New York City Public Schools
Anthony Inzerillo, Superintendent District 26
Contacting the District Office
Here are the many ways you can reach out to the District Team:
call the District 26 Office
send us an email
call our Family Leadership Team
(between the hours of 8:30 AM and 4:30 PM)
“Effective communication starts with listening.” ~ Simon Sinek
July 29, 2026
Dear District 26 Community,
Today, I had the awesome opportunity to meet with more than 100 students representing nearly every District 26 school as part of the 2026 District 26 Student Listening and Learning Tour. Students from our Summer Rising sites joined members of my team and me for thoughtful conversations about their experiences during the 2025–2026 school year, our summer programs, and their hopes for the upcoming 2026–2027 school year.
The Student Listening and Learning Tour is based on a belief that students should have meaningful opportunities to share their experiences, ideas, and perspectives with the adults who make decisions on their behalf. Our students know their schools in ways that no one else does. They understand what helps them feel successful, what makes them excited to come to school, where they experience challenges, and what would make their learning experiences even stronger.
Students participated in age-appropriate sessions for grades K–2, grades 3–5, and grades 6–8. Throughout each conversation, they were encouraged to speak honestly, listen respectfully to one another, and share ideas about what is working well in their schools and what they would like us to improve.
We began our time together by reading and discussing The Day You Begin by Jacqueline Woodson. The story offered a meaningful way to begin our conversation about belonging, courage, and the importance of sharing our individual stories. Students were invited to reflect on times when they may have felt different or uncertain and to consider how schools can create environments where every child feels welcomed, known, and valued.
Throughout the sessions, students responded to questions regarding: (1) their favorite parts of Summer Rising, (2) what worked well in school this year, (3) desired changes or improvements, (4) vision for an amazing first day of school, (5) what they wish teachers knew about them, and (6) ideas for new programs, clubs, and learning experiences.
Kindergarten to Grade 2 students described school as a place where relationships, belonging, fun, and creativity matter most. They valued kind teachers, friendships, recess, field trips, art, math, crafts, and opportunities to learn through play. Students described Summer Rising as fun and engaging, especially arts and crafts, outdoor play, sports, field trips, LEGO activities, and making new friends. They suggested adding more outdoor activities, creative projects, field trips, games, sports, and enrichment opportunities. Looking ahead, students want welcoming classrooms, fun first-day activities, opportunities to make friends, and teachers who take the time to know their interests and talents. Their feedback reinforces that feeling welcomed, connected, and engaged is essential to a positive school experience.
Students in grades 3 to grade 5 highlighted friendships, meaningful learning, and special events such as field days, performances, projects, sports, and family celebrations as the most memorable parts of the school year. They asked for more clubs, enrichment, hands-on learning, practical financial literacy, and experiences connected to their interests. As Sophia (Grade 5, PS 191) shared, "When teachers listen to our ideas and let us work in groups, it makes me feel like my voice actually matters in class." Students emphasized the power of proactive care from their educators, with Ethan (Grade 4, PS 191) noting, "A good teacher is someone who checks on you when you're quiet, not just when you raise your hand." Students described Summer Rising as fun and different from the regular school year, especially because of field trips, creative projects, outdoor activities, and opportunities to meet new friends. They suggested adding more trips, sports, cooking, arts, and activities that prepare them for the upcoming school year. Looking ahead, students want welcoming classrooms, opportunities to build relationships, simple daily check-ins on how they are feeling, and teachers who understand their interests, strengths, creativity, and learning preferences. Their feedback shows that upper elementary students value greater voice, authentic learning, meaningful enrichment, and memorable school experiences.
Students in grades 6–8 highlighted athletics, clubs, student government, performances, leadership opportunities, and strong relationships with peers and teachers as meaningful parts of middle school. They spoke candidly about the importance of authentic connections with adults, with Alex (Grade 8, M.S. 67) reflecting, "When teachers share their own struggles or stories, it breaks the barrier and makes them feel more real and approachable." They also shared that repetitive or rushed lessons, limited opportunities to ask questions, and a lack of differentiation can reduce engagement. Students asked for more hands-on learning, personalized instruction, academic support, and lessons that are engaging and appropriately challenging. Students enjoyed Summer Rising field trips, projects, enrichment classes, and opportunities to collaborate with students from other schools. They recommended improving meals, cleaner restrooms, more field trips, and connections to real-world experiences. Looking ahead, students want welcoming environments, clear expectations, relationship-building activities, and support adjusting to new schools and schedules. Most importantly, they want a greater voice in school decisions, programming, and how they demonstrate learning. Their feedback shows that middle school students want to be active partners in shaping their education and school culture.
One message came through clearly across all three sessions: students want to feel welcomed, known, connected, and engaged. Whether entering kindergarten or preparing for high school, they value strong relationships, meaningful learning, and opportunities to have their voices heard.
These conversations were a chance for students to share and for us to listen, learn, and better understand the young people we serve. Members of the district team recorded student feedback to share with principals, teachers, and school communities as we plan for the new school year.
I want to thank the participating students for their honesty and thoughtfulness. Their perspectives will help guide our work and strengthen educational experiences throughout District 26.
I also want to thank our school leaders, Summer Rising staff, teachers, and support staff who coordinated consent and ensured students could participate. Their partnership made these conversations possible.
Our students need to know that their voices matter. Listening to students must be more than a single event. It must be an ongoing part of how we lead, plan, and improve. As we prepare for the 2026 to 2027 school year, we will continue engaging students as partners in shaping their learning.
District 26 remains committed to creating schools where every student feels seen, heard, challenged, supported, and inspired. The Student Listening and Learning Tour is one more way we keep students at the center of everything we do.
With gratitude and appreciation,
Anthony M. Inzerillo
Community Superintendent District 26
“Progress is fueled by the undying belief that the future is bright.”~ Simon Sinek
June 25, 2026
Dear District 26 Community,
As we come to the close of the 2025–2026 school year, I want to reflect with gratitude and pride on the many wonderful celebrations, accomplishments, and experiences that have made this year so special across District 26.
This time of year always brings a unique energy to our schools. It is a season filled with performances, celebrations, expos, showcases, family events, leadership opportunities, and culminating experiences that reflect just how much our students have learned and grown. Across District 26, our students, families, teachers, leaders, and staff have continued to demonstrate the excellence, joy, and strong sense of community that define our schools.
Over the course of this school year, I have been proud to witness the incredible work taking place across District 26. In every visit, I see students engaged in meaningful learning, teachers and staff creating thoughtful and supportive classroom environments, and school communities working in partnership to help every child succeed. Our families remain essential partners in this work, and I am grateful for the many ways parents and caregivers continue to support our schools and students each day.
Across the district, students continued to thrive through rich academic experiences that brought learning to life. At PS 26, students proudly presented their work during the school’s STEM Expo, explored coding during Computer Science Education Week, and participated in hands-on learning in both the school’s new art studio and science lab. At PS 18, students showcased their creativity and scientific thinking during the Art and Science Expo. At PS 162, students participated in a STEM Fair, a second grade art residency, and planting in the school garden, reflecting the school’s commitment to nurturing well-rounded learners. At PS 188, students demonstrated both artistic and scientific talent through musical performances, STEM Night, visits from former students, and the school’s Science Expo, with first-place winners advancing to the District 26 Science Expo. These experiences reflect the curiosity, creativity, and academic growth that continue to flourish across our schools.
Mathematics also remained a major area of focus and pride across District 26. Our district’s Mega Math Professional Learning Series, led by teacher and school leaders from PS 18, PS 133, PS 173, MS 158, and PS/IS 178, continues to strengthen instruction and collaboration across schools. Monumental Math Moments at PS 186 brought families into classrooms to actively problem-solve alongside their children, while PS 221 hosted a district math intervisitation that allowed educators to learn from one another and spread best practices. Family math learning was also visible at PS 98 and PS/IS 266, where students and families engaged together in joyful, hands-on math experiences.
Our schools also provided students with exciting opportunities to explore the world beyond the classroom. At PS 94, students engaged in powerful environmental learning through a sustainability grant that supported the creation of an outdoor garden and student workshops led by the Green Team. Students at PS 94 also participated in robotics, Climate Action Day, College and Career Week, Family Fitness Night, and a culminating arts celebration featuring music, dance, and visual arts. At PS/IS 266, students showcased their innovation through a Genius Fair and Career Exploration Day, and student journalists traveled to Columbia University for the Scholastic Journalism Conference. These experiences help students connect classroom learning to the wider world and inspire them to see new possibilities for their futures.
The arts continued to shine brightly across District 26. At PS/IS 266, the Festival Choir had the honor of performing the Star-Spangled Banner at Nassau Coliseum and later earned an “Excellent” rating and a third-place overall finish at Music in the Parks. The school’s music program also received national recognition as one of the Best Communities for Music Education for 2026, while music teacher Ms. Kelly Parra was named a quarterfinalist for the 2027 Grammy Foundation Music Educator Award. PS/IS 266 also hosted a joyful Spring Concert and middle school drama production, giving students meaningful opportunities to express themselves and shine on stage. At PS 41, students participated in theater arts performances including West Side Story, Mary Poppins, and Alice in Wonderland-related activities throughout the year. At PS 31, students engaged with visiting artist Adam Fujita and were recognized in Talking Points for outstanding student artwork. At PS 205, students showcased their growth and confidence through Dancing Classrooms performances. Across the district, these experiences continue to strengthen creativity, self-expression, confidence, and school pride.
Student voice, leadership, and civic engagement remained central to our work this year in every District 26 school. At PS/IS 266, Civics Week included Soapbox speeches, Participatory Budgeting results, a Civics Bingo Board, and the annual Freedom of the Press retreat for the school newspaper team. At PS 26, students engaged in participatory budgeting, Civics Week activities, Family Friday learning, and a schoolwide PBIS celebration. At MS 172, students elevated their voices through guest speakers, Soapbox grade assemblies, a “My Voice Matters” wall, and a “Most Wanted Citizen” nomination wall. At MS 74, students premiered their powerful Names, Not Numbers documentary in the presence of Holocaust survivors and their families, creating a lasting tribute rooted in empathy, remembrance, and learning from history. These experiences reflect our districtwide commitment to ensuring that students understand the power of their voices and their ability to make a difference in their communities.
Our Student Leadership Program also continued to play an important role in developing student voice, confidence, and service across District 26. Through this work, students are given authentic opportunities to lead, serve, and advocate on behalf of their peers and school communities. Whether through student council speeches, community service projects, open house presentations, schoolwide announcements, peer mentoring, or participation in district and citywide events, our student leaders continue to show what is possible when young people are trusted, supported, and empowered to lead.
Family engagement remained a defining strength across District 26 all year long. Schools welcomed families into classrooms and school communities through Family Fridays, Family Tuesdays, math nights, STEM nights, parent workshops, PTA events, heritage celebrations, open houses, and special celebrations honoring fathers, grandparents, and other important family members. PS 221 created meaningful family connections through Family Friday, lantern-making events, a pep rally, and strong parent involvement efforts. PS/IS 178 deepened family partnership through Together Time, cultural celebrations, and PTA-sponsored events. PS 46 brought families together through Mini Golf Night, Fall Festival, Multicultural Day, and celebrations such as Diwali. PS 205, PS 213, PS 221, PS 173, PS 188, PS 191, PS 203, and PS 390 all found special ways to celebrate fathers and father figures through joyful opening-of-year events. These efforts remind us that when families and schools work together, students benefit in meaningful and lasting ways.
In addition to the many school-based celebrations, District 26 also continued to bring families together through communitywide events and leadership opportunities, including our Family Craft Workshop, parent learning experiences, District Leadership Team meetings, District 26 AI Working Group, District Parent Advisory Council meetings, PTA election support sessions, Community Education Council meetings, Presidents’ Council gatherings, and our Chancellor Town Hall in partnership with the District 26 CEC. These districtwide opportunities strengthened connections among families, schools, and the district, and helped ensure that parent voice remained a central part of our work.
This year also brought many special moments of celebration, inclusion, and school pride. At PS 46, students and staff came together for an awareness pep rally in recognition of Down syndrome and developmental disability awareness month, celebrating inclusion through music, dance, and community. At PS 159, an SEL kickoff assembly challenged students to complete 50 acts of kindness, while student ambassadors helped educate peers about food allergy safety. At PS 191, the SEL team relaunched the school’s PBIS initiative, Building One Leader at a Time, helping students connect positive behavior to leadership and belonging. At MS 216, more than 700 students qualified for the school’s first PBIS Glow Party, celebrating students who demonstrated respect, ownership, positive attitude, responsibility, and safety. These moments reflect our continued commitment to ensuring that every child feels seen, supported, and connected.
Culture, heritage, and community pride were also beautifully celebrated across our district. PS 213’s annual International Fair, PS 46’s Multicultural Day, PS 376’s Lunar New Year celebration, PS 188’s Diwali celebration, PS/IS 178’s Hispanic Heritage events, and the many heritage month and cultural celebrations held across our schools al reminded us of the richness and diversity that strengthen District 26. At PS 115, families came together through heritage celebrations and parent socials that highlighted the beautiful diversity of the school community. These events gave students the opportunity to celebrate their own identities, learn about others, and experience the joy that comes from belonging to a vibrant and inclusive community.
Athletics, wellness, and enrichment also remained vibrant throughout the year. MS 67 celebrated a District 26 soccer championship and outstanding cross country accomplishments, and the boys volleyball team won the District 26 Championship against MS 158. MS 74 captured both the boys and girls district basketball championships, and the girls volleyball team won the District 26 Championship against MS 67. At MS 172, students enjoyed a Broadway trip, a world cup soccer tournament, and wellness experiences at Queens Farm. At PS 94 and PS 376, students learned about health, movement, teamwork, and positive choices through family fitness and Islanders assembly experiences. At PS 203, students and families came together through concerts, PTA events, gingerbread making, hot cocoa stories, and community service efforts. At PS 390, students enjoyed Family Fun Fridays, spirit weeks, assemblies, awards celebrations, Career Day, Read Across America, and the CASA production of The Lion King. These experiences reflect the energy, joy, and sense of community that make our schools such special places to learn and grow.
As we close out the year, we also celebrate the powerful experiences that help students grow not only academically, but socially and emotionally as well. From Career Day to literacy celebrations, to music, art, robotics, theater, civics, environmental learning, and student leadership opportunities across the district, our students have continued to engage in experiences that build empathy, confidence, resilience, leadership, and pride.
Thank you for your continued partnership, trust, and support throughout this school year. District 26 is strong because of our students, families, educators, staff, and community working together with a shared commitment to children. I am incredibly proud of all that has been accomplished this year and grateful for the opportunity to serve this remarkable district.
I wish all of our students, families, and staff a joyful, restful, and well-deserved summer. We look forward to the 2026–2027 school year.
With gratitude and appreciation,
Anthony M. Inzerillo
Community Superintendent District 26
“Why not leave this world a little better than you found it?”~ Why Not? By Kobi Yamada
March 31, 2026
Dear District 26 Community,
Today, Tuesday, March 31, 2026, we were honored to welcome New York City Public Schools Chancellor Kamar Samuels to PS 191Q, The Mayflower School. It was an amazing visit that highlighted the heart of our school community, the strength of District 26, and the extraordinary work taking place each day on behalf of children.
From the moment Chancellor Samuels arrived, PS 191Q made a lasting impression. He was greeted at the main entrance by Principal Sabrina Gisone and I, accompanied by beautiful student music and a warm school welcome. Students performed “Proud Corazón,” setting a tone that reflected the spirit of family, unity, and pride that defines our school community. As the Chancellor moved through the building, the PS 191Q cheerleaders and school mascot added to the excitement and energy of the morning, creating a joyful atmosphere that was felt by all in attendance.
The visit continued with a community conversation in the gym, where students, families, parent leaders, PS 191Q PTA executive board, Presidents’ Council representatives, Community Education Council members, a Panel for Education Policy member, union leader partners, community representatives, members of the district team, and elected officials representatives sat in a circle with Chancellor Samuels and shared thoughtful questions and reflections. Students spoke about leadership, student council, civic engagement, social emotional learning, mental health support, and college and career readiness. Families spoke proudly about the growth of the school, the importance of before school and after school opportunities, strong communication between school and home, and the value of meaningful parent involvement. Their voices reflected a school community that is engaged, proud, and deeply invested in the success and well being of its children.
One memorable aspect of the visit was PS 191Q’s Living Wax Museum, which brought student learning to life with vibrant creativity and inspiration. A student dressed as Barack Obama welcomed Chancellor Samuels and shared words of encouragement tied to leadership, literacy, and the power of student voice. Just before the classroom visits began, the Chancellor met Albert Einstein and Martin Luther King Jr., both portrayed thoughtfully and engagingly by students. Then, just prior to his departure, he was greeted by Elvis Presley, creating a memorable closing moment that captured the creativity, confidence, and joy of PS 191Q students. Together, these moments beautifully showcased how the school connects literacy, history, performance, and student leadership to leave a meaningful and lasting impression.
The classroom visits gave Chancellor Samuels an opportunity to see the school’s strong instructional program in action. In the math classroom, students were engaged in learning as they discussed rays, angles, and line segments, using academic vocabulary and explaining the characteristics of each with clarity and confidence. Students demonstrated conceptual understanding through discussion and participation. In the literacy classroom, students focused on point of view to develop a deeper understanding of the text in the HMH module and then engaged in literacy centers, including Readers Theater, with a focus on fluency, vocabulary, and comprehension. Students were listening, thinking, and responding in ways that reflected strong instructional routines and an emphasis on reading for understanding. Across the classrooms visited, the Chancellor was able to see students engaged in joyful, purposeful learning and teachers creating environments where students could think, speak, and learn with confidence. He was also able to see NYC Public Schools’ NYC Reads and NYC Solves initiatives come to life in meaningful ways throughout the classrooms. These visits reflected PS 191Q’s commitment to strong instruction, aligned curricular experiences, and learning that is both rigorous and engaging for students across grade levels.
In that same spirit of kindness and community, members of the district team engaged families and community members in a reflective activity that invited them to share their thoughts about District 26. Together, we spent time highlighting the great things happening across the district, recording celebrations such as the positive focus on community, as well as our hopes for the future on the leaves of paper flowers, including continuing to consider the unique needs of all learners. Thank you to everyone who brought such positive energy, thoughtfulness, and care into the room.
I want to extend a very special thank you to Principal Sabrina Gisone, AP Horan, and the entire PS 191Q community for their extraordinary leadership in preparing for this visit. Their thoughtfulness, planning, and attention to detail were visible in every part of the morning. I also want to thank the staff, students, and families of PS 191 for the warmth, enthusiasm, and excellence they brought to this special day. This visit was a beautiful reflection of what is possible when a school community comes together with purpose, care, and pride.
We are grateful to Chancellor Samuels for spending time with the PS 191Q community and for seeing firsthand the remarkable work happening in District 26. Today’s visit affirmed what we already know. PS 191Q and District 26 is filled with strong leadership, dedicated staff, engaged families, and exceptional students who are learning, growing, and leading every day!
With gratitude and appreciation,
Anthony M. Inzerillo
Superintendent
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District 26 Office
51-60 Marathon Parkway
Little Neck, NY 11362
718-631-6943 (phone)
Located inside of Louis Pasteur Middle School (M.S. 67).