MALE VOICE: Please be seated. I'd like to thank you for coming to our - - meeting. Just have a roll call.
FEMALE VOICE: Lyon Barry [phonetic].
MS. LYON BARRY: Here.
FEMALE VOICE: Janet Bosh [phonetic], present. - - Cruz.
MS. CRUZ: Here.
FEMALE VOICE: Frank Dinado [phonetic].
MR. FRANK DINADO: Here.
FEMALE VOICE: Brian Ziakovi [phonetic].
MR. BRIAN ZIAKOVI: Here.
FEMALE VOICE: Robert Franklin.
MR. ROBERT FRANKLIN: Here.
FEMALE VOICE: Lisa Matao [phonetic].
MS. LISA MATAO: Here.
FEMALE VOICE: - - Cruz.
MS. CRUZ: Here.
FEMALE VOICE: Sada Turine [phonetic].
MR. SADA TURINE: Here.
MALE VOICE: Okay, we're going to approve the minutes.
FEMALE VOICE: - - the minutes for February - - .
MALE VOICE: I second it.
FEMALE VOICE: All votes are approved.
FEMALE VOICE: Lyon Barry.
MS. BARRY: Yes.
FEMALE VOICE: Janet Bosh, approved. - - Cruz.
MS. CRUZ: Yes.
FEMALE VOICE: Frank Dinado.
MR. DINADO: Yes.
FEMALE VOICE: Brian.
MR. ZIAKOVI: Yes.
FEMALE VOICE: Robert Franklin.
MR. FRANKLIN: Yes.
FEMALE VOICE: Lisa Matao.
MS. MATAO: Yes.
FEMALE VOICE: - - Cruz.
MS. CRUZ: Yes.
FEMALE VOICE: Sada Turine.
MR. SADA TURINE: Yes.
FEMALE VOICE: Motion passed.
MALE VOICE: And a report from the president, Robert Franklin.
MALE VOICE: - - very, very, very glad to be here. If you don't me, my name is - - and I'm the - - . I want to acknowledge - - . I would also like to acknowledge, I have two of my colleagues here. We have Mr. Jack Rockwell [phonetic], the principal interacting as - - Middle School 101, Mr. Rockwell. [Applause] - - this is Jenny Roberra [phonetic] - - . When I first - - this is the principal I came to, this is the first principal I met when I began my tenure three and a half years ago, and it's been a pleasure to be here ever since. I've always been made to feel welcome. - - bring my appetite when I come. And I had the pleasure, I was invited to come - - was a holiday show this past December when we had, quote/unquote, "unknown - - ." But it was tremendous. And I can't - - . So part of my job when I've been to schools is to identify things that can be grown. One particular - - wonderful to see your children, but also your community comes to our meetings at Dureebo [phonetic] Avenue - - section. And particularly one individual, when I was here last April of 2012, and I met with - - I said that we really need involvement in school, we need citizen involvement in school, because we want to hear a voice of your school, your issues and concerns, what are happening in your school. Since that April meeting, and every pertinent association council meeting we had, every parent, workshop partner we have, we have generally - - community which are - - vice president, which I - - we have got to - - attention level - - at the school level. Not only have I got to know him, I've got to become the - - I think. But he's been a wonderful voice for your community, and he represented your community faithfully, diligently, and respectfully, and I'd like to acknowledge - - . On behalf of the community, education counsel District 8, I - - . So the other thing, and she's going to be made at me for this, but I can't help it. This is women - - . Since I came to this district to be - - this individual has been supportive, nurturing, and a teacher. I've learned so much from her. I learned about logistics, I learned about politics, I learned about education. Mostly I learned about the history of District 8. As a matter of fact, I know immediately that I - - eight superintendents in District 8. She has been working in this district, and went to school in this district. She went to elementary school in this district at PS107. She lives across the street from PS119, MS125, MS569 - - . She is my team. Wherever I go she is my right-hand person. And whatever I do I run by her and - - runs by me, and this is truly a - - history for District 8, and she deserves my honor and recognition and your respect because she's earned it. She's given her career to this district, and I humbly acknowledge it - - . So parents, when you call that's who you speak to. - - call, and all the calls go to her. And if you don't have the number, it's 828... But really, before we continue, look at what I've just said. Since April 2012 you have a representative at every meeting. And think about this, it's not easy to get through - - from Evul [phonetic] Avenue to Dureebo Avenue, it's not easy to take cabs or buses or trains, but it's there rain, snow, sleet, hail, or sunny. - - I really appreciate getting to know you - - . Thank you. Anything ever comes along you always have the lady. And I'm going to make a very strong statement. I'm going to make a very strong statement. When I work for my - - loved and worked with - - and loved to work with Eugene [phonetic] and it's a pleasure. Thank you. And without further adieu, it's time for your children. So all be in order. So we have PS140 - - . And here's another connection with PS140. Ms. - - , where is Ms. - - ? Is she here right now?
FEMALE VOICE: She's out in the - - .
MALE VOICE: When this - - comes here, I got an email from her mom last night. I woke up her mom with the - - , and she goes, Mr. Barry, you're going to be at - - at the Evul School. I want you to know that that's my daughter. Her mother is a wonderful work - - with special ed. So there's connections all over the place. So I just wanted to get that publicly out there and make that statement as well. So - - .
MALE VOICE: Again - - really well planned, you all for coming out tonight - - all for the school community to take the - - for our black history annual presentation, and we decide these presentations, whether cream of the crop, they all - - . So you're in for a real treat, I'm sure you will enjoy it. We're ready to rock and roll. - -
FEMALE VOICE: - -
MALE VOICE: Also - - highlight this - - . We have a very good collaboration with a B75 program in our main building. We share everything, we're excited to have him once more with us for the third straight year.
FEMALE VOICE: - -
MALE VOICE: So at this time I have the superintendent, Mr. Gates [phonetic] - - your principal, and he stated that we won't recognize jokers. - - didn't we? A little bit later I'm going to be talking about Concord standings and the meshing of the talent we just saw here. Right? Think about what you just saw. You saw - - movement, working cooperation with each other, recording within - - a lot of active effort went into that - - . So one of the things that we want to do tonight, when I spoke to Mr. Cannon [phonetic], is not only acknowledge, which is a testament to your school, that the - - . That's wonderful for a school - - . We had wanted to acknowledge the academic performance of the children, what they're doing in the classroom. We want to recognize their talents, their skills, their aptitude, and their willingness to work with others to become the best they can be. So with your principal, Mr. Cannon, you assistant principal, Mr. Green, and Ms. Perk, along with out CNC president, Mr. Robert Plankton [phonetic], Mr. Cannon will call out the names, and we're going to ask if all the - - but we're going to acknowledge the academic achievements of your children.
MR. CANNON: Once again, I want to thank the parents - - . They've done a phenomenal job in preparing the children every day. There in here sometimes--if you don't know, the school is open seven days a week. - - of our special needs children to take full advantage of the programs we have. And I want to make sure that they are acknowledged. So let's hear the parents. First I'd like to acknowledge Gabriel Razotto [phonetic]. Way to go Gabriel. Kathy McDonnell [phonetic], Raymond Moses [phonetic], Daniel McMiller [phonetic], Randy [phonetic] - - , Gary Mack [phonetic] - - Nicholas Gonzalez [phonetic], Cathy Valenti [phonetic], Joanna Morrison [phonetic], - - . I know - - met with us for a couple of months, and he's done an extraordinary job academically. Laura Ampy [phonetic], Amanda Blake [phonetic], Jurell Morris [phonetic], Nancy Surocca [phonetic], Jenafis Herolfa [phonetic] - - . Okay ladies and gentlemen, let's give them a round of applause. - - and a friend to the community - - to see you boys and girls, everyone in this - - you can do anything. Like the girls, you can - - you can do anything - - . So at this time there are two presentations that I'm going to do this evening. One is - - budget - - for the academic year of 2012-2013. And I'm going to have my colleague come with me and present with me, and I want to introduce her. Her name is Ms. Lyer Bernard [phonetic]. She's operations director for Network 607 in New York City - - . I'm going to get started - - for everyone so - - . So basically this called the Contracts for Excellence, and this is a basic overview. I represent the New York City Department of Education. And a part of our overall budget comes from Foundation A from New York State. While the state allows the sum of the increase in year over year, Foundation A funding is to be used for growth and general operating costs. New York City schools - - funds for the first time in 2007, 2008 school year. These funds under state law must be distributed to certain schools, and must be spent by those schools in specific ways. So this is how the funds - - , including this school. We call them buckets. So funds must support class size reduction, which research has shown that smaller class size is, the better it is. However, we do follow UFC contractual guidelines, and there's are certain maximum that we can go up to. I'm on task when I visit classrooms with your administrative and your teachers, we actually want to see the children doing work. - - they're doing their DOA, reading, writing, mathematics, social studies, science, art, computers, whatever it may be. Teacher and principal - - . This year we've been working on bringing in a researched-based - - to assist in the performance of teachers. And principals have been attending these meetings with their network essential to understand how does that implement any - - to evaluate teachers. And this has been one of the instructional shifts for the New York City Department of Education this year. We do middle and high school restructuring. I'm please to say we have no middle schools that need restructuring - - wonderful, but we do have some high schools that do need some restructuring. Full-day pre-kindergarten programs and model programs for English language learning. Funds left go to schools with the greatest educational needs. They are English language learners, someone trying to learn English, a student that lives in poverty, a student with disabilities, and a student with low achievement academically, or at risk of not graduating. So again, our governor, Andrew Cuomo, the budget - - that I just referenced to, that submitted a contract for excellence, one of us, District 8. And these funds are used to support, as I referenced to before, the six buckets of - - reduction, - - , teacher/principal quality initiatives, middle and high school restructuring, pre-K programs, and model programs - - .
FEMALE VOICE: Hello. Good evening everyone. I wanted to break down the terms of the discretionary allocation - - . The $205 million were basically - - . What this means is, because this year did not give any new allocation, the schools are - - the funds the same way they - - for programming has in the previous year, then it's allowable to start the - - , okay? And that's previously how - - . Now the terms of - - which is five percent, over five percent, this allocation is not - - .
MALE VOICE: So for the next one you'll see that this is citywide - - plan, and how all funds are given money by program areas, and even referencing to the buckets I talked about before, we see a large portion of this money, actually almost 75 percent of it - - and class size reduction. That's where the majority of the money is going to, to help our school's teacher and quality initiative, model programs - - , middle and high school restructuring, and - - pre-K. - - shows you where the money's distributed to the - - . So also all proposed restrictionary spending by program areas, again, this is the total fiscal year fund. Again, the bucket of - - class size reduction. You see the inferences there. We're not going into classrooms, I'm not looking at the teacher, I'm looking at what the children are doing. Are the children actively engaged in learning, and in doing the work that they're inspected to do to be knowledge and career ready. The expectation of everyone here is that your child should be going to college - - . Everyone's had the opportunity to go to college, and that's all you should be thinking about is college, and what college will your son or daughter go to. Also important is the middle and high school restructuring. So we're doing good things in a school this - - , we don't need any middle school restructuring right now. Our middle schools are strong. We do have some issues with our high schools, and they're restructuring them as we speak. We have middle school model programs for English language learning. We're doing a good job in this school. For instance, as teacher and quality principal initiative - - understanding how we do the - - . We're also talking about - - , which I'll show you a little bit later. And the principals are working in implementing those - - and the supervision that the teachers are implementing in the classroom. So these funds, 205.6 million, is restricted for Contract for Excellence funds which will lead to 1400-plus schools, is doing 2,000 - - , including this school, 59 percent of the total contract amount. Schools should use these Contract for Excellence funds to establish continuity of service for existing - - programs. However, if the school cannot maintain their effort to significant changes in the student population, or overall instructional strategy, it could choose to reallocate the funds to a different allowable program area. But remember two big things, I once had reduced class size in Albany. So about 97 million of the - - funds, we're talking in specific programs, 28 percent of the total contract amount, and in - - 81 million is the integrated - - classroom, ICP, which are in this building. They were forming - - collaborative team teaching, full-grade pre-K. And by the way, when a DP and myself, your pre-K program - - kindergarten, all ways for actually studying is beautiful for these children, or the beautiful school downstairs that I saw and I have seen. The 4.7 - - disorder, and almost 2 million, 1.9, for - - summer school. Okay. So 50 million is our estimate in this category for our district. While these funds may not appear on the school's budget, the department is required to attribute - - program that supports it at five percent - - total contract. And look what we're working on. Starting in the elementary school, multiple pathways for graduation initiative, including overage and under-credit students. That's a big issue in our district. 8 million for principal training - - for learning standards, they're working on choosing new materials for next year. And, in addition, they're working on the implementation of the research-based - - . $1 million - - students, and 7500 thousand for - - institutes. The main - - is 30 million of the double contract amount, and the department - - spending funds to maintain the summer program. In fact it assumes that the lowest activity - - .
FEMALE VOICE: Now the $205 million I mentioned earlier, the allocation of District 8 - - are $7,000,759 - - shows how they want you to spend that money, 36 percent was used for class size reduction, 0 percent for middle school for - - restructuring, 32 percent for the model program for health, 4 percent of teacher/principal quality initiatives, 29 percent for - - . Now this breaks down a bit further. Return for the class size reduction - - have options for either the - - class size, and that was 1 percent. - - minimize class size - - , another 1 percent, and reduce the class size 21 percent. These teaching strategies, 22 percent for the reduced BTR, which was 4 percent. When we discuss this - - , 1 percent of that was before- or after-school activities. For dedicated instruction, 20 percent, individualize tutoring, 1 percent, summer school, - - percent. Now the - - teacher and principal quality initiatives, the 1 percent was for - - . And for - - , 2 percent. There weren't any - - . On the next page there was high school restructuring, as I mentioned earlier. There weren't any allegations or - - . For the - - pre-K program, 4 percent. For the model program - - , 23 percent for the - - program. - -
MALE VOICE: - - that schools have not received anymore money for contracts that were funded, did not need anymore money. But progressively we go towards - - receiving more money, we continually go for class sizes. - - , although the majority of schools are - - contractual requirements for K through 8 in our district. The - - . And last but not least, we will take public feedback and new accounts in the coming months, and continue to develop a citywide contract - - plan. The deadline for public comments is Friday, allowing over 30 days from the date of that - - what's posted on the department website. You, the parents - - the discretionary funds within the - - program areas. You can do that as a solution team throughout our - - , through our - - or PTA meetings - - allocating the targeted funds to school, how the department then is allocating funds to district-wide - - , how the city classifies - - plans, and - - the parents and all of the members of the city community with feedback should email us that, and it's there, email@example.com. We are recording this now, so if anyone has any comments 'cause it's being recorded and - - is going to - - for review, if anyone has any comments that they'd like said.
MALE VOICE: We have access to them - - ?
MALE VOICE: No, no.
MALE VOICE: - -
MALE VOICE: You will put that in your comments. Again - - . Any other - - ?
FEMALE VOICE: - -
MALE VOICE: The fact is we're hopeful that it could be all-day pre-K, but if the funds - - realistic to do that.
MALE VOICE: - - Is there a way that we can tell how much of these funds are budged to each individual school, rather than the whole district?
MALE VOICE: Jackie will answer that question for you. Any other comments or questions? The with the people - - .
MALE VOICE: - - that money actually used - -
MALE VOICE: Even though you might say they are - - contractual number, it's still too much, too large. So why - - .
MALE VOICE: - -
MALE VOICE: Any other questions or comments? Then I thank you very much, your attention is appreciated. And at this time I'd like to introduce Jeanna Pitza [phonetic] who's going to talk about pre-K for District 8.
MS. JEANNA PITZA: Good evening everyone. - - citywide is now actually taking place. The deadline is April 5th. - - is different than - - wasn't citywide. - - you can apply online through boardofed - - www.school. - - .gov. - - . Or if you download the application you can take it to the placement office at - - . You can mail it to the placement office at 1230 Gramega [phonetic], to our district offices, or at - - . The difference between pre-K and kindergarten - - pre-K - - . The other - - that you will need to know about is - - . The universal pre-K program that is offered in the city is also - - in the pre-K program throughout the city locally. So if the online, and also if the - - office would have the application - - pre-K - - .
FEMALE VOICE: - -
MS. PITZA: There are three - - which tell you which school has pre-K, and also which of the local pre-k daycare programs are offered - - pre-K. You can apply directly - - in the neighborhood, or you can apply through a public school. So you have two opportunities - - paid for by DOE. Anybody? And it doesn't have any before--by December 31st.
MALE VOICE: So - - this is where - - occurring in our system, our - - system, that are taking place as we speak in terms of how the - - shifts, curriculum shifts, observations of teachers shift, and we need to be ready. And this is going to be - - while you're going to - - . So this first line is our benchmark. You've heard the term - - . And I want to say something to you. It's late, day 30 - - you listening, because we appreciate it, and it shows - - . And these are the benchmarks. You must have heard through your principal, your administration, your teachers, the common call learning center, this academic mastering that students demonstrate at great levels. While we're talking about like what you saw with the dancing, the integration of education to real-life skills. That's why I told you boys and girls, they can read, it's true, they will be able to do anything that they want as long as they can read. Academic and personal behaviors. Be persistent. It's what we're looking for the children, assistance, engagement - - , work habits and organization skills, community collaboration skills, which the school has, and self-regulation. I told it just as a sidebar - - be our children no matter what they do. Love and support and - - great. They're telling a joke, and they're great no matter what happens. They make the statement, they feel great, because the world--it's a tough world out there, but when they go home, that family's a haven, and that's where they got to feel safe and know that they're - - . Academic programming, avoiding mediation by meeting SUNY's entry requirement - - when a child graduates high school, they have to take the mediation courses - - given money for the SUNY schools, they spend the money - - take the mediation courses. And by the time they're ready to graduate in their senior year, money is anticipated or - - 'cause they view this - - mediation skills, and hopefully they learned these skills in high school, and don't have to take them back in college. The college and career readiness access, exploring and understanding the range of appropriate college and career options, the completing task required to apply for college, financial planning, and planning for a meaningful experience in the summer. So when I go to school, including this school, I say, well can you tell me what college career readiness skills you had in kindergarten? Sometimes - - this school, right away Mr. Cannon, Ms. Perk, and Mr. Green - - say, well in kindergarten they come in, they put their homework in a pile. They know when they leave they got to take that homework out. That's being college and career ready - - . What do you cope with? Steady - - and acting appropriate and getting ready - - . These are things that you have to be able to do and you're doing here. So what we see on this side is our graduation rates are going up from 2005 to '11, you see from 47 to 66. Being ready for college, you still have a long way to go. We're from 15 percent seven years ago, to 29 percent. 18 - - those accelerated tests, right? 18 classes, you're going to be on placement. From 2002 to 2012 you see almost a double in the increase. And that SUNY enrollment, we see the majority of children are going to college. And you know, we're not going to school, we're not going to have a high school education. It's not - - . You need to go to college, and that's - - you have to tell your children, and have confidence in that. And that's doing it now - - . Saw a map of our 50 states, including Hawaii and Alaska, and you'll see that 45 states of our country have adopted a common - - . So the majority of our country has definitely stacked up to New York City. The common core standards involve changes, so these are the shifts. Look at the shifts. Illiteracy, when you ready, you read as much - - right? Reading about life and death, real-life stuff. Learn about the world by reading. Look at the world's - - that this school represents. Read more challenging material closely. Discuss reading using - - . If your family, your children have - - discussions, they'd be talking about what they're reading, just like they did about Michael Jackson saying everybody deserves - - . You got to be able to reference to that when you read. - - fiction, use the evidence. Boys and girls from third grade up to eighth grade now will be expected to reference to what they've read, go back and read it and write about it. - - vocabulary, that's one of our district initiatives, to improve the vocabulary of every child. For math, learn more about less. It's all application of learning skills to real life. - - skills across the - - . So what does the superintendent see in this grade level? - - the reading - - numbers - - and operations. And until we get that down, we're going to have difficulty applying our learning skills. We really know it and really need to do it, use it in the real world, and think back and solve problems. I go to schools throughout this district, I went to a computer class. There's special education students in that classroom, and they're acquiring learning skills. And the teacher was very proud to reference to those fine skills that they were doing. And I'd like to say, everybody was on task. You walk in that classroom, everybody's on deck. So this is the timeline. This - - the 2009 - - . When we adopted the common cause standing, your 1011, we've - - schools. The teachers - - again with 20 schools - - that we changed the curriculum - - school, and the teacher - - . Your teachers in this school, your administration is using a - - program to evaluate - - teachers in their classroom. And I know they're doing their job here, 'cause I've seen them in action - - . The 12, 1213, all schools need a decreased structural work alliance and common core. And this year the state - - will be on the common core. So tomorrow night, as I referenced - - up in the school, tomorrow we're having a - - meeting. And we're all going to - - go there. This is really the structural shift and real-life occurring as we speak. For next year the - - core in algebra, geometry, and - - so it's going to go to high school. And if you - - this common core aligned curriculum option, your school - - is two things. What curriculum they're going to - - for math - - talking about - - New York schools, including the teachers - - . And in 2014-15 the state is going to starting taking - - . So they've taken many steps. - - website and go on and look - - in music. This is from every state. - - for 45 states using it, and 65 great specific instructional resources in English language arts, math, social studies, and science. We have - - those were teachers trained in - - from core curriculum that address it and go out and call the schools. We have common - - schools. Teachers are 35 in these schools participate in - - instructional PD. We have - - from every network, your network to this school, and - - organization. They come in and assist. And I have achievement coaches that come in also. The teachers having - - what they think, and the efforts have been acknowledged. In last year's learning advisement circuit the citywide teachers at my school understand the common call learning standards. As you can see it says 92 percent strongly agree for a - - , and slow year - - feedback on my practice and help me integrate common call learning standards in my instruction, and - - the teachers across the city agreed or disagreed. So to stay in - - this year, a goal - - straight As. Everyone in this school, boys and girls in grammar school, having - - two common core standard tests - - math, one is spring, one is fall. For every elementary school committee - - do the math, do the science, and do the social studies. And quite frankly, the schools do - - for this PS140. They just don't accept them - - they do in the maximum, which is a Grade C administration in this building and also across our district. So the test, the new test will be like the common core. If you don't know what the common core is, go on the common core website. This will have that - - computer. If you don't have one at home, or come and ask the school, can I see what my core curriculum looks like for our grade? The - - more challenging. We have to apply concepts to real work - - got to be discussed, analyze what they read, and solve complicated problems and - - critically. Some of the features will remain the same. There's still a combination of multiple choice, fill in the blank, an extended response. The same timing, and it is still paper and pencil. These tests are coming up this month. English language arts test will include a balance of reading, writing, speaking, - - . The math test will involve more multi-step problems and application of concepts. They're going to have some examples later. More questions about fewer topics. And I've made a reference that we be - - and operation understanding the - - district and vocabulary, problems with multiple - - that require multiple skills, real world scenario, and more application and skills, instead of simple recall of that vocabulary. So here's an example of a previous test that the children would have taken in 2010. Look at the questions. All you really have to do is look at the question. - - what fraction of the rectangle shape - - how many areas there are in this rectangle, then count up the number. And the child sees it's four tens, and they don't see four tens there, then they realize that they have to redo the fraction. But what I am saying is that difficult - - because we don't have the basic understanding of being able to read and write - - and multiply. And there's only one way to do that, the same way I did it when I - - I memorized my timetables when I'm doing it in school. And the only way I - - . Now look at the two questions that you could see. This is a fourth-grade test. Look at the question. - - exactly one-third of the points - - . So a child asks what they know - - they divide automatically, right? They have to know - - the denominator, not the numerator. - - denominator and numerator, they can do that. - - they scored 23 points. So first they had - - now they have - - when they score 23 - - say, oh I know this one, but now I got this - - . How many points were scored by the - - . This child has to know whether to - - a fraction - - then they have to - - to 23, then they have to add that in, then show that they have some - - they got two problems - - that they have to know how to - - . So there's three steps to this, there's a lot of skills - - to get that answer. So it's multiple steps and multiple ways to generate solutions. Do you know what happens when kids have to do a lot of steps? They get mixed up, they make some mistakes. But that's what comes, that what comes - - we all love basketball - - application, you can make it many ways, whatever way you want it, but the kids - - and the beautiful working animal during the summer heat spell is an old one. It explains why he often makes this comment about his dog. You've seen - - to support your answer. So here's something I just find, in 2009 when you were - - and that's what that's saying. The test is relatively simple. Fifth-grade test on eighth-grade test. What's the problem with that? - - and I'm starting to redeem myself - - January I was watching it, and in order to determine the size of the one they paid millions of dollars for, we saw one - - got 27 in math and 27 in - - . There's a reason for that. This is part of it, part of the contribution that will not expect the children to be prepared to read at grade level. And that's how we talked about before, how it affects our - - . If you read - - I'm proof of that, if you read you can do anything. All you got to do is read, read, read, whatever they like. Next. Now looks what happening, describe, look at the different--describe how the author's attitude towards his - - it's a story symbolizes our changing attitude. This is that - - for contract, and the attitude towards learning words throughout the story. You seek out in the past to support your answer. (a) You got to know what the word describe means for eighth grade. You got to know what all the data - - but you have to practice that in class. You better know what the word symbolize means. You got to know what attitude means. You got to identify words that were used in the story that were introduced by the author. And you - - to the past to support your answer. They can't be more challenging now, they're going to be on grade level, and the same procedure - - confidence for symbolism, as I referenced before, and develop their own interpretation of the - - . We saw it today. That - - today - - more symbolism, and it was using text. But it was the performance, right, and - - when they transform what we saw tonight into a written piece of reading. And I think they could because they have - - . All I'm trying to say, kids have to have context. If kids don't have context leaving isolated experiences it's not going to work. What the - - test means to your child. Here's what a - - test means to your child - - . But our - - says that more - - . So if you see your child - - score, as opposed to what they did last year, don't say something negative, say something positive. Turn negative to positive. Just say, well this is - - this is where you started, this is what we're going to do. I'm going to emphasize this, I've learned it from my wife, doesn't come from me, but I - - my children. No matter what they did - - in their academic careers, and life wasn't always pretty. They were always told they could, they were always told they tried, and were always told they're going to do better. They all went to college, and I'm making the statement, there's no reason that any of your children cannot go to college. So whatever - - for a starting point, and make the kids feel good about themselves. Like Mr. Cannon, Ms. Perk, Ms. Perk and Mr. Green - - . I'm ready, okay. So you're going to change, the promotion standards are going to be this, the - - throughout the city. Actually - - throughout the city will be going to some school. We don't know what the - - going to get for the state - - creates those guidelines. But the determination - - 10 percent citywide will be going to summer school. In the past year, as I've said, promotion positions were based on children's performance levels one, two, three, and four. This year as last year will get their promotional criteria - - in June, when again the bottom ten will be just maybe to go to summer school to help mediation. - - We cannot predict how the state will determine the performance level, as I said, will you use students' overall score, the number of questions they get right to make promotional decisions. Students with - - scores will be recommended for summer school. The current trend thinking - - is ten percent, the bottom 10 percent citywide. That could change, but right now on March 20th, that's standard. And we expect the same number of students attending summer school last year, will be the same as this year. So how are struggling students being reported? There are academic intervention services in every school, before school, after school, during school, respond intervention - - what you see, either from your children - - . I'm making a statement, the children in this school, in every elementary school in District 8, all 21 of them, need help with - - and operating. All the schools in my district need that help. And until we get that - - down and your support at home, then we're going to be fine. We increase support for English language learning to help them in their learning on the English language. - - you need to come into the school and do it. And if you're - - your concern and your - - you got to go on the site - - ask the principal, he will help you with that. And you have to go on the Department of Ed's website, and go right to where it says college and career readiness. All we're really trying to do, and I give credit to our chancellor, our deputy chancellor, and I keep that - - officer who's really - - to the needs of our children in the city. It's going to take time, but we're trying to become locally prepared for the changes that we're seeing as we did today. So we're all trying to be on the same page of getting our kids ready for college and careers. Question?
FEMALE VOICE: - -
MALE VOICE: No ten percent will go to summer school.
FEMALE VOICE: Yes, I mean - -
MALE VOICE: They're going to be overall grades.
FEMALE VOICE: - -
MALE VOICE: Well I can't just basically say how do we know - - come to school. The state - - grades the tests. The New York - - overall score. We don't know what the overall scores are yet because the state hasn't set that barometer yet. But - - that barometer, whatever it says, the bottom ten will be going to summer school.
MALE VOICE: Will there be another repeat like last year, where there was kids that went to summer school that didn't need to?
MALE VOICE: I hope not, I pray to God that doesn't happen.
MALE VOICE: I hope so too.
MALE VOICE: I'll tell you there's a lot of kids - - I know, I had to speak to them. Yes, I hope that does not happen. It was a heartache.
FEMALE VOICE: - - I can send my daughter to any school I want to. What I want to know is, why should I receive that postcard and - - any concern that I had about my daughter's school?
MALE VOICE: - - because this school has received a school that remains--all the schools in New York State, and - - schools, you have the right to find - - to apply to schools other than this. But I think you're saying that the superintendent - - Ms. Perk and Mr. Green, that this school - - the school is another. This school has - - your principal - - in the school. Like I believe in this - - that I see all the - - care, but look at, as I said - - school. When you walk around the building - - . Any other questions or comments? - - the third time now I'm telling you how much I really - - . I have too, right? We're all - - we're going every place we can, right? We go to a different school every month - - works out, I want to know too. The one thing I know is, it doesn't mean - - be where I am. And I keep tell you another thing, don't put your kids down because - - . I took me a while to learn that. Make your kids feel like superstars at home. - - put down, you know they got to feel good - - no matter they do, no matter what they do. If they're a level one - - so what? There's tomorrow. - - There's always the next - - and I humbly thank you for - - . Tomorrow - - cause I'm fine, and I personally called the principal, emailed the principal - - got beautiful schools in this district. - - There's so many wonderful things - - . I saw so many wonderful things - - there's so many different things. So I ask - - you to really - - we're all on the same page - - . Well I guess that does it. - -
MALE VOICE: We are here representing - - department - - . Now when you come to this school here, the feature that you see on all these - - , just so that - - really performing very well, and this school, when you walk into the - - thinking all the time. If you're talking about - - all the time. - - it's very impressive. - - respond from the people. So when we go to schools like - - very well, and you must continue to do the same thing to show that the school continues - - .
MALE VOICE: Okay, we're going to start with the - - class. - - Deborah Kameris [phonetic].
MS. DEBORAH KAMERIS: - -
MALE VOICE: - - haven't heard anything yet. So when I ask why do we have - - on February 13 was nonbinding, and as a nonbinding resolution they are acknowledge it, are reviewing it, and do not have an answer as of yet. And because of that the current policy remains the same. - -
MALE VOICE: - - response like I just said. There is no response as of yet, the response will go directly to - - and that response is forthcoming. And as of tonight - - .
FEMALE VOICE: - -
MALE VOICE: - - was that it's nonresponsive, and open to consideration and - - okay, Sabrina Marsh [phonetic] is it? Sarah Munchenson [phonetic], Edwardo Hernandez [phonetic], Kisha Alkerman [phonetic], Elman [phonetic], sorry - - Wouldn't have the meeting without you baby.
MALE VOICE: - - I really think this agenda be changed because you've got - - that want to be involved, but they're - - . I really think that that should be taken into consideration, that the public perception, the public - - should be held earlier so that the public can participate, because there's procedures that - - people - - make their views on or ask a question - - I mean I don't take it personally - - shouldn't be out here performing at 8 o'clock at night. They need to do that earlier, and have the parents and kids - - . Happy Easter everybody, I hope you enjoy St. Patrick's Day - -
FEMALE VOICE: - -
MALE VOICE: - - everybody who's out there, if you're interested in becoming a member of the CAC, we're not accepting applications. - - it's so nice to be with us tonight. Anybody who's interested, he can help you along with that application. Thank you.
MALE VOICE: Can I make a motion to - -- the meeting? Thank you, good night everybody.
C E R T I F I C A T E
The prior proceedings were transcribed from audio files and have been transcribed to the best of my ability.