##VIDEO ID:GopzAzzoT60## good okay uh good evening everyone um it's six o'clock I'll call the meeting to order um welcome to the cc20 January calendar meeting we're very happy to be here at PS 264 um thank you principal Marissa bino for hosting us um Kevin are you ready to take yep attendance okay I just unmuted myself and attendance uh Steve St president here okay first wi friend John R yeah he's online he's here oh John are you here I'm here okay yeah he's speaking Y and second vice president Elizabeth Chen Elizabeth Tech she's running a little late okay and then recording secretary Kevin I'm here treasure May fund yes here okay and um Tamar St did I hear okay uh Maya reso Maya Maya are you okay no and she's running [Music] late um Spina are you online okay I guess not Andora well okay um and we have let me just do a quick look at who so one two three not present Elizabeth and Alena running late and sorry Kevin I'm just I want to do do we have will we have seven if they get here three four five six seven eight we have we here all just SE or or uh I think we only have hold on who's here me no we we don't we won't have seven in person right if there's three of us four and then two arrive we'll have six in person the only two I know who are coming are Elizabeth and Alina and everyone else is online um so that means there's no voting tonight uh but we can still hold the meeting okay thanks Kevin um as usual at all of our meetings we will have interpretation um we will now introduce have the interpreters introduce themselves we have interpretation and Arabic Mandarin and Spanish could our Arabic interpreter please introduce yourself good afternoon this announcement will be for the Arabic audience for announcement has been completed thank you very much thank you and could our Mandarin interpreter please introduce yourself uh good evening the following message will be manin is thank you thank you and can our Spanish interpreter please introduce yourself the following announcement will be in Spanish of Spanish announcement great thank you so much um thank you interpreters for being here and providing this really valuable service um for our community um we'll now go over the agenda for tonight's meeting Kevin can you share that please um the agenda tonight first public speaking session report of superintendent um report of council president second public speaking session um and we can discuss the school construction Authority requests but we won't be voting on it um and then we will and that's all that's on the meeting and then the business meeting will immediately follow and um and that's it um so for our first and just here's a quick overview for anyone wanting to speak in the public speaking you can sign up um either in person in the meeting if anyone's here um do we have a sign up sheet Kevin somewhere you just raise your hand in person um raise your hand in person when it's comes time to call on people if you want to speak we prioritize people who are in in in person first for public speaking and then we'll go to people who signed up online in the using the Google form that Kevin has posted in the chat so anyone in the room like to speak go ahead and um Kevin where should our speakers go right by this laptop un please good evening everyone evening here uh my name is Katherine burn I'm here on behalf of council member Lexa VES District 38 and I just had a couple talking points I'd love to share with everybody a yearend review for what we've accomplished um this past year so as you probably have guessed 2024 was a busy season for all of us and I just wanted to share a couple quick facts with you and also let you know that all this will be shared um within the next week or so over our social media and email channels so if you would love to sign up for we would love for you to have um to sign up for those as well if you're not already part of our email you can sign up on our website um but some quick facts we Ser we served over 1300 constituents last year and over 60% of our cases involved assistance to address housing and security and Social Services assistance uh we also spent a total of 176 hours in the community during our mobile office hours this past year and that includes office hours at Red Hook initiative Federation of Italian organizations and the mckenley BPL and legislatively council member vas has passed three bills this past year and these three bills include intro 00004 which would require the use of shore power at Cruise Terminals and traffic mitigation plans um so thank you to cb6 and Red Hook um for helping with all of these initiatives and then intro 0110 which requires nichas pack program to maintain oversight of public and nonprofit contractors in our public housing system and then intro 00006 which does require HP to provide tenant education and average resources on residential vacate orders due to damage caused by fires um in addition we attended over 155 community events and thank you to all of our cblo partners for helping out with those and we were also able to partner with 111 different Community organizations to provide over $2 million in crucial community services this past year we also secured $4 million for renovations at Martin Luther playground 1.5 million for McKinley Library renovations and 5 million in capital funding for public schools um in addition a quick update on immigration as you may know SAS is the chair the cil's immigration committee we're having a hearing on January 16th to explore what the city of New York is doing currently to try to protect our immigrant communities um as best as possible as we look into upholding the city Sanctuary city law and um another update um it's we're coming into budget season and so discretionary and capital portals are open more information can be found on our website about those and grow NC tax season is also coming up so we're partnering with them to host grok to provide free tax preparation services within our office there's going to be a flyer that's shared ahead of that season very soon so stay tuned for that on our email list and social media Services thank you have great rest to your meeting thank you great update um and I do want to take just a minute and um acknowledge there's a number of representatives from elected officials Offices here with us we always appreciate um them being here I see Andrew serado from assembly man um Michael tas's office I see um um I see Hanan bat from New York State Assembly I'm not sure which office but feel free to identify um yourself um your your name in the chat it's always helpful I see also um I believe soya Ren from assembly member Lester ch office is here um and as as as as always Tony krupin from councilman Justin Brandon's office is here and if there's any other uh that I missed please um feel free to just make a note after your name in the chat and of course you're welcome to to speak as well um anyone else in the room like to speak at our public speaking session okay um let's move along to our superintendent report um superintendent prto thank you screen so good evening CC the echo just saying hi to it too uh hope everyone's having a a great new year a little windy but otherwise really great to be with everybody in 2025 uh just a a short agenda first going to introduce a a new principal uh in the district to the council tonight uh review a an initiative that we've started for a couple years and expanded this year around Athletics and then uh at council's request uh discuss the the district 20's NYC reads literacy support plan just give an overview of the work that we're doing at the district level to support all of our schools uh in detail and then give a brief little review on assessment types and purposes that's directly connected to some of the discussion that we've had at some previous Council meetings around um the literacy plan so first I'd like to introduce uh the new principal of Junior High School 227 Edward shallow uh Dr Ed Hernandez after a 12year uh tenure as principal at 227 retired at the end of the year we wish Dr Hernandez a you know a fantastic retirement huge congratulations it uh did tremendous work at shallow Junior High School over a decade plus years uh improving student achievement uh School culture he's done a tremendous job we we owe uh Dr Hernandez a huge debt and wish him best in his uh in his next Journey um I'm happy and excited to introduce the new principal of Junior High School 227 uh to the council tonight uh Miss Kathleen muy is here so I'm going to invite uh Miss muie up to just introduce herself and uh to the council and to the community what's that your oh you know there you go okay uh good evening everyone um my name is Kathleen Moy I I would like to first thank superintendent Dr prto um it's a privilege and honor to step in as the new principal of Edward B shallow I 227 I would like to also thank uh Laura Kaiser Dr Joe O'Brien and sea mlan with the help and the transition of moving over to becoming principal at 227 um so again my name is kathen Mu I am a product of District 20 I taught in District 20 at ps170 for 10 years I taught enl um for 10 years and then I became an assistant principal at PSIs 229 for five years and now I'm continuing on my journey here in District 20 and I'm very excited about this I speak Chinese Mandarin uh Chinese kenese I have I can converse in Italian and I have a beginner level of Spanish um one of the many things that I learned as an educator um the essence of Education obviously is um you know we we learn we uh improve and we you know we evolve so um that's something that I'm definitely looking to bring to to shallow I think that there are many great things happening and I hope to bring many more uh wonderful things to the school um and lastly I just would like to say uh if uh my my roots in this community I continue to work with the community I believe in the home school and Community um Network and and and uh partnership and uh that that's why I would like to thank the CC president doc Steve stow and the CC for allowing me to come here tonight and introduce myself so thank you thank you congratulations thanks so much uh principal mu we're really excited to welcome her on to the team uh and we've introduced her to the shallow Community she had her first official day yesterday and really exced excited to uh to have her uh lead the amazing shallow Community moving into the future so just I want to just touch briefly upon an update to our website that we'll have shortly and connected to an initiative that we started at the beginning of last year which is the D20 Athletics uh We've at the district been struggling uh one of the challenges we had that we were able to bring on with the formation of District teams was a sports program uh there was a lot of Outreach from our young people around opportunities to uh compete and you know and play in an organized way uh so last year we were able to start small we started with an elementary basketball league uh we had four teams compete uh it was a lot of fun we expanded it to middle school we had a middle school basketball league as well as the elementary basketball league and last year we were able to culminate it with a a game between the championship Middle School team and a rag tag crew of district and school leaders uh at the Barkley Center in a in a basketball game which was a lot of fun and we plan to do something similar uh this year uh with with the basketball team that's the picture you'll see up there this year we were able to add a couple of new opportunities uh which I'm really excited are uh opportunities that uh the basketball teams were we we did have one or two female students play but it was predominantly male this year we were to add a couple of uh sports that were at the request of not just our male but female students so this year uh we have a volleyball league that will be uh that has been that will start in the spring that we're really excited about and this was a an offering that I wasn't anticipating but our PE teachers along with the district physical education lead Anthony Carano pushed Ultimate Frisbee which has been a huge success wasn't exactly expecting it uh but has been a huge success across the schools and we're going to have our uh our Championship it's been enjoyed by uh both uh boys uh uh boys and girls all students have been able to really participate uh in the the ultimate frisbee it's been very accessible and a lot of fun so I want to thank Anthony corano I also would like to thank sha mlan and all the PE teachers who have been working with Anthony and Shawn uh in leading this work uh developing the programs uh obviously working with the students uh and also working with their colleagues Lees and developing it it's been a it's been a big team effort and there's you know no pun intended and there's a lot of folks here on the um in the picture who I'm not able to name off the top of my head uh but several PE teachers who've been working directly with Anthony uh on the uh the design and implementation level and Sean at the organizational level to to make this great these great opportunities happen for our our kids so we can we're looking to uh push as many opportunities as possible that we're able to sustain uh but this will be something that we'll be adding to the website soon as once we get get this uh vetted and uh parents and the community will be to see some of the different opportunities that we're offering to uh our young people districtwide when it comes to Athletics um and then you know I wanted to do a brief uh presentation uh Steve at the at at your quest just to discuss the dist District support plan when it comes to uh NYC reads so Priority One obviously is the the Chancellor's priority when it comes to uh literacy and I'm just going to go over uh five different components of the plan the theory of action the role of the dist the the district literacy team uh what types of supports we're providing to uh our schools the assessment and the involvement of Assessments and then uh the academic intervention plan within uh NYC reads at District in District 20 just super quick David start great why just reading you don't have math we have a math one too but just the request came from Reading because we were discussing reading so I prepared a a plan for reading I can do the same thing for math but I I'd have to um anyway I I I've been looking at both but that's fine go ahead gotcha I assume it's similarish in terms of the approach and the the approach is I so what I can do when I go through the the plan I can make connections to the math plan and just discuss how they're similar and how they're different uh so this aspect of the plan is similar to math so we really do look to partner with school Leaders with teachers uh and with folks from Central uh to provide PD guidance and resources that are tailored to uh the initiatives needs uh and then we build school capacity uh through identifying practices that we identify as research based and uh High leverage like that's really the the goal and we think that if we do that uh we'll enhance student experience and ultimately increase achievement that's the theory of action so we have a district literacy team and our math team we do have a district math team it's not as big as a district literacy team but we do have a district math team uh so in literacy the the team supports not just uh School leadership but also the you know also District team in terms of developing a vision and goals priorities and curricular expectations uh we obviously support with the implementation of uh the hmh literacy curriculum and selected materials the math team supports our school leaders uh APS teacher leaders and this year the priority subgroup is with students with disabilities so working with special education teachers in math in the implementation of the curriculum and research-based high leverage instructional practices in the classroom uh that are aligned to uh the mathematical shifts and the Next Generation learning standards uh the curriculum in math is not uh is not uniform there are a couple of different curriculum in play in our District 20 schools but every single School in District 20 has adopted a standards align curriculum in math the majority of schools in District 20 Implement uh Invision math from Savas both in elementary and in Middle School uh but we also have some schools implementing uh Eureka Math which is uh formerly also known as the it's the one that is from uh engaged New York from New York State and uh and a couple of other options but the predominant number of schools Implement Invision math uh they also uh the team also supports a strategies for implementing The Core Curriculum uh for developing strategies supports and scaffolds to support subgroups our priority subgroups in the district are English language Learners students with disabilities and Hispanic students uh and then also strengthening mtss which is uh it's an acronym for multi-tiered systems of support basically like how we look at students in schools in terms of tiered needs and how we provide different plans uh and different of intensity of support based off of the need that that tier of students or schools is displaying that's what mtss stands for tier one is the the basic Universal level that everybody gets uh and that's the first level of uh mtss and then finally you know supports with research-based uh practices for Reading Writing discussion vocabulary and knowledge building uh in mathematics it's in a similar way uh but it's in different components of the mathematical shifts which is something that at the next meeting Steve I can give a review on what the mathematical shifts are and how those are the foundation for how the math team goes about providing professional development for teachers and assistant principles uh they also provide School leadership with ongoing support for implementation through a combination of facilitating professional learning around curriculum practices and content uh monitoring actual feedback so we're working with school leaders around how they provide uh teachers with highquality feedback aligned to not just uh the Danielson framework but also the Next Generation uh learning standards uh and specific aspects of uh research-based instructional practices uh OB we work on uh ongoing monitoring of analysis of school data uh identifying promising practices around the district this is something that we've uh begun uh planning around implementation and sharing of some of these practices around uh lab sites of uh promising practices across the district and then schools that are tiered for targeted support so I District literacy team uh provides ongoing on-site targeted support for specific what we call tier three schools schools that have you know specific you know high levels of need that we uh that we deem to be uh benefiting from ongoing uh support and in a what we call a pdsa pdsa uh continuous Improvement cycle and then the district literacy team also identifies District Trends around curriculum implementation and Alignment uh basically like how things are going uh within the curriculum uh and literacy practices across the district uh determine strengths areas areas of uh growth uh to inform the professional learning plans for teachers for assistant principles uh and for us and then also just assess overall the impact of the curriculum and the instructional practices in terms of student outcomes and the math team does very similar work so like a lot of these things that we're talking about we're doing very similar things uh so one of the things that we do in terms of providing District level support we have monthly meetings with uh School literacy points and school literacy teams uh we discuss uh District progress around the implementation of the curriculum and strategize about way to ways to address challenges directly with teachers and teacher teams uh we facilitate uh plc's or professional learning communities with uh District and school-based Leadership that's tailored to a district need and this year the focus is on data inquiry how we're using student work uh to monitor the impact of our implementation of the curriculum and in terms of how students are doing and then use that information uh from student work to determine what are some things that we need to prioritize uh when uh teaching future units we facilitate they facilitate uh an assistant principal liter literacy Institute there are eight different cohorts of assistant principles four four to five each who visit each other's schools on a monthly basis which is uh facilitated by a district team member and they essentially you know look at the work that's being done in that particular School supported by uh New York City's uh literacy shifts and we talk about how we can connect the literacy shifts and other research-based components of uh the science of reading to the implementation of curriculum and teaching moves by teachers so that supervisor get uh you know much better at providing teachers with like high leverage high quality feedback that will improve uh their practice in uh in supporting our students uh from a research-based sense uh the team also provides us resources and tools to support implementation analyze data uh and also you know the team also reaches out uh the principles teacher teams APS also reach out to them kind of on an ad hoc basis to request specific supports and when they're available to do so they'll visit the school or uh work with the principal on that specific kind of request that the that the the school may have and then we specifically have a monthly bilingual professional learning series for our bilingual teachers to support our dual language programs we have uh five languages represented across 17 schools with dual language and bilingual programs so we have two team members who are experts at the elementary and middle school level in uh bilingual programs supporting those teachers in the model of the program the design how they're able to Leverage The curricular resources in in order to support not just the development of uh the English language but also the language of the Dual language program for assessments uh the district uses acadians and I as academic screeners every District in New York City has utilized a universal screener uh in reading and math and grades K to 8 uh they had a small list to pick from uh in grades K to2 I've reviewed this before k to2 cadians the Acadian screener is the uh is the option uh and then in grades 3 to8 uh map growth or I ready uh are two of the the main choices we utilize I ready in in District 20 uh and basically what the the academic screening tools are utilized they they screen all students it's a universal screener and uh the the team supports making sure that schools have procedures in place to make sure that they're implemented accurately we've been implementing uh I ready and cadians in District 20 for the past four years uh so we were implementing Universal screeners prior to uh NYC reads uh and then ensuring that uh screening happens for all students three times a year uh we operate a a district-wide assessment calendar just to ensure that folks are able to implement those uh Universal screeners as well as uh the Forma of Assessments which come from the curriculum you know this year all uh schools have been implementing the module assessment which is the uh you know the end of unit assessment uh in the Elementary grades and then it's called a unit assessment in the Middle grades but it's the same idea it's just the test at the end of the unit uh and then this year we've also been you know focusing more on what's called a performance task it's basically a writing piece at the end of each module that is the last lesson in the unit uh and it's an opportunity for students to demonstrate uh their learning uh in writing in response to the text or texts that they've read uh in the unit uh and we support uh just monitoring data how like how kids are doing on these assessments and seeing how we can uh adapt School supports on an ongoing basis and then progress monitoring this is specific to uh the the term progress monitoring in District 20 will connect directly to the Acadian screener so all students in grades kindergarten first and second grade or academically screened in literacy using the Acadian screener three times a year on their uh found on their foundational literacy development students who are who perform below Benchmark who are not meeting progress at any one of those points during the year are expected to be identified for what's called progress monitoring this is a function within the aadience system where students are able to have an individual uh competency and literacy identified like uh like first sound fluency uh if they're not meeting Benchmark and first sound fluency a student can be identified for progress monitoring and teachers are teachers Implement intervention they do support at different tiers on the mtss plane to uh to support that student in meeting The Benchmark when the next uh assessment comes up and the Acadian system allows for them to be assessed on an intern basis in between those academic screener benchmarks to to to let us know how students who are uh not meeting Benchmark on those you know annual univers the sorry the three times a year Universal screens it it provides us an opportunity to see how those students are doing we also do the same uh type of progress monitoring in I but I the I ready program itself doesn't offer like a progress monitoring assessment itself so the teachers are doing their own secondary Diagnostics with students who are not who are performing below Benchmark and using uh research based programs which I'll review in a second on on how they're supporting those students uh either in the classroom or in uh a small group outside the classroom in in different forums and the teams and and coming back to the team the district team supports schools in implementing these programs they they train teachers and APS and principles on the acadians platform in some of these different research-based programs uh and you provide the schools with you know a better kind of way in which they can pick which ones are going to work for them like this list is a a list of programs that schools can use but they don't every single school doesn't use every single program they pick a program that meets the needs of the students in their schools and makes sense for what they're doing in the school uh so one thing that we do within mtss or this like multi-tiered system of support on the academic side uh we train principles uh we train APS in what the structure looks like we let them know what the expectation is in terms of how they're thinking about using screener data to think about students who are below Benchmark and how they're developing uh plans to help those students meet Benchmark on the next uh screener and then we also inventory schools we find out what are the different programs they're using uh within literacy uh specifically uh in order to kind of determine what are going to be interventions that are happening at schools that we can expect and also provide training and making sure that schools are connected to opportunities to you know do ongoing training for their teachers to make sure they're they they know how to do these programs uh some of our schools had been implementing some of these programs for many years and some of our schools adopted some of these programs this year so the training is really crucial and ultimately overall the district literacy team functions as a support mechanism for teachers for assistant principles for principles uh and all other folks who are involved in this uh to be able to have the tools that they need to to do this uh so these are just a few programs that uh students in uh grades primarily uh primarily in grades two and up would engage in in uh in any kind of like outside of the Core Curriculum intervention because they are not meeting Benchmark on a screener and then just finally just for assessment types because I know that there was a a kind of we talk a lot about assessment and it can get confusing for folks and you know we're used to it but it's something that parents are used to and I know that we've also had discussions in this uh meeting around the connection between uh I ready and state exams and I think that it's important for the distinction to be made so everyone kind of understands what the what the purpose of each assessment is and like why we're bothering to give them in the first place and definitely making sure that the We're Not Making Connections that you know shouldn't be there so the academic screeners this is irating aadience the purpose is to quickly identify uh students current skill levels uh and potential areas needing support primarily for teachers and for the teacher in the classroom uh also for grade level leaders and obviously for principles but first and foremost for teachers uh the timing is it's administered multiple times this year in New York City we do it three times a year uh and they're adaptive the the assessments that we use in New York City are both computer adaptive which means that the difficulty of the questions that the students answers changes based on how the student answers the question so each student doesn't answer the same questions when they're taking the a computer adaptive assessment and because they answer different questions the result ends up in a different place because you know all all kids are different um but it's also a uh a low lift in terms of a teacher needing to administer the assessment what's a priority for us is that the data is accessible easily for teachers that it's not a big uh workload on the teachers end to administer the assessment uh because it's it's hard enough to respond to the data and you know put the put the teaching moves in place so we want the data to be easily accessible uh for teachers uh the scope it they focus on specific skills or areas to identify strengths of weaknesses uh the the i i and acadians do not test everything every time you know uh especially aadience aadience will test specific competencies that students are expected to master along the Continuum uh from kindergarten through the end of second grade uh not just for for the different benchmarks that students are expected to hit when they're developing an early literacy but also just for the scope of the assessment it would just be unreasonable to test a you know a six-year-old on every single compet every single time uh and similarly with the I ready assessment because of the way that it's computer adaptive it matches up to the students needs so only the highest performing students end up in a a longer version of the exam uh students who are kind of below Benchmark in those areas the the assessment ends up being a little bit shorter for them actually and this is uh in just opposed against the summi of assessment which of the New York State exams uh the purpose of the state exam is to evaluate student stent learning at the end of the year uh it's to Proficiency in ela and math align to the standards uh it's done one time a year annually uh it's fixed form which means that every single student answers the same question uh there are different forms but the but the basic idea is that every student answers the same questions uh it's comprehensive it it assesses all of the standards in that particular chosen area uh and it me it measures overall achievement in Mastery of grade level standards it's used for reporting it's used for accountability and it's used for performing instruction so it's used for all of those things and the basic examples are the state Ela math exam so you know I just wanted to just make sure that that distinction was drawn for for families and for the community so that when they encounter these assessments uh and we reported on it before but like I think it's just you know it gets lost and I want to make sure that everybody kind of understands the the what and and the why we have and just Steve just for math uh we also administered academic screeners in math so in mathematics three times a year all students uh are administer the the I Benchmark we use I K through 8 uh we don't have a special one for k 2 but this but uh all the other things apply the same in math right so and that that's the that's the end of my report and I'm happy to take any questions thanks David I just want to ask a couple clarifying ones on things that you had said just so I understand you you mentioned tier one yeah at one point and but actually backing up when we talk about supports fundamentally we're talking about teachers and we're talking about materials or software applications is that fair to say those are those are two examples but there's also other there's also other things so when we talk about support we basically talk about the availability and the accessibility of resources and that could be uh technological programs it could be paper and pencil programs uh it can also can be around uh pedagogical practices or moves like teaching strategies like how we teach literacy to an English language learner or how we teach um you know a con you know a conceptual understanding approach to math to uh to a student with disability like that that's also something that we do in terms of um a resource we you know training on those types of things uh and then we not just teachers so we train teachers uh but we also train assistant princip and we train uh coaches and we also train the principles like you know our principal conferences are uh we incorporate a lot of this work in the principal conference uh for for a variety of reasons uh but the primary reason is that nothing happens in a school without the principal and then and then the use of tier one so I just can you just explain tier one it sounds sounded to me like tier one is a school that everything's going fine and you'd consider it a tier one with a tier one level of resource yeah like tier one is tier one from the student end when you're talking about uh how students are doing tier one is all students okay uh tier one when you're talking about the tier one curriculum you're talking about the curriculum that every single student in the school gets okay that's the grade level standards align Core Curriculum okay um when you're talking about schools uh in terms of tiering schools a tier one school is a school that needs the lowest level of intervention necessary yeah and then you you mentioned tier three and before I get to tier three what is tier two in there as well tier two is the tier two is uh tier two is the example of uh some intervention so on the student end it is something that is supplemental or in addition to the Core Curriculum okay and it is going to be in a small group it's not going to be individual so a student who is engaged in some type of tier 2 intervention whether it's in the classroom or outside the classroom it's going to be with a group of students the students not going to be uh by themselves or with like one other student okay and then for lack of better tier three a school that has intervention tier three a tier three school would be a school that you know is deemed needing the highest level of intensity of support uh and then a tier three uh intervention uh for a student is the highest level of intensity it's after tier one and tier two have happened uh it's within the smallest group if not individual uh and it's uh and it's extremely targeted to that competency or compens is that student struggling with and is this defined by the district or is this defined by the by the New York City Public Schools or defined by the state this classification State and ultimately the decision to I mean the MTS I mean the mtss framework is uh a state and National framework it's something that uh I'm I'm struggling off the top of my head to can you say we need to put this school at tier two or tier three we we don't I mean I don't look at it that way think we look at we look at student needs we look at data uh we look at Trends and patterns and we uh and look at what's what resources are available we look at the priorities are when we make those decisions uh and you know we also it's really framed in support like we're really looking to you know address needs that schools have whether it's with whatever the need is um but we but we start with dat you still have to say tier two or tier three in designation at some point right it's not something that like let me ask you a question like are you are you asking if like tier two or tier three is some kind of like official public designation that I'm you know putting on a school or is it because that's not what it is like what tier two or tier three is like tier two or tier three is how we internally think about how we see uh schools uh or a stu or a teacher or a school sees a student performing and you know uses that as a framework for the type of support they're going to provide to the child and they use it also as a meure to that the other TI are put in place like the thing that you know the thing that the mtss structure does for a teacher with students and With You Know A District leader with schools is to ensure that all of the other things in place before the next step is taken what the the pitfall of thinking about all this stuff it's really like an organizing framework when you're thinking about all this stuff you can very quickly look at uh some data and make a judgment and Skip tier one and think oh well tier two like the tier 2 structure is going to meet the needs and fix this and not think about tier one and that's a that's a very bad Pitfall to fall into and the mtss framework kind of ensures that you don't do that we first even if a school requires or a student requires tier three intensive support that that is after that student has engaged in tier one they have been access to tier one so they're not so that student is not removed from the core classroom they're not removed from their class they they get all of the grade level instruction they also get the tier 2 uh opportunity before the tier three thing happens and we think of that same way with schools like when we're thinking about designing supports you know we don't think about designing supports uh in and like kind of like dividing schools I don't want the perception to be that we like divide schools into like these different groups and like some schools get this and some schools get that it doesn't work that way like you know everybody gets support in uh all of the tiers based off of where they need uh so a tier three school who really needs intensive support with a particular program or particular subgroup also is getting all the support that every school is getting in tier one uh and is also getting all the support that they would need with their students in you know learning tier 2 uh like tier 2 Programs so that's it's an organizing framework more than anything else yeah but can you say how many tier three schools are there in District I don't I mean I don't I don't know off the top of my head like we have different schools receiving different types of support one one thing that we are doing is every single school that is rece I'm sorry every single team member that I have is providing that the that type of support to schools based off of their expertise area so like the great thing about the team is that we do have uh we do have folks on the team who are experts in some of the areas of need that we have in the district primarily English language Learners like we have folks that I can deploy to schools that can support a school directly with how instruction happens at that school for English language Learners within the different type of program that they offer to students uh and that's that's something that's that's really important like that's something that that's the type of support that we're expected to provide are and then how does this tie into Fair student funding like does it does it tie in with like like academic mic intervention Ells students disabilities they all get higher rates and fair student funding we're discussing allocation of resources to different schools on an as needed basis does that impact the school's budget not at all my my team's budget is completely my team fixed for the year my team's budget is completely they yeah they're they're on the district team so the support they provide to a school is at no cost to the school and uh and impacts the school's budget doesn't impact the school's budget at all and so you could be sending you could be sending people to different schools throughout the year um correct for a few months few weeks whatever is needed that's right yeah would you would you make a decision to and I think you're dodging my question a little bit on the numbers but that's okay I'll move on um would you make a decision to put a school on tier three based on the rate of change because for everyone who doesn't know this is a this came up because I was looking at the changes in state test scores and the changes and I already and as David pointed out they we look at state test scores as the predominant determinant of learning and and that's fine with me that makes a lot of sense but um I was looking at the rate of change I was looking at a few of the schools in the district that have showed declines the most significant declines and I was just asking what's the process for addressing this and so my question David now is obviously there's some schools in the district that year in year out have lower test schols I I think that a lot of that is is just always going to be the cas and um but I was particularly focusing on the ones that show changes in particular declines you know the ones that are improving that's great that's amazing um but do you guys look at the ones that show significant declines from historical levels um and put them on tier three step and say let's let's start moving them to tier two or tier three it's definitely something that we look at okay okay do the schools that I mentioned like we looked at you know we Ted about it before 682 they had a 17o drop in in ela would that then become you know would you start thinking about moving them to a tier two or tier three as a result we would definitely start looking at what type of support we could provide that school and see if the support that we could provide would match up with what the you know what the needs are and we would use we would definitely look we definitely use test scores as something and we collaborate with the school leaders we meet with them uh individually and discuss these things uh so yes looking at test scores is definitely something that we start with when we're thinking about what types of supports we'd want to um you know kind of provide to a school um if you go through I mean we've had this this the state tests are as we've all talked about they changed the format a little bit um in 2023 so we've had 2023 and 2024 comparable essentially comparable scource um do you have a sort of a road map or plan that says okay let's we we should what's reasonable to expect in terms of improvement for a school how many years do you think is reasonable to expect for improvement um I mean we set that we set those goals in the DCP uh and schools set those goals uh individually and their CS around what that expected goal is okay um and do you guys provide do you guys and and you obviously oversee the Cs and um okay I mean can you say of the schools that have showed a drop in in ela or math scores um you know have you have you come up with plans for um the schools that I mentioned um in the email um we have schools on we have schools that have had uh drops get support from the district you know we've also had schools that you know aren't on that list gets support from the district uh and we also look at districtwide things uh you know test scores especially last year when we introduced computer-based testing you know it's we don't want to be reductionist and think that there's like one reason right why something happened and we want to work with school leaders to make sure that you know we're in the same place in terms of what we thought happened and what we think is going to be helpful we also there's a certain autopsy data nature to state test scores and you know after a while we we want to look at uh you know we have the resources that are at hand we want to deploy them in a very like efficient way that's meeting the needs and then we want to monitor that progress uh you know we and with individual schools and also districtwide I mean one thing that I've seen immediately uh which has been something that all schools have identified as a need because of the expansion of computer-based testing is teacher training on how to use a computer platform to engage students and how to uh you know read and write uh on in that format uh and that's something that is attributable to some drops uh but wouldn't necessarily be like put somebody in what we're calling tier three if that makes any sense but there's other there's other theories around why uh some schools had drops or challenges uh that do match up to resources that we have in the district and in those cases like we definitely deploy to support the teachers uh in how they can you know hopefully potentially improve and again like comes back to the theory of action it's around like providing resources providing professional learning providing support and providing guidance if we do that in you know a strategic way we you know expect that you know more students needs will be met in those particular areas and that the the results would improve do you expect what you just said that essentially it's sound like you're saying there's some some issues that you feel like you can control and can address and then there's some that you you you sort of classifies kind of outside your control or of bigger picture problems but like of the things you can address of the the schools that I mentioned in my email do you feel confident that you can address those I think that we're supporting I think we're supporting those schools in uh uh in a robust and like collaborative way yeah little bit of a vague answer but um all right um and then I guess just a quick question you were mentioning the intervention programs um are these software applications the additional ones you got a list of five yeah some of them are some of them aren't okay okay um and is it something that all schools like like I was saying before with budget wise all schools have access to them they can pick okay yeah they can pick them some of them they but they would have access to the menu it's it's paid for by the doe or something some of them some of them are already paid for or embedded in some programs that they already have and some aren't okay okay like the Wilson intervention system is built into uh Wilson foundations for example Wilson foundations is a curricular program it's part of Core Curriculum it's a one of the uh you know approve foundational literacy curriculum so all school like they have an intervention program that goes along with it so they have access to that uh whereas I believe Spire which is a pretty intensive uh literacy Support Program uh that one schools have to purchase got it but it's their choice they they can pick it or not pick it yeah does anyone have questions on this topic and I I have a couple other things I want to ask superintendent about but on this particular topic D and and then um David two other questions I had for tonight one is um um geometry any updates have you talked to the staff about putting in place geometry for Middle School I saw the request uh it's not something that we have brought up at this time yet uh we are still in the process of training all of our science teachers in the biology regions um and all of our social studies teachers in uh the US history regions we're uh as well as our Math teachers in the algebra regions uh so it's something that we're I'm definitely open to the idea we that we'll definitely consider but we haven't we haven't gotten into it yet um can we set a some kind of timeline or something what sort of timeline did you have in mind uh next month next month for to have a discussion to have a discussion here's why I hesitate yeah there's a lot of balls in the air with uh our school our school leaders are really uh taking on a lot they're administering the second uh the midar screener uh there's going to be some uh data that they're going to you know the the turnaround time between the middle of your screener and the state exams is pretty short yeah uh and it's a time when we're really focused on you know looking at student work uh how we're able to like make sure that these tier 2 tier three plans last schools start their Saturday programs around this time of year morning programs and start to kind of stretch the capacity that they have uh in terms of how they're getting kids ready for uh the exam so this is the type of thing that if we were going to have a discussion with the principles uh about you know talking about geometry pilot because a geometry pilot is a programmatic challenge as we've discussed in the past you know geometry if we're doing geometry it means that we have students taking the algebra regions in the seventh grade and then in the geometry regions in the eth uh and that is a a programmatic thing that a school definitely would have to take on so I wouldn't want to talk about that until the spring yeah um and it doesn't necessarily have to be piloted I think we could agree it doesn't have to be at every Middle School in the district you could pick a school or find a school where the principal thought that they had the capacity absolutely um could you at least make that yeah I think I think in I think in the springtime we would definitely be able to say that we would have had some kind of discussion about it with some schools and have some sort of a an idea about what it might look like if we were to do something like that next year and do you want to be can you be more specific on what's Springtime what month that would be how about May how about March how about I'm gonna I'm gonna have to stick to May um another question David my my last one is um do schools in the district if kids for kids who are in like for middle school students and this is relating to like the the GPA the current New York Citywide High School admissions process where you have the different buckets based on your grade point average 90 and above is in the sort of the tier one on down yeah um for calculating GPA do middle schools assign additional weight to kids who in the Middle School level are taking honors classes so a kid in an honors class might get an 80 have an 89 average all honors classes a kid in General Ed might have a 91 average in that situation the the general Leed student would get in the top tier bucket whereas the kid who is taking all honors classes is in the second tier bucket which is not fair do do our schools offer do do do we wait the GPA based on the so from like a pure math mathematical standpoint it's calculated uh on the report card just with simple division um as far as school like that so that's the short answer um I don't like beyond that I would have to I would have to look more into it yeah I want to know because that's a problem right if it's not if kids who are taking honors classes are being penalized because the classes are more challenging and let's say they're 89 GPA well the honors classes are set up so that students are uh in line to be programmed to take that particular region like that's the the kind of structure of that within the superintendent program or the algebra honors program uh and this is we're talking about Middle School obviously for high school yeah uh but I guess I I mean I I hear the the idea that my students in an honors class and I got an 89 but somebody in the general ed class got a 90 I think that that's not fair um I'd have to look more into that like I like i' have to look at that's something I have to look into okay thanks um okay those are all my questions for super anyone else have questions for super but I was just thinking about what you just said because there's not a lot of space in the honored classes anyway so maybe that General Ed kid was a kid that couldn't get into the honors because it was two packed so you have to think about that in the way how many people can get into the honor classes so like CU because you only have a certain amount of kids that could be in the honors class and a lot of them don't leave them so the kid in the General Ed could be a super smart kid also I'm just saying that to put that out there also because in our district a lot of the honor seats are filled and what what I'm saying is in if if if the system works fairly both kids will get get credit for their work because the janed kid super smart will get in the n in the first tier on his on his or her own ability and then the honors kid will also get into the top tier based on the the hard work the the work that they do in the honors classes but um I'm just saying there's sometimes there's no space for them to get in but that's a separate issue that's an issue of like how program so I'm just saying it's nothing's really that cut and dry well I made an example for the for the discussion that's it okay I mean yeah I don't know yeah actually by the way David what is the weight do we have numbers yet for the superintendent program for the the the Dual program and then the algebra only one like number of kids who applied and number of kids at each Middle School I'm really curious about that no we will have we'll be able to have that at the end of the year in May or June when we do uh audited register doesn't don't you guys know how many pids are in the schools right now I'll have to go back to all right register um thanks David no problem annoying questions in but appreciate you sitting here and answering them um what um next up is me um I don't have too much to um next pretty much every meeting from now on we have the CC elections coming up in January 13th applications open um and I think there's a there's some kind of uh doe hosted information session coming up I forget the date but it's uh it's coming up so we encourage any parents who are thinking about applying to um to join the information session and also to um to apply um and I guess we can um go to our second public speaking session um um same rules as before if there's anyone who would like to speak anyone in the room will prioritize in-person speakers if there's anyone online who would like to speak um um please sign up using the Google form um at this time Kevin do we have anyone signed up to speak no okay no one signed up to speak um anyone in the room I don't see anyone so quiet t it's a new year a new year a new Steve um um okay great so let's move on to our discussion of the sca capital projects and this is like I don't know I'm not I'm not going to editorialize too much but um Kevin should I share my screen yeah because you're GNA edit it right you you emailed me the link right awesome um here we go Capital project requests um this is the annual sharing is not turned on can you enable me for sharing so the annual the school construction Authority once a year takes Capital project requests um from schools um and um there's a process in place where CC's collect requests and then send it on to the SCA and the sca reviews those requests and sends them back um and I've done this for a bunch of years now um I will say that we will send in the requests we thank the principles for sending those in um I'm just going to share my screen we thank them all very much and what we can do as CC members is is um there's uh you know we've been told over the years that if you if you rank them a certain way um it'll um have have a bearing on the ultimate rate of approval um I can tell everyone in this meeting and I will tell anyone who asks me that the sca um that there's absolutely no Rhyme or Reason to what gets approved and what doesn't and in fact in my time doing this we've never had a project approved and that goes for a lot of my friends at other CC's and so you know we we greatly you know we'll do what we can for principles you know send us your requests we'll send them in but I would encourage any principal the people who matter are your city council members Justin BR Susan Jang um and and the buau president and our bur president reps um you know Fabiola and Tamara Stern um they're the ones with the money they're the ones who get projects done um but we will send this in usually we get the response in the fall um so don't hold your breath on this anyone um and I've sent a bunch of requests to the sca um about um sort of additional details and um um you know I can answer any questions you know the information they give us is is usually just send everything in and and we'll review it um I think it goes without saying that some of the projects are more discretionary funding stuff that will be more appropriate for resolution a the sca really will take care of buildings if they're in physical danger but that usually happens outside of the C process so um so with that being said I you know that's that's the point of me saying that is mostly just to say um you know we can spend an appropriate amount of time on ranking this stuff but I think all of this should go in um we will send it all in we will do our usual followup um and we will assist principles in any way we can um but um yeah so that being said I can quickly walk through these I think we have a a manageable number here if I'm not mistaken oh we're at 35 3 34 projects so um and like I said before for guys I I think that the ranking is is is a useless exercise so we can go through these and just sort of let's just acknowledge all of them and um and then I guess we'll um we'll send them in um later next week um so Mapleton ps48 Mapleton an electrical and HVAC project um for the cafeteria um that's certainly a popular request from schools and we we definitely see a lot of those ps69 also HVAC Improvement um new HVAC system yeah I see there's there's a history here about um how attempts can be made at that JHS 62 electrical and safety work um I saw it walked by 62 the other day looks like they're having some structural work done or some scaffolding is at least up around the the school um ps102 Bay View has a number of projects here student bathrooms is a very popular one but that's definitely one that we should we should be submitting um Auditorium and bathroom at 104 um bathroom and sanit sanitary at ps17 um looks like an additional water fountain replacement project at 127 164 electrical upgrades you see a lot of common themes here oh this is an interesting one from ps170 exterior the windows um the windows may not some something wrong with the windows I guess the windows are deteriorated they're not even transparent um if we were to rank these this one seems maybe like one that we should put up at the top given that it's structural um and that the given that the sca is usually focused on structural issues and their day-to-day work um PS 176 bathrooms um I'm just going to make a highlight of this um this one right here um from principal culan at 176 PS 180 principal Sako um it looks like they requesting Auditorium Renovations audio visual chairs lights and Stage that's a very popular one um 185 Casten Brock Auditorium I thought they just got a whole redo um of their Auditorium wasn't that a Justin Brandon project anyone Lena do you know that I don't know Justin just throw a bunch of money at the school I'm not sure he says he did online that's for sure um um ps186 uh Gladstone bathrooms um all across the board staff students um exterior um window functionality water damage we'll highlight this one we'll we'll put this one I guess I'm talking myself into a ranking here even as we even as I say it doesn't matter um fiz Ed for 18 6 upgrading the gems um ps200 Benson uh bathrooms 2011 surveillance cameras um um bathrooms again at 204 205 exterior door Replacements huh huh um roof replacement there's one that definitely I would tell principal mandelle I'm sure she already has but if there's an issue with the roof she should definitely go to the sca directly or to her Council woman um temperature controls HVAC um auditorium at 205 HVAC at diyer heating and AC units um Gates right here at PS 264 the gates in the Schoo yard were not closed properly um exterior the schoolyard gates at 264 331 at the new school 50,000 iPads that'll unfortunately not be an SCA project at all ps47 the new Middle School um repurpose space for instructional use under construction on the fifth floor um I wouldn't mind highlighting that one as well it sounds like a temporary thing given that there's is there still construction going on at the school David is there still construction going on at this at 407 they're executing what they call punch list items which are yeah small stuff pie small stuff that you know needs to be done that doesn't impact them being able to open the building but I mean it says here we are asking to repurpose space for instructional use well under construction on the fifth floor the it looks like they want to convert the locker rooms to instructional spaces so one thing that they did do was build locker rooms okay yeah so I think that they want to change the locker rooms and spes that's quick all right well um given that it's a structural thing we'll we'll put it up front um 506 exterior safety the building leaks I mean we should definitely highlight that for our SCA friends um install uh 686 at our good old friends at BSI install Lockers in the Middle School um the books um somewhere PS 748 replace broken glass panes and stairwells oh I've seen those I did see that yeah that's that's aard that should be up there it's really not good well I would think that they've removed Jagged glass I would hope I mean I think they did but I did see like I saw like empty they're empty they're like there's like no glass in them um uh 748 HVAC everyone 971 multi-purpose from they've asked for this several years unfortunately um mini stage with mini stage lights physical physical education equipment it's such a small school and there're yeah right right no I know we've asked every we've we've ranked it high like three years or something and it anyway um our student Courtyard for 936 is a need of a remodel um so anyway um council members I think you just heard me like any comments on this SE I have a comment I think that well one I completely agree we should not waste our time ranking them larger comment is about the sca and having been an assistant principal um in the past I think every oh what hear oh yeah you can hear me okay um that the sca is notorious for being extremely extremely difficult extremely opaque and not transparent at all and I think that them even inviting these requests and then not actually considering them um is an indication of a lack of transparency um I don't think we should entertain that and I think we should think about and this may not be the Forum but in another Forum how can the C how can superintendent prao push on the sca as an institution to not be so I mean the words that I would want to use are not appropriate for this meeting but anyone who has dealt with the sca knows what I'm talking about we had a stem lab issue at our school we had a stem lab that was not open for almost two years because of the sca I think that's entirely inappropriate I think clearly District 20 has like physical needs if you look at this sheet um and we should not spend our time ranking these but should be thinking about how we can I mean again I know it's like an uphill battle um there yes but it's a big deal and that's not just the quality of life for the kids every day at school but for principles and school leaders it is incredibly frustrating to not be able to control the physical environment in your school um so I think that is something for us to think about um in in another Forum just to you know I I think it shows a little bit of Goodwill on our part we'll we'll put the um the the structural projects at the top of the list um um and I'll just do that right now although the issue is largely moot because we're not actually well it's I don't think it's moot um and then we'll send it off to our good friends um so here we go um fio and I'll put the ones who were actually um there were some window projects and then there were some like leaky roof projects and I'll put those but um also the back 176 the the they were say the SE came off yeah anything like that hold on let me I'll get to that one in a sec Elizabeth anything like that is definitely yeah that one definitely um all righty all right give me one second here little Excel doc work here so um 407 50 the building leaks when it rains heavily at 506 there we go sorry Elizabeth you said 176 had a structural one okay yeah I for some reason I didn't highlight that one let me do that right now um the ceiling oh yeah thank you for pointing that out the other bathrooms have issues with okay great all righty so there's our project list we can't vote but does that look good to everyone awesome thank you guys thank you principles for sending in your requests um we will do what we can um and to all our elected officials who are here or Representatives who are here um you're the ones that matter so um and we're planning to send this to all of the elected officials as well um um because I know that a number of them have asked me for it in the past and say that they do appreciate the list so I guess that is one one small benefit we play in the system um that's it minutes yeah let's approve the minutes from last month Kevin can you share this um so everyone please review the minutes for all okay any changes to the minutes anyone all good okay the minutes are approved um is there a motion to adjourn the calendar meeting is there a second okay all in favor yes um do we just want to get going with the business meeting or does anyone --------- ##VIDEO ID:RAuJ-C5RATY## all righty everyone let's get going business meeting um yeah know I'll call the business meeting to order you guys can hear me right online yeah okay business meeting call to order at 7:27 um Kevin can you take attendance please yep here first vice president John here second Vice pres here I oh yeah I'm here member no's not here oh can't make it she emailed I saw an email she's absent tonight Mar here do you guys hear me do you guys hear me I'm sorry I'm here here here here here y here okay I hear you you okay um I think the only person ISL I'm sorry Kevin could you hear me it's Maya awesome thank you Kevin okay you got one Ming right I got yes I got one Ming for yeah okay she was just messaging can we hear her okay um can our we we have interpretation at our business meeting as always can we have our Arabic interpreter please introduce yourself good evening this assignment this announcement will be for the Arabic audience [Music] Arabic announcement has been completed thank you very much thank you and could our Mandarin um interpreter please introduce yourself me thank you thank you and could our Spanish interpreter please introduce yourself uh good evening the following announcement will be done in Spanish but end of Spanish announcement great thank you um for anyone who needs interpretation you should see the um the phone numbers to dial in the in the chat um so for the business meeting I believe we just have to approve the minutes and then I wanted to talk about a date for our legislative breakfast and of course if anyone else has anything they want to bring up um so for the legislative breakfast um this is our annual event I think almost all of you have done it before um Kevin do you remember did we did it in March last year right I think so yeah it was % sure I think March is a good time to do it um it gives us a little bit of time to plan um and it's also well into it's it's it's good timing with the state budget Yeah March 22nd okay great so and and that was and it's usually always on a Friday because Friday is when the El the politicians are all home here in Brooklyn locally they're not up in Albany generally um actually you know what that reminds me there's a calendar let me just pull that up right now um um spring legislative calendar New York State legislative session calendar New York State Assembly um the dates in blue they're in session it looks like March okay every Friday in March is good um Friday March 21st any objections March March 20 Friday morning March 21st is it I believe well it's meant to be then March 21 March 21st and online any CC members online Friday March 21st does that work for our legislative breakfast that's fine with me cool on the only thing is this I don't think it affects it but afternoon parent teacher conferences for high schools H we may want to avoid that afternoon parent teacher conferences for high schools K through 12 and 6 through 12 schools schools students in these schools are dismissed three hours early good call checking that what else is in how about the other March Fridays March 14th 14 it says it's I don't know that's says what um well hold here that's I'm yeah I don't see Kevin's looking at the doe sketch and it looks clear here or the um how about the uh the last Friday and March the 28th nothing yeah nothing that Monday's yeah so you want to shoot just shoot for the middle of the month then do you think Kevin do you think that that's doable from a planning purposes yeah we have months yeah so March 14th what does everyone think wait what is this yeah that looks good to me what time morning it's always like 9 to 11 I'm fine trouble okay um March 14th one member can't make it that day um and then wait we were saying the Friday before ID is the 28 I mean that it's just the Friday I think it'll be okay yeah Kevin how about the 28th I only have problem with that the 2014 are the DAT in Mar and is everyone else okay with the 28th good good online 28th John does that work for you March 28th yeah that's fine thanks John alrighty um so I guess that's done March 28 March 28th yeah you say 9 yeah it'll it's usually nine o'clock to 11 save the date um any other business new business approve the minutes from last meeting yeah didn't um you guys email them so minutes in the email did I imagine I think he did didn't did right the bus yeah on everybody I to us I didn't send it to everybody to the to the whole CC yeah to the whole like contact list I just don't send it to the contact list yeah to the coun so we saw them minutes yeah I mentioned that I was on vacation so next month there will be a week earlier this I sent it I think Monday but yeah fine I'm just saying we don't have to spend [Music] timeing awesome um um okay um so any changes to the business meeting minutes we're good um and that's all we have for the business meeting motion to adjourn the business meeting all in favor I