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Speaker 1: Wake that ass up in the morning.

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Speaker 2: Breakfast Club.

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Speaker 3: Morning, everybody, It's DJ Envy Charlamagne the guy. We are

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Speaker 3: the Breakfast Club. We got a special guest in the building,

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Speaker 3: New York City Schools Chancellor David Banks.

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Speaker 4: Welcome, brother, I'm very happy to be here. Good morning

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Speaker 4: to you both.

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Speaker 2: Man, happy to have you here. Man.

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Speaker 5: If you don't know who David Banks is, he founded

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Speaker 5: one of the most successful and first public schools in

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Speaker 5: the country that serves exclusively young men of color, the

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Speaker 5: Eagle Academy.

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Speaker 2: Right, so we'll talk to us about the Eagle Academy.

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Speaker 2: How did that come to light?

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Speaker 4: Well, listen, I was a member, been a longtime member

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Speaker 4: of the one Hundred Black Men Organization. It's a national,

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Speaker 4: international actual organization, but started in New York about sixty

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Speaker 4: years ago. And you know, we'd always worked to support

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Speaker 4: our kids in our schools and doing the right thing.

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Speaker 4: But when we started really looking at the data around

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Speaker 4: what was happening with young black men, we realized that

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Speaker 4: we needed to do so much more. And so many

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Speaker 4: of us had gone to the Million Mare in March

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Speaker 4: years ago, and coming out of that March, we came

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Speaker 4: away with a commitment that we had to go much deeper,

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Speaker 4: and that march is what really gave birth to the

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Speaker 4: creation of the Eagle Academy for young Men. It was

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Speaker 4: the first all boys public school in New York City

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Speaker 4: in almost thirty years. When we open, it's not a

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Speaker 4: charter school, it's not a private school. It's a regular

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Speaker 4: New York City public school that really had as its

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Speaker 4: mission to try to help to enlighten and transform the

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Speaker 4: lives of our young men. And since that time I

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Speaker 4: was the principal of the school in the Bronx. Since

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Speaker 4: that time, we've opened up an Eagle Academy in every

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Speaker 4: borough in New York. Wow, we've got one in Newark,

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Speaker 4: New Jersey. When Corey Booker was the mayor and Newark,

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Speaker 4: he hassens to come there. So we've got six schools,

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Speaker 4: over three thousand young men. We graduated over three thousand

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Speaker 4: young men and sent them to colleges and universities all

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Speaker 4: around the country. And it's essentially been a beacon and

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Speaker 4: a blueprint what you can do to transform the lives

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Speaker 4: of young men.

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Speaker 3: One in Queens Curious, Southeast Queens.

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Speaker 4: Yeah, it's actually housing the facility that Allenami Church Rev.

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Speaker 1: Flake's Church.

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Speaker 3: Uh, north side of Queens.

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Speaker 4: Then yeah, but it's it's but no, it's Southeast Queens.

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Speaker 4: It's it's it's basically Jamaica Queens. And they used to

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Speaker 4: have a school a few blocks from the church, and

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Speaker 4: we basically took that facility.

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Speaker 1: And that's where we are the same neighborhood basically that.

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Speaker 2: I grew up in.

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Speaker 3: You grew uprom Queens from Queens.

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Speaker 1: Yeah, I'm a Brooklyn Queen's kid.

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Speaker 4: I was born in Brooklyn and Crown Heights, lived in

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Speaker 4: Brooklyn ntil I was about twelve years old. My dad

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Speaker 4: was a New York City police officer and uh and

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Speaker 4: moved the family and I'm the oldest of three boys,

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Speaker 4: and we moved out to Southeast Queens Cambria Heights at

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Speaker 4: the Hillcrest High School.

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Speaker 3: And your story is the same. My dad is from Brooklyn,

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Speaker 3: New York City police officer, moved me to Queens Queens Village,

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Speaker 3: which is the city of the dixt town over.

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Speaker 2: Same.

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Speaker 4: It was that same migration almost right in Brooklyn and

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Speaker 4: kind of making their way out to Queens.

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Speaker 3: And I went to school with Naila, which is Floyd

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Speaker 3: Flake's daughter.

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Speaker 1: Did you really where'd you go to high school?

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Speaker 2: St?

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Speaker 3: Francis Zone school was Andrew Jackson and you aren't going there.

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Speaker 3: My parents would not let me go there. Same here.

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Speaker 3: That was the first, the first public school with metal

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Speaker 3: detectives in the country with Andrew Jackson.

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Speaker 1: I lived about three or four blocks from Andrew Jackson.

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Speaker 4: That's why I should have gone to school Zone And

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Speaker 4: think about that envy, right, like the fact that there

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Speaker 4: was most of those kids who lived in the neighborhood.

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Speaker 4: These were like smart, hard work and committed kids. Most

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Speaker 4: of us did not go to the neighborhood school because

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Speaker 4: the reputation was so bad violent. And that's one of

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Speaker 4: the things that I'm trying to do is and now

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Speaker 4: that I'm in this seat as Chancellor, is to say

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Speaker 4: that that it's ridiculous. We've got to transform all of

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Speaker 4: our schools. So much of the conversation has been about

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Speaker 4: specialized schools and you know, an individual school here or there.

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Speaker 4: I truly believe that you can transform the entire school system.

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Speaker 4: Every neighborhood school should be a good, solid school and

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Speaker 4: the things that we can do to make that happen.

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Speaker 4: And that's that's the reason why I'm here.

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Speaker 3: Do you think they should take out the I'm sorry,

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Speaker 3: do you think they should take out the quote unquote

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Speaker 3: zone school, right? Because you know, when I was a

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Speaker 3: kid growing up in Queens, you know, usually the resources

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Speaker 3: were in the quote unquote towns with more money, right, right,

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Speaker 3: So that's where everybody tried to go, whether they tried

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Speaker 3: to get a fake address or you know, they wanted

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Speaker 3: to do to the Catholic school. And I know my

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Speaker 3: parents wanted me to go to Edison or even Van

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Speaker 3: Buren because those schools were better than my zone school.

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Speaker 3: So do you think they should get rid of the

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Speaker 3: quote unquote zone school where they make you go to

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Speaker 3: depending on your zip code.

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Speaker 4: Well, first of all, right, now we have a lot

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Speaker 4: more choice of movement, particularly at the high school level.

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Speaker 4: Most kids do not have to simply go to their

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Speaker 4: zone school. There's a lot more movement where you don't

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Speaker 4: have to change your address, you don't have to do

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Speaker 4: all the other stuff to kind of sneak around the system.

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Speaker 4: We offer kids lots of other opportunities, but the reality

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Speaker 4: is that what we have to do is to ensure

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Speaker 4: that every school is a high quality school, so you

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Speaker 4: don't even need to do all of that sneaking around

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Speaker 4: In the first place, and that's where the real work

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Speaker 4: comes in.

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Speaker 5: I'm very interested in knowing when you say you of

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Speaker 5: exclusively young men of color, what is different about the

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Speaker 5: Eagle Academy than other schools, other public schools around the country.

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Speaker 4: So when I was heading up the Eagle Academy, you know,

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Speaker 4: you recognize, first of all, you have to start with

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Speaker 4: disaggregating the data.

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Speaker 1: Right.

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Speaker 4: Columbia University did a report that said that this was

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Speaker 4: years ago, seventy five percent of the inmates from the

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Speaker 4: entire state of New York came from seven neighborhoods in

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Speaker 4: New York City.

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Speaker 1: Just think about that.

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Speaker 4: Fine, you talked about Buffalo, Rochester, Syracuse, Aubany, the whole

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Speaker 4: entire state of New York. Seventy five percent of the

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Speaker 4: prison population for the whole state was not just from

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Speaker 4: New York City. That's a big enough deal of its own,

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Speaker 4: seven very specific zip codes within.

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Speaker 1: New York City.

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Speaker 4: I'm just curious you were talking about and somebody says, Shane,

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Speaker 4: since the time of this report came out, but you

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Speaker 4: were talking about the Center Bronx. You're talking about it

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Speaker 4: was South Bronx. You're talking about Central Home, you talked

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Speaker 4: about Southeast Queens. It was the Lower East Side, you know,

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Speaker 4: at the time, it was Ocean Hill, Brown, it was

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Speaker 4: the neighborhoods where our folks are with the greatest concentration

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Speaker 4: of our folks are.

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Speaker 1: That's where you are for the whole.

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Speaker 4: State, right, And the problem was that what you had

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Speaker 4: where people were were doing all kinds of analysis about it,

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Speaker 4: and people were having conferences and panel discussions, and I

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Speaker 4: went to so many panel discussions where people just try

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Speaker 4: to play to the crowd and get everybody cheering, but

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Speaker 4: nobody was really offering up any real solutions. We were

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Speaker 4: just talking about how bad the problems were, and it

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Speaker 4: seemed like the most you could hope for was good

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Speaker 4: after school program for maybe twenty five boys.

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Speaker 1: That's about as good as it got.

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Speaker 4: That was the reason why we leaned into creating the

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Speaker 4: Eagle Academy. And what Eagle really represented was a culture

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Speaker 4: where young men got to see that we cared deeply

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Speaker 4: about them.

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Speaker 1: Right. We had a larger.

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Speaker 4: Percentage of our staff who were men of color, which

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Speaker 4: is important because so many of these young brothers are

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Speaker 4: growing up with our fathers at home and when they're

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Speaker 4: little guys and the lovable, huggable and cute. That's one thing,

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Speaker 4: and they're right up under mammy. But as they start

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Speaker 4: to get older and the streets start to have a

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Speaker 4: greater influence, they need to see strong male role models

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Speaker 4: in their lives. If they do not have that, they

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Speaker 4: are so much more susceptible to the negativity that they

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Speaker 4: will see in the streets. Black boys, Latino boys are

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Speaker 4: no different than anybody else. They want all the same things,

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Speaker 4: they need the same things. So a lot of it

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Speaker 4: had to do with the way that we trained our teachers.

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Speaker 4: They had to understand first of.

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Speaker 1: All, about boys.

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Speaker 4: Boys bring a different kind of energy into a classroom.

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Speaker 4: You know, boys love to compete, but they don't like

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Speaker 4: to compete one on one. They like to compete my

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Speaker 4: group against your group. There are ways for you to

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Speaker 4: affect that in the classroom in a way that's positive,

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Speaker 4: as opposed to seeing some behavior and writing it off

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Speaker 4: as negative. Therefore, kids wound up getting suspended, they wind

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Speaker 4: up getting in trouble, and then the boys themselves start

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Speaker 4: to give up on themselves. So that's a huge part

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Speaker 4: of what it is that we focus on is the

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Speaker 4: culture that young men need to know. They are people

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Speaker 4: who deeply believe in them. They have to see the

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Speaker 4: power of possibility for themselves as well.

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Speaker 1: So all the folks.

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Speaker 4: That we would bring in on a regular basis that

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Speaker 4: would speak into their consciousness. It's not enough to tell

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Speaker 4: kids about what you could do, and particularly boys, you.

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Speaker 1: Have to show them.

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Speaker 2: You know.

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Speaker 4: One of the young men said, it's hard to dream

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Speaker 4: of being an investment banker if you've never met one, right,

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Speaker 4: And so that's what we spend a lot of our

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Speaker 4: time doing. We didn't just talk to them about going

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Speaker 4: to college. Every young man that went to Eagle Academy

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Speaker 4: probably visited twenty to twenty five colleges while they were there.

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Speaker 4: We had them on the role going to colleges on

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Speaker 4: a regular basis because they you have to plant those

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Speaker 4: seeds in their mind. They have to walk that campus.

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Speaker 4: They got to see the fraternity and Sororita come out

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Speaker 4: and do a little step. They got to go into

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Speaker 4: a classroom and see some folks who look like them.

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Speaker 4: That's what makes it real. If you don't do that,

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Speaker 4: it's just an amorphous notion that adults like to talk

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Speaker 4: about amongst themselves. But you have to help make it

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Speaker 4: play for young men to understand the possibilities for them

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Speaker 4: to one of my problems with a.

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Speaker 3: Lot of the schools, and since you were a school chancellor,

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Speaker 3: maybe you can give us some insight on it. I

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Speaker 3: feel like a lot of the curriculums are old, right,

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Speaker 3: And the reason I'm saying that is a lot of

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Speaker 3: you know, when we were kids and our parents were kids,

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Speaker 3: people made money differently, right, But now a lot of

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Speaker 3: these kids are becoming millionaire wealthy, you know, Damn they're

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Speaker 3: billionaires off of things that I don't know if school teaches,

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Speaker 3: whether it's the social media bust and how to do

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Speaker 3: things on social media, whether it's little things as like

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Speaker 3: you know, these car wrapping companies that wrap the cars,

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Speaker 3: and like people are making millions off of that, or

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Speaker 3: if it's real estate, or if it's whatever it may be.

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Speaker 3: You know, I don't see a lot of schools jumping

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Speaker 3: in to those curriculums. It seems like those curriculums are

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Speaker 3: outdated and ancient, and a lot of these students bought

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Speaker 3: is boring to them because what they're seeing online or

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Speaker 3: what they want to do is like I don't want

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Speaker 3: to do this in school. I want to do what

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Speaker 3: I enjoy doing. And I see a lot of times

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Speaker 3: that you're not seeing that in those schools. Absolutely, brothers,

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Speaker 3: So I couldn't agree with you more. It's part of

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Speaker 3: the reason why.

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Speaker 4: One of the ma things I focused on was the

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Speaker 4: reimagining of the school experience for kids. You can't do

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Speaker 4: school like we did it one hundred years ago, correct,

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Speaker 4: even fifty years ago, I mean twenty five years ago, right, Like,

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Speaker 4: the world.

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Speaker 1: Has changed and it is changing rapidly before our eyes.

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Speaker 4: And it is a major challenge for a bureaucracy as

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Speaker 4: large as a New York City school system, which is

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Speaker 4: the largest school system in the nation, right and by

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Speaker 4: far it's the largest. It doesn't it the most complicated too,

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Speaker 4: It is absolutely the most popular, complicated the work that

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Speaker 4: we do. But it can change, and but it needs vision,

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Speaker 4: It needs leadership that is courageous and bold, and that's

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Speaker 4: what we are trying to do. So you know, one

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Speaker 4: of the things that we are leaning into now is

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Speaker 4: we call bold futures, creating career connected learning for kids.

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Speaker 1: That idea that you just raised that school is boring.

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Speaker 4: That's the major reason why kids give up on themselves.

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Speaker 4: This is not I'm just doing school. There's a difference

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Speaker 4: between schooling and edge educating really connects to relevance. Why

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Speaker 4: are we doing this? Kids ask that all the time.

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Speaker 4: Even when we were in school, we always said why

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Speaker 4: are we doing this?

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Speaker 1: Lesson?

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Speaker 4: And oftentimes you did not get good answers to those questions.

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Speaker 4: We're helping to provide much better answers. I created a

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Speaker 4: couple of programs that we're leaning into right now, our

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Speaker 4: modern youth apprenticeship programs and our future Ready programs. What

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Speaker 4: those are our career connected programs to some degree that

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Speaker 4: what we all remembered as CTE programs, right except that

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Speaker 4: the old CTE programs were about or automotive shop, building cars,

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Speaker 4: doing wood shop. The career connected learning today is not

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Speaker 4: your grandfather's CTE stuff. Kids are coming out now with

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Speaker 4: the opportunity to step into.

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Speaker 1: Real jobs even if they didn't go to college.

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Speaker 4: They can make six figure, six figure salaries coming right

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Speaker 4: out of high school. So we're building a range of

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Speaker 4: partnerships with the aviation industry, the biotech industry, financial industry.

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Speaker 4: JP Morgan Chase is paying kids up to twenty five

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Speaker 4: dollars an hour while they're still in high school. Where

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Speaker 4: they go to school, a certain number of days and

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Speaker 4: then they're actually working in the industry for at least

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Speaker 4: two to three days, where we're merging school and the

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Speaker 4: real world at the same time. Then kids understand why

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Speaker 4: you need to be focused in this science class. It

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Speaker 4: connects to something that's real and meaningful. So we got

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Speaker 4: thousands of kids that are doing that. I would invite

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Speaker 4: you to come and join us, you know, come and

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Speaker 4: visit what we're doing at some of these schools. But

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Speaker 4: my goal is to scale this work to very significant

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Speaker 4: levels so that kids get real world experiences. Kids have

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Speaker 4: an opportunity to get not only exposed, but to get

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Speaker 4: paid while they're in high school, and so it prepares them.

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Speaker 4: They get all the credentials that they need when they graduate.

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Speaker 4: So when they graduate, they get a diploma. You can't

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Speaker 4: have it being an empty diploma that doesn't mean anything.

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Speaker 4: I want them to be able to go to college

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Speaker 4: if they want to go to college, but I also

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Speaker 4: want them to have the credentials to step right into

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Speaker 4: the world of work. We're doing that right now for

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Speaker 4: all the reasons that you just laid up.

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Speaker 3: Let me ask question, what's your thoughts on kids taking

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Speaker 3: maybe a year or two off right and this is

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Speaker 3: the reason why I say it. In high school, No, no,

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Speaker 3: when they graduated at a house. I'm just curious. We'll

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Speaker 3: be talking education the reason. Oh yeah, maybe after high school,

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Speaker 3: before you go to college. I'm explained why. So I

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Speaker 3: went to Hampton University. But when I went to Hampton University,

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Speaker 3: I went for a different reason.

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Speaker 2: Right.

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Speaker 3: I went because I had to. My parents wanted me

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Speaker 3: to go, and I was just did a graduate. Right

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Speaker 3: after I graduated and I spent some time in a

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Speaker 3: real world, I realized there's so many things that I

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Speaker 3: should have took serious in school, so many classes that

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Speaker 3: I should have taken that I didn't take. And I

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Speaker 3: feel like that's because I didn't know myself. I didn't

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Speaker 3: know what I wanted to do. They make you pick

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Speaker 3: a major, they make they make you do it now,

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Speaker 3: do it now, do now. But if you don't experience

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Speaker 3: the world, you don't know what you're gonna want to do.

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Speaker 3: So I feel like sometimes what you're saying where you're saying, Okay, well,

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Speaker 3: I can take these classes, but I can work at

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Speaker 3: JP Morgan and Chase to see if I like it.

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Speaker 3: You know, I can work at an automotive company to

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Speaker 3: see if that's what fits me, and I feel like

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Speaker 3: that is better because I get a little time to

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Speaker 3: see what I want to do and be like, you

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Speaker 3: know what, I'm going to focus on this opposed to

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Speaker 3: focus on classes that don't make sense to me. So

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Speaker 3: what's your thought on that?

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Speaker 4: First of all, that is a big part of what

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Speaker 4: we're trying to do with these programs.

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Speaker 1: The more the earlier you can.

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Speaker 4: Provide that kind of level of exposure for kids, the

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Speaker 4: better it is.

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Speaker 1: Because nobody should.

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Speaker 4: You know, you shouldn't necessarily know what you want to

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Speaker 4: do for the rest of your life when you're fourteen

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Speaker 4: years old, right.

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Speaker 1: So you can.

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Speaker 4: Kids change every year about what they want to be,

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Speaker 4: and a lot of it is based upon what they

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Speaker 4: see and what they experience. And what we want to

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Speaker 4: do is create more opportunities for them to see different

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Speaker 4: things and to experience different things.

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Speaker 1: You know, the model of the one hundred Black Men

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Speaker 1: is they will be what they see.

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Speaker 4: Well, if what you see is very limited, then even

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Speaker 4: your imagination can be limited. But when you have an

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Speaker 4: opportunity to see more and to see what it means.

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Speaker 4: You know, when I was in high school, you know,

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Speaker 4: I did an internship at the York College Computer Division.

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Speaker 4: This was back when they were doing computer languages of Cobalton,

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Speaker 4: you know, yeah, exactly right. And this was way before

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Speaker 4: the personal computer. But but it was an eye opener

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Speaker 4: for me because I had a chance to see in

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Speaker 4: real time what the career could potentially look like. And

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Speaker 4: I said, I don't really think I want to do that.

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Speaker 4: I was an engineering major when I went off to college,

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Speaker 4: and and I did not have enough exposure to that

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Speaker 4: because I stayed as an engineering major for two years

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Speaker 4: before I switched to political science. I said, boy, i've

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Speaker 4: I had I had more exposure to this, I probably

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Speaker 4: wouldn't have chosen engineer. I was a good math and

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Speaker 4: science student, but I didn't really want badly enough to

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Speaker 4: be an engineer. You know, I try to provide as

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Speaker 4: much exposure for my own kids. I raised four kids,

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Speaker 4: and you know, my daughter graduated from Hampton as well.

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Speaker 4: All my kids went to HBCUs. I have two sons

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Speaker 4: of my daughter went to Hampton. She's teaching in the

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Speaker 4: Bronx now. My oldest son, Jamal, is an assistant principal.

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Speaker 4: He's also in education in Washington, d C. With the

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Speaker 4: Virginia State and then my other two sons, Ali and

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Speaker 4: Malcolm are both graduates and more house. So while I

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Speaker 4: didn't go to an HBC, you all my money went

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Speaker 4: to HBCUs. And the reality for me is that I

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Speaker 4: tried to help provide as much exposure for them to

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Speaker 4: see what was possible correct. And I often tell folks,

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Speaker 4: you know, we never see the genius of a Tiger

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Speaker 4: Woods if his father didn't put that golf club in

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Speaker 4: his hands and put them out there on the greens, right.

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Speaker 4: And so the more we expose kids, so I want

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Speaker 4: to expose them before college. I want to expose them

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Speaker 4: while they're in high school so that they can get

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Speaker 4: to their AHA moment, which then when they're in college

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Speaker 4: is more instructive around what they actually want a major,

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Speaker 4: because they then they know why they want to focus

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Speaker 4: in that area.

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Speaker 2: That's right.

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Speaker 5: As a chancellor, you know in New York City, like

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Speaker 5: we said earlier, you know the largest, most complicated public

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Speaker 5: school system in America.

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Speaker 2: Was there any pressure stepping into that position.

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Speaker 4: Well, stepping into the position, that's a great question.

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Speaker 1: There's always a lot of pressure.

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Speaker 4: I would tell you that the biggest pressure o' charlemagne

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Speaker 4: was the pressure that I put on myself because I

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Speaker 4: hold myself to a very high standard and a standard

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Speaker 4: of excellence. I didn't come in here and take this

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Speaker 4: job just to play at it. You know, I've known

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Speaker 4: Mayor Eric Adams for over thirty years. He didn't even

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Speaker 4: interview anybody else to be Chancellor. He said, you're my guy.

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Speaker 4: If I become mayor, you're my guy, and so I

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Speaker 4: didn't go through an interview process. He tells the story

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Speaker 4: that he was interviewing me over ten years, but that

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Speaker 4: interview was him watching the work that I was doing

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Speaker 4: over all of those years. The pressure that I feel

401
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Speaker 4: every single day is to ensure that I am living

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Speaker 4: up to what my ancestors laid out for me to do.

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Speaker 4: That I know that I'm standing on their shoulders and

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Speaker 4: that they have paid this way for me at this moment,

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Speaker 4: in this time, to do what needs to be done on.

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Speaker 1: Behalf of all of our kids. Right.

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Speaker 4: So that's the pressure that I feel. It's not the

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Speaker 4: day to day pressure of the media or it's actually

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Speaker 4: going going on in our schools. It's just knowing that

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Speaker 4: these kids are counting on me. They're counting on me,

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Speaker 4: and I have to set up a structure that's going

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Speaker 4: to allow it to happen. So let me tell you

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Speaker 4: the biggest, the biggest thing that I have learned since

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Speaker 4: I've become chancellor, and it is the driving force behind

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Speaker 4: everything that I do. Far too many of our kids

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Speaker 4: can't read.

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Speaker 5: I saw that recently you made you made a lot

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Speaker 5: of news saying that we should, they should focus on

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Speaker 5: literacy and schools, and it kind of blew my mind a.

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Speaker 2: Little because I'm like, what the hell are they focusing on.

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Speaker 5: Me.

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Speaker 4: I've had as some guys that I grew up with

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Speaker 4: out there in Southeast Queen's who you know, we get together,

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Speaker 4: we watch the games on the weekends and whatnot, and

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Speaker 4: then say, hey, Dave. When I leave the room, they say,

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Speaker 4: you just teach the kids to read right, And you

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Speaker 4: still have to say, well, what else are we doing?

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Speaker 1: And think about this.

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Speaker 4: Fifty one percent as we came into this administration, fifty

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Speaker 4: one percent of the kids in the New York City

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Speaker 4: public schools fundamentally do not even read on grade level.

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Speaker 4: Sixty four percent of Black kids, sixty three percent of

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Speaker 4: of of Latino kids. But it's a national phenomena. Sixty

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Speaker 4: six percent of the kids in Philadelphia don't read on

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Speaker 4: great level. Eighty percent of the kids in Chicago, and

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Speaker 4: can you imagine it gets worse in the city of Detroit, Charlamagne,

437
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Speaker 4: the city of Detroit, ninety one percent of the kids

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Speaker 4: don't fundamentally know how to read. You could get those

439
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Speaker 4: same results if you never even had a school system,

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Speaker 4: if the kids didn't even go to school every day,

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Speaker 4: if they just.

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Speaker 1: Stayed home, and then one day at the end of

443
00:19:28,640 --> 00:19:29,000
Speaker 1: the year, you.

444
00:19:28,960 --> 00:19:31,240
Speaker 4: Said, everybody, come in and take a test, you would

445
00:19:31,240 --> 00:19:32,359
Speaker 4: get those same results.

446
00:19:32,920 --> 00:19:34,439
Speaker 2: What is not knowing how to read mean?

447
00:19:34,480 --> 00:19:36,840
Speaker 5: Because I know these kids on their phone reading Instagram

448
00:19:36,880 --> 00:19:37,600
Speaker 5: and Twitter and everything.

449
00:19:37,600 --> 00:19:38,720
Speaker 2: I said, what did that mean when you say not

450
00:19:38,800 --> 00:19:40,679
Speaker 2: know how to read? What you mean?

451
00:19:40,800 --> 00:19:44,440
Speaker 4: What I mean is the ability to fully decode text

452
00:19:44,560 --> 00:19:48,760
Speaker 4: and read for meeting at a level commiserate with where

453
00:19:48,800 --> 00:19:52,400
Speaker 4: you are. So here's what we've done in our schools

454
00:19:52,440 --> 00:19:56,640
Speaker 4: for years. We have taught our kids how to read

455
00:19:56,800 --> 00:20:01,720
Speaker 4: through an approach that's called balance literacy. School teachers know

456
00:20:01,800 --> 00:20:05,440
Speaker 4: about this all over the country. It is a fundamentally

457
00:20:05,520 --> 00:20:09,280
Speaker 4: flawed approach. It involves a lot of what they call queueing,

458
00:20:09,320 --> 00:20:13,240
Speaker 4: which is a fancy word for guessing where basically you

459
00:20:13,320 --> 00:20:16,399
Speaker 4: open a book. You might not know how to say

460
00:20:16,560 --> 00:20:20,000
Speaker 4: the word read the word purple. But if you see

461
00:20:20,160 --> 00:20:23,320
Speaker 4: a purple fence, they'll tell you what do you think

462
00:20:23,359 --> 00:20:26,000
Speaker 4: it's saying. And because you see purple fence, you may

463
00:20:26,000 --> 00:20:29,000
Speaker 4: say purple is a purple fence. But if they remove

464
00:20:29,080 --> 00:20:31,720
Speaker 4: the picture and say read the word purple, you don't

465
00:20:31,760 --> 00:20:34,520
Speaker 4: even know how to read because you've not been properly taught.

466
00:20:35,000 --> 00:20:37,199
Speaker 4: I want to be very clear, there's nothing flawed with

467
00:20:37,240 --> 00:20:37,800
Speaker 4: our kids.

468
00:20:38,760 --> 00:20:39,560
Speaker 3: The approach that.

469
00:20:39,520 --> 00:20:42,679
Speaker 4: Has been taken in our public schools all across the

470
00:20:42,800 --> 00:20:46,000
Speaker 4: nation has been deeply flowed for at least the last

471
00:20:46,000 --> 00:20:49,240
Speaker 4: twenty five to thirty years. So I'm taking the system

472
00:20:49,440 --> 00:20:54,520
Speaker 4: back to the old school. We're putting phonics back into

473
00:20:54,560 --> 00:20:57,480
Speaker 4: our curriculum. Kids are going to learn how to do

474
00:20:57,560 --> 00:21:00,439
Speaker 4: the basic decoding of words, which it's the way that

475
00:21:00,440 --> 00:21:01,160
Speaker 4: I learned how to read.

476
00:21:01,200 --> 00:21:02,320
Speaker 3: And I was going to ask you that because as

477
00:21:02,359 --> 00:21:05,560
Speaker 3: a parent, right, I don't know, Charloamanne, if you do

478
00:21:05,640 --> 00:21:07,560
Speaker 3: homework with your kids or if your wife does. But

479
00:21:07,680 --> 00:21:09,760
Speaker 3: some of the stuff I can't teach my kids, right

480
00:21:09,840 --> 00:21:12,720
Speaker 3: because I can't teach him the way that they're learning now. Right,

481
00:21:12,760 --> 00:21:14,200
Speaker 3: So we all learned purple and you.

482
00:21:14,160 --> 00:21:14,760
Speaker 2: Have to say.

483
00:21:16,160 --> 00:21:17,399
Speaker 3: Right, and then you got to keep going through that

484
00:21:17,400 --> 00:21:20,399
Speaker 3: cert until you say the word purple. They don't teach

485
00:21:20,520 --> 00:21:22,080
Speaker 3: like that, which is very difficult. And I was going

486
00:21:22,160 --> 00:21:24,800
Speaker 3: to ask you what those percentages that you said was

487
00:21:24,840 --> 00:21:29,879
Speaker 3: that before COVID, after COVID, during COVID, Because during COVID,

488
00:21:30,359 --> 00:21:33,040
Speaker 3: we got a lot of kids that mommy and Daddy

489
00:21:33,040 --> 00:21:36,320
Speaker 3: can't teach them and talking to the screen every day

490
00:21:36,320 --> 00:21:39,199
Speaker 3: on FaceTime, on class work, they're not paying attention like

491
00:21:39,240 --> 00:21:42,520
Speaker 3: my son would be in class. The birdfly. He outside

492
00:21:42,560 --> 00:21:44,560
Speaker 3: looking at the birds. He outside looking at the people

493
00:21:44,560 --> 00:21:46,520
Speaker 3: cutting the grass. He's looking at his siblings. He's like, mam,

494
00:21:46,560 --> 00:21:48,840
Speaker 3: can I get a snack because they're not in So

495
00:21:48,920 --> 00:21:51,480
Speaker 3: I felt like COVID in the pandemic affected them a

496
00:21:51,480 --> 00:21:53,560
Speaker 3: lot because it put them behind where they needed to be.

497
00:21:53,880 --> 00:21:56,560
Speaker 4: They were already behind envy, that's my point. They've been

498
00:21:56,600 --> 00:21:58,840
Speaker 4: behind for the last twenty five years. When COVID did

499
00:21:58,920 --> 00:22:01,639
Speaker 4: was reveal what was all there, and it was an

500
00:22:01,640 --> 00:22:04,080
Speaker 4: eye opener for so many of our parents who had

501
00:22:04,119 --> 00:22:07,080
Speaker 4: already been struggling to understand what is this, what is

502
00:22:07,119 --> 00:22:10,919
Speaker 4: this new way that they're doing with the kids that

503
00:22:11,240 --> 00:22:13,120
Speaker 4: even the grandparents were saying, this is not the.

504
00:22:13,040 --> 00:22:14,120
Speaker 1: Way you learned to read.

505
00:22:14,760 --> 00:22:18,000
Speaker 4: So folks knew that something was wrong, but weren't sure

506
00:22:18,040 --> 00:22:18,440
Speaker 4: what to.

507
00:22:18,480 --> 00:22:21,840
Speaker 2: Do about it. New math that new.

508
00:22:21,720 --> 00:22:24,200
Speaker 1: Math, Yeah, and and and uh.

509
00:22:24,359 --> 00:22:27,760
Speaker 4: And it was very frustrating for parents who said, I

510
00:22:27,760 --> 00:22:30,040
Speaker 4: don't even know how to help with the math or

511
00:22:30,080 --> 00:22:33,040
Speaker 4: even with the reading. And it shouldn't be that way,

512
00:22:33,119 --> 00:22:36,560
Speaker 4: because a sound educational system is so clear and basic

513
00:22:37,040 --> 00:22:40,159
Speaker 4: that parents can be real partners in helping to do

514
00:22:40,200 --> 00:22:44,359
Speaker 4: the work. But we were using this very progressive way.

515
00:22:45,280 --> 00:22:47,960
Speaker 4: A lot of it came out of Columbia University Teachers College,

516
00:22:48,320 --> 00:22:52,720
Speaker 4: and the average educator believes that the folks at the

517
00:22:52,800 --> 00:22:56,359
Speaker 4: university level they must know, right, they're a deep researchers,

518
00:22:56,400 --> 00:22:59,159
Speaker 4: they're really smart folks. So we just kind of followed

519
00:22:59,160 --> 00:23:01,359
Speaker 4: the script that they laid out, and like the dance

520
00:23:01,400 --> 00:23:03,000
Speaker 4: of the Limits, they marched us off the side of

521
00:23:03,040 --> 00:23:06,000
Speaker 4: the mountain all across the nation. But my message to

522
00:23:06,119 --> 00:23:09,440
Speaker 4: kids is wasn't your fault. My message to the educators

523
00:23:09,520 --> 00:23:13,199
Speaker 4: is it wasn't your fault. We gave them a floored playbook,

524
00:23:13,600 --> 00:23:16,440
Speaker 4: and I'm giving a very different playbook that's going to

525
00:23:16,480 --> 00:23:18,320
Speaker 4: put folks back in place, and you know how I

526
00:23:18,400 --> 00:23:22,360
Speaker 4: know it will work. In the state of Mississippi, they

527
00:23:22,440 --> 00:23:27,119
Speaker 4: went from using that that approach of balance literacy and

528
00:23:27,200 --> 00:23:30,360
Speaker 4: took it back to the basics of phonics and vocabulary

529
00:23:30,400 --> 00:23:36,399
Speaker 4: development and what we call the science of reading. Mississippi

530
00:23:36,800 --> 00:23:41,880
Speaker 4: for decades has been the lowest performing state in the nation.

531
00:23:42,600 --> 00:23:44,440
Speaker 4: Even other states that did poorly said we at least

532
00:23:44,480 --> 00:23:47,800
Speaker 4: we're not as bad as Mississippi. Mississippi has gone from

533
00:23:47,880 --> 00:23:54,440
Speaker 4: last to basically first because they completely shifted from that

534
00:23:54,520 --> 00:23:58,159
Speaker 4: florid approach, and so a state like Mississippi can do

535
00:23:58,200 --> 00:24:01,520
Speaker 4: what they did. All odds are on what we're doing

536
00:24:01,520 --> 00:24:04,040
Speaker 4: here in New York City. So we've trained up all

537
00:24:04,080 --> 00:24:06,960
Speaker 4: of our teachers across the city. Half of our school

538
00:24:06,960 --> 00:24:09,840
Speaker 4: districts have rolled out this new approach this September. The

539
00:24:09,840 --> 00:24:12,120
Speaker 4: other half are going to be rolling it out next year.

540
00:24:12,840 --> 00:24:15,040
Speaker 4: We're not leaving it up to every school to do

541
00:24:15,080 --> 00:24:17,560
Speaker 4: it the way that you think works best. We're giving

542
00:24:17,560 --> 00:24:20,879
Speaker 4: a very prescriptive model here and say we know what works,

543
00:24:21,240 --> 00:24:23,440
Speaker 4: we need everybody to do it this way, and we're

544
00:24:23,440 --> 00:24:25,919
Speaker 4: going to be able to monitor this in a much

545
00:24:26,119 --> 00:24:29,720
Speaker 4: more significant way that really has a level of fidelity

546
00:24:29,760 --> 00:24:32,199
Speaker 4: that's attached to it. I'm not going to leave this

547
00:24:32,280 --> 00:24:34,840
Speaker 4: up to just willy nilly everybody just doing this because

548
00:24:34,840 --> 00:24:36,600
Speaker 4: we have failed kids for far too long, and that

549
00:24:36,640 --> 00:24:37,280
Speaker 4: stops with me.

550
00:24:37,440 --> 00:24:38,879
Speaker 3: I guarantee you.

551
00:24:39,440 --> 00:24:42,960
Speaker 5: You think schools are still recovering from the COVID homeschool years.

552
00:24:43,080 --> 00:24:45,600
Speaker 4: Yeah, yeah, schools are still recovering. But I do think

553
00:24:45,640 --> 00:24:49,400
Speaker 4: that we're seeing the signs of the recovery. Our tendance

554
00:24:49,480 --> 00:24:52,760
Speaker 4: is up. You know, we have this issue around chronic absenteeism,

555
00:24:52,800 --> 00:24:56,199
Speaker 4: which essentially means kids still missing too many days from school,

556
00:24:57,040 --> 00:25:00,520
Speaker 4: but those numbers are lowering as well, so we got

557
00:25:00,520 --> 00:25:04,600
Speaker 4: more kids back in school. Listen, kids need to be

558
00:25:04,640 --> 00:25:07,160
Speaker 4: in school, their families need their kids to be in school.

559
00:25:07,200 --> 00:25:09,720
Speaker 4: Nobody should just be home, hanging out or otherwise out

560
00:25:09,720 --> 00:25:12,439
Speaker 4: on the streets. So we're seeing folks back. But I

561
00:25:12,480 --> 00:25:14,760
Speaker 4: think what we're also seeing is because of what we're

562
00:25:14,800 --> 00:25:18,639
Speaker 4: doing around our literacy work and our career connected learning

563
00:25:18,680 --> 00:25:22,440
Speaker 4: really giving more purpose to schools, kids have a reason

564
00:25:23,000 --> 00:25:25,520
Speaker 4: to be back in schools in a way that's making sense.

565
00:25:25,560 --> 00:25:28,040
Speaker 4: I see parents talk to parents, I speak of churches

566
00:25:28,080 --> 00:25:30,240
Speaker 4: and whatnot all over the city, and people are saying

567
00:25:30,720 --> 00:25:33,359
Speaker 4: thank you, thank you, thank you. It's an amen corner

568
00:25:33,640 --> 00:25:36,000
Speaker 4: because they know what we're doing is getting our kids

569
00:25:36,000 --> 00:25:37,879
Speaker 4: back on the right track, and it's going to give

570
00:25:37,920 --> 00:25:38,760
Speaker 4: a greater degree of.

571
00:25:38,720 --> 00:25:39,720
Speaker 1: Hope for our kids.

572
00:25:39,760 --> 00:25:42,040
Speaker 4: There's nothing worse than for a little boy or little

573
00:25:42,119 --> 00:25:45,040
Speaker 4: girl to feel like a failure and they're eight years

574
00:25:45,040 --> 00:25:46,080
Speaker 4: old in the fourth grade.

575
00:25:46,160 --> 00:25:46,400
Speaker 2: Chance.

576
00:25:46,560 --> 00:25:48,639
Speaker 3: I was just going to say, if you do the

577
00:25:48,640 --> 00:25:51,399
Speaker 3: comparison of kids that you feel are failures that I

578
00:25:51,480 --> 00:25:53,800
Speaker 3: can't read or can't do math, and you compare it

579
00:25:53,840 --> 00:25:57,239
Speaker 3: against mental problems or mental illness, and I'm gonna tell

580
00:25:57,240 --> 00:26:00,000
Speaker 3: you why, Right, if a kid can't read or understand

581
00:26:00,080 --> 00:26:02,760
Speaker 3: in correctly and they are in a classroom, right and

582
00:26:02,800 --> 00:26:05,520
Speaker 3: they feel like a teacher is gonna say, young man,

583
00:26:05,560 --> 00:26:07,720
Speaker 3: you read, and he's gonna be embarrassed. What is he

584
00:26:07,760 --> 00:26:09,720
Speaker 3: gonna do. He's gonna act out, right, He's gonna act

585
00:26:09,760 --> 00:26:11,440
Speaker 3: out so that teacher does not call on him. So

586
00:26:11,560 --> 00:26:13,000
Speaker 3: he's gonna want to get in trouble, right, and then

587
00:26:13,040 --> 00:26:14,800
Speaker 3: he's gonna get sent to the principal's office and he's

588
00:26:14,800 --> 00:26:17,119
Speaker 3: gonna be be deemed as a kid that is a

589
00:26:17,160 --> 00:26:19,920
Speaker 3: problem or a troublesome or not focused right then they're

590
00:26:19,920 --> 00:26:23,080
Speaker 3: gonna put him into a conversation with a therapist. With

591
00:26:23,160 --> 00:26:25,240
Speaker 3: a lot of times school therapists will be like, the

592
00:26:25,240 --> 00:26:26,440
Speaker 3: first thing that they do is they want to give

593
00:26:26,440 --> 00:26:28,080
Speaker 3: the kid medicine or give him something that he might

594
00:26:28,119 --> 00:26:30,359
Speaker 3: not need, when really the problem might be he just

595
00:26:30,400 --> 00:26:32,880
Speaker 3: can't read and he's not confident in himself.

596
00:26:32,920 --> 00:26:34,679
Speaker 4: Man, and let me tell you something, brother, you are

597
00:26:34,760 --> 00:26:38,760
Speaker 4: spot on, because when you can't read, you wind up

598
00:26:38,760 --> 00:26:41,080
Speaker 4: giving up on yourself. The system gives up on you.

599
00:26:41,600 --> 00:26:49,080
Speaker 4: It's a direct alignment pathway to prison, to homelessness, to unemployment,

600
00:26:49,560 --> 00:26:53,680
Speaker 4: to depression. It's all those things. The die gets cast

601
00:26:54,000 --> 00:26:57,800
Speaker 4: very early on. That's why I'm making my biggest bet

602
00:26:58,160 --> 00:27:01,200
Speaker 4: that if I can ensure kids are all going to

603
00:27:01,240 --> 00:27:03,800
Speaker 4: be on grade level by the third grade, because all

604
00:27:03,840 --> 00:27:05,400
Speaker 4: the resource says, if you get the kids on grade

605
00:27:05,440 --> 00:27:09,200
Speaker 4: level by third grade, they're good from there because from

606
00:27:09,240 --> 00:27:11,840
Speaker 4: there they can see the success, they feel a level

607
00:27:11,840 --> 00:27:15,320
Speaker 4: of success, their confidence kicks in. Now you can start

608
00:27:15,720 --> 00:27:18,000
Speaker 4: they can start to to to read to learn as

609
00:27:18,000 --> 00:27:20,760
Speaker 4: opposed to just learning to read. But but but if

610
00:27:20,760 --> 00:27:23,520
Speaker 4: you don't teach them how to read properly, it's like

611
00:27:23,520 --> 00:27:25,240
Speaker 4: building a house starting on the second floor.

612
00:27:25,280 --> 00:27:26,360
Speaker 1: You you didn't have.

613
00:27:26,320 --> 00:27:29,920
Speaker 4: The foundation, and so so so we're gonna make sure

614
00:27:29,960 --> 00:27:34,160
Speaker 4: that the foundation is solid and strong. It doesn't happen overnight,

615
00:27:34,600 --> 00:27:36,840
Speaker 4: but I believe it can happen sooner rather than later.

616
00:27:37,800 --> 00:27:40,119
Speaker 4: And it certainly won't happen if you don't start. So

617
00:27:40,160 --> 00:27:41,119
Speaker 4: we have started.

618
00:27:41,160 --> 00:27:42,040
Speaker 1: I'm all in on this.

619
00:27:42,400 --> 00:27:45,440
Speaker 4: I've been in this education space for you know, over

620
00:27:45,480 --> 00:27:49,560
Speaker 4: thirty five years now, and and and I've seen some things,

621
00:27:50,080 --> 00:27:52,280
Speaker 4: and and and I'm from New York. I've been here

622
00:27:52,600 --> 00:27:56,399
Speaker 4: all my life. We're gonna change the system, man, We're

623
00:27:56,400 --> 00:27:58,200
Speaker 4: gonna get We're gonna get these kids back on track.

624
00:27:58,359 --> 00:28:01,520
Speaker 4: And as I travel all around the city, the educators

625
00:28:01,520 --> 00:28:03,879
Speaker 4: around New York City, they're saying thank you, right because

626
00:28:03,920 --> 00:28:07,320
Speaker 4: they also have been told that they are failures because

627
00:28:07,320 --> 00:28:09,320
Speaker 4: they can't The reading scores are so low, the mass

628
00:28:09,320 --> 00:28:12,800
Speaker 4: scores are so low. And these some smart people who

629
00:28:12,840 --> 00:28:15,680
Speaker 4: are committed, who do care about kids. But the narrative

630
00:28:15,720 --> 00:28:18,760
Speaker 4: on them has been they're racists, they don't care about kids,

631
00:28:18,800 --> 00:28:22,439
Speaker 4: they don't care about our kids. That's really not the case.

632
00:28:22,840 --> 00:28:25,920
Speaker 4: People do care. You have to give them the right

633
00:28:26,000 --> 00:28:29,560
Speaker 4: script on what they need to do. And that's what

634
00:28:29,600 --> 00:28:31,560
Speaker 4: we're giving them, and we're going to be monitoring it

635
00:28:31,680 --> 00:28:32,119
Speaker 4: very closely.

636
00:28:32,320 --> 00:28:35,480
Speaker 5: How are New York City public schools addressing mental health

637
00:28:35,480 --> 00:28:36,440
Speaker 5: issues and young people?

638
00:28:36,720 --> 00:28:37,199
Speaker 2: Well, first of.

639
00:28:37,200 --> 00:28:39,520
Speaker 4: All, there are a whole wide range of things and

640
00:28:39,600 --> 00:28:41,240
Speaker 4: kids talk about this all the time, right, So I

641
00:28:41,240 --> 00:28:44,920
Speaker 4: mean we've got we've got over five thousand social workers

642
00:28:44,440 --> 00:28:48,800
Speaker 4: across our schools, a whole several thousand guidance counselors who

643
00:28:48,840 --> 00:28:51,080
Speaker 4: are all stand in a gap really around those issues.

644
00:28:51,520 --> 00:28:55,440
Speaker 4: When you see Kwamei shows up and you can see

645
00:28:55,480 --> 00:28:58,800
Speaker 4: things that just not quite right and they need some help, right,

646
00:28:58,840 --> 00:29:02,360
Speaker 4: so we stand in the gap for them. We have

647
00:29:02,440 --> 00:29:05,760
Speaker 4: over three hundred of our schools right now today who

648
00:29:05,840 --> 00:29:09,960
Speaker 4: have mental health school based mental health clinics in the schools,

649
00:29:10,360 --> 00:29:13,040
Speaker 4: So there are real resources in those schools right now

650
00:29:13,320 --> 00:29:16,200
Speaker 4: to help to address those needs for our kids who

651
00:29:16,280 --> 00:29:19,360
Speaker 4: just have some extra supports that they need. Do We

652
00:29:19,400 --> 00:29:22,959
Speaker 4: have close to seven hundred more school Charlamagne where they

653
00:29:23,000 --> 00:29:24,800
Speaker 4: don't have the school based health clinic, but they have

654
00:29:24,800 --> 00:29:29,080
Speaker 4: a partnership with the local hospital or some community based

655
00:29:29,160 --> 00:29:32,000
Speaker 4: organization that also provides those so support.

656
00:29:32,080 --> 00:29:33,320
Speaker 1: So we got closer to a.

657
00:29:33,360 --> 00:29:35,920
Speaker 4: Thousand of our schools that already have these kinds of

658
00:29:36,000 --> 00:29:38,120
Speaker 4: supports that are actually in place. One of the things

659
00:29:38,160 --> 00:29:41,640
Speaker 4: I'm really excited about is this December, together with the

660
00:29:41,640 --> 00:29:45,000
Speaker 4: Department of Health, we're gonna be launching our telehealth program.

661
00:29:45,440 --> 00:29:48,000
Speaker 4: With that program is designed for high school kids. A

662
00:29:48,080 --> 00:29:52,760
Speaker 4: high school kid who's gone through some stuff, whether it's suicide, aviation,

663
00:29:53,440 --> 00:29:56,360
Speaker 4: or just some level of depression, some level of trauma,

664
00:29:56,440 --> 00:29:57,720
Speaker 4: whatever it might be.

665
00:29:58,080 --> 00:29:59,520
Speaker 1: They don't have to make an appointment.

666
00:30:00,000 --> 00:30:01,600
Speaker 4: I don't have to wait till school starts to go

667
00:30:01,680 --> 00:30:04,560
Speaker 4: and try to find the counselor they can just pick.

668
00:30:04,480 --> 00:30:05,120
Speaker 1: Up their phone.

669
00:30:05,520 --> 00:30:07,880
Speaker 4: We're gonna have everybody will have this app and they'll

670
00:30:07,880 --> 00:30:10,600
Speaker 4: be able to call right into and get somebody in

671
00:30:10,720 --> 00:30:13,880
Speaker 4: real time who can be on the phone, who can

672
00:30:13,920 --> 00:30:17,120
Speaker 4: talk them down, who can give them in that moment,

673
00:30:17,680 --> 00:30:19,360
Speaker 4: just what they need, because there are a lot of

674
00:30:19,400 --> 00:30:21,480
Speaker 4: kids who are crying out for help and we can't

675
00:30:21,480 --> 00:30:23,600
Speaker 4: afford for them to have to wait to get the help.

676
00:30:23,960 --> 00:30:25,959
Speaker 4: So that's going to start in a couple of months.

677
00:30:26,200 --> 00:30:29,080
Speaker 4: We're really excited about that. The Department of Health is

678
00:30:29,160 --> 00:30:30,320
Speaker 4: rolling that out, and they're gonna be working in a

679
00:30:30,320 --> 00:30:33,640
Speaker 4: strong partnership with New York City Public schools. So that's

680
00:30:33,680 --> 00:30:35,440
Speaker 4: another thing, and we're going to continue to continue to

681
00:30:35,440 --> 00:30:35,920
Speaker 4: build from there.

682
00:30:35,960 --> 00:30:37,320
Speaker 5: I want to go back to something nbcaid, how do

683
00:30:37,320 --> 00:30:39,680
Speaker 5: you know when a child is actually going through mental

684
00:30:39,680 --> 00:30:42,760
Speaker 5: health issues versus them just acting out if they want

685
00:30:42,800 --> 00:30:44,040
Speaker 5: to get out of work or school.

686
00:30:44,280 --> 00:30:46,800
Speaker 4: Yeah, yeah, that's that's a great question. And that's that's

687
00:30:47,320 --> 00:30:50,160
Speaker 4: I think win in doubt. Make sure you error on

688
00:30:50,200 --> 00:30:52,880
Speaker 4: the side of thinking that there's something really wrong, correct, right,

689
00:30:54,040 --> 00:30:57,440
Speaker 4: But a lot of that comes from just knowing the kids. Right,

690
00:30:57,520 --> 00:30:59,280
Speaker 4: These kids are not robots, and the people that work

691
00:30:59,280 --> 00:31:01,400
Speaker 4: in their schools. And when you ask me about what's

692
00:31:01,400 --> 00:31:04,560
Speaker 4: the secret source to like an Eagle academy, again, it's

693
00:31:04,680 --> 00:31:08,800
Speaker 4: our relationships with the kids. When kids are in school

694
00:31:08,800 --> 00:31:13,040
Speaker 4: where they're well known, somebody knows them well, that's how

695
00:31:13,080 --> 00:31:15,400
Speaker 4: you keep your hand on the posts of what's going on,

696
00:31:15,920 --> 00:31:18,560
Speaker 4: and you can see when the kids are just something

697
00:31:18,680 --> 00:31:21,640
Speaker 4: is off from its normal course. And then the other

698
00:31:21,760 --> 00:31:24,440
Speaker 4: kids themselves, their friends will let you know. You know,

699
00:31:24,560 --> 00:31:27,600
Speaker 4: all those years I was principal, I probably learned out.

700
00:31:28,000 --> 00:31:31,720
Speaker 4: I learned more about kids from their friends who would say,

701
00:31:31,760 --> 00:31:34,840
Speaker 4: mister Banks, you need to really go talk to Charlemagne

702
00:31:34,880 --> 00:31:38,160
Speaker 4: because he's going through some stuff right now. He's not

703
00:31:38,200 --> 00:31:40,480
Speaker 4: gonna willingly come and tell you about it. But there's

704
00:31:40,480 --> 00:31:44,320
Speaker 4: some stuff happening at home. I know about it. Just

705
00:31:44,600 --> 00:31:47,240
Speaker 4: see what you can do when you're in a school,

706
00:31:47,240 --> 00:31:52,040
Speaker 4: when the school works, well, it's a family, and we

707
00:31:52,160 --> 00:31:54,440
Speaker 4: keep our hand on the pulse and the kids are

708
00:31:54,480 --> 00:31:56,720
Speaker 4: not like just a factory workers, you know what I mean,

709
00:31:56,720 --> 00:31:58,080
Speaker 4: So we know what's going on with them.

710
00:31:58,440 --> 00:31:59,200
Speaker 1: And then went a doubt.

711
00:31:59,240 --> 00:32:01,200
Speaker 4: You know, that's why you those social workers in there,

712
00:32:01,400 --> 00:32:04,520
Speaker 4: because they're trained to look with that, with that, with

713
00:32:04,560 --> 00:32:07,480
Speaker 4: that extra eye and have a better sense. Me what

714
00:32:07,600 --> 00:32:10,120
Speaker 4: I did and I encouraged school principles all around the city.

715
00:32:10,800 --> 00:32:13,240
Speaker 4: I didn't always know because I wasn't a trained social worker,

716
00:32:14,240 --> 00:32:17,640
Speaker 4: but but but I cared deeply about these kids every

717
00:32:17,760 --> 00:32:22,080
Speaker 4: single day, Envy, every single day, Charlamagne, I greeted all

718
00:32:22,120 --> 00:32:23,880
Speaker 4: my kids at the front door every day I was

719
00:32:23,960 --> 00:32:25,640
Speaker 4: not in my office as.

720
00:32:25,560 --> 00:32:26,640
Speaker 1: Kids came into school.

721
00:32:26,960 --> 00:32:30,280
Speaker 4: I shook the hands of every single young man of

722
00:32:30,360 --> 00:32:33,840
Speaker 4: Eagle Academy when they came into that building, not most days,

723
00:32:34,240 --> 00:32:38,400
Speaker 4: every single day at the front door, greeted them. I

724
00:32:38,520 --> 00:32:40,600
Speaker 4: dapped them up, gave up game, game, gave up gave

725
00:32:40,680 --> 00:32:43,360
Speaker 4: a hug, and I could look in their eyes and

726
00:32:43,400 --> 00:32:45,400
Speaker 4: I knew right away if they were going.

727
00:32:45,240 --> 00:32:46,720
Speaker 1: Through something because I knew them.

728
00:32:46,960 --> 00:32:49,600
Speaker 4: And I'm telling you, most of our leaders around the

729
00:32:50,080 --> 00:32:53,280
Speaker 4: system operate the same way. They know their kids, They

730
00:32:53,360 --> 00:32:56,040
Speaker 4: love their kids. Our New York City public schools have

731
00:32:56,080 --> 00:32:59,680
Speaker 4: gotten a really bad rap as though, as though we're

732
00:32:59,680 --> 00:33:01,840
Speaker 4: in an industry of folks who just don't care.

733
00:33:03,040 --> 00:33:05,800
Speaker 1: And the kids can't read, and the kids can't do math,

734
00:33:05,880 --> 00:33:06,120
Speaker 1: and the.

735
00:33:06,080 --> 00:33:09,040
Speaker 4: Kids can't can't, can't, and the kids also take on

736
00:33:09,080 --> 00:33:13,240
Speaker 4: that persona. I'm here to change that, and I believe

737
00:33:13,280 --> 00:33:15,200
Speaker 4: that we can change that. But you gotta You have

738
00:33:15,280 --> 00:33:18,120
Speaker 4: to breathe a level of hope and optimism into a

739
00:33:18,200 --> 00:33:19,120
Speaker 4: system for the.

740
00:33:19,160 --> 00:33:20,000
Speaker 1: Believe in itself.

741
00:33:20,800 --> 00:33:22,720
Speaker 4: And then you have to start to see some victories

742
00:33:23,720 --> 00:33:27,160
Speaker 4: so that people recognize that, you know, we.

743
00:33:27,200 --> 00:33:29,080
Speaker 1: Really can be better.

744
00:33:30,040 --> 00:33:33,600
Speaker 4: You gotta help convince them and so and that's why

745
00:33:33,640 --> 00:33:35,680
Speaker 4: I keep telling you the reading thing is so important.

746
00:33:36,480 --> 00:33:38,600
Speaker 4: And I've already seen some signs. Ive already spoken to

747
00:33:38,640 --> 00:33:41,280
Speaker 4: some parents in such a short period of time who've

748
00:33:41,280 --> 00:33:45,360
Speaker 4: already said, my son had a woman in the Bronx

749
00:33:45,360 --> 00:33:48,600
Speaker 4: who told me my son every day, I had to

750
00:33:48,600 --> 00:33:49,320
Speaker 4: like push him.

751
00:33:49,240 --> 00:33:49,880
Speaker 1: To go into school.

752
00:33:49,880 --> 00:33:53,600
Speaker 6: I think it was in the third grade. Oh boy,

753
00:33:54,000 --> 00:33:56,080
Speaker 6: she's had to push them, like, come on, you gotta

754
00:33:56,120 --> 00:33:58,440
Speaker 6: go to school, she said. But because of the work

755
00:33:58,440 --> 00:34:01,440
Speaker 6: we've already done with the reading, she said, I'm at

756
00:34:01,520 --> 00:34:03,640
Speaker 6: home and he's like, Mommy, come, I want you to read.

757
00:34:03,720 --> 00:34:05,400
Speaker 6: I want you to read with me. This new book

758
00:34:05,400 --> 00:34:06,400
Speaker 6: that I'm reading, she said.

759
00:34:06,400 --> 00:34:08,080
Speaker 1: He's reading like he never read before.

760
00:34:08,080 --> 00:34:08,919
Speaker 3: I love it, she said.

761
00:34:08,920 --> 00:34:11,080
Speaker 4: So now when I walk them to school, he's running

762
00:34:11,120 --> 00:34:14,040
Speaker 4: into the school at his mom tell me that It

763
00:34:14,120 --> 00:34:15,880
Speaker 4: brought a tea into the eyes of everybody that was

764
00:34:15,920 --> 00:34:18,520
Speaker 4: in the room, and what it said was we are

765
00:34:18,520 --> 00:34:22,120
Speaker 4: on the right track. Stay steady on this course, and

766
00:34:22,160 --> 00:34:24,359
Speaker 4: make sure that we're doing that. Because when kids learn

767
00:34:24,400 --> 00:34:27,759
Speaker 4: to read, they believe in themselves and they get that confidence,

768
00:34:28,000 --> 00:34:30,440
Speaker 4: and when that confidence kicks in skies on them.

769
00:34:30,520 --> 00:34:31,920
Speaker 1: You can do all kinds of things after that.

770
00:34:32,239 --> 00:34:34,680
Speaker 5: How can people get involved, man, and continue to make

771
00:34:34,719 --> 00:34:36,080
Speaker 5: a change in their local public schools.

772
00:34:36,080 --> 00:34:37,680
Speaker 2: How do we help you do your job?

773
00:34:37,880 --> 00:34:38,160
Speaker 5: Yeah?

774
00:34:38,280 --> 00:34:39,839
Speaker 1: Yeah, yeah, I need you first of all.

775
00:34:39,920 --> 00:34:43,799
Speaker 4: I think you know we need the fillanthropic community first

776
00:34:43,800 --> 00:34:46,000
Speaker 4: of all, to continue to invest in this and to.

777
00:34:45,960 --> 00:34:47,880
Speaker 1: Believe in the public schools.

778
00:34:48,160 --> 00:34:49,640
Speaker 4: You know a lot of great charter schools out there,

779
00:34:49,640 --> 00:34:52,280
Speaker 4: and I believe in choice, and I'm not knocking any schools,

780
00:34:52,560 --> 00:34:54,560
Speaker 4: but ninety percent of the kids in New York City

781
00:34:54,600 --> 00:34:57,360
Speaker 4: and across the nation still go to regular public schools.

782
00:34:57,600 --> 00:35:00,480
Speaker 1: So if you don't lift up those public schools, you're

783
00:35:00,520 --> 00:35:03,120
Speaker 1: just playing around on the margins. You're never going to

784
00:35:03,200 --> 00:35:05,239
Speaker 1: fully affect real change.

785
00:35:05,600 --> 00:35:09,600
Speaker 4: So, first of all, believe make those investments our folks

786
00:35:09,680 --> 00:35:11,719
Speaker 4: in the community and folks like yourselves.

787
00:35:12,719 --> 00:35:13,719
Speaker 1: But one of the things I say to.

788
00:35:13,680 --> 00:35:16,399
Speaker 4: Folks is when when people come in, don't just ask

789
00:35:16,440 --> 00:35:18,640
Speaker 4: them how they're doing, ask them what they're reading.

790
00:35:18,920 --> 00:35:21,800
Speaker 1: You know what I mean. Like, I just started this

791
00:35:22,080 --> 00:35:23,799
Speaker 1: new book, the Age of AI, this.

792
00:35:23,719 --> 00:35:25,680
Speaker 4: Whole notion around artificial intelligence.

793
00:35:25,760 --> 00:35:26,400
Speaker 1: It's critical.

794
00:35:26,560 --> 00:35:29,279
Speaker 4: We're doing some stuff with our kids right now, trying

795
00:35:29,280 --> 00:35:32,520
Speaker 4: to build out a whole new system. The New York

796
00:35:32,560 --> 00:35:34,440
Speaker 4: City public schools and schools around the nation and in

797
00:35:34,520 --> 00:35:37,160
Speaker 4: fact around the world are going to look drastically different

798
00:35:37,320 --> 00:35:40,560
Speaker 4: within the next ten years because of artificial intelligence.

799
00:35:40,560 --> 00:35:42,160
Speaker 2: I'm reading a book right now about the dangers of it,

800
00:35:43,680 --> 00:35:44,600
Speaker 2: and the dangers are real.

801
00:35:45,000 --> 00:35:47,280
Speaker 1: The dangers are real, and if we're not careful. They'll

802
00:35:47,320 --> 00:35:50,960
Speaker 1: make people obsolete. So we have to be careful.

803
00:35:51,120 --> 00:35:53,280
Speaker 4: I read a book when I just finished this summer

804
00:35:53,320 --> 00:35:56,239
Speaker 4: on the bluff book, right, you know, I get a

805
00:35:56,320 --> 00:35:58,520
Speaker 4: chance to go to the vineyard in the summer and

806
00:35:58,600 --> 00:36:01,160
Speaker 4: spend some time and relax. But but the deal is,

807
00:36:01,920 --> 00:36:05,720
Speaker 4: as folks what they're reading, right, and and and let's

808
00:36:05,719 --> 00:36:06,680
Speaker 4: just help make sure that.

809
00:36:07,640 --> 00:36:10,800
Speaker 1: Let's make reading the new sexy and.

810
00:36:10,800 --> 00:36:14,799
Speaker 5: Uh, the Shamans Path to Freedom, That's what I'm talking about, right,

811
00:36:16,640 --> 00:36:17,480
Speaker 5: self reliance.

812
00:36:17,880 --> 00:36:21,200
Speaker 2: It's a book of original essays from Ralph Waldel Emerson.

813
00:36:21,440 --> 00:36:22,239
Speaker 1: You know what I want you.

814
00:36:22,280 --> 00:36:24,440
Speaker 4: I want everybody that comes on your show, I want

815
00:36:24,480 --> 00:36:26,000
Speaker 4: them to I want them to come in with their book.

816
00:36:26,080 --> 00:36:27,960
Speaker 4: I want them to come in into even if you

817
00:36:28,080 --> 00:36:31,000
Speaker 4: just take a minute or two, because with your show

818
00:36:31,120 --> 00:36:35,000
Speaker 4: represents better than anybody, it's culture and the millions of

819
00:36:35,000 --> 00:36:36,279
Speaker 4: people that you have watching this.

820
00:36:36,680 --> 00:36:39,279
Speaker 1: If these folks are all like, what are you reading?

821
00:36:39,480 --> 00:36:42,280
Speaker 4: And you can't show up with very and Charlemagne unless

822
00:36:42,280 --> 00:36:44,160
Speaker 4: you're talking, showing them the book that you're reading and

823
00:36:44,200 --> 00:36:46,759
Speaker 4: talking a little bit about it. If that becomes part

824
00:36:46,800 --> 00:36:49,319
Speaker 4: of our new lexicon, if that becomes part of the

825
00:36:49,400 --> 00:36:53,719
Speaker 4: culture of what we're talking about you can transform minds,

826
00:36:54,360 --> 00:36:57,640
Speaker 4: you can transform the way we show up in our schools.

827
00:36:58,080 --> 00:37:01,279
Speaker 4: I really believe that, and so I was just saying,

828
00:37:01,320 --> 00:37:02,200
Speaker 4: continue to promote it.

829
00:37:02,239 --> 00:37:03,919
Speaker 2: I just did that this morning because I was talking.

830
00:37:04,120 --> 00:37:05,560
Speaker 5: You know, my donkey of the day to day was

831
00:37:05,880 --> 00:37:08,800
Speaker 5: a public library in Huntsville, Alabama that's banning a book.

832
00:37:09,560 --> 00:37:10,880
Speaker 5: I can't remember the name of the book, but they

833
00:37:10,920 --> 00:37:12,960
Speaker 5: banned it because the author's last name is Gay.

834
00:37:13,000 --> 00:37:14,080
Speaker 2: It's not rock Sanne Gey, it's.

835
00:37:13,960 --> 00:37:14,760
Speaker 1: Another w wow.

836
00:37:14,800 --> 00:37:17,200
Speaker 5: But they're banning it just because that word gay comes

837
00:37:17,239 --> 00:37:18,000
Speaker 5: up as a key word.

838
00:37:18,040 --> 00:37:18,239
Speaker 4: Wow.

839
00:37:18,400 --> 00:37:19,120
Speaker 2: So they banded the book.

840
00:37:19,120 --> 00:37:21,759
Speaker 5: The book has nothing to do with sexuality, just as

841
00:37:22,680 --> 00:37:26,040
Speaker 5: crazy nothing. And so I did Donkey to Day to

842
00:37:26,080 --> 00:37:27,759
Speaker 5: that library. But I was talking about how much I

843
00:37:27,800 --> 00:37:29,600
Speaker 5: love reading because my mom was an English teacher and

844
00:37:29,640 --> 00:37:31,600
Speaker 5: I grew up on the bookget program.

845
00:37:31,840 --> 00:37:32,720
Speaker 2: You know, I got two books.

846
00:37:32,719 --> 00:37:34,919
Speaker 5: I'm a New York Times bestselling off book in print,

847
00:37:34,960 --> 00:37:37,400
Speaker 5: and I'm also from South Carolina, where the first anti

848
00:37:37,440 --> 00:37:39,040
Speaker 5: literacy laws were created.

849
00:37:39,160 --> 00:37:39,359
Speaker 2: Wow.

850
00:37:39,480 --> 00:37:42,920
Speaker 5: So when you asked me about reading in books, it's

851
00:37:43,160 --> 00:37:45,480
Speaker 5: business and it's personal to me. Yes, man, you know,

852
00:37:45,560 --> 00:37:48,480
Speaker 5: it's personal. Like I truly believe reading reading it helped

853
00:37:48,480 --> 00:37:49,400
Speaker 5: me change my life.

854
00:37:49,239 --> 00:37:52,319
Speaker 4: See that absolutely, and it can help to transform the

855
00:37:52,320 --> 00:37:53,600
Speaker 4: lives of so many young people.

856
00:37:53,760 --> 00:37:56,160
Speaker 1: Let me tell you, these kids are brilliant. Man. I

857
00:37:56,200 --> 00:37:57,680
Speaker 1: had the best job in the world. I really do.

858
00:37:57,960 --> 00:38:00,839
Speaker 4: And it's because first of all, New York City. There's

859
00:38:00,880 --> 00:38:02,759
Speaker 4: no place like this, and we know that, but I

860
00:38:02,800 --> 00:38:05,359
Speaker 4: get to live it every day because every single day

861
00:38:05,360 --> 00:38:08,120
Speaker 4: I'm moving around the whole city right, like, like where

862
00:38:08,120 --> 00:38:09,960
Speaker 4: in the world can you go with? One day, I

863
00:38:10,000 --> 00:38:12,120
Speaker 4: start in the Bronx at a school with Cardi b

864
00:38:12,719 --> 00:38:15,120
Speaker 4: who it made a million dollar donation to her middle

865
00:38:15,120 --> 00:38:17,160
Speaker 4: school that she graduated.

866
00:38:16,719 --> 00:38:19,480
Speaker 1: From, and and and and and.

867
00:38:19,320 --> 00:38:21,600
Speaker 4: The kids go crazy and she shows up in all

868
00:38:21,680 --> 00:38:24,839
Speaker 4: her Cardi b neis and and then I leave there

869
00:38:24,880 --> 00:38:26,440
Speaker 4: And at the end of the day, I'm meeting with

870
00:38:26,920 --> 00:38:31,359
Speaker 4: Jewish Yeshiva leaders from the Orthodox Jewish community at City Hall.

871
00:38:31,800 --> 00:38:34,799
Speaker 4: Where else can you see that range but a place

872
00:38:34,840 --> 00:38:37,239
Speaker 4: like New York City, right, the whole world lives here

873
00:38:37,440 --> 00:38:38,960
Speaker 4: out of the school last week in Brooklyn and all.

874
00:38:38,880 --> 00:38:39,840
Speaker 1: The kids are Ukrainian.

875
00:38:40,920 --> 00:38:44,000
Speaker 4: When you represent, when you understand like what that diversity

876
00:38:44,360 --> 00:38:49,480
Speaker 4: is and you figure out how diversity can represent the

877
00:38:49,600 --> 00:38:53,399
Speaker 4: ultimate beauty of what a nation should really be. It's

878
00:38:53,440 --> 00:38:57,640
Speaker 4: an amazing, amazing opportunity. But if you don't do it right,

879
00:38:58,320 --> 00:39:00,319
Speaker 4: you can see some of the craziness. Like we another

880
00:39:00,360 --> 00:39:03,960
Speaker 4: part of the country at banning, banning books, banning.

881
00:39:03,680 --> 00:39:06,320
Speaker 1: Books because of the author's last name.

882
00:39:06,640 --> 00:39:10,080
Speaker 5: Feel about that, just the overall banning of books, especially

883
00:39:10,120 --> 00:39:10,720
Speaker 5: the black books.

884
00:39:10,960 --> 00:39:12,040
Speaker 1: Man, it is it is.

885
00:39:12,200 --> 00:39:16,399
Speaker 4: It is not only ridiculous, it is so dangerous and

886
00:39:16,480 --> 00:39:22,600
Speaker 4: it is a form of indoctrination because education is ultimately

887
00:39:22,640 --> 00:39:26,960
Speaker 4: about the enlightenment of the mind. You can't enlighten your

888
00:39:27,040 --> 00:39:30,799
Speaker 4: mind if you're limiting what folks even have access to, right,

889
00:39:30,880 --> 00:39:34,760
Speaker 4: and so so we should never be about banning books. Certainly,

890
00:39:34,800 --> 00:39:37,360
Speaker 4: there's some books that are appropriate at certain grade levels,

891
00:39:37,680 --> 00:39:41,000
Speaker 4: and that's that's true of any good school system. But

892
00:39:41,080 --> 00:39:44,480
Speaker 4: what we're seeing, which I think is very dangerous, is

893
00:39:44,840 --> 00:39:49,640
Speaker 4: the banning of books for political reasons. And I don't stand.

894
00:39:49,800 --> 00:39:52,000
Speaker 4: I don't stand for that. I want I want New

895
00:39:52,080 --> 00:39:56,920
Speaker 4: York City to be a beacon of enlightenment. Uh, you're

896
00:39:56,920 --> 00:39:58,880
Speaker 4: looking at this issue. What's going on in the Middle

897
00:39:58,880 --> 00:40:01,040
Speaker 4: East right now, as horrible as it is, and we

898
00:40:01,120 --> 00:40:01,640
Speaker 4: pray for the.

899
00:40:01,560 --> 00:40:05,120
Speaker 1: Peace for the people over there, but kids need to

900
00:40:05,120 --> 00:40:05,640
Speaker 1: be studying.

901
00:40:05,640 --> 00:40:09,480
Speaker 4: What's why folks, you know, dropping bombs on each other,

902
00:40:09,920 --> 00:40:12,480
Speaker 4: that that stuff goes back centuries. What let's study that,

903
00:40:12,560 --> 00:40:16,239
Speaker 4: Let's talk about that. Let's not limit the books, you

904
00:40:16,360 --> 00:40:20,439
Speaker 4: limit access to knowledge. That's a that's a recipe for indoctrination,

905
00:40:20,880 --> 00:40:25,320
Speaker 4: that's a recipe for authoritarianism, and it leads you.

906
00:40:25,440 --> 00:40:26,440
Speaker 1: Down the wrong path.

907
00:40:26,680 --> 00:40:30,720
Speaker 4: That's not what any healthy republic or democracy should ever

908
00:40:31,239 --> 00:40:35,560
Speaker 4: be about. So so I'm about consciousness raising, I'm about knowledge,

909
00:40:36,719 --> 00:40:40,080
Speaker 4: and every side has a little something to offer, and

910
00:40:40,120 --> 00:40:42,600
Speaker 4: we need to be paying attention to what everybody's saying.

911
00:40:42,719 --> 00:40:44,920
Speaker 4: This issue of immigration that we're watching every single day

912
00:40:44,920 --> 00:40:46,480
Speaker 4: and how it's playing out in New York and all

913
00:40:46,520 --> 00:40:50,280
Speaker 4: across the country. I want our kids studying the issue

914
00:40:50,800 --> 00:40:53,120
Speaker 4: of the day, not just being told this is the

915
00:40:53,200 --> 00:40:54,600
Speaker 4: right way. And the only thing we're going to read

916
00:40:54,640 --> 00:40:56,959
Speaker 4: and study is one person's point of view.

917
00:40:57,320 --> 00:41:00,720
Speaker 1: That's not education. That's that's not education.

918
00:41:00,880 --> 00:41:04,080
Speaker 4: So so not for it, and we need to continue

919
00:41:04,080 --> 00:41:05,160
Speaker 4: to make sure that we lift this up.

920
00:41:05,440 --> 00:41:06,920
Speaker 5: I got one more question because we talked about the

921
00:41:06,920 --> 00:41:08,879
Speaker 5: mental health piece earlier, and you know I have an

922
00:41:09,000 --> 00:41:11,480
Speaker 5: organization called the Mental Wealth Alliance, and one of our

923
00:41:11,520 --> 00:41:13,000
Speaker 5: biggest things that we want to do is we want

924
00:41:13,000 --> 00:41:16,239
Speaker 5: to get social and emotional learning in public schools K

925
00:41:16,320 --> 00:41:17,560
Speaker 5: through you know twelve.

926
00:41:17,600 --> 00:41:18,600
Speaker 2: What are they doing?

927
00:41:18,800 --> 00:41:19,480
Speaker 1: Yeah, yeah, yeah.

928
00:41:19,719 --> 00:41:21,200
Speaker 4: First of all, let me tell you we would love

929
00:41:21,239 --> 00:41:24,080
Speaker 4: to work with you on that, because there's a way

930
00:41:24,120 --> 00:41:26,960
Speaker 4: for us to take that work and really and really

931
00:41:26,960 --> 00:41:29,840
Speaker 4: scale it up, and particularly coming off of the pandemic,

932
00:41:31,400 --> 00:41:33,799
Speaker 4: the social emotional learning work, and it's happened well before

933
00:41:33,800 --> 00:41:37,319
Speaker 4: I even became chancellor. You know, there's a lot of

934
00:41:37,360 --> 00:41:40,120
Speaker 4: work that is being done in our schools in support

935
00:41:40,440 --> 00:41:44,160
Speaker 4: of social emotional learning. You know, I visited a school

936
00:41:44,160 --> 00:41:46,680
Speaker 4: in Staten Island, like maybe in my within my first

937
00:41:46,760 --> 00:41:50,720
Speaker 4: two weeks of being in this position. The school designed

938
00:41:50,719 --> 00:41:54,680
Speaker 4: a wall and the wall represents and it lights up.

939
00:41:54,719 --> 00:41:57,560
Speaker 4: It's a wide range of the feelings that you're having

940
00:41:57,920 --> 00:42:01,040
Speaker 4: at any given moment in time, and they designed it

941
00:42:01,080 --> 00:42:04,160
Speaker 4: as a fun war and you get a chance to

942
00:42:04,280 --> 00:42:07,720
Speaker 4: kind of walk along this wall. There's a little path

943
00:42:07,719 --> 00:42:11,480
Speaker 4: that you walk through and you get to touch different

944
00:42:11,480 --> 00:42:13,480
Speaker 4: parts of the world that reflect the feelings that you're

945
00:42:13,480 --> 00:42:16,680
Speaker 4: having and that moment, and the folks in that school

946
00:42:17,400 --> 00:42:21,120
Speaker 4: so get to observe that and figure out who they

947
00:42:21,120 --> 00:42:23,600
Speaker 4: need to try and support who's feeling a certain way,

948
00:42:23,600 --> 00:42:26,600
Speaker 4: because you have to remember kids don't always they won't

949
00:42:26,600 --> 00:42:30,360
Speaker 4: always articulate how they're feeling at a given moment. But

950
00:42:30,480 --> 00:42:33,120
Speaker 4: this is another way for them to kind of physically

951
00:42:33,640 --> 00:42:36,400
Speaker 4: express where they are. They're feeling anger, they're feeling happiness,

952
00:42:36,480 --> 00:42:39,360
Speaker 4: or they're feeling joy, they're feeling sadness, Like what is

953
00:42:39,400 --> 00:42:42,520
Speaker 4: it that they're feeling? Because ultimately that tips you into

954
00:42:42,560 --> 00:42:46,799
Speaker 4: a place where somebody needs to sit with you and

955
00:42:46,840 --> 00:42:47,479
Speaker 4: say I'm here.

956
00:42:47,680 --> 00:42:48,760
Speaker 3: That's right, I'm here.

957
00:42:49,120 --> 00:42:51,680
Speaker 5: You know, next year when I do my Mental Wealth

958
00:42:51,719 --> 00:42:53,960
Speaker 5: ex Vocal, we just had it this past Saturday and

959
00:42:54,000 --> 00:42:55,839
Speaker 5: on our World Mental Health Day, I want to bring

960
00:42:55,880 --> 00:42:57,359
Speaker 5: like two hundred kids.

961
00:42:57,360 --> 00:42:59,640
Speaker 2: Man, we got to figure that out. How we just

962
00:42:59,640 --> 00:43:02,040
Speaker 2: have to undred kids in attended Charlamagne.

963
00:43:02,040 --> 00:43:03,240
Speaker 1: We can do two thousand kids?

964
00:43:03,360 --> 00:43:05,960
Speaker 5: Oh, I mean we did three thousand people this year, right,

965
00:43:06,000 --> 00:43:08,080
Speaker 5: you know, But I want to have like this always

966
00:43:08,200 --> 00:43:10,000
Speaker 5: kids there. But I want to do something specifically. But

967
00:43:10,080 --> 00:43:11,560
Speaker 5: we just have a bunch of kids from New York

968
00:43:11,680 --> 00:43:12,799
Speaker 5: just just there.

969
00:43:12,880 --> 00:43:14,640
Speaker 4: Brother you you all you got to do is let

970
00:43:14,680 --> 00:43:17,279
Speaker 4: me know where and when and we will absolutely make

971
00:43:17,320 --> 00:43:19,279
Speaker 4: it happen. We would love to be in partnership with

972
00:43:19,320 --> 00:43:21,680
Speaker 4: you on this. When we go to the schools the Marini,

973
00:43:21,840 --> 00:43:26,000
Speaker 4: we talk to kids. Mental health is one of the

974
00:43:26,080 --> 00:43:29,040
Speaker 4: major things that kids talk about, not just for themselves,

975
00:43:29,120 --> 00:43:31,759
Speaker 4: but for their friends, right because they care about their

976
00:43:31,800 --> 00:43:33,920
Speaker 4: friends and they can see the stuff that sometimes that

977
00:43:33,920 --> 00:43:37,040
Speaker 4: their friends are going through. So yes, let's make that real.

978
00:43:37,400 --> 00:43:41,680
Speaker 4: Let's partner on that because you know, young people and

979
00:43:41,680 --> 00:43:44,160
Speaker 4: they follow your lead as well, want so much of this,

980
00:43:44,680 --> 00:43:47,200
Speaker 4: and if we work in partnership, we have an opportunity

981
00:43:47,200 --> 00:43:49,360
Speaker 4: to truly impact the lives of just let's do it.

982
00:43:49,440 --> 00:43:52,000
Speaker 4: Let's do it, man, I'm with you.

983
00:43:52,000 --> 00:43:54,359
Speaker 3: You have it, James. We appreciate you for joining us.

984
00:43:54,360 --> 00:43:56,239
Speaker 3: Thank you so much, brother, Thank you, New York City

985
00:43:56,320 --> 00:43:58,920
Speaker 3: Schools Chancellor, and thank you brother, thank you. It's the

986
00:43:58,960 --> 00:44:00,919
Speaker 3: Breakfast slog, good morning, wake

987
00:44:00,960 --> 00:44:03,880
Speaker 1: That ass up early in the morning at Breakfast Club