multilingual learner.

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Dr. David Pretto: Alex is enrolled in a bilingual program at his school.

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Dr. David Pretto: The school has appropriately coded Alex as enrolled in a bilingual program in the New York City public schools scheduling system stars

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Dr. David Pretto: as such.

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Dr. David Pretto: Alex is entitled to the K. To 5 bilingual weight of point. 4. 4.

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Dr. David Pretto: Both students are students with disabilities requiring special education, classroom, and structural services.

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Dr. David Pretto: such as special education, teacher, support services or sets

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Dr. David Pretto: special class or integrated code teaching or ICT.

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Dr. David Pretto: So Sam's individual, a individualized educational program or Iep.

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Dr. David Pretto: requires less than 20% of Sam's instructional program to be in an Iep setting.

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Dr. David Pretto: Therefore Sam is entitled to the less than 20% special education weight of 0 point 5, 6, which is shown in yellow

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Dr. David Pretto: Alice's individualized education, program, of 21% to 59% of Alex's a structural program to be spent in IP setting. Therefore Alex is entitled to the between 21 and 59% special education weight of 1.2, 5 shown in yellow.

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Dr. David Pretto: Both students are students in poverty, therefore they are entitled to the fair student funding academic intervention. Weight, 0 point, 1, 2 shown in blue.

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Dr. David Pretto: When you add all the pieces together.

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Dr. David Pretto: Sam's allocation to the fair student, funding formula would total a weight of 2.0, 8,

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Dr. David Pretto: while Alex's allocation total.

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Dr. David Pretto: 2.8, one.

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Dr. David Pretto: because each weight of one is equal to $4,197.

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Dr. David Pretto: Sam's waiting of 2.0, 8 is equal to approximately $8,600, while Alex's weight of 2.8. One is equal to approximately 11,800 under the fair student funding formula

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Dr. David Pretto: next slide.

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Dr. David Pretto: And now that we've gone into great depth on the overall New York City Public schools budget for the current school year, as well as the current fair student funding formula. I'm going to review what is ahead for the next fiscal year of Fy. 24, which aligns to the 2023, 2024 school year, or next year.

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Dr. David Pretto: So there's some common misconceptions around the fair student funding formula, and how it allocates resources to schools and students.

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Dr. David Pretto: Our analyses show that by and large fair student funding formula is very effective at directing more resources to students that have greater needs

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Dr. David Pretto: as noted on the slide through the fair student funding formulas. Our schools with the highest share of students in poverty lists receive 26% more per capita funding than our schools with the lowest share of students in poverty.

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Dr. David Pretto: Further, our analyses show that similar patterns exist for schools with students in temporary housing

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Dr. David Pretto: students with disabilities

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Dr. David Pretto: and English language learners.

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Dr. David Pretto: And while our data shows that the way we calculate fair student funding allocations through the fair student, funding formula is equitable.

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Next slide.

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Dr. David Pretto: We do believe that improvements can be made to the fair student funding formula

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Dr. David Pretto: as discussed briefly earlier in the presentation

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Dr. David Pretto: in summer 2,022. The fair student funding working group was formed in response to Chancellor Banks's request to examine the fair student funding formula and make suggestions for improvements to it.

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Dr. David Pretto: Over the course of 4 months the group worked in partnership with national experts, and our New York City public schools team to analyze and identify a series of recommended changes to the formula as well as its

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Dr. David Pretto: as well as aligned policy recommendations.

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Dr. David Pretto: The working group was tasked with reviewing and making recommendations related to the fair student funding formula.

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Dr. David Pretto: including the categories, types of students, grade levels and weights within the formula in order to best need meet the needs of students citywide. While keeping equity in the core of the work.

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Dr. David Pretto: The working group published a report with recommendations for changes to the formula. In November, 2,022,

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Dr. David Pretto: All of the working groups, materials, including the presentations, meeting minutes and the final report, are available on our website at the link provided in the chat.

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Dr. David Pretto: The fair Student Funding Working Group published a report with recommendations for changes to the fair student funding formula as well as policy recommendations for how New York City public schools could improve their student funding overall

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Dr. David Pretto: as a note. Some of the public materials published by the working group shared that in some of the modeling that districts would lose funding. As a result of some of the proposals

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Dr. David Pretto: in our implementation of these new weights, districts and schools will not lose funding. As a result of these new weights

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Dr. David Pretto: moving forward, the Chancellor has accepted, and is proposing 2 changes to the fair student funding formula which I will now discuss.

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Dr. David Pretto: We are first proposing to add a students in temporary housing weight to the fair student funding formula.

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Dr. David Pretto: This weight would provide additional funding to schools for students who are identified as students in temporary housing.

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Dr. David Pretto: This marks a significant shift in how we allocate resources to our students with this specific focus on supporting students who reside in temporary housing.

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Dr. David Pretto: This will have an impact on our asylum, seeking families who are living in temporary housing.

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Dr. David Pretto: providing additional resources to the schools who are taking them in.

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Dr. David Pretto: This was the top recommendation from the fair student funding working group, and it's expected to drive 45 million dollars in funding

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Dr. David Pretto: impacting students and temporary housing across all 5 boroughs.

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Dr. David Pretto: We will better understand how much funding we will be receiving in our district by late spring.

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Dr. David Pretto: when initial allocations are released.

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Dr. David Pretto: Secondly.

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Dr. David Pretto: we're proposing to add a concentration weight to the fair student funding formula.

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Dr. David Pretto: The concentration weight would add additional funding to schools with high populations of students with significant needs.

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Dr. David Pretto: Research shows that students schools that serve higher concentrations of students with high needs, such as students and poverty, students with disabilities, English language. Learners, etc., require additional resources to provide robust education and appropriate resources and supports to their students.

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Dr. David Pretto: This weight is expected to drive 45 million dollars in funding to schools in all 5 boroughs, and would impact over 300 schools across the city, serving the highest concentration of our media students.

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Dr. David Pretto: We will better understand how much funding we will be receiving in our district by initial allocations which come later in the spring.

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Dr. David Pretto: The concentration weight includes factors for proposition of students who are in poverty

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Dr. David Pretto: consistent with the working group suggestion that we look at poverty in our weights, students with disabilities and students who are in temporary housing and other indicators.

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Dr. David Pretto: In addition to changes to the weights outlined in the previous slide, the Chancellor has also accepted additional recommendations from the working group.

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Dr. David Pretto: So, moving forward New York City public schools will be prioritizing budget appeals process to be responsive to special education programming.

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Dr. David Pretto: Throughout the engagement sessions. The working group shared the critical need for schools to receive funding for all the programmatic needs, students with disabilities in a general education, setting

365
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Dr. David Pretto: understanding that there are changes to special education programming that may be impacted by changing enrollment at schools.

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Dr. David Pretto: We will be prioritizing supporting small schools and schools with high proportions of students with disabilities in the budget appeals process.

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Dr. David Pretto: While this was not a recommendation in the working group's final report, we heard this as a significant issue from many members of the working group and wanted to be responsive to the needs of the group.

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Dr. David Pretto: We will be working as a system to increase our transparency around school budgets.

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Dr. David Pretto: We also heard concerns over a lack of transparency and understanding, and how we fund schools, how the formula works and what funds are available at the school level.

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Dr. David Pretto: We are taking steps to address this by being more thoughtful around. How we present information to the public, and ensure that through presentations and on our website that information is more accessible to all stakeholders, including making significant changes to presentations like this one.

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Dr. David Pretto: So, in order to decide on which recommendations to choose. We carefully considered the recommendations of the working group and look closely at the impacts of each recommendation.

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Dr. David Pretto: The working group was clear with their values that we have more work to do

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Dr. David Pretto: with direct funding to our schools with the greatest needs.

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Dr. David Pretto: We selected these proposals by balancing the values of equity and stability, looking to direct additional resources towards our schools and students with our highest needs, while ensuring that schools do not see disruptions to existing resources.

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Dr. David Pretto: As a know schools will not lose money. As a result of these proposals we are not reducing any weights to schools to fund this proposal.

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Dr. David Pretto: so this chart, similar to the one tone earlier now includes the proposed new weights for next school year.

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Dr. David Pretto: What is listed here in the blue highlighted section. In the top right hand table are the proposed changes to the fair student funding weights for the next school year.

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Dr. David Pretto: That means, if approved by the panel for educational policy in april.

379
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Dr. David Pretto: These new weights will be used to calculate the school's fair student funding allocation for the 2,023, 2,024 school year.

380
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Dr. David Pretto: if approved by the app. There is no impact to the current school year. Budgets

381
00:49:20.280 --> 00:49:28.550
Dr. David Pretto: new weights would be calculated, and impact schools budgets by initial allocations for fiscal year 2,024, or the school year, starting in September.

382
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Dr. David Pretto: And now here's our Timeline for moving forward

383
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Dr. David Pretto: in February and March, given initial budget estimates of City and State Revenue.

384
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Dr. David Pretto: New York City. Public School superintendents present the CC's. With the proposed fair student funding weights for the coming school year.

385
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Dr. David Pretto: That's this presentation

386
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Dr. David Pretto: in April and May.

387
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Dr. David Pretto: the panel for educational policy votes on the proposed fair student funding weights for the coming school year.

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Dr. David Pretto: In late spring New York city public schools released budget allocation to schools

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Dr. David Pretto: in June. Principals, along with their school leadership teams, proposed budgets for the coming year.

390
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Dr. David Pretto: and then in July I and my team will certify alignment between school budgets and comprehensive educational plans or cps for the coming school year.

391
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Dr. David Pretto: And then in September the new school year begins.

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Dr. David Pretto: All public comments will be reviewed by the New York City public schools, teams. The public questions and comments related to the fair student funding formula will be posted on the panel for educational policy website

393
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Dr. David Pretto: analysis, and if each relevant question and comment will be, it will be available for review on the fair student funding website in advance of the April 20 eighth vote.

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Dr. David Pretto: Comments and questions may be directed to the following email: address or phone number by April the eighteenth

395
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Dr. David Pretto: 2,023.

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00:51:00.820 --> 00:51:08.210
Dr. David Pretto: We're dropping that email address which is budget, public comments at schools, Nyc Gov

397
00:51:08.410 --> 00:51:15.410
Dr. David Pretto: and phone number of (212) 374-6754.

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Dr. David Pretto: I really thank everybody for your time and attention through this presentation. Please thank you in advance for sharing questions throughout the presentation, in the chat.

399
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Dr. David Pretto: and

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Dr. David Pretto: soon in public comment we will be gathering any unanswered questions and sharing back responses within a few days.

401
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Dr. David Pretto: and if you have any additional questions that I can support, and answering, you can reach out to me@deepredoatschoolsatnyc.gov.

402
00:51:44.810 --> 00:51:45.920
Dr. David Pretto: Thank you again.

403
00:51:47.610 --> 00:51:49.000
Dr. David Pretto: Great thanks.

404
00:51:49.040 --> 00:51:52.209
Stephen Stowe: So we'll now have a few minutes.

405
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That's something I can give you.

406
00:52:00.390 --> 00:52:01.000
Yeah.

407
00:52:11.230 --> 00:52:12.750
Dr. David Pretto: just keep David on muted.

408
00:52:13.100 --> 00:52:14.060
Dr. David Pretto: Oh, good.

409
00:52:14.980 --> 00:52:19.500
Dr. David Pretto: So we now have a few minutes of comment just on fair food funding.

410
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Dr. David Pretto: If there's anyone in the meeting who would like to speak on the there's been funding, will it? Here to our usual rule of 3 min for Speaker, we don't have a separate form for that. But if you'd like to speak, just indicate that in chat

411
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Dr. David Pretto: I ask the question.

412
00:52:45.130 --> 00:52:50.709
Dr. David Pretto: So how are merit based classes funded in the elementary and middle school level?

413
00:52:51.510 --> 00:52:52.410
Dr. David Pretto: Just

414
00:52:52.680 --> 00:52:54.250
Dr. David Pretto: curious to know about that.

415
00:52:57.260 --> 00:53:04.029
Dr. David Pretto: Can you? Can you be more specific about merit based classes

416
00:53:05.690 --> 00:53:06.779
Dr. David Pretto: like

417
00:53:07.040 --> 00:53:10.489
Dr. David Pretto: Mayor Place castes like gift in talented programs.

418
00:53:12.270 --> 00:53:23.960
Dr. David Pretto: So i'm going to review after the meeting. If any specific place in the pair student funding formula. There exists a a specific category. Wait for it to in town to elementary school, but through the presentation I didn't.

419
00:53:23.970 --> 00:53:35.360
Dr. David Pretto: I didn't reference anything regarding that's correct. Yeah, the specialized programming was special specialized programming kind of what you were describing was specific to high school.

420
00:53:35.700 --> 00:53:36.390
Okay.

421
00:53:36.640 --> 00:53:39.569
Dr. David Pretto: But we we've definitely marked down that question

422
00:53:40.190 --> 00:53:47.000
Dr. David Pretto: also. And where does the CC. Budget comes from? From? Also from the central administrative costs

423
00:53:47.870 --> 00:53:51.910
Dr. David Pretto: like to to do these presentations? Where does this money come from.

424
00:53:54.010 --> 00:54:01.219
Dr. David Pretto: It's a good question. We've noted it down. We'll definitely get a response to I did not have that in specific in the presentation.

425
00:54:01.610 --> 00:54:02.330
Dr. David Pretto: Okay.

426
00:54:02.840 --> 00:54:03.859
Dr. David Pretto: Thank you.

427
00:54:06.590 --> 00:54:09.270
Kevin Zhao: Kevin. Sam. Did you want to ask a question?

428
00:54:09.730 --> 00:54:13.439
Kevin Zhao: Yes, a quick question.

429
00:54:14.070 --> 00:54:15.249
Kevin Zhao: We know the budget. No.

430
00:54:15.670 --> 00:54:24.249
Kevin Zhao: How do we know those money are span, for example, like, how much is it for for teachers salary? How much of an after school program

431
00:54:24.620 --> 00:54:26.880
Kevin Zhao: do we have the number for that?

432
00:54:27.030 --> 00:54:32.900
Kevin Zhao: I mean, do we have an actual number in the future.

433
00:54:33.410 --> 00:54:34.080
Okay.

434
00:54:35.110 --> 00:54:36.890
Dr. David Pretto: my.

435
00:54:37.990 --> 00:54:40.239
Kevin Zhao: can you guys hear me

436
00:54:40.460 --> 00:54:41.719
Dr. David Pretto: now? I can hear you.

437
00:54:43.100 --> 00:54:43.709
Okay.

438
00:54:43.850 --> 00:54:44.970
Kevin Zhao: So

439
00:54:45.010 --> 00:54:47.700
Kevin Zhao: the question I have is, we have budget. But

440
00:54:47.900 --> 00:54:56.469
Kevin Zhao: do we break down into more detail like, how much is it for teachers salary? How much is it for after school program and such administration.

441
00:54:57.490 --> 00:55:01.060
Kevin Zhao: And do we have those actual number from the past years?

442
00:55:02.400 --> 00:55:13.820
Dr. David Pretto: So if so, Kevin, i'm just going to repeat your question, because I don't think everyone was able to hear it. So if I heard your question correctly, you're asking, or is there information on more specific allocations for

443
00:55:14.090 --> 00:55:20.730
Dr. David Pretto: categories like teacher salaries paying for after school programs, etc.

444
00:55:22.690 --> 00:55:24.319
Kevin Zhao: Yes, that's yeah.

445
00:55:24.330 --> 00:55:42.749
Dr. David Pretto: So this so that info. So the more specific information is contained for an individual school budgets. So if you want to view any school budget in the city you could. We've dropped the links in the chat, and we were displaying the slide. That kind of gives the

446
00:55:42.760 --> 00:55:51.759
Dr. David Pretto: information about how to go about accessing school budgets from the DOE website, and you can view school specific, but just would give information like that.

447
00:55:52.860 --> 00:55:54.750
Dr. David Pretto: because it's going to be in the school.

448
00:55:55.670 --> 00:55:58.010
Kevin Zhao: I see, but we have a summary.

449
00:55:58.060 --> 00:55:59.500
Kevin Zhao: I'm the city naval.

450
00:55:59.650 --> 00:56:05.400
Kevin Zhao: I know each school have their own budget to break it down. But do we sum up on the city now?

451
00:56:05.520 --> 00:56:16.669
Dr. David Pretto: This the city level is what I just presented. That's that. That is the the summary for how it operates on the city, and we've also inserted a slide

452
00:56:16.680 --> 00:56:33.760
Dr. David Pretto: that describes how that summary breakdown occurs in district 20 schools, which is inclusive of Pre. K. Through 12. So that summary breakdown of budget just to I know that we primarily discuss and deal with community school district, which is Pre. K. Through eighth grade

453
00:56:33.770 --> 00:56:38.309
Dr. David Pretto: That budget breakdown on the district. 20 slide includes high schools

454
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Dr. David Pretto: that reside within district. 20.

455
00:56:43.710 --> 00:56:45.380
Kevin Zhao: Okay, thanks.

456
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Maya Rozenblat: Hi. Quick question. Hi. It's Maya. So any any financing related to the school performance.

457
00:56:54.490 --> 00:56:59.649
Maya Rozenblat: So you know the schools that perform better rewarded somehow

458
00:56:59.740 --> 00:57:04.180
Maya Rozenblat: or the other way. The the best performing schools

459
00:57:04.270 --> 00:57:09.849
Maya Rozenblat: are punished for performing better. So you know, if if you have

460
00:57:09.940 --> 00:57:19.779
Maya Rozenblat: more under performance, students get more money, and then you have less under performance students, you have less money. So if you transfer it, students into the bucket of

461
00:57:19.820 --> 00:57:24.859
Maya Rozenblat: you know well performing that you will be losing financing right.

462
00:57:25.020 --> 00:57:27.530
Maya Rozenblat: That's that's how I read it.

463
00:57:28.340 --> 00:57:32.450
Dr. David Pretto: I'm not sure if that was a question. But I I think i'm hearing that

464
00:57:32.490 --> 00:57:35.389
Dr. David Pretto: I think the i'm hearing that, is there a

465
00:57:35.880 --> 00:57:44.739
Dr. David Pretto: I I can just say that there is no weight or category, and the fair student funding for formula that is tied directly to student performance or student outcomes.

466
00:57:44.970 --> 00:57:59.799
Dr. David Pretto: The fair student funding formula is driven by category weights that are tied to student demographics when they enter the school or enter into classroom, including their status, as whether or not. They're assuming with disability

467
00:57:59.810 --> 00:58:05.210
Dr. David Pretto: whether or not they're an English language learner or a student in temporary housing, but it does not connect

468
00:58:05.400 --> 00:58:15.270
Dr. David Pretto: funding to a students performance or outcomes within that school. So no a student is a school is not punished for perform for students performing. Well.

469
00:58:16.440 --> 00:58:17.609
okay, thanks.

470
00:58:18.030 --> 00:58:22.799
Dr. David Pretto: academic need, though, if the students are an academic need, and that number goes down.

471
00:58:22.910 --> 00:58:36.689
Maya Rozenblat: And there was. There was a there was a category, I remember, on the page. It was something about I I mean it was not performing, but it was. Remember, you said that there was. If there is no testing available.

472
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Maya Rozenblat: then, you know, poverty level is the guide, but it was not called Poverty level. It was called the Academic something right, Steve, remember, that was on the upper left quarter of the page

473
00:58:51.660 --> 00:58:53.760
Dr. David Pretto: funding for academic intervention.

474
00:58:53.930 --> 00:58:58.440
Maya Rozenblat: Yeah, so that that actually reflects the need for like

475
00:58:58.820 --> 00:59:08.209
Maya Rozenblat: they say performance. But that's academic intervention. And you know, the way it's formulated is, basically you know, the the child needs more work.

476
00:59:08.330 --> 00:59:10.110
Maya Rozenblat: more

477
00:59:10.200 --> 00:59:16.829
Maya Rozenblat: intervention, most more more more attention from the teacher, whatever that is. But that has to do with the

478
00:59:17.480 --> 00:59:19.340
Maya Rozenblat: school performance. Right?

479
00:59:20.740 --> 00:59:21.419
Hmm.

480
00:59:22.680 --> 00:59:26.369
Maya Rozenblat: If you go back, I think if you go one more page back.

481
00:59:27.540 --> 00:59:30.670
Maya Rozenblat: Yes, oh, see academic intervention.

482
00:59:31.290 --> 00:59:33.250
Maya Rozenblat: So there is a

483
00:59:33.280 --> 00:59:36.770
Dr. David Pretto: how you're reading that. Wait.

484
00:59:38.160 --> 00:59:45.120
Maya Rozenblat: Yeah, I I just wanted to say that if so, basically if you have students that be was a

485
00:59:45.280 --> 00:59:58.630
Maya Rozenblat: needing our academic intervention. And now the student is moved to a a category When the student does not need academic intervention, then this this funding is taken away from school

486
00:59:58.670 --> 01:00:00.049
Maya Rozenblat: basically right?

487
01:00:02.640 --> 01:00:16.699
Dr. David Pretto: The the additional funding for academic intervention pays for the need for academic intervention, the the additional support. So the additional support is no longer needed for intervention. Yes.

488
01:00:17.050 --> 01:00:18.220
Maya Rozenblat: okay, Thank you.

489
01:00:21.550 --> 01:00:22.620
Dr. David Pretto: Video: has it?

490
01:00:22.870 --> 01:00:31.969
Vito LaBella: Yup: so, David. So academic intervention, how is that defined? That? Wasn't: my real question. But I following up on that. Then I have other questions.

491
01:00:33.940 --> 01:00:41.319
Dr. David Pretto: I'm sorry, but i'm trying to find the microphone on my camp, my computer, so I can project your question. So the question was.

492
01:00:41.380 --> 01:00:43.689
Dr. David Pretto: what defines academic intervention?

493
01:00:43.930 --> 01:00:44.729
Vito LaBella: Yes.

494
01:00:46.460 --> 01:00:47.089
that's good.

495
01:01:00.830 --> 01:01:04.130
Kevin Zhao: Is that me? Because I think I don't we cannot hear anything in

496
01:01:05.160 --> 01:01:16.679
Dr. David Pretto: the so the academic intervention is determined by students academic performance when they enter the school using test scores in the prior year, and and schools where students do not have incoming test scores.

497
01:01:17.160 --> 01:01:19.679
Dr. David Pretto: The funding is based on students poverty level.

498
01:01:20.610 --> 01:01:22.989
Dr. David Pretto: That's for the funding for academic intervention.

499
01:01:24.780 --> 01:01:29.209
Vito LaBella: So Dave. So now it's kind of like college scholarship sort of is in it.

500
01:01:29.270 --> 01:01:30.979
Vito LaBella: So you might have

501
01:01:31.210 --> 01:01:36.479
Vito LaBella: academic intervention stacked with a poverty level stacked with

502
01:01:36.570 --> 01:01:40.889
Vito LaBella: our children in temporary housing. Right? Those will be all separate

503
01:01:41.150 --> 01:01:47.140
Vito LaBella: lots of money that could be put on to one child a per child. Is that correct?

504
01:01:47.810 --> 01:01:50.850
Dr. David Pretto: More or less? Yes, they could be added on to the base wait.

505
01:01:51.900 --> 01:01:56.369
Vito LaBella: So my question. So, taking some an individual child

506
01:01:56.600 --> 01:02:00.980
Vito LaBella: or an individual group of people joining a school, and they have all of this

507
01:02:01.240 --> 01:02:04.130
Vito LaBella: additional weights. So all of this additional money.

508
01:02:04.300 --> 01:02:11.290
Vito LaBella: Where does that money doesn't really go to the specific child? It goes to the the school.

509
01:02:11.440 --> 01:02:12.530
Vito LaBella: Is that correct, sir?

510
01:02:13.330 --> 01:02:26.060
Dr. David Pretto: The allocations for each student are then provided to the school in an overall allocation. So yes, this. The allocations, like the funding doesn't, arrive to the school in individual

511
01:02:26.170 --> 01:02:31.590
Dr. David Pretto: amounts. It comes in to port allocations over the course of the year.

512
01:02:31.780 --> 01:02:36.279
Vito LaBella: So now, David, so my real question is this: that was just the background. So.

513
01:02:36.300 --> 01:02:51.640
Vito LaBella: Is there anything to follow these children to making sure that they're getting specific Needs met these kids in poverty, these kids in temporary housing and follow them year to year to see specific interventions, and how they're.

514
01:02:51.680 --> 01:03:10.509
Vito LaBella: and how they're working for those children, either less poverty, overall or better school performance, and specifically, maybe putting them to the top of the line for things like any I program or an after school program. And a summer rising program is is anything like that possible, or is it in practice?

515
01:03:12.010 --> 01:03:26.449
Dr. David Pretto: I think the short answer is, Yes, it's in practice. That is the type of thing that we do at this at the school level principals all the way down with their their teams is exactly that to identify students and connect them to additional

516
01:03:26.740 --> 01:03:33.839
Dr. David Pretto: services and interventions, both mandated and determined by the principal based on the need of the students.

517
01:03:35.630 --> 01:03:40.559
Vito LaBella: So, but like on summer rising, those children are not going to the head of the line.

518
01:03:44.400 --> 01:04:02.680
Vito LaBella: Okay. So if I your question, your statement was for summer rising. The students who are in most need were not going to the head in line. Am I restating that correctly? Okay, do you want to add a question on top of that? So we can. That's a factual question. They're not so they still have to sign up

519
01:04:03.150 --> 01:04:22.909
Vito LaBella: and they have to be. They have to knowingly sign up and get online and use a computer. So could there be a way to put those through. But first of all, anybody wants to go to summarizing should be able to let me throw that out there. But is there a way to to get them to make sure that if they want that program, those those families

520
01:04:22.920 --> 01:04:25.000
Vito LaBella: that they could get it

521
01:04:25.240 --> 01:04:26.160
before

522
01:04:26.440 --> 01:04:27.709
kids that are not

523
01:04:28.200 --> 01:04:31.629
Vito LaBella: pretty or temporary housing or academic intervention.

524
01:04:31.760 --> 01:04:37.300
Dr. David Pretto: so the question is, Can can the do we put in place a kind of priority

525
01:04:38.160 --> 01:04:43.369
Dr. David Pretto: at application for summarizing for students with higher needs.

526
01:04:45.900 --> 01:04:48.779
Dr. David Pretto: So we're. So we're marking it down correctly.

527
01:04:49.220 --> 01:04:52.270
Dr. David Pretto: I got I I have your question, and we're going to be forwarding it on to the do we

528
01:04:53.630 --> 01:04:54.809
Dr. David Pretto: thank you, David

529
01:04:55.030 --> 01:04:58.790
Dr. David Pretto: Kevin is your is

530
01:04:58.820 --> 01:05:02.200
Dr. David Pretto: Kevin. Is your hands still up from before you have a new question.

531
01:05:03.230 --> 01:05:04.499
Kevin Zhao: Have you quite from the truth.

532
01:05:05.840 --> 01:05:07.359
Dr. David Pretto: Go go ahead, Kevin.

533
01:05:07.890 --> 01:05:12.649
Kevin Zhao: So it was a I mean it was a triggered by not the other question we have.

534
01:05:12.820 --> 01:05:17.230
Kevin Zhao: I know that we Don't punish in the school that does not not perform well.

535
01:05:17.460 --> 01:05:19.530
Kevin Zhao: but the way we would.

536
01:05:19.680 --> 01:05:25.069
Kevin Zhao: the schools and the key, especially the teachers principals. If the schools are performing

537
01:05:29.190 --> 01:05:31.370
Dr. David Pretto: it. Kevin, can you?

538
01:05:31.470 --> 01:05:34.659
Dr. David Pretto: Can you just ask the question one more time to make sure. I understand it correctly.

539
01:05:35.770 --> 01:05:37.180
Kevin Zhao: So

540
01:05:37.850 --> 01:05:39.180
Kevin Zhao: question that you is.

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01:05:39.280 --> 01:05:42.359
Kevin Zhao: I know that school have a need, and we don't really

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01:05:42.390 --> 01:05:44.940
Kevin Zhao: punish the school that is not performing. Well.

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01:05:45.170 --> 01:05:47.750
Kevin Zhao: now, the question that you end up my question is.

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01:05:47.820 --> 01:05:52.070
Kevin Zhao: do we reward the school, the teachers, the principals.

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01:05:52.410 --> 01:05:56.039
Kevin Zhao: If the school is out performing to the

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01:05:56.220 --> 01:05:58.209
Kevin Zhao: above I other schools.

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01:05:58.570 --> 01:06:01.750
Dr. David Pretto: I what do you mean by reward and punish.

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01:06:03.350 --> 01:06:05.559
Kevin Zhao: Well do we give them more budget.

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01:06:05.670 --> 01:06:06.869
Kevin Zhao: or give them a

550
01:06:06.920 --> 01:06:10.059
Kevin Zhao: Do we give their bonus to the teachers principals?

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01:06:10.580 --> 01:06:17.319
Dr. David Pretto: So the question is, do we reward with schools that perform well with just money

552
01:06:17.380 --> 01:06:19.120
Dr. David Pretto: like bonuses for

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01:06:19.610 --> 01:06:21.620
Dr. David Pretto: teachers and principles. No.

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01:06:24.140 --> 01:06:25.140
Kevin Zhao: okay.

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01:06:26.750 --> 01:06:27.520
Kevin Zhao: thank you.

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01:06:28.200 --> 01:06:29.800
Dr. David Pretto: Oh, I wanted to.

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Dr. David Pretto: Oh, because I was going to another CC meeting, and they were talking about Metro cards like the school

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01:06:40.560 --> 01:06:43.789
Dr. David Pretto: is responsible for Metro cards.

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01:06:43.950 --> 01:06:47.999
Dr. David Pretto: But I feel like maybe you should add it into the budget, because

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01:06:48.170 --> 01:06:58.669
Dr. David Pretto: with Metro cards for giving out to students, they get, you know it's more equitable, because then they could go to other districts or places to get more programs.

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01:06:58.960 --> 01:07:01.479
Dr. David Pretto: especially for middle school and high school.

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01:07:02.060 --> 01:07:10.040
Dr. David Pretto: So we we do provide Metro cars to students based off of the distance from which they live from the school, and if I'm

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01:07:10.680 --> 01:07:30.550
Dr. David Pretto: and we and we and we distribute them to students. Yeah. But but see, a lot of parents are asking if you could extend the mental card time like for a sat, because we Sometimes we have Saturday programs, and sometimes they. They have sports programs. Sometimes they live close, but they don't get an extra metro card.

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01:07:30.840 --> 01:07:35.859
Dr. David Pretto: but they do the sports, and sometime it's hard for them to do the after school programs

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01:07:36.160 --> 01:07:42.920
Dr. David Pretto: because they're not gonna get a metro card, and they they can't freely travel to wherever they where the programs are.

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Dr. David Pretto: Yeah, I've heard this question. I think this week. The question is, can we extend the usage time on the Metro card to

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01:07:50.480 --> 01:07:55.389
Dr. David Pretto: nights weekends? Additional.

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01:07:56.130 --> 01:08:11.370
Dr. David Pretto: because then kids could travel more better without a if, especially they join the after school, the Saturday programs or sports program.

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01:08:11.930 --> 01:08:20.059
Dr. David Pretto: Yeah, I I feel like the metal cart shouldn't be part of this, like the principal. Have to take care of. I think it should be.

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01:08:20.069 --> 01:08:37.790
Dr. David Pretto: and it's not so. That's that's a great question. So the Metro card is not tied to the school budget. Metro cards are delivered to schools. They are separate and apart from a school's budget. They are allocated to the schools, first based off of the students, and

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01:08:37.840 --> 01:08:39.519
Dr. David Pretto: how far they live from this school.

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01:08:40.939 --> 01:08:46.099
Dr. David Pretto: But, long story short, Metro cards are not tied to a school budget. They're separate.

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Dr. David Pretto: Alright, Thank you.

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01:08:49.979 --> 01:08:52.949
Dr. David Pretto: Kevin. I still see your end up. Set up you?

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01:08:54.340 --> 01:08:57.059
Kevin Zhao: No, i'm sorry I forgot to put it down. Thanks.

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01:08:58.760 --> 01:09:03.740
Dr. David Pretto: I'm going to make a couple of comments on this, and

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01:09:05.660 --> 01:09:10.780
Dr. David Pretto: can't have this conversation without going back to something that was that to be shown in here, which is

578
01:09:11.140 --> 01:09:16.239
Dr. David Pretto: $31,000 per student, and that's the most in the entire country.

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01:09:16.990 --> 01:09:22.279
Dr. David Pretto: and that needs to be known because of technically what's happening here is

580
01:09:22.810 --> 01:09:28.890
Dr. David Pretto: 90 million dollars. They're not using the net 0 funding model. So it's 90 million coming from us parents.

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01:09:28.950 --> 01:09:31.470
Dr. David Pretto: And David went through the different ways that it gets paid for.

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01:09:32.250 --> 01:09:42.360
Dr. David Pretto: and I have to emphasize. This is not just going through our wealthy parents. This is these are taxes that I mean on businesses and real estate throughout the city that makes it so expensive.

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01:09:43.189 --> 01:09:46.639
Dr. David Pretto: So I really think the conversation needs to be. And I I

584
01:09:47.600 --> 01:09:53.910
Dr. David Pretto: It really needs to be about. Why is this extra 90 million dollars going to have some kind of material impact.

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01:09:54.350 --> 01:09:58.919
Dr. David Pretto: Again, we spend the most in the entire country on education. Our student.

586
01:10:00.210 --> 01:10:10.669
Dr. David Pretto: i'm gonna ask some of these questions, and I realized, David, you're not you weren't part of the working group, and I don't know how much knowledge you have of it. But the whole class is the fair student funding formula broke.

587
01:10:12.230 --> 01:10:14.979
Dr. David Pretto: It's been defined over and over as

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01:10:15.290 --> 01:10:21.229
Dr. David Pretto: moving more money towards certain groups moving more money moving around. But there's nothing about

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01:10:21.600 --> 01:10:26.359
Dr. David Pretto: effectiveness on learning. And you just mentioned that a couple of minutes ago yourself.

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01:10:26.760 --> 01:10:32.539
Dr. David Pretto: and that's a huge problem because we're not actually looking at what we spend. And is it being spent effectively?

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01:10:36.630 --> 01:10:47.900
Dr. David Pretto: You know it's the equivalent of saying, All right. Well, the car is broken, but instead of opening the hood and trying to figure something out that we're gonna just pump more gas into it and let's see what happens.

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Dr. David Pretto: The working group had one member who was considered an expert in national school finance.

593
01:10:55.100 --> 01:10:58.909
Dr. David Pretto: and her work was not shown in the final recommendations.

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01:10:59.970 --> 01:11:07.260
Dr. David Pretto: So I have a whole problem with the entire sort of premise that the work group used. And of course, with these recommendations

595
01:11:09.610 --> 01:11:10.780
Dr. David Pretto: they're in

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01:11:10.820 --> 01:11:21.110
Dr. David Pretto: right. If we knew that it was going to help kids that would be a different thing, but there was no statistical study done. There was no time series analysis done. You're going to have the parent student funding formula for

597
01:11:21.860 --> 01:11:30.870
Dr. David Pretto: over a decade. Now there's data there that we could. It could have been looked at to see how it was work, and if it had an impact, do different changes in back learning outcomes.

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01:11:31.120 --> 01:11:32.739
Dr. David Pretto: but none of that is done.

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01:11:40.130 --> 01:11:45.440
Dr. David Pretto: Just a couple of quick questions, David. There's there's managing to Restore slide. 14

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01:11:45.610 --> 01:11:50.629
Dr. David Pretto: reference is made to research. Can you play that? The do we? What research is that?

601
01:11:51.910 --> 01:11:56.369
Dr. David Pretto: How are the new ways to turn? Why is it point 1 2?

602
01:11:58.090 --> 01:11:59.019
Dr. David Pretto: Why

603
01:11:59.660 --> 01:12:01.090
Dr. David Pretto: is it arbitrary

604
01:12:04.830 --> 01:12:06.279
Dr. David Pretto: concentration week.

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01:12:08.190 --> 01:12:10.750
Dr. David Pretto: It overlaps with a lot of categories

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01:12:11.130 --> 01:12:20.400
Dr. David Pretto: it overlaps with academic me. It's probably overlapping overlaps with English language learners that overlaps with students with disabilities.

607
01:12:22.920 --> 01:12:29.449
Dr. David Pretto: If the system didn't change to work better, we're just putting more gas in the gas tank of a car that's not running.

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01:12:31.570 --> 01:12:41.840
Dr. David Pretto: And so the concentration way. I don't think they study whether there's multi-colinearity meaning the variables All influence each other and don't actually increase the predictive outcome.

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01:12:44.970 --> 01:12:47.430
Dr. David Pretto: So i'd like to know how are the ways to sign?

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01:12:47.910 --> 01:12:51.559
Dr. David Pretto: What was the research that is referenced on Slide 14?

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01:12:51.730 --> 01:12:55.130
Dr. David Pretto: And did they test for multiple linearity in the

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01:12:55.570 --> 01:12:57.449
Dr. David Pretto: deciding on the consultation.

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01:12:59.000 --> 01:13:02.629
Dr. David Pretto: and if they had their experts on school finance, like everyone tells us.

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01:13:02.700 --> 01:13:05.669
Dr. David Pretto: those things would have been done. But I don't believe they were.

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01:13:08.270 --> 01:13:13.389
Dr. David Pretto: Are there any other questions or public comments. Public comments, too, on the

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01:13:16.070 --> 01:13:17.650
Dr. David Pretto: very exciting fun.

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01:13:18.030 --> 01:13:19.489
Dr. David Pretto: Or can we move on?

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01:13:23.570 --> 01:13:25.429
Dr. David Pretto: See, there's one comment.

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Dr. David Pretto: This is chat.

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01:13:32.110 --> 01:13:35.099
Dr. David Pretto: I'll just read the comment in the chat.

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Dr. David Pretto: Not sure if the supplies now can budget, but it's the contract with vendors analyze compared to like a survey. I think. Do we waste a lot of money for food? Kids are not eating during Covid snap types card from giving you parents for food? Kids didn't eat. Is there a survey to analyze those contracts should continue.

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01:13:54.810 --> 01:14:00.260
Dr. David Pretto: You want to hand. Try that one, David. I don't have it. I mean, we're doing worked on that question.

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01:14:00.880 --> 01:14:01.719
Okay.

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01:14:02.300 --> 01:14:04.730
Dr. David Pretto: Thank you, Speaker, for your comment.

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01:14:09.060 --> 01:14:13.010
Dr. David Pretto: Okay, I think if there's no other comments, we can probably move along in the meeting.

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Dr. David Pretto: Thanks, David, for presenting that I know it's a requirement and a lot of reading. But thank you for bringing it to us. And I learned a thing or 2. But so

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01:14:31.070 --> 01:14:31.769
Dr. David Pretto: Okay.

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Dr. David Pretto: let me just go to our next up. We have presentation from

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Dr. David Pretto: office of district planning and office of school design.

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01:14:45.610 --> 01:14:47.500
Julianne, are you there?

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Julianne Bozzo, District Planning: Yup, we're here.

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Dr. David Pretto: Hey, Julian? Sorry about the delay. We we opted to put in a public speaking comment on funding after the presentation, so apologize for keeping you waiting.

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01:14:59.310 --> 01:15:10.330
Julianne Bozzo, District Planning: No problem, and we have quite a big group here. So I'm actually gonna turn it over to my colleague Tasman, to start and share her screen, and we all introduce ourselves and get started.

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01:15:13.780 --> 01:15:18.110
Shahrukh Tasnim ODP: Good evening, everyone. Just give me 1 s to share my screen.

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01:15:25.360 --> 01:15:26.200
Shahrukh Tasnim ODP: Yes.

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Shahrukh Tasnim ODP: all right. Can you all see it?

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01:15:30.630 --> 01:15:49.230
Shahrukh Tasnim ODP: Yep, we can see it. Okay, All right. Good evening, everyone, and thank you for the opportunity to attend this CC. 20 meeting today. We are here with office of school design to share some information regarding new elementary and middle school buildings opening in Csc. 20

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Shahrukh Tasnim ODP: in the 2425 school year. We would like to start by introducing ourselves. Max, do you want to go first?

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01:16:03.080 --> 01:16:10.310
Max Familian: Hi, everyone! My name is Bax Familiar. I work on citywide planning strategy. I in the office of district planning thanks for having me tonight.

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01:16:10.730 --> 01:16:17.799
Shahrukh Tasnim ODP: Thanks, Max and I'm Charlotte's name. I'm the director of district planning for Brooklyn, South Julianne.

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01:16:19.420 --> 01:16:24.840
Julianne Bozzo, District Planning: Hi everyone I'm Julianne I'm. Also from district planning, supporting with planning in Brooklyn now.

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Julianne Bozzo, District Planning: and I will turn it over to our colleagues in the office of school design.

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Daniella Phillips: Hi, good evening. Everybody. My name is Daniella Phillips.

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01:16:34.330 --> 01:16:46.889
Daniella Phillips: and I'm. The senior executive director of the Office of School Design. Both office of school, design and office of district planning are within the same division, and our deputy Chancellor is Dan Weisberg, Jackie.

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01:16:55.320 --> 01:16:56.939
Daniella Phillips: i'm not sure if Jack he's

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01:16:57.370 --> 01:16:59.860
Daniella Phillips: Mike is working.

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Jacalyn Lee: Sorry I was still muted. Hello, everybody. My name is Jackie Lee, I'm. Senior Director of School Design, and i'll pass it to my colleague by and Glover.

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01:17:12.750 --> 01:17:19.759
Bryan Glover: Good evening, Cec. The 20 friends, I'm. Brian Glover, Director of School Design, with the Office of School Design.

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Shahrukh Tasnim ODP: Thank you.

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01:17:22.210 --> 01:17:40.560
Shahrukh Tasnim ODP: So i'm just going to move on to our agenda today. So for the office of district planning part of the presentation. We wanted to go over the planning process for new building. We are going to talk about the seed need in Csc. 20, and the new buildings that will be opening to meet some of that need.

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Shahrukh Tasnim ODP: We also wanted to share some brief information about the rezoning process which is implemented to support educational access and learning con condition for our students.

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Shahrukh Tasnim ODP: I just wanted to mention that we'll take question at the end of the presentation. So kindly hold on to all of your questions. We are happy to answer them. Once we finish the presentation, and we have also shared the the slides with Csc. 20.

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01:18:08.200 --> 01:18:15.169
Shahrukh Tasnim ODP: So if you want to revisit the information presented today, you are welcome to do so. So let's move on.

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Shahrukh Tasnim ODP: Office of district planning partners with school communities, CC's District Superintendent; other, the DOE offices and additional stakeholders to assist district needs and priorities

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Shahrukh Tasnim ODP: and develop strategic planning to address them for today's presentation. We are going to focus on rezoning in partnership with CC. And new school and new programming.

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Shahrukh Tasnim ODP: Daniella.

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01:18:52.200 --> 01:19:02.019
Daniella Phillips: Thank you. I wanted to Just mention quickly that you may have heard of. Imagine Nyc schools before the pandemic! We excitedly launched

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01:19:02.030 --> 01:19:19.460
Daniella Phillips: this initiative as a creative way of empowering communities to really think about what's needed in your community and design new schools, new programs, new models for for your community. It paused over the pandemic.

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Daniella Phillips: We are happy to be re-introducing new schools at this time opening 7 new schools, for example, in 2,023. But the reason, I wanted to mention imagine mit schools is, we are not architects. When we talk about design, we're not designing the school in terms of what the building is going to look like. There.

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Daniella Phillips: Very qualified expert folks who do that. We're working with a superintendent, community, parents.

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Daniella Phillips: teachers, and students to imagine the kind of school culture, organization, curriculum that you will have as part of your school program. So that's what we mean by imagining and re imagining school.

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01:20:02.870 --> 01:20:04.389
Shahrukh Tasnim ODP: Thanks, Daniella.

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01:20:04.600 --> 01:20:09.420
Shahrukh Tasnim ODP: Now we are moving on to the new school process.

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Shahrukh Tasnim ODP: Otp. Osd and Superintendent's partner to support the development of new schools in New du Buildings, which includes deep collaboration with Cscs like you Pot and shell impacted. We also collaborate with potentially impacted schools and other community stakeholders.

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Shahrukh Tasnim ODP: Here we have shared a general timeline on this slide. We are not going to get too much into the details. Today we are here to introduce a new buildings more formally to you. All we wanted to work together to determine the basic admissions structure for each new school this this spring. So we so that we know where we are, what we need to pursue. And if we need to pursue our rezoning plan

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Shahrukh Tasnim ODP: mit ctl, and which could be proposed and approved in June or in the fall depending on where we are in in the planning process 101.

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Shahrukh Tasnim ODP: We also want to mention that CC. Folks on rezoning, and that we will discuss this process in more details later in the presentation, and now we'll ask our OS to share more about their process.

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01:21:21.550 --> 01:21:38.469
Shahrukh Tasnim ODP: I'm sorry I have a few more slides to go before I can. You know we I can give the floor to Osd. I just wanted to talk a little bit about that. That. Can we go? Sorry, Can we? Can we go right back to that the timeline side. Just so.

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Max Familian: I want to make sure you have a chance to share your portions of that side.

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01:21:41.800 --> 01:21:53.470
Daniella Phillips: Oh, Thank you. I just want to highlight if you can see down where it says summer fall 2,023. Really early summer we're going to be coming back to you because we

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01:21:53.520 --> 01:22:07.000
Daniella Phillips: we'll ask for a superintendent Preto and your Cec. To pull together a representative multi stakeholder design team to think about the new

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Daniella Phillips: Mit, ctl, and schools that are coming into your district. And what's incredibly important is that we design with and not for as we're thinking about the kinds of schools, zoned choice schools, 250,

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01:22:17.520 --> 01:22:32.669
Daniella Phillips: a science or STEM-based, or the arts, or a combination of all of that. So we really start those conversations in a design team with students, teachers, parents, community leaders sitting together. So look for that this summer one

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Daniella Phillips: back to you. Tes me.

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01:22:40.080 --> 01:22:42.049
Shahrukh Tasnim ODP: Okay, Thank you.

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01:22:44.950 --> 01:22:53.769
Shahrukh Tasnim ODP: Now we are going to talk briefly about the the the seat needs the elementary and middle school level seat need in district 20

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Shahrukh Tasnim ODP: across the district there is a deficit of approximately 1,906 elementary school seats. The elementary schools in District 20 have an average building utilization rate of a 111%. This rate is 101% for middle schools

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01:23:13.180 --> 01:23:29.430
Shahrukh Tasnim ODP: district, say 20 also has a deficit of 130 K. To 8 district 75 seats, and the estimated average travel distance to school for kids in this district is among the highest in the borough.

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Shahrukh Tasnim ODP: I know. The CC. Is very aware of the overcrowding and situation in the in the district.

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Shahrukh Tasnim ODP: and that's why we are very happy to present the new capacities that are opening in District 20 for the to 2425 school year we are. We are very happy that this will help meet some of the seat needs in the district.

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Shahrukh Tasnim ODP: so like you know right now for the 2425 school year there is 4 new capacities that that's going to open in the district. 2 of them are elementary schools, and 2 of them are middle schools. Out of this 4,

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Shahrukh Tasnim ODP: 3 of these new buildings are expected, anticipated to serve as new schools, and one will be a new stand alone. District 75 site.

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01:24:25.060 --> 01:24:33.570
Shahrukh Tasnim ODP: Now I'm going to, you know. Ask my colleague, Julian, to share details about each of these new buildings.

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01:24:35.050 --> 01:24:47.310
Julianne Bozzo, District Planning: Thanks, Tasm. And before I get to the exciting details about these buildings, we just have one other team member who joined from the office of district planning on our analytics team. So just want to give him a chance to introduce himself. Brian.

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01:24:56.300 --> 01:24:59.389
Shahrukh Tasnim ODP: It's okay. Brian.

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01:24:59.560 --> 01:25:07.189
Bryan M Smith, District Planning: Can you hear me, though? At least okay. Cool. My name is Brian Smith. I work in analytics at also district planning.

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01:25:07.440 --> 01:25:14.650
Bryan M Smith, District Planning: I currently work with Brooklyn, but I previously supported the Bronx and Sten Island, and it's a pleasure to be here.

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01:25:15.340 --> 01:25:16.600
Shahrukh Tasnim ODP: Thanks, Brian.

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01:25:17.270 --> 01:25:18.090
Shahrukh Tasnim ODP: Julian.

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01:25:18.710 --> 01:25:33.639
Julianne Bozzo, District Planning: Great. Okay. So the first building that we have here is built in K. O. 5, 3. This building. We have been calling Sunset Park West, and it's located at 6, 7, 4, 0, Third Avenue. Within the current. Ps. 102 elementary school zone.

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Julianne Bozzo, District Planning: This building has a capacity of about 307 seats, and is designed to serve elementary school students, and this building, along with the rest of the buildings we will talk about this evening are slated to open in the 2024 to 2025 school year.

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Julianne Bozzo, District Planning: The next building we have here is Building, K. 676, which we've been calling the Angel Guardian Building.

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Julianne Bozzo, District Planning: This building is located at 6, 31 to Thirteenth Avenue, within the current ps, 176 elementary school zone.

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Julianne Bozzo, District Planning: This building has a capacity of about 547 seats, and it's designed to serve an elementary School and elementary school district, 75 students.

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Julianne Bozzo, District Planning: This next building is building K. 3, 2, 2, we've been calling it Nathan's. This building is located at 6 50 80 Sixth Street, within the current Ps. 104 elementary school zone.

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Julianne Bozzo, District Planning: This building has a capacity of about 475 seats, and is designed to serve a middle school and middle school, d 75 students.

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01:26:36.710 --> 01:26:52.779
Julianne Bozzo, District Planning: Then the last building we have here is building k 464, which is located at 1, 5, 1, 4, 70 s Street, and this building has a capacity of about 132 seats, and this will be a standalone district, 75 site. This is not new construction.

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01:26:53.630 --> 01:26:55.009
Shahrukh Tasnim ODP: Thank you, Julian.

699
01:26:55.130 --> 01:27:00.669
Julianne Bozzo, District Planning: I know we went through those kind of quick. So you will have the deck. So after you can take a closer look.

700
01:27:02.490 --> 01:27:10.149
Julianne Bozzo, District Planning: So once we have the new buildings, the next big decision point is around admissions, and how those schools will admit students.

701
01:27:10.190 --> 01:27:18.550
Julianne Bozzo, District Planning: so Odp will partner with the office of school design and superintendents, and we will also collaborate with Ccs. Like you all

702
01:27:18.630 --> 01:27:24.520
Julianne Bozzo, District Planning: along with school communities and other stakeholders to determine what admissions, methods will be for the new schools.

703
01:27:24.810 --> 01:27:36.339
Julianne Bozzo, District Planning: The DOE for elementary schools has zoned or nonzoned admissions, methods, zone schools give priority to students who reside in a specific geographic area and the Zone

704
01:27:36.560 --> 01:27:45.410
Julianne Bozzo, District Planning: non zone schools do not have a zone and offer admissions priority to the students who reside in the district, though they can still have a zone program or geographic priority.

705
01:27:45.750 --> 01:27:51.649
Julianne Bozzo, District Planning: Different admissions, priorities, and methods can be considered for new. These new capacities that are coming online.

706
01:27:53.610 --> 01:28:12.489
Julianne Bozzo, District Planning: So if we were to decide that a school would be zoned that would trigger a rezoning rezoning is not much more in depth process. But just to give you a quick overview this evening rezoning is the process of changing existing school lines and creating new zones, and it's governed by Chancellor's regulation, a 185.

707
01:28:12.720 --> 01:28:17.629
Julianne Bozzo, District Planning: The CC. Votes on rezoning proposals for their respective community school district

708
01:28:17.930 --> 01:28:23.999
Julianne Bozzo, District Planning: and rezoning can be an important level lever for improving educational access and learning conditions.

709
01:28:24.610 --> 01:28:40.819
Julianne Bozzo, District Planning: We have a overview here of the timeline, for what a rezoning process will look like, which I won't go into too much depth. But just at a high level, once we identify a need, we will have a community engagement, or we will have conversations with Cec's and impacted school communities and other stakeholders

710
01:28:40.830 --> 01:28:52.579
Julianne Bozzo, District Planning: to gather feedback, to inform new zone lines. We'll analyze enrollment and demographic data to create a proposal for zone line changes that will present publicly to the Ce. Along with the superintendent.

711
01:28:52.620 --> 01:28:59.979
Julianne Bozzo, District Planning: there'll be opportunities for feedback and Q. And a. Before the CC. Votes. After a proposal is submitted within 45 days.

712
01:29:01.360 --> 01:29:23.299
Shahrukh Tasnim ODP: Thanks, Julian. There are, like, you know, also slides here like you know, where we kind of like, you know, identify where the new buildings are going to be. There's 2 different maps for elementary schools and middle school, so it's for you to review. If you are interested. After the presentation, as I mentioned that Dick is available and shared with the Csc.

713
01:29:23.310 --> 01:29:30.149
Shahrukh Tasnim ODP: So now i'm going to ask Daniela and her team to talk about the school design process.

714
01:29:31.360 --> 01:29:43.330
Daniella Phillips: Thank you. I'm going to pass it to Brian in just a second. First. I just want to say we're going to be using some terms that are a little bit different. They're unique to the new school process, because ultimately

715
01:29:43.370 --> 01:30:00.420
Daniella Phillips: it's not a school until it until it opens its doors and students come in, but we have to act as if it's a school by doing all of the steps of hiring a school leader and and teachers and staff. So Brian's going to start with the first piece about that intended school leader.

716
01:30:03.200 --> 01:30:13.469
Bryan Glover: Thank you, Daniela. Yes, the first step is getting a school leader that will lead the design work and get that school ready and up and running for a

717
01:30:13.620 --> 01:30:14.849
Bryan Glover: solid.

718
01:30:15.040 --> 01:30:27.899
Bryan Glover: clean opening in September of 2,024 that begins with the superintendent identifying a proposed new school leader, and at this point they are called the Acting Principal assigned

719
01:30:28.020 --> 01:30:32.639
Bryan Glover: project director, and this is months before the school actually opens

720
01:30:32.970 --> 01:30:35.450
Bryan Glover: in July of 2,024.

721
01:30:35.780 --> 01:30:40.889
Bryan Glover: The superintendent will nominate what's known as an interim acting principle.

722
01:30:41.180 --> 01:30:55.819
Bryan Glover: and that will happen after the new schools approved, and it's registered with the New York State Education Department. It is typical, though not guaranteed, that the acting principal assigned project director becomes the Interim acting principle.

723
01:30:56.570 --> 01:31:02.789
Bryan Glover: And then, once the school is up and running, we go through the Chancellor, Regulation, c. 30 process

724
01:31:02.840 --> 01:31:13.570
Bryan Glover: where it's a collaborative process with the community and the Department of Education, and we appoint an official principal to the school, and that process again begins after the school opens.

725
01:31:14.440 --> 01:31:42.400
Daniella Phillips: and before we go to the next slide. Sorry if you can go back for one quick second. We often get the question, Why don't we start the C 30 now or the year before, so that community can be brought in to select that intended school leader, and just to clarify with a C 30. You've got to have representation by a uft by a school leadership team members by Pta. None of those bodies and organizations exist until the school

726
01:31:42.410 --> 01:31:51.750
Daniella Phillips: opens. So that's why we start with this position really called a project director who is chosen and selected by the superintendent

727
01:31:51.760 --> 01:32:04.560
Daniella Phillips: to be the planner with that design team. But then that formal C. 30 will kick in, and community will be part of that selection to a point of principle. But that can only happen when the school opens

728
01:32:05.200 --> 01:32:06.570
Daniella Phillips: Brian next one

729
01:32:06.740 --> 01:32:07.340
bye.

730
01:32:09.750 --> 01:32:25.969
Bryan Glover: the inter or Sorry not interacting. The new school acting principal assigned project director will begin meeting one or 2 times a month with other new school leaders, so they will participate in the new school residency

731
01:32:26.370 --> 01:32:36.599
Bryan Glover: which exposes the new leaders to a variety of promising practices that exist across New York City Public schools that can include things like project based learning.

732
01:32:36.610 --> 01:32:46.609
Bryan Glover: dual language programs, international schools, international baccalaureate schools, cte programs, and our brand new steam centers that are opening up

733
01:32:47.160 --> 01:33:03.939
Bryan Glover: the acting principal assigned Project Directory gets one to one leadership support, and they will go through the process to complete the instructional and operational deliverables. All the things that need to be in place to make sure that the opening is successful and as smooth as possible.

734
01:33:03.950 --> 01:33:10.910
Bryan Glover: and the acting principal assigned project director is expected to begin January the first of 2,020

735
01:33:11.530 --> 01:33:12.330
Bryan Glover: 4,

736
01:33:13.480 --> 01:33:14.730
Bryan Glover: maybe my years. Right.

737
01:33:15.470 --> 01:33:17.769
Bryan Glover: Thanks.

738
01:33:17.790 --> 01:33:22.600
Daniella Phillips: I'm going to jump in and talk a little bit about teachers and staff at the new school.

739
01:33:23.340 --> 01:33:30.999
Daniella Phillips: We're very familiar with existing schools where there's often hiring committees that that interview potential staff

740
01:33:31.040 --> 01:33:46.340
Daniella Phillips: when you when you have a school that's opening. You don't have staff yet you don't have folks to serve on that committee, so the uft the teachers contract has article V. Which specifies the hiring process

741
01:33:46.350 --> 01:33:51.280
Daniella Phillips: for all new schools in New York City. We call that process the 18 D process

742
01:33:51.390 --> 01:34:08.099
Daniella Phillips: in 18 D. It specifies that the hiring committee for a new school will be composed of that project Director, that the superintendent appointed that person will be the hiring manager, as well as 2 Uft members designated

743
01:34:08.110 --> 01:34:13.510
Daniella Phillips: is by the Us. T. President of of New York City.

744
01:34:13.560 --> 01:34:19.119
Daniella Phillips: as well as 2 designees of the superintendent. That will be the hiring committee

745
01:34:19.190 --> 01:34:28.830
Daniella Phillips: to choose the the teachers, counselors, staff positions to open the school postings are vetted by the uft postings for any position.

746
01:34:28.840 --> 01:34:48.499
Daniella Phillips: The job description, the criteria, the qualifications are all they all go online, and they open up as part of New York city's open market transfer period, which is typically from April until August of each year. So that's when the hiring would happen for the new school.

747
01:34:48.510 --> 01:34:50.890
Following these guidelines of at T.

748
01:34:51.050 --> 01:34:52.509
Daniella Phillips: Tasman, next one

749
01:34:56.580 --> 01:35:13.150
Daniella Phillips: a little bit more about 18 D. That committee selects applicants and conducts interviews. They reach consensus about the offers to be made, and it's ultimately that project director that makes the offer presuming that that project director will turn into

750
01:35:13.220 --> 01:35:14.990
Daniella Phillips: the principal.

751
01:35:15.030 --> 01:35:36.270
Daniella Phillips: and then just a quick note about school size. When a school has serves 250 students a special allocation. I know you were talking about a fair student funding and budgets. There is a special allocation that comes in for a parent coordinator which is part of the DC. 37 contractual union

752
01:35:36.290 --> 01:35:38.680
Daniella Phillips: to serve a school of that size.

753
01:35:38.840 --> 01:35:42.730
Daniella Phillips: All right. We're going to shift from staff, hiring in 18 d. To

754
01:35:42.770 --> 01:35:47.969
Daniella Phillips: funding for new schools. First I'm. Going to talk about public funding and then private funding.

755
01:35:48.070 --> 01:35:53.990
Daniella Phillips: There are 2 main streams of funds that support new school development.

756
01:35:54.090 --> 01:36:03.420
Daniella Phillips: The first is actually I'm going to go to the second one. Since we've been talking about the project director, the person who's intended to become the school leader.

757
01:36:03.870 --> 01:36:17.160
Daniella Phillips: When we say that that project director is going to be working full time on the planning design development student recruitment, all the the actions connected to opening a new school that takes time. And so

758
01:36:17.210 --> 01:36:25.629
Daniella Phillips: typically the person in that role is a sitting assistant principal somewhere, or maybe even a principal who wants to. Who's dreamed of opening a new school.

759
01:36:25.690 --> 01:36:31.110
Daniella Phillips: We send release funds to wherever that person is.

760
01:36:31.550 --> 01:36:47.969
Daniella Phillips: so that their school can hire a replacement assistant principal, so that the project director is available full time starting on January first 2,024 a full 8 months before this

761
01:36:51.140 --> 01:36:56.690
Daniella Phillips: So that's the release time for the project director. The other public funds goes towards

762
01:36:56.700 --> 01:37:26.680
Daniella Phillips: incremental costs connected to opening new schools. If If the school is opening a new construction, then there is no furniture equipment that exists. Yet so the school construction authority has a special allocation for ordering all of those materials. If a new school is opening in an existing school, co-located or in an existing building, there's likely furniture there. So the allocation is actually smaller, and it goes towards things like textbooks or computer instructional technology.

763
01:37:26.690 --> 01:37:30.469
Daniella Phillips: but probably not furniture and equipment.

764
01:37:30.680 --> 01:38:00.469
Daniella Phillips: And then private funding. Our team will work with the design team in District 20 to see if there's additional private funds. We we work closely with the new Schools Venture Fund as well as with Xq. For high schools, so we always try to support new schools with additional funding beyond the fair student funding allocation and beyond the startup funds, because everything is so new and and and and and until the school is at scale. There's a lot of costs

765
01:38:00.480 --> 01:38:02.359
that requires some extra funding

766
01:38:05.420 --> 01:38:06.800
Daniella Phillips: ready for the next slide.

767
01:38:07.950 --> 01:38:14.629
Daniella Phillips: One quick note about naming, because this gets sensitive and sometimes controversial in communities

768
01:38:14.990 --> 01:38:19.679
Daniella Phillips: until the school opens.

769
01:38:19.750 --> 01:38:31.509
Daniella Phillips: Sorry. Let me start by saying there is a process called the Chancellor's Regulation, a 860 that determines how schools get named, or in some cases how schools get renamed.

770
01:38:32.050 --> 01:38:46.399
Daniella Phillips: we're gonna use a placeholder name until we follow that process. We might just say it's the district 20 Nathan School or the Brooklyn Middle School. Those are not official names.

771
01:38:46.410 --> 01:39:02.399
Daniella Phillips: In the spring, before, in the spring summer before the school opens, we apply for a Dbn. For that number 20, K. And then the number of the school we apply to the New York State Education Department for that Dbm.

772
01:39:02.530 --> 01:39:13.440
Daniella Phillips: That's also around the time that we can submit the forms and process for following Chancellor's regulation, a 860 to name. The school.

773
01:39:13.450 --> 01:39:30.199
Daniella Phillips: Very often schools will open with just their Dbn. And then, as the school develops the Parents Association or a Pta, or as it develops the school leadership team together. The community will come up with Sometimes it's naming after someone very important in the local community.

774
01:39:30.210 --> 01:39:45.509
Daniella Phillips: and there's some kind of rules about that. But just a a heads up that what you hear us internally calling the school is an internal placeholder name. There's an official process that that involves the Ce. In terms of naming the school

775
01:39:47.650 --> 01:39:48.869
next one, please.

776
01:39:51.500 --> 01:39:54.639
Okay, I'm going to turn it back to colleagues and Odp.

777
01:39:55.430 --> 01:39:56.699
Julianne Bozzo, District Planning: Thanks, Daniela.

778
01:39:57.000 --> 01:40:14.980
Julianne Bozzo, District Planning: So yeah, just want to recap next steps here. So we, in collaboration with Superintendent Credo with your Cec. And other community stakeholders, will evaluate potential future rezonings and other planning needs related to these new capacities that we discuss this evening.

779
01:40:15.050 --> 01:40:33.970
Julianne Bozzo, District Planning: and there will also be many opportunities for additional community conversations. This is definitely just the first of what will be many conversations related to these new buildings opening, and we will continue to engage both with you, your CC principals, Slts, and any of the other impacted school communities.

780
01:40:34.000 --> 01:40:39.739
Julianne Bozzo, District Planning: and it can include additional presentations and upcoming Cec meetings and other community forums.

781
01:40:39.860 --> 01:40:41.599
Julianne Bozzo, District Planning: Danielle, if you want to take the last one.

782
01:40:44.400 --> 01:41:03.119
Daniella Phillips: Sure, just a quick reminder something, I said earlier, which is, we will be working with a multi stakeholder design team. And we're gonna be very busy with District 20 because of the new schools opening multiple new schools opening, so that will get started sometime late spring, early summer.

783
01:41:05.950 --> 01:41:16.820
Shahrukh Tasnim ODP: So thank you, Daniela. That's the end of our presentation, like. If you have any question or any feedback to share, we are here.

784
01:41:20.940 --> 01:41:22.599
Dr. David Pretto: Can you? Can you guys hear me?

785
01:41:22.810 --> 01:41:24.280
Shahrukh Tasnim ODP: Yes, we can hear you.

786
01:41:24.670 --> 01:41:32.069
Dr. David Pretto: Thank you so much. Clearly, there's a a a lot. And one interesting fact, of course, is that

787
01:41:32.300 --> 01:41:34.330
Dr. David Pretto: there's new elections coming up, and

788
01:41:34.700 --> 01:41:52.489
Dr. David Pretto: probably most of this is going to be done with the different cast of characters. But but some of us might still be around, and so, just to kind of, if we just focus on like immediate next steps. And I if you I think there was a slide in here, i'm going to pull it out

789
01:41:52.550 --> 01:42:00.870
Dr. David Pretto: what i'm like. What's what's the immediate next step in this whole process, maybe that it would be that spring 2023 section right there. Correct?

790
01:42:01.900 --> 01:42:31.659
Shahrukh Tasnim ODP: Yes, like now we are just beginning the planning and discussion about the name buildings with the community. That's like, you know that's one of the reason why you're here for. And then in spring, like. You know, we we are going into determining the admission structure for the new school, if it's going to be a zoned or partially zone school, and if like, you know, and as I mentioned, it's a very collaborative process. So if we all together decide that our rezoning is needed.

791
01:42:31.670 --> 01:42:34.180
Shahrukh Tasnim ODP: then we start the rezoning planning.

792
01:42:34.310 --> 01:42:38.719
Max Familian: and I I would just like to chime in that. That was really helpful to them that

793
01:42:38.870 --> 01:42:42.249
Max Familian: I think part of what we want to talk about on our really immediate timeline.

794
01:42:42.310 --> 01:42:45.210
Max Familian: With you all is the timeline right?

795
01:42:45.300 --> 01:42:47.400
Max Familian: There is a world in which we could.

796
01:42:48.190 --> 01:42:48.960
Max Familian: you know.

797
01:42:49.030 --> 01:42:55.449
Max Familian: per at least, AIM for a June vote on rezoning. That is, that is a quick timeline.

798
01:42:56.920 --> 01:43:04.719
Max Familian: But if there was support from the CC. Superintendent and school communities to, you know, develop scenarios and AIM for that that is possible.

799
01:43:07.380 --> 01:43:18.490
Max Familian: or we we can have conversations about sort of what it would mean to do some of the planning now with realization that we'd have a vote in November. And what would it? What it would make sense to accomplish

800
01:43:18.580 --> 01:43:24.369
Max Familian: in the shorter term under this CC. And what it would make sense to wait for. We can't, unfortunately, just like.

801
01:43:24.660 --> 01:43:35.580
Max Familian: pause the whole process and be like, let's just start in July. That wouldn't give us enough time. So it's sort of like one of those 2 scenarios which we'll want to kind of. We want to figure out. Figure that out in the coming weeks.

802
01:43:35.910 --> 01:43:41.290
Dr. David Pretto: How many times it's probably hard to say. But within that spring 2,023 section.

803
01:43:41.400 --> 01:43:48.339
Dr. David Pretto: how many meetings does that represent potential even just a range of all of our to to get us.

804
01:43:49.160 --> 01:43:57.480
Max Familian: Yeah. So something that we we typically do with rezoning is given the sort of complex nature of them as we is, we typically have

805
01:43:57.560 --> 01:44:03.620
Max Familian: a smaller group of CC members that will meet on a more regular basis. I would say, typically every 2 weeks

806
01:44:03.630 --> 01:44:22.749
Max Familian: with our team, where we actually get into the nitty gritty. Look at the maps. Look at all the enrollment trends like have more in-depth planning conversations because those are difficult to have in like a bigger CC meeting. So I think we'd like to kick that off as soon as possible, and we can. We can kind of talk offline with and with superintendent about

807
01:44:23.060 --> 01:44:26.480
Max Familian: how to figure out who might be involved in that.

808
01:44:26.890 --> 01:44:29.690
Max Familian: I do think it would be. I think we should

809
01:44:30.220 --> 01:44:37.110
Max Familian: ideally be. Have a presence at every calendar meeting for the rest of this year, and we'll have to

810
01:44:37.990 --> 01:44:39.539
Max Familian: hopefully be a little bit

811
01:44:39.730 --> 01:44:50.529
Max Familian: flexible, you know, some depending on where we're at in the process right? So sometimes we might just need to be providing an update at a calendar meeting, and other times we might need

812
01:44:50.630 --> 01:45:00.950
Max Familian: a longer meeting, and occasionally we have scheduled special meetings for rezoning if we really do need. You know, if we're in a position where we're showing maps, and we need an hour, hour and a half.

813
01:45:01.190 --> 01:45:08.799
Max Familian: sometimes 2 h to really go through it all. We would. Wanna we wouldn't want to take over your whole calendar meeting, and so we try to schedule that special meetings

814
01:45:09.030 --> 01:45:10.000
Max Familian: as needed.

815
01:45:10.400 --> 01:45:11.130
Dr. David Pretto: Okay.

816
01:45:13.370 --> 01:45:17.380
Dr. David Pretto: you know, that makes sense. Any Cdc members any questions

817
01:45:18.200 --> 01:45:21.019
Dr. David Pretto: for the

818
01:45:29.220 --> 01:45:47.560
Maya Rozenblat: I Hi, my! I think that's you know I may have may have missed something, but I hear repetitive mentioning of community engagement talk to community ask. You need to confirm this community. So I was not like. Is there a certain

819
01:45:47.780 --> 01:46:03.040
Maya Rozenblat: agreed upon definition of what communities and you know, or some sort of a process related to you know how to engage community who's going to be a community because it's such a wide.

820
01:46:03.650 --> 01:46:04.880
Maya Rozenblat: you know, term.

821
01:46:06.570 --> 01:46:08.390
Max Familian: Yeah. So you know

822
01:46:08.560 --> 01:46:13.870
Max Familian: community education, if we're talking about rezoning specifically, CC's are the ones that

823
01:46:13.990 --> 01:46:16.439
Max Familian: ultimately vote and approve

824
01:46:16.500 --> 01:46:31.000
Max Familian: rezonings. And so it's sort of by definition very community focused. We start with individual meetings with potentially impacted schools. We have slt meetings at every school, often more than one

825
01:46:31.010 --> 01:46:37.639
Max Familian: to make sure that they're aware of what we're considering where we talk about the potential impact to their school communities.

826
01:46:38.910 --> 01:46:41.910
Max Familian: We attend Cdc meetings, and I think

827
01:46:42.610 --> 01:46:54.489
Max Familian: there there have also been other engagement strategies depending on the rezoning, depending on the circumstance. We've engaged with early childhood centers with daycares.

828
01:46:55.230 --> 01:47:00.010
Max Familian: with community boards with neighborhood. Groups.

829
01:47:00.220 --> 01:47:04.730
Max Familian: I think it really depends on the nature of of

830
01:47:04.990 --> 01:47:06.740
Max Familian: the rezoning

831
01:47:06.840 --> 01:47:16.280
Max Familian: some summary zonings just by nature a little bit more straightforward, and folks are really like expecting it and supportive of it, and we we

832
01:47:16.350 --> 01:47:21.520
Max Familian: don't necessarily like it's it's not as necessary to sort of

833
01:47:22.950 --> 01:47:27.230
Max Familian: go deeper. Go further. However, we often do, and I think

834
01:47:28.100 --> 01:47:31.609
Max Familian: One thing that can be challenging with rezoning is that

835
01:47:31.870 --> 01:47:37.800
Max Familian: the impacted families are predominantly not in the system yet, which is why we try to target

836
01:47:37.890 --> 01:47:46.470
Max Familian: where we can early childhood centers and daycare and community groups that represent families that might have younger students.

837
01:47:46.520 --> 01:47:47.460
Max Familian: And

838
01:47:47.960 --> 01:47:48.840
Max Familian: we kind of

839
01:47:48.880 --> 01:47:50.080
Max Familian: customize that

840
01:47:50.430 --> 01:48:05.740
Max Familian: based on the individual scenarios in the community in question. But that is always, I mean frankly, that's always a challenge. So we're always open to ideas, to, to, you know. Continue to further and improve that process because it can it can. It can be tricky. We have a much easier time engaging existing schools.

841
01:48:06.250 --> 01:48:07.150
thank you.

842
01:48:08.330 --> 01:48:12.070
Daniella Phillips: And if I can just add to that

843
01:48:12.220 --> 01:48:20.260
Daniella Phillips: in terms of the school design it matters a great deal whether the school is going to be a zone school or a choice school.

844
01:48:20.320 --> 01:48:38.800
Daniella Phillips: because if it's a choice school, then we need to do a a a lot more kind of surveying focus groups like, get a sense of what the larger community feels there is a need or a demand for across across larger communities as opposed to. If it's very specific, you get a sense within a zone.

845
01:48:41.080 --> 01:48:46.199
Dr. David Pretto: Danielle? Was Was that a response to the question in the chat regarding design? I'm not sure if

846
01:48:47.650 --> 01:49:01.069
Christina DeClara: that was my question. I was curious as to how the design teams would be selected. Will there be something? Sends out an application? Will that be open to

847
01:49:01.380 --> 01:49:05.009
Christina DeClara: people of the district, or is it a private selection?

848
01:49:05.550 --> 01:49:20.049
Daniella Phillips: So I I do want to be clear that it is not a school leadership team. It is not intended like to to serve in that kind of capacity. It's a very it's really an advisory group

849
01:49:20.060 --> 01:49:26.039
Daniella Phillips: to help the superintendent the cec kind of the larger decision-makers for the district

850
01:49:26.120 --> 01:49:41.900
Daniella Phillips: for help design the schools. And again, I don't mean architecture design, I mean, like programmatic curriculum wise the design of the schools for us. So we'll be working closely with the superintendent this spring on 2 things.

851
01:49:41.980 --> 01:49:48.110
Daniella Phillips: One is starting to identify potential school leaders who, to become those project directors.

852
01:49:48.150 --> 01:49:53.389
Daniella Phillips: whether those are folks within the district whether we need to really start to do some

853
01:49:53.400 --> 01:50:13.649
Daniella Phillips: looking and searching and getting recommendations from outside. So leadership is one part of it. And then, as you're asking about the design is the second part. What kind of a design team is it is it? Is it a team that goes around to different schools. Do we hold an open Town Hall? Do we do kind of quick surveying to see what

854
01:50:13.660 --> 01:50:16.599
Daniella Phillips: that people feel is the need we?

855
01:50:16.710 --> 01:50:28.350
Daniella Phillips: We'll have to kind of figure out that plan. But because you have multiple schools opening, we first need to get a sense of. Are we talking zone schools or choice schools. That's an important piece of the design.

856
01:50:29.880 --> 01:50:33.580
Christina DeClara: Okay, thank you. The presentation was very informative. Thank you.

857
01:50:33.770 --> 01:50:34.410
Right.

858
01:50:35.100 --> 01:50:41.649
Dr. David Pretto: Kevin. I I see Maria's question in the chat, or we'll get to Kevin's out first. As his hand raised Kenneth.

859
01:50:43.000 --> 01:50:49.790
Kevin Zhao: Yes, I just have a one quick question. How do we decide on those locations, the school location that we were talking about before.

860
01:50:56.150 --> 01:50:59.200
Max Familian: I'm sorry. Can you guys hear me?

861
01:50:59.410 --> 01:51:02.550
Max Familian: The school locations

862
01:51:02.630 --> 01:51:14.300
Max Familian: are determined by the school construction authority. So district 20, because of its historical overcrowding and current overcrowding, has had funding to actually

863
01:51:14.420 --> 01:51:18.789
Max Familian: build new schools and acquire and and and acquire new school space.

864
01:51:18.810 --> 01:51:22.150
Max Familian: And so the school construction authority

865
01:51:22.580 --> 01:51:27.870
Max Familian: for many years has been looking to identify real estate where that can happen, and

866
01:51:27.970 --> 01:51:30.039
Max Familian: i'm sure some of you have been

867
01:51:30.290 --> 01:51:43.779
Max Familian: at presentations or in conversation than before it can be. It's very challenging to find property that is appropriate and big enough, and has the right zoning to to build new school buildings. So

868
01:51:44.320 --> 01:51:48.210
Max Familian: they are the ones that come to us that says, okay. We have found a site

869
01:51:48.450 --> 01:51:50.519
Max Familian: here.

870
01:51:50.770 --> 01:52:02.929
Max Familian: Here's the site here, our options for what we can. You know what we might be able to do here, and and then we work together and collaborate with with them, and

871
01:52:03.010 --> 01:52:04.599
Max Familian: and you all to kind of

872
01:52:05.250 --> 01:52:12.239
Max Familian: decide what we're going to put in the buildings, but they're the ones that really identify the the the the real estate, and the property and the size of the buildings.

873
01:52:14.680 --> 01:52:17.960
Max Familian: and there is part of their process that involves coming to CC.

874
01:52:17.990 --> 01:52:37.410
Max Familian: And telling you all about that process, and and when they identify as a a space, they have their own public review process. And we're at a stage here where these these properties in these buildings were identified years and years and years ago, and we're finally getting to the place where they're near opening. Which is why we're having the specific planning conversations about what we would do with the spaces.

875
01:52:37.420 --> 01:52:47.379
Dr. David Pretto: Yeah, a couple of things I just want to add up. Follow on to that because it does segue to some of the questions in the chat. I I personally find the sca process

876
01:52:47.390 --> 01:53:02.970
Dr. David Pretto: really frustrating. Unlike what you guys are doing right now. You guys have provided a really nice detailed overview. You're willing to take a lot of questions. Answer a lot of the questions. The sca is extremely opaque, extremely reluctant to share any information

877
01:53:02.980 --> 01:53:21.569
Dr. David Pretto: until they're good and ready to. And so it's that's really frustrating. And that needs to be said. And specifically, you know, we just got an announcement that there's gonna be a new high school supposedly in Bay Ridge. Some people on the chat and posting about it. So do you guys have anything

878
01:53:21.680 --> 01:53:31.369
Dr. David Pretto: at this point again. This is an sca announced. I understand so. But do you guys have anything there's there's a couple of questions in the chat. Are you going to talk to speak about the High School.

879
01:53:31.530 --> 01:53:42.680
Dr. David Pretto: the Council Member Brandon reported. It was going to open in Bay Ridge in 2 2 people mentioned. That. Is there anything you guys can say about that at this time? Have you been informed of that?

880
01:53:44.240 --> 01:53:45.190
Max Familian: Yeah.

881
01:53:45.210 --> 01:53:54.919
Dr. David Pretto: David, You wanna take that one. So I appreciate you bringing that up. So, after close discussions, both the Department of Education and the Sca

882
01:53:55.180 --> 01:54:04.849
Dr. David Pretto: have come to decide. They use the Overington site that we've been speaking about for high school to relieve the significant capacity challenges. In some of the high schools in South Korea

883
01:54:05.110 --> 01:54:11.020
Dr. David Pretto: the seat count and the timeline are being studied, and will be announced when Sca starts the public review as they will with any new site.

884
01:54:13.980 --> 01:54:18.299
Dr. David Pretto: Why Won't the a share? How they came to make that decision about that site.

885
01:54:19.380 --> 01:54:26.169
Dr. David Pretto: I don't have any comment on how this sca is communicating

886
01:54:26.410 --> 01:54:29.829
Dr. David Pretto: which they never are, and they're really hard to talk to.

887
01:54:30.560 --> 01:54:32.819
Dr. David Pretto: I'm gonna ask whoever's here. So

888
01:54:34.370 --> 01:54:36.630
Dr. David Pretto: if you can work anything from my part.

889
01:54:37.500 --> 01:54:45.139
Dr. David Pretto: the advocacy of the CC. And other community members went into the decision behind this site becoming a high school

890
01:54:45.160 --> 01:54:49.409
Dr. David Pretto: as far as the sca's process for communicating. I don't have a comment

891
01:54:51.580 --> 01:54:54.809
Dr. David Pretto: there. There was another comment in the chat.

892
01:54:56.040 --> 01:55:00.140
Dr. David Pretto: and again the the commenter. Actually the read it's

893
01:55:00.760 --> 01:55:07.870
Dr. David Pretto: run from Ps. 30, asking about newly announced constructing for elementary school, and all we can do is that that's the site

894
01:55:08.150 --> 01:55:12.610
Dr. David Pretto: in the new High school, and that's the site. And then Maria Garcia in the chat.

895
01:55:12.720 --> 01:55:16.989
Dr. David Pretto: We need more middle school options and high school options in the southwest corner.

896
01:55:17.150 --> 01:55:22.439
I think this would help. Larger conversation with you is not pivoting with the needs as a change.

897
01:55:22.600 --> 01:55:24.470
Dr. David Pretto: It takes a long time to plan

898
01:55:24.530 --> 01:55:31.919
Dr. David Pretto: and acquire the land, and by the time it comes to pass we need to change. I think there seems to be a larger conversation on the

899
01:55:32.000 --> 01:55:40.569
Dr. David Pretto: So Od. P. Folks in it School design folks. Do you have any comment about specifically about your School High School in the southwest corner of District 20.

900
01:55:42.360 --> 01:55:45.169
Max Familian: So I don't know exactly the the

901
01:55:45.450 --> 01:55:47.860
Max Familian: full range of of what

902
01:55:47.880 --> 01:55:50.499
Max Familian: of that of the geography? Specifically, that that

903
01:55:50.640 --> 01:55:58.320
Max Familian: person referring to you, feel free to chime in in the chat or otherwise, I mean our middle school, the middle school building that is opening in 2,425

904
01:55:58.380 --> 01:56:03.089
Max Familian: is roughly in that area. I don't know if they mean

905
01:56:03.570 --> 01:56:10.870
Max Familian: even further southwest. But I would say that that's Southwest K. 302, which is

906
01:56:10.990 --> 01:56:15.139
Max Familian: sort of south of of 201, and slightly east of

907
01:56:15.330 --> 01:56:17.650
Max Familian: of 104.

908
01:56:17.980 --> 01:56:19.000
Max Familian: So

909
01:56:19.530 --> 01:56:22.130
Max Familian: that is something that is coming

910
01:56:22.170 --> 01:56:24.049
Max Familian: to to the district.

911
01:56:24.530 --> 01:56:27.419
Max Familian: and I think part of the conversation around

912
01:56:28.450 --> 01:56:37.979
Max Familian: high School need had to do with, you know, severe overcrowding at Fort Hamilton High School, which is also in the south west portion of the district.

913
01:56:39.460 --> 01:56:43.619
Max Familian: But you know that's helpful feedback, and we'll we'll continue to to

914
01:56:43.920 --> 01:56:49.219
Max Familian: push as a on on where they're identifying sites

915
01:56:49.760 --> 01:56:50.900
Max Familian: and

916
01:56:50.930 --> 01:56:56.500
Max Familian: and continue that conversation. So if there are, you know, we always encourage Cec members. If there are specific

917
01:56:57.040 --> 01:57:13.069
Max Familian: and superintendent, if there are specific pieces of land or specific areas that you are interested in having new capacity to always let us know. We work closely with the essay. We will communicate everything with them. They will look at specific sites that if if folks bring up and we, you know.

918
01:57:13.350 --> 01:57:17.619
Max Familian: and there is funding and they they will invest, they they will investigate.

919
01:57:17.660 --> 01:57:19.400
Max Familian: So

920
01:57:19.570 --> 01:57:22.049
Dr. David Pretto: Are you the point person for something like that, Max.

921
01:57:23.160 --> 01:57:26.740
Dr. David Pretto: to send new sites to from from your department?

922
01:57:27.060 --> 01:57:41.119
Shahrukh Tasnim ODP: I'm. I'm sorry. Actually, that would be Julian and me. We will be the like 5 first point person for the CC. Because we are supporting your district and Brooklyn South.

923
01:57:41.190 --> 01:57:59.680
Dr. David Pretto: The idea behind my comment in Fort Hamilton is overcrowded, but there's many, many students who travel from the central part of the district out of the Fort Hamilton's, fairly out of the way for a central district. 20. It's all the way on the on the waterfront, as you know, and it's it's very inconvenient for a lot of families from the central part of district 20,

924
01:57:59.690 --> 01:58:14.670
Dr. David Pretto: I believe there should have been a closer look at high school sites in the central part of the of the district, which is also one of the most immigrant heavy lower income parts of the district. So best. Ca: was here. That's what I would share with them.

925
01:58:15.020 --> 01:58:45.009
Shahrukh Tasnim ODP: If if you have like, you know, any specific building or location in mind, please share those with us, and we'll definitely convey the information with the Ca: and, like my colleagues. Max shared that when these kind of suggestions comes in they usually look at this building and let us like you know, and shares if if it is like, you know, if it's feasible to establish a new building, so please do share the information. If you have, like any other location that you have in

926
01:58:45.020 --> 01:58:48.770
Shahrukh Tasnim ODP: that could serve the students in your community.

927
01:58:48.800 --> 01:58:57.739
Dr. David Pretto: You, you you guys, are so much more receptive, just with your comments than anything the sca has ever sent me. So I appreciate that.

928
01:58:58.200 --> 01:58:59.730
Dr. David Pretto: you know.

929
01:59:19.690 --> 01:59:22.149
Dr. David Pretto: Still, having trouble, I can't hear you, you know.

930
01:59:30.350 --> 01:59:31.869
Dr. David Pretto: Here, my you guys can.

931
01:59:33.170 --> 01:59:36.440
Dr. David Pretto: Yeah, if you want to type your question, type it in the chat or

932
01:59:39.250 --> 01:59:42.890
Dr. David Pretto: any other questions in the meantime, from

933
01:59:43.660 --> 01:59:57.129
Dr. David Pretto: and I guess it let me just circle back real quick. So going forward, there's obviously a lot of you here who should be my my sort of again. Just I think you just said Julian, and has name for sort of immediate

934
01:59:57.680 --> 01:59:59.960
Dr. David Pretto: questions after this presentation.

935
02:00:00.680 --> 02:00:01.780
Dr. David Pretto: Is that right?

936
02:00:04.120 --> 02:00:11.770
VITO LABELLA: I'm sorry. Can you just repeat, Can you repeat what you just said? I'm sorry any.

937
02:00:11.910 --> 02:00:24.290
Dr. David Pretto: Are are you? We should go to with any questions about next steps. Anything that comes up expecting to hear about next steps or meetings?

938
02:00:24.900 --> 02:00:26.730
VITO LABELLA: That's great.

939
02:00:30.240 --> 02:00:34.779
VITO LABELLA: Yeah.

940
02:00:39.380 --> 02:00:41.690
Dr. David Pretto: where does it mean it? I'm being comfortable

941
02:00:42.720 --> 02:00:45.510
Dr. David Pretto: you talking about from the

942
02:00:45.690 --> 02:00:46.929
Dr. David Pretto: because they said, there's

943
02:00:47.100 --> 02:00:48.179
VITO LABELLA: to get funding.

944
02:00:55.300 --> 02:00:57.910
Shahrukh Tasnim ODP: I'm sorry i'm having a hard time hearing

945
02:00:58.250 --> 02:01:00.610
Max Familian: there was some feedback. Sorry?

946
02:01:01.490 --> 02:01:06.860
Dr. David Pretto: Oh, I was wondering. Where does private funding come from?

947
02:01:06.970 --> 02:01:07.630
Bye.

948
02:01:08.720 --> 02:01:15.579
Daniella Phillips: I think that was one of the new school slides we had 2. If you want to go back to that slide.

949
02:01:16.100 --> 02:01:21.809
Daniella Phillips: We had 2 funding partners that we work pretty closely with.

950
02:01:21.910 --> 02:01:35.909
Daniella Phillips: One is called the New Schools Vendor Fund, and they support new new school designs. Of course, like any private funder, they have criteria for what they'll fund, and so they have different funding cycles

951
02:01:35.920 --> 02:01:43.379
Daniella Phillips: that we work with them closely, and then Xq. Is a a different funder. They're interested in high schools exclusively.

952
02:01:43.410 --> 02:01:45.790
So the idea is that we.

953
02:01:45.820 --> 02:01:54.869
Daniella Phillips: you know, with our public schools. There's public funds, but we also try to supplement on the early part of a new school design.

954
02:01:55.250 --> 02:01:59.280
Daniella Phillips: Can't promise that we would. We would try to find that.

955
02:01:59.810 --> 02:02:07.479
Dr. David Pretto: Oh, and where are you finding the Internet acting principal pool? Because I they're one of the more important people starting the new school

956
02:02:07.940 --> 02:02:14.230
Dr. David Pretto: and have an input on who you're hiring in these new schools.

957
02:02:14.620 --> 02:02:22.799
Daniella Phillips: so parents will for sure, be involved in the C 30 process which selects the permanent principle of a school.

958
02:02:22.830 --> 02:02:42.390
Daniella Phillips: because the school doesn't exist, yet we can't call from the principal, so we call them the project director, or that long term of acting principal assigned project director, and that person is selected by the superintendent. It's actually a a small DOE group of the superintendent and the chief.

959
02:02:43.160 --> 02:02:55.469
Daniella Phillips: and then we have the C 30 process later in terms of where that person comes from, there's obviously state certifications that you need in order to be a leader of a public school anywhere in New York State

960
02:02:55.480 --> 02:03:16.720
Daniella Phillips: and New York City does a lot of recruitment. We have a whole principal hiring pool of folks who've expressed their interest typically, and i'll be speaking with Superintendent Preto about this. It's pretty common that within a district there are assistant principals that are kind of on their way to to being ready for school leadership at the

961
02:03:16.730 --> 02:03:25.360
Daniella Phillips: principal level. So we do a combination of looking internal within the district, and also doing recruitment outside to find the best candidates.

962
02:03:26.230 --> 02:03:27.389
Dr. David Pretto: Thank you.

963
02:03:31.130 --> 02:03:32.660
Dr. David Pretto: Vita. Did you

964
02:03:32.800 --> 02:03:38.730
Dr. David Pretto: login with a different device? Can you? You can ask your question. I did it. Do you copy now.

965
02:03:38.780 --> 02:03:39.820
Dr. David Pretto: Yep.

966
02:03:43.590 --> 02:03:45.350
Dr. David Pretto: we can hear you. Vito. Go ahead.

967
02:03:46.380 --> 02:03:48.119
VITO LABELLA: Okay, Great. So

968
02:03:48.140 --> 02:03:51.639
VITO LABELLA: thank you so much. So I know this might not be a

969
02:03:52.400 --> 02:03:54.189
VITO LABELLA: I know this might not be a

970
02:03:55.220 --> 02:03:56.269
VITO LABELLA: and

971
02:03:57.340 --> 02:04:00.529
VITO LABELLA: a question for you, but i'm hoping you could just, maybe.

972
02:04:01.330 --> 02:04:02.980
VITO LABELLA: or by some information.

973
02:04:03.520 --> 02:04:17.160
VITO LABELLA: So the K. 0 3, 5 school. It's a 300 kids school. It's a K. To 5, so it's 6 grades doing the map at 25 kids per class. That's only 2 classes per grade.

974
02:04:18.720 --> 02:04:35.980
VITO LABELLA: Is there a policy? Do we have a policy of like maximizing the space and and building as big as school as possible in in a space like that, because, you know, as soon as we put that online, I know that you know 2 classes. Really, they get a we'll end up meeting 4 classes.

975
02:04:36.000 --> 02:04:39.309
VITO LABELLA: Could you speak to that? Or is that strictly at Sca?

976
02:04:40.760 --> 02:04:52.689
Shahrukh Tasnim ODP: I'm: Sorry, Max. Okay. I I just wanted to say, like, you know, Thank you so much for your question, and like, you know, but for information regarding any specific question like, you know.

977
02:04:52.700 --> 02:05:18.459
Shahrukh Tasnim ODP: we are very happy to like, you know. Look into your question and get back to you like you know I, Your question has like, has some details that we have to look back into our data, and we want to give you the right answer and full answer. So our our contact information is here on the screen. If you could kindly email us your question we are happy to response.

978
02:05:25.490 --> 02:05:31.380
Shahrukh Tasnim ODP: I can also put our contact information on Chat if if that's helpful

979
02:05:33.540 --> 02:05:36.130
Shahrukh Tasnim ODP: that'd be great. Thank you.

980
02:05:36.950 --> 02:05:43.130
Dr. David Pretto: Okay. I think we've done enough comments on on this presentation, for now we've had other events to get to. So

981
02:05:43.200 --> 02:05:46.310
Dr. David Pretto: thank you so much. Everyone from Odp

982
02:05:46.340 --> 02:05:52.110
Dr. David Pretto: and Office of School design for being here tonight, and we look forward to continuing to work with you on this really important work.

983
02:05:55.670 --> 02:05:56.899
Daniella Phillips: Thanks so much.

984
02:05:57.150 --> 02:05:58.020
Thank you.

985
02:05:58.730 --> 02:06:02.500
Dr. David Pretto: Next on the agenda is a superintendent. Dr.

986
02:06:02.630 --> 02:06:03.519
Dr. David Pretto: Go ahead.

987
02:06:03.640 --> 02:06:04.570
Dr. David Pretto: Thanks. Yeah.

988
02:06:38.960 --> 02:06:43.390
Dr. David Pretto: So i'm going to give a a a brief presentation. I think everybody for

989
02:06:43.420 --> 02:06:48.790
Dr. David Pretto: their energy and attention through this long meeting, so I will provide an update on

990
02:06:48.840 --> 02:06:51.330
Dr. David Pretto: our middle of your

991
02:06:52.860 --> 02:06:56.010
Dr. David Pretto: for a minute of your progress within our

992
02:06:57.070 --> 02:07:00.650
Dr. David Pretto: academic screeners I ready, and as

993
02:07:01.250 --> 02:07:09.580
Dr. David Pretto: I have presented on several times in last CC. Meetings, and I will also provide an update for the first time on our Acadians screener, which is our K. To 2

994
02:07:09.600 --> 02:07:15.849
Dr. David Pretto: literacy screener that we use to track and monitor progress in early childhood literacy. So

995
02:07:15.870 --> 02:07:19.220
Dr. David Pretto: this first, so i'll cover first. I ready in reading

996
02:07:19.680 --> 02:07:26.949
Dr. David Pretto: This chart demonstrates the overall district progress compared to the beginning of your assessment, which was administered in

997
02:07:27.100 --> 02:07:28.680
Dr. David Pretto: September and

998
02:07:29.720 --> 02:07:31.880
Dr. David Pretto: early October. This

999
02:07:32.360 --> 02:07:43.770
Dr. David Pretto: chart refers to students progress, and grades 3 to 8. So we have approximately 25,825, 3 to 8 students, who whose data is reflected in this chart.

1000
02:07:43.830 --> 02:07:49.080
Dr. David Pretto: and you'll see that on the top chart which says Moi 1 3

1001
02:07:49.160 --> 02:07:55.750
Dr. David Pretto: death to 17, that's January 30, February seventeenth. Those that's the current data.

1002
02:07:55.850 --> 02:08:14.769
Dr. David Pretto: The the double green is for students who are achieving above grade level. The solid green is for children who are early or on grade level. Yellow is one grade level below, or approaching grade level, 2 below, and then far below. So we overall we're seeing

1003
02:08:14.780 --> 02:08:24.639
Dr. David Pretto: the type of progress we'd like to see the children who are at or above grade level, the percentages are increasing, and the children who are below grade level are decreasing.

1004
02:08:24.720 --> 02:08:29.329
Dr. David Pretto: and we are currently on track or on target to at least meet.

1005
02:08:29.440 --> 02:08:31.229
based off of the I ready

1006
02:08:31.260 --> 02:08:39.930
Dr. David Pretto: projections to at least meet our previous year's. State exam achievement results across the district in Ela, and potentially exceed.

1007
02:08:39.980 --> 02:08:55.199
Dr. David Pretto: So we're really happy about that. And this is data that we use to monitor progress at the district level at the school level school wide, and we also used at the classroom level and all the way down to the individual student level to set goals, to

1008
02:08:55.210 --> 02:09:05.080
Dr. David Pretto: assign lessons to individual students, small groups of students, entire classes, grade levels as well as make decisions around the effectiveness of

1009
02:09:05.090 --> 02:09:17.590
Dr. David Pretto: curricular programs. Intervention programs and the like. This is one of our primary go-to, so to you know, speak to the question earlier before around. How do we go about tracking monitoring in this in industry? 20? This is one of our primary ways for doing that.

1010
02:09:22.360 --> 02:09:39.739
Dr. David Pretto: So this is the placement of at above or below, or far below, by the reading domains that are measured in I ready. So the first 2, the first 3 are primarily more early childhood type

1011
02:09:39.840 --> 02:09:52.770
Dr. David Pretto: indicators of phonological awareness, the awareness of sounds, font, phonics, and high frequency words. So those are going to typically be primarily everybody's above grade level because they're primarily early childhood

1012
02:09:52.900 --> 02:09:59.910
Dr. David Pretto: measures. However, we do have children in grades 3 and above who do demonstrate need in these areas.

1013
02:10:00.550 --> 02:10:04.309
Dr. David Pretto: And then the primary primary areas of

1014
02:10:04.920 --> 02:10:06.219
Dr. David Pretto: vocabulary

1015
02:10:06.240 --> 02:10:25.360
Dr. David Pretto: overall comprehension. And then literature, literary comprehension and non fiction comprehension are the primary areas where we're looking at. I already measurement, and, as has been in the past last past year, vocabulary and nonfiction reading are the 2 areas where we show some of the higher needs

1016
02:10:25.370 --> 02:10:28.679
Dr. David Pretto: and and focus our areas of.

1017
02:10:28.840 --> 02:10:33.160
you know, school improvement and focus during our

1018
02:10:33.190 --> 02:10:40.209
Dr. David Pretto: school visits and during our principal meetings. We really look at how we're addressing the

1019
02:10:40.220 --> 02:10:59.780
Dr. David Pretto: teaching a vocabulary and the infusion of grade level non-fiction text across not just literacy, but also the content areas. It's it should be not. Oh, it's cut, you know. Oh, it's cut off. It should be at the bottom. It should be right below. Okay, I can. I can send you. Okay, that's like you got cut off, and I just in the chat. It's long story short, it is

1020
02:10:59.790 --> 02:11:02.670
Dr. David Pretto: higher in the red for than the literature

1021
02:11:04.110 --> 02:11:05.589
Dr. David Pretto: he's there, you see it.

1022
02:11:08.200 --> 02:11:14.289
Dr. David Pretto: I see. Liter. Oh, in is that informational text?

1023
02:11:15.030 --> 02:11:17.309
Dr. David Pretto: Alright, so that's so. That's for reading

1024
02:11:17.550 --> 02:11:20.640
Dr. David Pretto: the one thing that I already does not measure is writing.

1025
02:11:20.650 --> 02:11:39.420
Dr. David Pretto: and and writing is a key component of several points on the day 2 portion of the Ela Exam. So the projections that I already makes for overall performance on the State Exam don't take into account writing, so that's one thing that's missing from this projection.

1026
02:11:39.710 --> 02:11:57.470
Dr. David Pretto: Sure questions till the end. Or if there's something on this, go now, what do you you? You can go so phonics right and and again just big picture right? There was a big initiative with the DOE changed the way we teach literacy right, and I forget the 2. There's the teachers college method, and that was on that's out, and

1027
02:11:57.600 --> 02:11:59.819
Dr. David Pretto: the emphasis on phonics is in right.

1028
02:12:00.940 --> 02:12:18.800
Dr. David Pretto: How is that back? You just comment generally on what I you're seeing here when I get to the Akkadian screener, which is the early early. It's the early early it's it's. It's those specific skills only for kindergarten. First and second grade. Students. I can. I can get a little bit more into depth on that. But what

1029
02:12:18.820 --> 02:12:24.140
Dr. David Pretto: I can say about this data, the phonics, phonological awareness, and high frequency words. Those are going to be the 3

1030
02:12:24.150 --> 02:12:43.159
Dr. David Pretto: areas that touch upon early childhood literacy that are being tested and tracked on students who are in grades 3 and above we do see, I mean, albeit small, compared to the other areas. We do see students in grade 3 and above, who demonstrate need in the areas of phonics, a small portion of phonological awareness.

1031
02:12:43.200 --> 02:12:58.980
Dr. David Pretto: and and in high frequency words. So we do have to provide supplemental intervention and support and services to children who are in grades through and above in these skills that are primarily taught in the really of the secrets. Okay, I'll hold my question. Okay.

1032
02:13:00.240 --> 02:13:02.300
And then so here's math.

1033
02:13:05.560 --> 02:13:13.239
Dr. David Pretto: So same setup. We do see a similar pattern of growth across

1034
02:13:13.360 --> 02:13:14.460
Dr. David Pretto: the

1035
02:13:15.230 --> 02:13:31.469
Dr. David Pretto: continuum from on grade and above grade. We do have a smaller percentage of students who are below grade level in math, and we have a higher percentage of students who are at or above grade level math in the district a a larger band of approaching or one grade level below it, middle of year.

1036
02:13:31.480 --> 02:13:39.559
Dr. David Pretto: So we are pleased to see improvement, and we are on track based on the projections, and I ready to improve upon

1037
02:13:39.570 --> 02:13:56.970
Dr. David Pretto: our overall district percentage at at the end of the year. In the State Exam. We we'll know by the time the exam comes, and we'll also administer an end of year diagnostic for students and math and I ready. But according to the middle of year we are on track to exceed our overall district percentage of proficiency on the State Math. Exam.

1038
02:14:02.960 --> 02:14:19.309
Dr. David Pretto: Okay. So next i'll go into Akadian. So we haven't presented on Acadians before. So Acadians is the Academic screener that, like I was saying before, measures based off of 3 benchmarks over the course of the Year Children's

1039
02:14:19.320 --> 02:14:27.539
Dr. David Pretto: progress in foundational literacy. So I've gone by kindergarten, first and second grade. So this is the kindergarten overall for the district. We've assessed

1040
02:14:27.570 --> 02:14:36.309
Dr. David Pretto: a little over 3,000 kindergarten students at the beginning in the middle of the year, and similar idea. The red is intensive deed Yellow is.

1041
02:14:36.430 --> 02:14:42.119
Dr. David Pretto: you know, about a little bit behind. Green is on track. Blue is ahead of schedule.

1042
02:14:42.360 --> 02:14:45.410
Dr. David Pretto: and the difference?

1043
02:14:45.890 --> 02:14:56.090
Dr. David Pretto: Well, the assessments are similar in that they are. They do assess according to benchmark, where I ready is a computer adaptive assessment.

1044
02:14:56.100 --> 02:15:14.420
Dr. David Pretto: The the Acadians assessment is administered, one on one to students. It is administered digitally, but teachers do administer the assessment to students one along, and that is for really any assessment that you're administering to a child who is a second grader below, and this particular benchmark.

1045
02:15:14.460 --> 02:15:31.689
Dr. David Pretto: and you'll see the the pattern as I move through the first and second grade. The the benchmark focus areas shift because at different points in literacy. They set different benchmarks for the things that children should be, or they're measuring to master. If that makes any sense so in

1046
02:15:31.700 --> 02:15:39.349
Dr. David Pretto: kindergarten at the middle of your benchmark. They, the Akkadian screener, looks for 3 things. So the first sound fluency

1047
02:15:39.660 --> 02:15:47.879
Dr. David Pretto: phoning segmentation fluency, or if the child's ability to see different sounds within, you know, across a pattern of letters.

1048
02:15:48.040 --> 02:15:52.240
Dr. David Pretto: And then the correct letter, Sound fluency is essentially like being able to identify the right.

1049
02:15:52.830 --> 02:16:05.030
Dr. David Pretto: Yeah, the right sound according to the letter, and the way the letter is presented to them, if it's a blend like if it's 2 letters together like what that that kind of thing. So that's what is specifically assessed here. So, and you'll notice in this chart

1050
02:16:05.040 --> 02:16:30.179
Dr. David Pretto: that the children there's the red in the middle of year is slightly higher than the red was in the beginning of the year. It doesn't necessarily mean that the does that make sense? It doesn't necessarily mean If the children are further behind or Haven't made growth. It just means that, according to things that are being assessed on this benchmark, they're not. It's because the things that are assessed in the first benchmark are drastically different than these things, so do they build on each other.

1051
02:16:30.490 --> 02:16:38.369
Dr. David Pretto: and so you can. There is some continuation. By the end of the year it will represent sort of a sum total of a year's worth of instruction

1052
02:16:38.520 --> 02:16:52.490
Dr. David Pretto: in literacy. That's right, but just test it a little differently at each point. In time

1053
02:16:52.500 --> 02:17:12.769
Dr. David Pretto: it different junctures of their 8. So maybe, while they may be far behind in kindergarten, they can make a big jump in first grade, and it's not. It's not necessarily like a linear and yeah, it's nice. If it was just perfect, Every kid same like that would be great. And do you mind, can I ask more questions about this? So for the

1054
02:17:12.780 --> 02:17:18.949
Dr. David Pretto: you said to Canadians, it's given by teachers, one on one with the kid. That's right. Wow. And but is it using it?

1055
02:17:18.990 --> 02:17:32.600
Dr. David Pretto: Device? Or yeah. So the the materials and the resources that show that the children interact with are on a device, and the teachers as well. I mean, there's also some hard materials, but ultimately the assessment is.

1056
02:17:32.610 --> 02:17:43.829
Dr. David Pretto: you know, involves a device, and then they and they data is entered into the and that high level shift I mentioned a minute ago, with the city focusing going away from the old way, this new phonics space right?

1057
02:17:44.200 --> 02:17:54.250
Dr. David Pretto: Does that impact, Kate? Because you use the cadence for 2 year, 2 or 3 years down. This is the second year. Right? Yeah, Did that impact? How does that sort of those big picture policy decisions affect

1058
02:17:54.280 --> 02:18:06.570
Dr. David Pretto: what you do at the district laptop with something like this? It's a good question. It's with the assessment itself. It makes. It's a shift in terms of how teachers are administrating this administering the assessment itself. So

1059
02:18:06.590 --> 02:18:08.010
Dr. David Pretto: assessments.

1060
02:18:08.040 --> 02:18:18.349
Dr. David Pretto: We did not have any schools administering the Acadians assessment prior to last year. It was the first year for everybody so, and because of that, this assessment

1061
02:18:18.889 --> 02:18:30.449
Dr. David Pretto: is administered slightly differently than some other previous early childhood Assessments for literacy that we may have implemented, and because of that, some features of the assessment, like

1062
02:18:30.459 --> 02:18:48.629
Dr. David Pretto: students some features of the assessment, and the way that it's given like students being timed in their responses, or those types of things can shift. So that's something to adjust to, and also needs to be thought of When teachers are engaging children in instruction like to get them used to having

1063
02:18:48.639 --> 02:19:05.079
Dr. David Pretto: how assessments are administered. So that's one thing, and something else is just the types of things that are being assessed shifts as well. So, for example, with the correct letter, sound fluency. There are some assessments that Don't necessarily assess for that directly or aren't.

1064
02:19:05.500 --> 02:19:15.850
Dr. David Pretto: You know those they aren't necessarily highlighted or otherwise focused on in some assessments versus others. So that's another shift.

1065
02:19:15.860 --> 02:19:39.179
Dr. David Pretto: And the and then, and the the the most high level shift is that curricular resources that schools use to teach foundational literacy were screened this year by the Department of Education to ensure that all children were being engaged in a foundational literacy program that highlighted phonics. And that's something that we track and monitor. That's the biggest that's our biggest one.

1066
02:19:39.190 --> 02:19:39.809
Dr. David Pretto: Thank you.

1067
02:19:42.090 --> 02:19:52.119
Dr. David Pretto: So here's first grade, and so you'll see the benchmarks. Are. You know there's a little bit of overlap, but where you're moving from the correct letter sound fluency. Now you're we're assessing for

1068
02:19:52.130 --> 02:20:11.160
Dr. David Pretto: whole words, red fluency or reading words correct, and they're all reading accuracy. So the this the in the first grade, the benchmark assesses these 4 different areas, and we're happy to see that in first grade, where at the beginning of the year, there was a lot of red. We're we're making. We're making a headway there.

1069
02:20:11.630 --> 02:20:13.169
Dr. David Pretto: so we're very happy about that.

1070
02:20:14.520 --> 02:20:18.740
Dr. David Pretto: And then finally, in second grade, we're measuring at this juncture in the year.

1071
02:20:19.200 --> 02:20:35.779
Dr. David Pretto: or reading fluency for words correct for accuracy. And now we now it calls for the children to retell the text that they read and measure their accuracy, and being able to retell. And similarly we're seeing a slight increase at this junction there, and the red and about the same for the green. So

1072
02:20:35.790 --> 02:20:39.780
Dr. David Pretto: this is something that last year we we were focused on

1073
02:20:39.790 --> 02:20:58.649
Dr. David Pretto: progress, monitoring our year one of looking at phonics. We were really looking at second grade. We wanted to see by the end of second grade how children were doing so this year we're looking at all the grades and tracking and monitoring the implementation of foundational literacy curriculum against the the Acadians

1074
02:20:59.900 --> 02:21:00.970
Dr. David Pretto: assessment.

1075
02:21:01.390 --> 02:21:07.159
Dr. David Pretto: and that that was what I prepared for to see this presentation.

1076
02:21:09.620 --> 02:21:10.300
Dr. David Pretto: Yeah.

1077
02:21:12.060 --> 02:21:15.480
Dr. David Pretto: Council members any questions on where David just presented.

1078
02:21:16.980 --> 02:21:32.930
Dr. David Pretto: and I I do concur. David. You know I You know. I like the data. And I look last year you are, You know we're ahead a couple of percentage points in in Ela and math compared to last year's middle of year. I know you know that. But I always like to sort of check these things. And yeah, it looks great. So good job.

1079
02:21:36.220 --> 02:21:38.690
Dr. David Pretto: Any questions Council members, or can we move on?

1080
02:21:40.090 --> 02:21:42.470
Dr. David Pretto: Okay, Good chance to

1081
02:21:42.840 --> 02:21:52.050
Dr. David Pretto: move ahead in the meeting? I I don't have any. I'm not gonna give anything to my presence report. We all know that there's a Cpc election, but there it

1082
02:21:52.280 --> 02:21:58.760
Dr. David Pretto: If if you Haven't, seen an email from your school to sign up for the Cdc elections. I

1083
02:21:58.790 --> 02:22:05.489
Dr. David Pretto: I'd be shocked. So everyone please check with your school check online any number of sources to get information about that.

1084
02:22:08.330 --> 02:22:13.710
Dr. David Pretto: I think we can just go to public comment now before we get to the 2 resolutions.

1085
02:22:13.760 --> 02:22:15.330
Dr. David Pretto: So.

1086
02:22:15.930 --> 02:22:18.259
Dr. David Pretto: kevin me, is there any

1087
02:22:19.000 --> 02:22:21.059
Dr. David Pretto: let's? I'll just go over the

1088
02:22:22.060 --> 02:22:27.280
Dr. David Pretto: Am I am I on camera? By the way, when i'm talking, I'm: not right, because i'm muted. Yes, you're a camera.

1089
02:22:27.670 --> 02:22:28.619
Dr. David Pretto: Okay.

1090
02:22:28.640 --> 02:22:42.319
Dr. David Pretto: Thank you. So i'll just go over the rules. One more time for signing up public speaking. We'll give 3 min each to speak on on any topic you can use the form. The link is just been put in the chat one more time.

1091
02:22:42.940 --> 02:22:44.590
Dr. David Pretto: It's also online.

1092
02:22:47.450 --> 02:22:53.920
Dr. David Pretto: And with that let's just. And I will also check with the interpretation lines to see if you don't anyone would like to see

1093
02:23:04.420 --> 02:23:05.689
Dr. David Pretto: all done. Once

1094
02:23:15.980 --> 02:23:18.490
Stephen Stowe: Hold on, hold on.

1095
02:23:22.630 --> 02:23:23.609
Stephen Stowe: close the mic.

1096
02:23:24.720 --> 02:23:28.550
Stephen Stowe: David's muted.

1097
02:23:33.070 --> 02:23:35.279
Stephen Stowe: What should we do?

1098
02:23:36.210 --> 02:23:37.310
You are talking

1099
02:23:37.630 --> 02:23:38.800
your position.

1100
02:23:40.370 --> 02:23:41.259
Stephen Stowe: Are we? Good?

1101
02:23:41.680 --> 02:23:45.379
Stephen Stowe: It turned my volume off and I'm muted.

1102
02:23:45.730 --> 02:23:47.979
Stephen Stowe: But that might be coming through mine. Because

1103
02:23:48.150 --> 02:23:50.399
Stephen Stowe: computer am I audible here?

1104
02:23:50.490 --> 02:23:53.800
Stephen Stowe: Okay? And then the speakers. They should be coming through

1105
02:23:54.410 --> 02:23:56.899
Stephen Stowe: here or through that one. Okay.

1106
02:23:57.200 --> 02:23:59.819
Stephen Stowe: go ahead. So

1107
02:24:00.980 --> 02:24:01.870
yeah, we're Excuse me.

1108
02:24:02.030 --> 02:24:03.100
So we are

1109
02:24:03.330 --> 02:24:07.750
Korea and she cook, but i'm looking in the chat and the transition list. They're not here.

1110
02:24:08.110 --> 02:24:18.990
Stephen Stowe: so i'll I'll ask for them. Mar Maria Garcia, Are you still here? And you signed up to speak? Would you like to speak?

1111
02:24:24.410 --> 02:24:30.850
Stephen Stowe: And what was the other name? Jacob Gold Finger. Are you still here? You can speak now?

1112
02:24:42.000 --> 02:24:52.529
Stephen Stowe: Well, we're waiting. Are there any for the interpreters? Arabic, mandarin, and Spanish lines? Are there any participants who would like to ask speak on the language lines?

1113
02:24:52.910 --> 02:24:56.309
Stephen Stowe: No no comments from his.

1114
02:24:56.390 --> 02:24:57.160
Stephen Stowe: Okay.

1115
02:25:00.300 --> 02:25:02.330
mandarin yudi wu: No?

1116
02:25:02.870 --> 02:25:03.670
Stephen Stowe: Okay.

1117
02:25:04.130 --> 02:25:08.530
Arabic- Haydy Elsanabary: Sorry. No comments or questions from Arabic line. Okay, Thank you.

1118
02:25:11.790 --> 02:25:13.250
Stephen Stowe: All good. Okay.

1119
02:25:13.580 --> 02:25:20.349
Stephen Stowe: So the last agenda item of the night is the there are the 2 resolutions.

1120
02:25:21.280 --> 02:25:24.610
Stephen Stowe: and for the first one, Maya Rosenblatt. Are you still here?

1121
02:25:25.000 --> 02:25:26.650
Stephen Stowe: Yeah, my, I see you there.

1122
02:25:26.690 --> 02:25:28.869
Maya Rozenblat: I'm here.

1123
02:25:29.050 --> 02:25:34.219
Stephen Stowe: Kevin V. Can you share that resolution? And my is just going to introduce it?

1124
02:25:34.280 --> 02:25:36.189
Stephen Stowe: This is the G. And T. One. Yep.

1125
02:25:37.980 --> 02:25:51.780
Stephen Stowe: The question, Steve, how much time do you want me to spend on this? You know this is my favorite topic. I can. I don't want to. I don't want to use you, and really just summarize the resolution itself.

1126
02:25:51.790 --> 02:26:04.720
Stephen Stowe: My! You know the the one that you know you did so much work on, and you know it's. It's been circulated. Members have read it, and you know it's been in the public domain for the required amount of time. So you don't have to go through the whole thing, but like I would.

1127
02:26:04.860 --> 02:26:11.669
Maya Rozenblat: you know I would. I would introduce it and highlight it, and and that's that.

1128
02:26:11.850 --> 02:26:23.380
Maya Rozenblat: Hello, everyone. So we were glad to hear that G. And C. Is being brought back and discussed. And so our

1129
02:26:23.420 --> 02:26:24.260
Maya Rozenblat: group

1130
02:26:24.370 --> 02:26:38.950
Maya Rozenblat: sponsored the the resolution. We had extensive discussions. It's on everyone's mind, and as a representative of many, many parents. I may say that it's. It's been

1131
02:26:39.010 --> 02:26:45.470
Maya Rozenblat: one of the hot topics in New York working families.

1132
02:26:45.680 --> 02:26:59.199
Maya Rozenblat: So we we familiarized ourselves with the current rules, and we understand. We try to understand what the rules are. So the the resolution highlights

1133
02:26:59.210 --> 02:27:10.090
Maya Rozenblat: our questions and the weak areas that we think are, you know, present understand? Understanding. It's a work in progress, hoping

1134
02:27:10.100 --> 02:27:24.880
Maya Rozenblat: more discussions will be had on the topic. So one of the areas that we would like to highlight is the selection criteria. The selection criteria is the teacher will have to observe the child

1135
02:27:24.970 --> 02:27:36.770
Maya Rozenblat: and give the recommendations based on several criteria. We think that it's gonna be hard for the teacher. The training is not sufficient. We also heard

1136
02:27:36.890 --> 02:27:45.739
Maya Rozenblat: about that. Teacher would just say yes and not complete all other sections, and that form would be accepted.

1137
02:27:45.850 --> 02:27:52.600
Maya Rozenblat: So you know, we we heard about this already. Some parents reported that

1138
02:27:52.690 --> 02:28:04.920
Maya Rozenblat: also we think that it's gonna be subjective. The kids who are not in pre key program will be, you know, evaluated differently. So it's not going to be apples to apples.

1139
02:28:05.570 --> 02:28:17.770
Maya Rozenblat: The additionally thing that the criteria of the the process for parents questioning the process is not worked out yet.

1140
02:28:17.790 --> 02:28:20.199
Maya Rozenblat: There is no

1141
02:28:20.720 --> 02:28:21.720
Maya Rozenblat: well

1142
02:28:22.120 --> 02:28:30.230
Maya Rozenblat: documented way for parents to come back, saying they disagree with the decision. Then.

1143
02:28:30.280 --> 02:28:35.380
Maya Rozenblat: additionally, we think that i'm just screw scrolling down

1144
02:28:37.230 --> 02:28:47.750
Maya Rozenblat: there's still be a lot there on top of the aviation. So it's a. You know there is a factor of lock involved as well.

1145
02:28:48.760 --> 02:29:00.800
Maya Rozenblat: We also feel like the English language learners district 20 has 22 of English language learners Some criteria of the teachers evaluation

1146
02:29:00.840 --> 02:29:21.670
Maya Rozenblat: punish not to punish, but the the the quieter kids would be in disadvantage. Pre Key is when the kids come to school. I had English like English a. L. Child. He was quiet as a mouse until he learned English, and it took several months. Teacher will not be able to validate. This child is gifted, even though he could be as bright as possible.

1147
02:29:21.680 --> 02:29:47.330
Maya Rozenblat: Also the one to 3 grades are evaluated for G. And C based on the school performance. On the grades they understand it's one of the you know, objective measures because it's quantitative. On the other hand, you know that 1010% top top 10 percentile school performers would be, you know, invited

1148
02:29:47.340 --> 02:30:06.810
Maya Rozenblat: to apply to G. And T. If there are spots, we think it's still a subjective, and you know, board kids who are who are board and school because you know it's it's boring for them. They may be misbehave, and they may get lower grades for behavior so they could be punished

1149
02:30:06.820 --> 02:30:10.119
Maya Rozenblat: for being bored. And and you know, being smart.

1150
02:30:12.100 --> 02:30:31.100
Maya Rozenblat: we also would like to bring up the point about the programming, because right now Jane C. Programming has not been discussed. We haven't heard much about it. Schools are at liberty to define what they mean by G. And C.

1151
02:30:31.110 --> 02:30:48.709
Maya Rozenblat: We also wonder if there is enough teachers who are qualified to be teachers, or they're going to just, you know, chew the same material, but faster for the for the Jt kids. So also the funding we did not hear about the

1152
02:30:48.720 --> 02:31:03.630
Maya Rozenblat: funding for G and C. Being specifically allotted. We we just looked at the fair student funding formula. There was no mention of J. And C. We and we feel like it's.

1153
02:31:04.740 --> 02:31:06.629
Maya Rozenblat: you know it's supposed to

1154
02:31:06.890 --> 02:31:17.840
Maya Rozenblat: cater to all the children in New York City, including children that are qualified for G and team. And again, I think it's a big miss.

1155
02:31:17.910 --> 02:31:35.929
Maya Rozenblat: I also wanted to add that you know Jane C. As a concept was they wested from by Ct. For several years, and that reflects, and that you know that it it has been ignored. So, calling all of this to the attention by this.

1156
02:31:38.410 --> 02:31:43.400
Maya Rozenblat: a resolution, Steve, back to you, please let me know if I missed anything.

1157
02:31:47.320 --> 02:31:50.159
Stephen Stowe: Thanks, Maya. No, that was great.

1158
02:31:50.270 --> 02:31:54.499
Stephen Stowe: The resolution it really just asks it asks for

1159
02:31:55.030 --> 02:32:11.880
Stephen Stowe: introducing some kind of test, some kind of screener into the admission process to reduce the subjectivity, reduce possible bias. There's various reasons why it makes sense to use some kind of screener, and we we elaborate on them Here, there's there's

1160
02:32:12.880 --> 02:32:15.680
Stephen Stowe: the recommendations here. I I will say they're not

1161
02:32:15.750 --> 02:32:18.340
Stephen Stowe: sort of a a rigid

1162
02:32:18.540 --> 02:32:33.700
Stephen Stowe: test based set of recommendations. They do can include a additional measures, such as grades, such as teacher nominations, just some improvements, things that we think are improvements to it, so that you'll be able to capture more kids

1163
02:32:34.280 --> 02:32:40.070
Stephen Stowe: and capture them in a more fair. And if you want to use the word equitable way.

1164
02:32:41.410 --> 02:32:43.049
Stephen Stowe: can you scroll down more, Kevin?

1165
02:32:43.640 --> 02:32:47.639
Stephen Stowe: A couple of things that I think are really important to emphasize. Here is

1166
02:32:47.710 --> 02:33:02.990
Stephen Stowe: this is: this is a pro, you know. We think the program should have on and off ramps and different years. We think it should involve talking with a team of, you know, just like you would with with, you know, on any number of education issues, the parents, the teachers, guidance, counselors, school administration.

1167
02:33:03.120 --> 02:33:17.800
Stephen Stowe: a standardized minimum curriculum. My appointed this out. There's a wide variety of curricula across schools. We think there should still be some flexibility, but at least a minimum standard. If you label yourself, G. And T. That you should be held to.

1168
02:33:17.820 --> 02:33:23.870
Stephen Stowe: as my my already said this include a weight in the fair student funding formula. He scroll down a little, Kevin.

1169
02:33:25.340 --> 02:33:38.670
Stephen Stowe: and I think that's you know the a a remainder of these. These talk about sort of, you know, within the district, instead of having a scarcity of seats, try to address the need as it exists, and districts that want to have the programs.

1170
02:33:39.940 --> 02:33:45.189
Stephen Stowe: And there was also. This is kind of a side recommendation, but I thought it was really interesting. Jen actually made it, which is that

1171
02:33:45.410 --> 02:34:01.460
Stephen Stowe: the sort of the virtual learning I know it's been mostly piloted at the High School level. But if there's any way to move some of this process to a a virtual environment. Th: that might be interesting to consider the the

1172
02:34:01.620 --> 02:34:09.189
Stephen Stowe: So anyway, that's the resolution. Do any Council members want to speak on the resolution before we

1173
02:34:09.280 --> 02:34:11.069
Stephen Stowe: move to vote on it.

1174
02:34:16.250 --> 02:34:21.129
Stephen Stowe: I don't see any hands, so let's try and

1175
02:34:21.250 --> 02:34:24.640
Stephen Stowe: going once going twice. Any Council members want to speak.

1176
02:34:24.710 --> 02:34:30.770
Stephen Stowe: So we just move to a vote. Is there a motion to vote on this resolution motion to approve this resolution?

1177
02:34:32.580 --> 02:34:33.590
VITO LABELLA: Second.

1178
02:34:33.860 --> 02:34:37.230
Stephen Stowe: you were the first, I think

1179
02:34:37.700 --> 02:34:41.679
Stephen Stowe: so. We don't make a motion to approve this resolution. Is there a second?

1180
02:34:44.210 --> 02:34:48.019
Stephen Stowe: Thank you. So I will take a

1181
02:34:48.990 --> 02:34:50.869
Stephen Stowe: you got this? Yeah.

1182
02:34:50.890 --> 02:34:54.839
Stephen Stowe: Can you take it?

1183
02:34:55.130 --> 02:34:58.789
Stephen Stowe: Administrative assistance?

1184
02:35:01.120 --> 02:35:01.910
Thanks. So.

1185
02:35:02.010 --> 02:35:03.060
Stephen Stowe: Yes.

1186
02:35:03.900 --> 02:35:04.960
That interview

1187
02:35:06.120 --> 02:35:07.119
Stephen Stowe: not here.

1188
02:35:09.830 --> 02:35:11.480
Yes.

1189
02:35:13.750 --> 02:35:14.750
VITO LABELLA: yes.

1190
02:35:16.260 --> 02:35:17.039
you're very

1191
02:35:18.230 --> 02:35:19.120
Stephen Stowe: not here.

1192
02:35:19.290 --> 02:35:26.189
jona isufi: I'm sorry we can barely hear him. I can Look here and

1193
02:35:27.160 --> 02:35:29.749
Stephen Stowe: unmute for something.

1194
02:35:30.150 --> 02:35:31.670
Stephen Stowe: Yona, Can you hear, Kevin?

1195
02:35:32.920 --> 02:35:35.140
jona isufi: It's really them the voice.

1196
02:35:35.270 --> 02:35:38.120
Stephen Stowe: Mike. It let's give him the mike.

1197
02:35:38.720 --> 02:35:40.679
Stephen Stowe: 1 s. You wanna thanks for

1198
02:35:59.630 --> 02:36:00.949
Stephen Stowe: economy.

1199
02:36:01.590 --> 02:36:02.520
Stephen Stowe: Not here

1200
02:36:05.000 --> 02:36:07.040
jona isufi: here. Thank you for the Mike.

1201
02:36:15.100 --> 02:36:15.800
Stephen Stowe: Yeah.

1202
02:36:17.690 --> 02:36:19.100
jona isufi: Hi.

1203
02:36:21.210 --> 02:36:23.699
Are you calling me because I can't hear any

1204
02:36:27.720 --> 02:36:29.470
Stephen Stowe: for me?

1205
02:36:29.930 --> 02:36:31.030
Stephen Stowe: Yeah.

1206
02:36:31.740 --> 02:36:32.560
yes.

1207
02:36:58.410 --> 02:36:59.370
you know.

1208
02:37:03.240 --> 02:37:07.119
Stephen Stowe: Can can you? Can you guys hear me right now?

1209
02:37:07.680 --> 02:37:08.610
Stephen Stowe: Okay.

1210
02:37:09.100 --> 02:37:12.359
Stephen Stowe: Okay, I'll just do the votes. My Rosenblatt.

1211
02:37:12.900 --> 02:37:13.919
Stephen Stowe: Can you hear me?

1212
02:37:15.850 --> 02:37:19.709
Maya Rozenblat: I hear you, Steve?

1213
02:37:20.010 --> 02:37:21.410
Maya Rozenblat: I approved.

1214
02:37:21.890 --> 02:37:23.369
Stephen Stowe: Okay, thank you.

1215
02:37:26.040 --> 02:37:30.890
Stephen Stowe: Well, now we did got it. We did. Yona, My, we Ping Zhang.

1216
02:37:30.990 --> 02:37:32.500
liping jiang: Yes.

1217
02:37:33.050 --> 02:37:36.869
Stephen Stowe: Alright? Thank you, Joyce choice, She.

1218
02:37:38.020 --> 02:37:39.839
Stephen Stowe: Joyce, Can you say that again, please?

1219
02:37:43.840 --> 02:37:45.770
Stephen Stowe: She said. Yes, on the chat.

1220
02:37:46.250 --> 02:37:47.310
Stephen Stowe: Okay.

1221
02:37:48.070 --> 02:37:49.630
Stephen Stowe: Joyce, was that? Yes.

1222
02:37:52.140 --> 02:37:54.330
Stephen Stowe: it has to be verbal audio

1223
02:37:55.650 --> 02:37:58.659
liping jiang: jay. Say yes. She was on the

1224
02:37:58.760 --> 02:38:00.049
Joyce Xie: bye for me.

1225
02:38:01.300 --> 02:38:08.299
Stephen Stowe: Yeah, okay, Thank you. Kevin. Kevin's: now.

1226
02:38:12.930 --> 02:38:14.590
Stephen Stowe: Kevin Zhao, are you there?

1227
02:38:16.130 --> 02:38:18.470
Stephen Stowe: Actually, I don't see him in the meeting. Do I?

1228
02:38:23.550 --> 02:38:29.360
Stephen Stowe: Okay? So let me. Just so you got all the votes great.

1229
02:38:29.630 --> 02:38:31.210
Stephen Stowe: Thank you.

1230
02:38:31.510 --> 02:38:34.910
Stephen Stowe: Okay, Thank you, Kevin.

1231
02:38:35.770 --> 02:38:38.280
Stephen Stowe: So the motion passes 7

1232
02:38:38.340 --> 02:38:42.919
Stephen Stowe: yeses for excused absences.

1233
02:38:43.990 --> 02:38:50.410
Stephen Stowe: So then the next resolution, Li Peng. Would you like to introduce? And Kevin? Can you share that, please?

1234
02:38:51.420 --> 02:38:52.260
liping jiang: Or a

1235
02:38:53.730 --> 02:38:58.819
to the

1236
02:38:59.190 --> 02:39:00.650
ready for

1237
02:39:00.830 --> 02:39:03.270
liping jiang: what is this? This is so equate

1238
02:39:03.500 --> 02:39:08.289
ailing. He aunts you, she i'm done missing in New York

1239
02:39:08.340 --> 02:39:11.060
the the

1240
02:39:11.660 --> 02:39:14.670
of a

1241
02:39:15.050 --> 02:39:16.100
choice here.

1242
02:39:16.170 --> 02:39:18.079
Kevin.

1243
02:39:18.260 --> 02:39:20.530
that you know your general.

1244
02:39:20.660 --> 02:39:22.509
I love a Steve, so

1245
02:39:22.860 --> 02:39:26.610
I want to go to the

1246
02:39:26.650 --> 02:39:29.140
hew.

1247
02:39:29.240 --> 02:39:31.689
I do the students you with it.

1248
02:39:31.830 --> 02:39:35.390
A patch of

1249
02:39:35.640 --> 02:39:39.680
It's a

1250
02:39:39.780 --> 02:39:41.960
The.

1251
02:39:50.120 --> 02:39:51.759
Now look into a jolly food.

1252
02:39:52.000 --> 02:39:53.170
chilly food.

1253
02:39:53.250 --> 02:39:58.260
the show to the users, to the the

1254
02:39:58.330 --> 02:40:02.310
the

1255
02:40:04.540 --> 02:40:05.490
love

1256
02:40:05.610 --> 02:40:12.030
to the

1257
02:40:12.700 --> 02:40:14.209
liping jiang: I don't forget that

1258
02:40:14.250 --> 02:40:17.789
liping jiang: I hear about the background, probably than me, or from that

1259
02:40:18.430 --> 02:40:24.399
liping jiang: and through the wheelchair for a forum for route Guaranteed has some landscape.

1260
02:40:25.060 --> 02:40:29.880
The

1261
02:40:30.520 --> 02:40:33.490
now let in to Yah Jones missing in the jetty

1262
02:40:40.290 --> 02:40:42.760
for me. You're teaching to yahoo's

1263
02:40:44.750 --> 02:40:48.320
the

1264
02:40:48.540 --> 02:40:54.300
Antonia Korkis: Now look! I fly out with T-shirts! We can't hear anything.

1265
02:40:56.090 --> 02:40:56.960
liping jiang: Jump.

1266
02:40:57.610 --> 02:41:00.160
liping jiang: I'm sorry about me

1267
02:41:00.700 --> 02:41:06.980
liping jiang: or not the bedroom, but we can only hear the hear the information. We can't hear anything else.

1268
02:41:07.920 --> 02:41:17.159
liping jiang: Yeah, i'm scheme speaking in the mandarin, and then later I will speak in English because it gives me this background. No, I didn't hear anything you're saying

1269
02:41:18.440 --> 02:41:19.699
liping jiang: that. But I'm going

1270
02:41:19.720 --> 02:41:22.940
liping jiang: be paying. Maybe if you turn your volume all the way down.

1271
02:41:24.160 --> 02:41:25.550
Oh.

1272
02:41:25.740 --> 02:41:26.820
okay.

1273
02:41:26.950 --> 02:41:28.079
is better. Now.

1274
02:41:34.270 --> 02:41:37.039
liping jiang: what's it be on the Duke of the kind of singing play.

1275
02:41:37.790 --> 02:41:39.300
Cinderella?

1276
02:41:39.320 --> 02:41:41.589
Kevin Zhao: I

1277
02:41:41.980 --> 02:41:43.400
liping jiang: 1 million lit yeah

1278
02:41:47.820 --> 02:41:50.000
liping jiang: in the

1279
02:41:51.250 --> 02:42:06.120
liping jiang: and and then I thought, Well, hey, guys, this is what we're gonna do, Kevin, Evan, and and everyone we understand. There's background, noise, Li Peng. We also understand she's she's speaking, Mandarin. She's not speaking English. This is more comfortable for her

1280
02:42:06.220 --> 02:42:23.689
Stephen Stowe: to read the resolution about Asian Lunar New Year. And so we're just gonna let it go and she will finish reading. Perfect. Okay, that's so much better. Wonderful. But, Lily Ping, you can continue. Is she muted? I understand. I understand.

1281
02:42:26.360 --> 02:42:42.229
liping jiang: Okay, okay, Sorry about the background noise. No problem, they paying you infinity. We'll just. We'll just deal with it. It's fine. You you're reading in Mandarin. Finish your reading in Mandarin, and then, if you want. You can do a quick summary in English, or I can do a quick summary if you want in English up to you.

1282
02:42:42.450 --> 02:42:43.350
liping jiang: So go ahead.

1283
02:42:43.990 --> 02:42:45.170
Thank you

1284
02:42:45.440 --> 02:42:46.140
of

1285
02:42:46.670 --> 02:42:52.059
Jung Madden, and to shilling the the downtown

1286
02:42:52.240 --> 02:42:53.560
real quick.

1287
02:42:53.860 --> 02:42:58.079
Oh, sweet, the Us. Your shirt, your jaw, your way, and when you

1288
02:42:58.430 --> 02:43:00.040
we are going to see

1289
02:43:00.290 --> 02:43:04.459
my my tongue Team 5 and I a

1290
02:43:04.750 --> 02:43:05.920
the eo

1291
02:43:05.940 --> 02:43:07.660
t with a tint of weight.

1292
02:43:07.720 --> 02:43:14.160
Yo-yo-runian and topiat, and sanjaya, a link e up to each other, page, and he that with

1293
02:43:14.200 --> 02:43:16.160
little I

1294
02:43:16.570 --> 02:43:18.990
look what you're seeing in the

1295
02:43:19.310 --> 02:43:20.240
to

1296
02:43:20.290 --> 02:43:23.249
Pedrian far and aiding the o 2,

1297
02:43:23.350 --> 02:43:25.289
the Joseph.

1298
02:43:25.350 --> 02:43:27.240
she to

1299
02:43:27.500 --> 02:43:30.280
who was the 2 suns, and the that

1300
02:43:30.340 --> 02:43:32.639
in the

1301
02:43:32.780 --> 02:43:34.660
Oh, and some people.

1302
02:43:34.700 --> 02:43:35.580
daughter.

1303
02:43:35.980 --> 02:43:37.010
that the

1304
02:43:37.070 --> 02:43:38.430
go to

1305
02:43:39.840 --> 02:43:40.699
of

1306
02:43:41.860 --> 02:43:45.750
it is

1307
02:43:50.050 --> 02:43:59.610
sorry. Hi! My name is Sleeping jam, and I'm introducing a resolution which is for making the lunar New Year a Day Holiday

1308
02:44:00.080 --> 02:44:04.980
Assembly Member William Coden, has a bill that would

1309
02:44:05.090 --> 02:44:08.919
do this. We support this bill, which is Number

1310
02:44:09.010 --> 02:44:11.730
8, 1, 2, 7, 5.

1311
02:44:11.890 --> 02:44:16.999
Luna New Year is a very important event for many Asian families.

1312
02:44:17.440 --> 02:44:23.369
Our directly has a large member of family school celebrated Lum a new year.

1313
02:44:23.750 --> 02:44:27.419
Many times families are folks to

1314
02:44:28.070 --> 02:44:36.219
forced to decide between sending their children to school or staying home to celebrate the holiday with friends

1315
02:44:36.260 --> 02:44:37.380
and family.

1316
02:44:37.590 --> 02:44:39.130
This is a choice

1317
02:44:39.190 --> 02:44:39.910
of

1318
02:44:40.520 --> 02:44:46.430
this is a twice our district. 20 families should not have to make it.

1319
02:44:47.630 --> 02:44:48.720
We spot

1320
02:44:48.910 --> 02:44:50.650
Assembly Member

1321
02:44:50.730 --> 02:44:51.660
quotas

1322
02:44:52.050 --> 02:44:53.669
to make the

1323
02:44:53.700 --> 02:44:55.709
run a new year a State

1324
02:44:56.150 --> 02:44:59.630
holiday, and we asked the State Assembly.

1325
02:44:59.780 --> 02:45:01.190
the stay center.

1326
02:45:01.430 --> 02:45:03.160
and the Governor

1327
02:45:03.220 --> 02:45:05.090
to approve the bill

1328
02:45:05.170 --> 02:45:07.949
and sign it into a lot. Thank you.

1329
02:45:13.370 --> 02:45:15.590
Stephen Stowe: Thank you, Li Pang. That was great.

1330
02:45:15.710 --> 02:45:20.389
Stephen Stowe: Do any any members of the Council want to speak on the Bill.

1331
02:45:27.730 --> 02:45:40.410
VITO LABELLA: and we will have. We'll have 2 votes, because there's one bill that was written in Mandarin first, and then we'd put it. We'd sort of worked and put it back into English, the English version. So we're gonna we're gonna vote.

1332
02:45:40.580 --> 02:45:42.560
Stephen Stowe: Oh, sorry I didn't see a veto go ahead.

1333
02:45:42.860 --> 02:45:57.830
VITO LABELLA: so I would like to make a motion to request a an amendment to this bill. This bills a great bill. We certainly support, making the New Year a holiday. However, there are some technical problems, the bill, because that

1334
02:45:57.840 --> 02:46:14.249
VITO LABELLA: the date floats. So there are other bills out there. It was. It was published in, I believe, in the Chinese media on Monday that there are other bills out there other ways to do this. So I don't want to make this bill specific, but rather I would like to add a line in there

1335
02:46:14.260 --> 02:46:29.239
VITO LABELLA: to say something to the effect of a 0 1, 2, 5, or any other bill that any other bill that is, is brought to the floor, or words to that effect. And I the request a second and a vote on that

1336
02:46:31.700 --> 02:46:45.239
Stephen Stowe: there's a so Vito's made a motion to add the amendments to the bill that would include the line. He just said, I won't he. He spoke at himself, so i'll let him. Is there a second to his motion? This would be to amend

1337
02:46:45.490 --> 02:46:49.020
Stephen Stowe: this resolution and add the line that he's discussing.

1338
02:46:50.720 --> 02:46:54.309
Kevin Zhao: I'm sorry. But when we can video say the 9 again.

1339
02:46:54.670 --> 02:47:02.439
VITO LABELLA: So it this a 0, 1, 2, 5, whatever the number is, or any other, or any other similar bill

1340
02:47:02.560 --> 02:47:12.869
VITO LABELLA: that is, is, is prop is brought up for a vote, I mean I'm certainly open to the verbiage there on exactly how to say that. But

1341
02:47:13.830 --> 02:47:26.369
Stephen Stowe: so this this is what we changed in the bill that I'm: sorry. The Resolution Bill is what the Assembly Member has resolution in the resolution. It now it just it doesn't even have the dates. Okay, it just says

1342
02:47:26.470 --> 02:47:32.440
Stephen Stowe: it. It just says this bit, this bill. We support this bill in substantially similar form.

1343
02:47:32.510 --> 02:47:39.439
Stephen Stowe: substantially similar to find as making the the lunar New Year a State holiday. That's what it says. Now.

1344
02:47:39.500 --> 02:47:47.540
VITO LABELLA: just to be clear.

1345
02:47:49.670 --> 02:48:05.330
Stephen Stowe: Yeah, I mean, you have a motion. So you you've made a motion, you have a right to have someone else second it, and then, and the only reason, because now, with this bill doesn't get approved, you know, or if another bill is there, then you know it's just like, okay. Well, we had it. We have the

1346
02:48:05.610 --> 02:48:11.999
VITO LABELLA: We had the advocacy for this bill, but we could have had the advocacy, for whatever Bill does eventually get passed

1347
02:48:12.190 --> 02:48:16.090
Stephen Stowe: right. We we lose

1348
02:48:17.210 --> 02:48:24.790
Stephen Stowe: this. This bill will not be. Our resolution will not be a strong is is my view if we if we broaden it in that way.

1349
02:48:24.890 --> 02:48:25.710
VITO LABELLA: Okay.

1350
02:48:26.290 --> 02:48:33.019
Stephen Stowe: But we can. But you made a motion so that you absolutely have it right. If is there a second to veto's motion, and then we'd have to vote on the amendment.

1351
02:48:38.350 --> 02:48:43.569
Stephen Stowe: Okay. So there's we. We're not going to bring up that amendment.

1352
02:48:45.000 --> 02:49:02.780
Stephen Stowe: So let's go to a roll call vote. I think we're supposed to bring up a amendment to the resolution, and now they Don't use Columbus thing. They use the time and heritage. Not at the State State State state. Is Columbus time. Okay, All right. Just want to make sure.

1353
02:49:02.980 --> 02:49:03.789
Alright.

1354
02:49:05.870 --> 02:49:19.410
Stephen Stowe: Okay, I'll do a roll call. So is there a motion to approve this bill? And we're gonna approve this one and then the mandarin one just quickly right next to each other, or vote on them. So is there a motion to vote on this one? The English Language Resolution

1355
02:49:21.010 --> 02:49:22.190
Stephen Stowe: for Lunar New Year

1356
02:49:22.220 --> 02:49:23.720
Joyce Xie: motion to motion.

1357
02:49:23.990 --> 02:49:27.380
Stephen Stowe: Thank you. Is there a second?

1358
02:49:27.570 --> 02:49:28.400
Stephen Stowe: Thank you.

1359
02:49:29.930 --> 02:49:32.759
Stephen Stowe: I'll take a roll call. Vote Steve Stowe.

1360
02:49:33.900 --> 02:49:35.800
Stephen Stowe: I vote. Yes.

1361
02:49:36.460 --> 02:49:39.180
Stephen Stowe: Jennifer Hue is absent.

1362
02:49:40.080 --> 02:49:42.410
Stephen Stowe: Elizabeth Chan

1363
02:49:44.630 --> 02:49:47.199
VITO LABELLA: Vito, the Bella

1364
02:49:48.190 --> 02:49:50.930
Stephen Stowe: Marie Brigare is absent.

1365
02:49:51.490 --> 02:49:53.079
Stephen Stowe: Got it? I'm in

1366
02:49:53.430 --> 02:49:55.080
Stephen Stowe: is absent.

1367
02:49:55.570 --> 02:49:57.970
Stephen Stowe: Yona is Sufi.

1368
02:49:58.310 --> 02:49:59.190
jona isufi: Yes.

1369
02:49:59.760 --> 02:50:01.890
Stephen Stowe: great, thank you, Jonah Li Ping.

1370
02:50:02.870 --> 02:50:03.690
Yes.

1371
02:50:05.360 --> 02:50:09.219
Stephen Stowe: we know it's sleeping My

1372
02:50:12.030 --> 02:50:13.900
Stephen Stowe: and Joyce. She

1373
02:50:15.040 --> 02:50:15.940
Joyce Xie: yes.

1374
02:50:16.240 --> 02:50:18.009
Stephen Stowe: and Kevin's out.

1375
02:50:19.030 --> 02:50:19.930
Kevin Zhao: Yes.

1376
02:50:20.690 --> 02:50:23.939
Stephen Stowe: great. The the resolution is approved. One

1377
02:50:25.440 --> 02:50:29.640
Stephen Stowe: with 8 yeses and 3 apps, 3 excused absences.

1378
02:50:29.980 --> 02:50:36.409
Stephen Stowe: and then the second one. Kevin, Can you share the mandarin one just to officially share it before we vote on it.

1379
02:50:39.490 --> 02:50:45.990
Stephen Stowe: We just created the Resolution Mandarin. They they wrote it up. The sponsors wrote it in Mandarin.

1380
02:50:47.460 --> 02:50:51.869
Stephen Stowe: for obviously for better distribution through our Asian community.

1381
02:50:55.250 --> 02:51:01.659
Stephen Stowe: And this is the final. I don't know if there's anyone who has anything to say now, or if there's a motion to just move to a vote on this one.

1382
02:51:03.180 --> 02:51:04.810
Stephen Stowe: it's the same language.

1383
02:51:09.020 --> 02:51:14.400
Stephen Stowe: I can do that emotion. Thank you, Kevin. Is there a second? Thank you, Elizabeth.

1384
02:51:15.690 --> 02:51:21.050
Stephen Stowe: I will now take roll call. Vote on this one, Steve Stowe. How do you vote? I vote. Yes, to approve.

1385
02:51:21.640 --> 02:51:24.710
Stephen Stowe: Jen Hugh absent. Elizabeth Chan

1386
02:51:27.940 --> 02:51:32.299
Stephen Stowe: Murray Brgaris is absent. Got a is absent.

1387
02:51:32.630 --> 02:51:33.910
Stephen Stowe: I'm. Jonah.

1388
02:51:36.300 --> 02:51:37.300
Yeah.

1389
02:51:37.770 --> 02:51:39.499
Stephen Stowe: thank you. Li Ping.

1390
02:51:40.160 --> 02:51:40.880
Yes.

1391
02:51:41.520 --> 02:51:42.520
Stephen Stowe: Maya.

1392
02:51:46.510 --> 02:51:48.540
Stephen Stowe: Thank you choice. She

1393
02:51:49.040 --> 02:51:49.910
Joyce Xie: yes.

1394
02:51:50.060 --> 02:51:51.430
Stephen Stowe: and Kevin's out.

1395
02:51:53.640 --> 02:51:54.510
Kevin Zhao: Yes.

1396
02:51:54.650 --> 02:51:57.790
Stephen Stowe: thank you. So the this resolution is approved. 8

1397
02:51:58.580 --> 02:52:01.090
Stephen Stowe: yeses and 3 excused.

1398
02:52:01.720 --> 02:52:12.490
Stephen Stowe: and with that we were at the end of our calendar meeting. Is there a motion to adjourn the calendar meeting? Before that i'm sorry I was I was. I had to step away before, so I didn't vote for the Gnt one.

1399
02:52:12.610 --> 02:52:14.590
Kevin Zhao: Is it possible for me to make you up now?

1400
02:52:15.580 --> 02:52:19.420
Stephen Stowe: Oh, you were not here for that vote?

1401
02:52:19.600 --> 02:52:21.400
Stephen Stowe: Okay.

1402
02:52:21.650 --> 02:52:26.999
Stephen Stowe: We'd have to call for another vote entirely.

1403
02:52:27.200 --> 02:52:30.869
Stephen Stowe: which is fine, I guess. Yeah, because you want to be on record for that right?

1404
02:52:31.810 --> 02:52:36.940
Stephen Stowe: It's it's not possible for you to just come in now and say I meant to vote. Yes, but we would just have to do a motion to

1405
02:52:37.260 --> 02:52:38.709
Stephen Stowe: have a re-vote on it

1406
02:52:38.770 --> 02:52:42.689
VITO LABELLA: I make a motion to have a revo

1407
02:52:43.790 --> 02:52:45.760
Joyce Xie: that could.

1408
02:52:45.820 --> 02:52:48.829
Stephen Stowe: We will now do a. Rev. On the GMT. Resolution.

1409
02:52:48.870 --> 02:52:51.250
Stephen Stowe: Steve Stowe. How do you vote? I vote? Yes.

1410
02:52:51.460 --> 02:52:54.190
Stephen Stowe: Jen Hue is absent.

1411
02:52:54.520 --> 02:52:56.620
Stephen Stowe: Elizabeth Chan. How do you vote?

1412
02:52:57.220 --> 02:53:00.019
Stephen Stowe: Vito?

1413
02:53:00.570 --> 02:53:05.050
Stephen Stowe: Marie is absent. Got? It? Is absent. Yona Sufi.

1414
02:53:05.160 --> 02:53:06.170
jona isufi: Yes.

1415
02:53:06.190 --> 02:53:08.280
Stephen Stowe: thank you.

1416
02:53:08.730 --> 02:53:09.449
liping jiang: Yes.

1417
02:53:10.100 --> 02:53:11.580
Stephen Stowe: my rosenblot

1418
02:53:12.440 --> 02:53:13.180
Maya Rozenblat: Yes.

1419
02:53:13.570 --> 02:53:14.830
Stephen Stowe: it's

1420
02:53:17.640 --> 02:53:20.280
Stephen Stowe: Thank you, Kevin Zab.

1421
02:53:20.420 --> 02:53:28.219
Stephen Stowe: Yes, okay. Thank you. So the G. And T. Resolution on the revote is approved. 8 votes, yes, 3, not

1422
02:53:28.690 --> 02:53:30.010
Stephen Stowe: in attendance.

1423
02:53:30.080 --> 02:53:39.490
Stephen Stowe: And then we do have to finish through the minutes, because cabin is about to tell me so. The last item on the calendar meeting is approval of the January minutes, Kevin, can you share those, please?

1424
02:53:39.800 --> 02:53:46.300
Stephen Stowe: Yes, good point. Yes, very good point. We will have to approve the special meeting minutes as well.

1425
02:53:47.180 --> 02:53:51.770
Stephen Stowe: So Kevin is just going to share the minutes from January for our approval.

1426
02:53:58.510 --> 02:54:04.750
Stephen Stowe: So everyone, please look at the January calendar meeting minutes. If you have any changes, please speak up

1427
02:54:40.160 --> 02:54:42.090
Stephen Stowe: any changes to the minutes.

1428
02:54:44.300 --> 02:54:46.620
Stephen Stowe: Okay, hearing none. The minutes are approved.

1429
02:54:47.180 --> 02:54:49.090
Stephen Stowe: And then can you also share the

1430
02:54:49.980 --> 02:54:52.999
Stephen Stowe: special meeting minutes? This was our special meeting for

1431
02:54:53.860 --> 02:54:58.419
Stephen Stowe: parent involvement for primarily for pre-k parents.

1432
02:55:27.300 --> 02:55:31.110
Stephen Stowe: Okay, any changes to the special meeting minutes?

1433
02:55:32.670 --> 02:55:36.069
Stephen Stowe: Okay. Hearing none. The special meeting minutes are approved.

1434
02:55:36.860 --> 02:55:39.040
Stephen Stowe: Is there a motion to adjourn the calendar meeting

1435
02:55:39.210 --> 02:55:41.489
Stephen Stowe: motion to adjourn. Is there a second

1436
02:55:43.030 --> 02:55:43.850
second?

1437
02:55:43.950 --> 02:55:46.900
Stephen Stowe: All in favor? Aye, Any opposed?

1438
02:55:47.310 --> 02:55:48.420
Maya Rozenblat: Okay.

1439
02:55:48.490 --> 02:55:52.970
Stephen Stowe: So thank you. Everyone. Thank you for attending we

1440
02:55:53.320 --> 02:55:55.490
Stephen Stowe: the next

1441
02:55:55.610 --> 02:56:02.660
Stephen Stowe: Kevin, do you know the day to the next? The next Cec Calendar meeting is March 8, so everyone please join us. Then

1442
02:56:03.100 --> 02:56:10.909
Stephen Stowe: I recommend. We go right into our business meeting. Now. I don't anyone else need a break or anything? Or should we just get the business meeting going?

1443
02:56:12.010 --> 02:56:13.369
Stephen Stowe: Good. Let's do it.

1444
02:56:15.340 --> 02:56:19.009
Stephen Stowe: So welcome everyone. We will now start the Cec business meeting

1445
02:56:19.090 --> 02:56:26.230
Stephen Stowe: for February 2023. I just want to make a couple of administrative announcements before we begin.

1446
02:56:26.620 --> 02:56:37.309
Stephen Stowe: We have interpretation with us for the business meeting. Could our interpreters please just go through their introductions again? Could our Arabic interpreter please introduce themselves.

1447
02:57:23.690 --> 02:57:24.940
Stephen Stowe: Thank you.

1448
02:57:25.440 --> 02:57:28.229
Stephen Stowe: Get our mandarin interpreter. Please introduce themselves.

1449
02:57:54.090 --> 02:57:58.230
Stephen Stowe: Thank you and our Spanish interpreter. Please introduce yourself.

1450
02:58:27.550 --> 02:58:30.429
SPANISH-Molly Gordy: Yami 3

1451
02:58:34.010 --> 02:58:35.310
SPANISH-Molly Gordy: that Dorothy

1452
02:58:39.410 --> 02:58:40.999
SPANISH-Molly Gordy: say, squatro.

1453
02:58:42.800 --> 02:58:46.039
SPANISH-Molly Gordy: no every single signal numeral

1454
02:58:46.070 --> 02:58:47.119
SPANISH-Molly Gordy: for us. Yes.

1455
02:58:48.130 --> 02:58:49.070
Stephen Stowe: thank you.

1456
02:58:49.530 --> 02:59:06.190
Stephen Stowe: So our agenda for the business meeting is just to. We wanted to have a discussion about possible year end events that are coming up to the Cec. And then and then just approve the business meeting minutes from the last meeting. I think that was it right.

1457
02:59:06.270 --> 02:59:12.649
Stephen Stowe: So if they, if everyone remembers. We had a conversation at the last special meeting when we were talking about the budget about.

1458
02:59:12.680 --> 02:59:20.750
Stephen Stowe: You know our remaining Cec budget and different ways that we could, you know, potentially have an event at the end of the year

1459
02:59:21.240 --> 02:59:24.269
with some of the budget money that we that we still have.

1460
02:59:24.290 --> 02:59:31.959
Stephen Stowe: And one thing that has come up, I think, since then is, we are now talking potentially about doing another legislative breakfast.

1461
02:59:32.070 --> 02:59:41.250
Stephen Stowe: Just so. Everyone knows we we don't have a a a date set or a school set right now we've been communicating with a few schools and trying to find a date, but that is.

1462
02:59:41.300 --> 02:59:49.250
Stephen Stowe: that is, in the works at this point. But other ideas, other other stuff people want to talk about, please.

1463
03:00:00.220 --> 03:00:01.470
jona isufi: Well, to you.

1464
03:00:04.300 --> 03:00:08.220
jona isufi: Okay, Sorry. The old is a little off today.

1465
03:00:08.450 --> 03:00:14.659
jona isufi: No; the reason why I keep bringing it up. I think that we've had a successful as a. CC. Group.

1466
03:00:14.680 --> 03:00:18.369
jona isufi: You know the past 2 years. I think we've had a successful.

1467
03:00:18.540 --> 03:00:25.190
jona isufi: you know, collaboration and team effort, and from the feedback we're hearing as we where

1468
03:00:25.230 --> 03:00:28.910
jona isufi: present in our Ps. 1 70 then last night, like it's been a

1469
03:00:28.990 --> 03:00:31.630
jona isufi: It is a positive, I think. Rounds

1470
03:00:31.810 --> 03:00:46.150
jona isufi: sounds like for us to organize something, so in case that we are not involved with the CC. Anymore, or you know, we move on to new things. At least we can do something to kind of, you know, commemorate

1471
03:00:46.160 --> 03:00:52.519
jona isufi: like our advers, and maybe bring up more topic. So that's why I could bring it up is a good idea that

1472
03:00:52.690 --> 03:00:59.760
jona isufi: you know. And then also. Personally, I personally have not met all of the members of the CC. So it would be nice to actually

1473
03:00:59.870 --> 03:01:06.149
jona isufi: No. All this people that we've been talking so. So that's where I'm coming from. What from?

1474
03:01:06.380 --> 03:01:22.120
jona isufi: No, I get it. And would this be what what kind yona are you envisioning an event just with us sort of a we can pull off another legislative breakfast like what we did. I think that would be excellent, and what I meant. As, for example I have never seen.

1475
03:01:22.130 --> 03:01:29.930
jona isufi: and i'm sorry for putting people on the spot, but I have no idea what Maya looks like. I have no idea what gada looks like like we've never met.

1476
03:01:30.270 --> 03:01:33.490
jona isufi: So I think it would be nice to actually meet.

1477
03:01:33.510 --> 03:01:36.299
Stephen Stowe: you know.

1478
03:01:36.500 --> 03:01:40.490
jona isufi: and and I think the legislative was a very good

1479
03:01:40.640 --> 03:01:46.280
jona isufi: way of other people to also see the CC. And to kind of make a bridge.

1480
03:01:46.370 --> 03:01:57.440
jona isufi: because, as as a Pta present and part of the Precedence Council. I do notice that there is a disconnection with some other Pta people when it comes to the CC.

1481
03:01:57.710 --> 03:02:08.500
jona isufi: So you know, just to raise more awareness about who we are. Thank you. My nice to see you, and that's where I'm coming from.

1482
03:02:08.510 --> 03:02:25.159
Stephen Stowe: Yeah, no, I appreciate it's really good idea. You wanna and we should definitely. The the breakfast will be a big one, and we may have other budget money as well, and and if if we use the budget money. It would have to be a, you know, a a parent, or a sort of an official Cec event

1483
03:02:25.170 --> 03:02:29.480
Stephen Stowe: as opposed to just to get together. But we can certainly just organize an informal

1484
03:02:29.500 --> 03:02:46.849
Maya Rozenblat: and informal Get together of all we have this wonderful Turkish restaurant, and on the water and ships at bay. You guys, there's a huge place, this big breakfast and lots of space, so we just need fine, please. And you know we can, for breakfast would be lovely

1485
03:02:46.900 --> 03:03:02.750
Maya Rozenblat: right right that that just wouldn't be cec budget funded. No, no, no, no, I I I would actually, you know. Honestly, I I you know, with everything going on for breakfast to be here, or anything we can pay. I'm sure, you know.

1486
03:03:03.360 --> 03:03:23.299
Stephen Stowe: But if anyone has anything else like sort of general ideas like like. We we will like Marie Bergeras, who you know who in, and I think Jen is still I I don't remember if if Marisa Jen's involved, but they? They're both willing to help plan.

1487
03:03:23.360 --> 03:03:26.320
jona isufi: But I think also to maybe extend, like

1488
03:03:26.380 --> 03:03:34.020
jona isufi: you know, like the committee like the Buildings Committee, like to kind of try to invite those guys and see if you know they will be interested.

1489
03:03:34.040 --> 03:03:37.510
jona isufi: So basically to kind of have a rundown of, like the people that

1490
03:03:37.780 --> 03:03:40.200
jona isufi: you know we invite to our workshop

1491
03:03:41.010 --> 03:03:44.639
jona isufi: like when we the what is it called Csa?

1492
03:03:44.990 --> 03:03:54.749
jona isufi: The building thing that was a little listing for?

1493
03:03:55.130 --> 03:03:55.750
Stephen Stowe: Huh!

1494
03:03:56.370 --> 03:04:12.330
jona isufi: I know you might not like them, but just you know we, I said, I don't like their communication style. If they wanna I I would love it if they joined. I I I I think it would be nice, you know, to show you know our unity with

1495
03:04:12.340 --> 03:04:16.720
jona isufi: the universe we're dealing with, so

1496
03:04:16.960 --> 03:04:21.649
jona isufi: it's not for them to accept or not. But I think it's within a couple of invitation.

1497
03:04:21.860 --> 03:04:28.440
Stephen Stowe: Yeah.

1498
03:04:30.230 --> 03:04:38.649
Stephen Stowe: email me or text me on it with it. It sort of like, like the idea put the idea kind of in words kind of what it would be, because it does have to be.

1499
03:04:38.770 --> 03:04:42.359
Stephen Stowe: you know, for the Ce. To do it. It does have to be a

1500
03:04:45.920 --> 03:04:52.359
Stephen Stowe: Let me think about how to phrase this. You know that it it. It has to be educational value to the to the parent community.

1501
03:04:52.380 --> 03:05:05.620
jona isufi: either furthering that mission. It can't be. You know what I mean, like it can't be. Maybe it could be a workshop or something.

1502
03:05:06.140 --> 03:05:24.549
jona isufi: Yeah. And I because I personally think that one of the things that I learned as a CC. Member was about the other principles out there, you know. So I think that it's different when you do this meeting. You're in, or the first year, and it's different when you do it. After being here for 2 years.

1503
03:05:24.560 --> 03:05:32.180
Stephen Stowe: Absolutely. I think I think that's a great. I think the workshop idea, maybe on on the on the sca or on any other topic, is a is a good one.

1504
03:05:32.950 --> 03:05:44.839
VITO LABELLA: Hold on a second. I I I think some it did. You had your hand up first. Yona. I don't know if you could mention beer at a a. CC. Meeting. But i'm in.

1505
03:05:44.970 --> 03:06:03.349
VITO LABELLA: That's like we should have a get together privately wherever you want. That's great. I hope all of us, as many of us as possible could could attend but what you were speaking. I had an idea of doing something that I don't think has ever been done which is inviting the new Cec. The newly elected

1506
03:06:03.540 --> 03:06:21.269
VITO LABELLA: Cec. Members, Tcx. To come and have some kind of a meeting with us, either meeting with a little breakfast thing, or where we could just answer questions or something less formal. But I think that would be really helpful to whoever is going to take over.

1507
03:06:21.570 --> 03:06:23.209
Stephen Stowe: Yeah, that's a great idea, Vito

1508
03:06:31.030 --> 03:06:39.410
Stephen Stowe: Maya. Did you have a question, or do you want to? I was? I was trying to find a way to raise my hand that I I couldn't find it. So that good question.

1509
03:06:39.960 --> 03:06:51.990
Maya Rozenblat: So what's gonna happen to this resolution that you know, I think it's very important one for G and T. I would love to, you know, if we need to go and speak somewhere. Presented some other places. Please count me in. I'll show up.

1510
03:06:52.080 --> 03:07:04.229
Maya Rozenblat: But I just, you know. Wonder where? Where? What's the next steps are

1511
03:07:04.380 --> 03:07:22.699
Stephen Stowe: we? We? We can share this with whoever we want. We can make sure we can reach out directly to people reach out to decision makers. Reach out to elected officials. Reach out to other Cec's. There's there's at least one other Cec. That's

1512
03:07:22.710 --> 03:07:35.809
Stephen Stowe: this week had a similar resolution. A a. And so partnering with other Cec's is always really effect, or it's it's more effective than just having, you know, going it alone.

1513
03:07:35.820 --> 03:07:43.230
Stephen Stowe: So those are just some of the things that i'm thinking of right now. And so the those are the things that really need to happen

1514
03:07:43.290 --> 03:07:47.880
Stephen Stowe: with something like this when you, when you've got something that the parents want.

1515
03:07:47.960 --> 03:07:52.489
Stephen Stowe: and and you you want it shared with the decision makers. So

1516
03:07:54.550 --> 03:08:03.069
Maya Rozenblat: so we can. We can talk more about that if we have a plan, and you know, assign to me, i'll, I'll follow up.

1517
03:08:08.260 --> 03:08:09.910
Stephen Stowe: Okay.

1518
03:08:10.180 --> 03:08:14.590
Stephen Stowe: if there's nothing more on general topics. So we just approve the minutes.

1519
03:08:14.740 --> 03:08:16.459
Stephen Stowe: the business meeting minutes.

1520
03:08:16.770 --> 03:08:18.230
Stephen Stowe: Kevin, Can you share those?

1521
03:08:21.220 --> 03:08:24.859
Stephen Stowe: So everyone please look over the January business meeting minutes.

1522
03:08:28.210 --> 03:08:32.850
Stephen Stowe: No, I think there's a typo here. It looks like

1523
03:08:33.100 --> 03:08:38.710
Stephen Stowe: old business approval of the November 2,022 business meeting minutes should that be December 2,022

1524
03:08:40.910 --> 03:08:47.669
Stephen Stowe: so mark that up as a change, and we can we can approve these as amended by the way, so we don't have to start all over, but just

1525
03:08:47.810 --> 03:08:49.829
Stephen Stowe: make a note of that and change that

1526
03:08:50.430 --> 03:08:53.800
VITO LABELLA: you could just spell my name with the capital B. I appreciate it.

1527
03:09:00.880 --> 03:09:04.129
Stephen Stowe: So the those 2 changes. So scroll down.

1528
03:09:05.100 --> 03:09:07.309
Stephen Stowe: Oh, and that's it, right? Okay.

1529
03:09:08.080 --> 03:09:13.720
Stephen Stowe: Okay. So with the changing of veto's name spelling and adding, changing November to December

1530
03:09:14.410 --> 03:09:21.160
Stephen Stowe: is there? I guess we have 2. J. Is there a motion to approve the January business meeting minutes as amended.

1531
03:09:21.180 --> 03:09:27.100
Stephen Stowe: all in favor? Any opposed.

1532
03:09:28.110 --> 03:09:32.470
Stephen Stowe: Okay, the minutes are approved. Is there a motion to adjourn the business meeting

1533
03:09:40.350 --> 03:09:41.600
jona isufi: any opposed?

1534
03:09:41.840 --> 03:09:45.540
jona isufi: Have a good night, everyone.

1535
03:09:45.560 --> 03:09:47.610
liping jiang: 9 9.

1536
03:09:48.560 --> 03:09:54.340
Stephen Stowe: Everything I want that is my new ring. It's like a ringtone, right? You could just

1537
03:09:54.980 --> 03:09:55.670
Hmm.

1538
03:09:56.870 --> 03:10:01.009
Stephen Stowe: Oh, interpreters, hold on! We got the interpreters on interpreters. You're dismissed.

1539
03:10:02.280 --> 03:10:07.019
Stephen Stowe: Thank you for your service. I appreciate you Bye, bye.