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From YouTube: Board of Education Meeting March 30, 2023
Description
The Brentwood UFSD Board of Education is meeting on March 30, 2023. The public session is expected to start at 8:00 pm. To submit questions during the meeting please click on the following link: https://forms.office.com/r/cj4Nh4qVWx
To see the agenda please visit https://www.bufsd.org/board-meeting-agenda
A
A
B
Good
evening,
everyone,
thank
you
all
for
being
here.
This
is
wonderful.
We
got
a
great
crowd
here
tonight.
All
right,
so
I
am
really
excited
for
these
special
presentations
tonight
and
for
the
presentation
for
the
workshop.
So
let
me
first
say
that
in
honor
of
women's
month,
okay,
this
obviously
March
is
women's
month.
We
wanted
to
honor
four
very
special
young.
Ladies,
they
are.
We
always
talk
about
breaking
the
glass
ceiling.
They
have
been
breaking
the
glass
ceiling
in
brentwood's
in
brentwood's
honor,
and
that's.
B
We
have
four
young,
ladies
who
are
wrestling
and
they
are
doing
an
outstanding
job.
They
actually.
First,
let
you
know
we.
We
actually
do
not
have
a
girls
wrestling
team,
yeah.
B
B
So
when
you
do
not
have
a
girls
team,
A
girl
has
the
right
to
come
out
for
the
boys
team
and
we
have
a
wrestler
here
with
us
this
evening
that
wrestled
on
the
boys
team
and
she
did
outstanding
an
incredible
incredible
athlete
so
I'm,
actually
speaking
too
much
I'm
going
to
introduce
our
athletic
director
who's
actually
going
to
introduce
the
four
young.
Ladies,
so
Francisco
Herrera
athletic
director.
D
Good
evening,
everyone,
it
is
my
absolute
pleasure
to
introduce
these
three
fine
young,
ladies
who
have
done
so
much
for
the
sport
of
wrestling
in
such
a
little
time.
We
are
missing
one.
She
was
not
able
to
make
it
here,
but
we
are
going
to
honor
her
as
well.
D
D
The
sport
of
female
wrestling
keeps
growing
and
growing
here
in
the
United
States
we've
officially
held
our
first
New
York
state
championships
and
more
and
more
girls
are
combining
teams
like
we
are
today
it's
unfortunate
because
the
the
teams
and
we
are
growing
and
eventually
yes,
we
will
have
our
own
team
and
hopefully
in
the
near
future,
but
for
now
we
have
to
combine
teams
in
order
to
get
this
or
to
grow
and
our
our
sport,
not
only
our
teams
not
only
combining
with
with
Bayshore
and
Brentwood,
but
there
are
four
four
or
five
other
teams
that
combine
with
us
as
well.
D
I
want
to
actually
well
I'm
Gonna
Save
that
surprise
for
later,
but
one
of
the
most
common
stereotypes
when
it
comes
to
contact
sport
is
masculine
and
something
girls
cannot
touch
because
they
are
fragile.
D
D
I
read
a
quote
from
a
female
I.
Don't
remember
where
I
got
this,
but
I
read
a
quote
from
a
few
unstated
wrestling
is
powerful,
is
a
powerful
sport
for
girls
because
it
teaches
how
to
it
teaches
how
to
own
their
space,
their
voice
and
their
body.
Every
time
you
get
knocked
down,
you
have
to
get
back
up
and
from
what
I
saw
this
year
from
what
I
hear
you
did
more
of
knocking
down
and
getting
up.
D
D
First
Lynette
Rivera,
so
Lynette
Rivera
is
a
varsity
wrestler
for
the
Bayshore
wrestling
program
made
up
of
females
from
six
other
high
schools
in
Suffolk
County.
They
competed.
She
competed
in
this
year's
first
ever
New
York,
State,
Public,
High,
School,
Athletic,
Association
female
wrestling
States
and
took
fourth
place.
She
that's
incredible.
D
Next,
we
have
honest
teacher
coach.
A
senior
also
wrestled
for
the
bay
show
of
Brentwood
wrestling
program
made
up
of
females
and
wrestlers
from
six
other
schools
competed
in
this
first
year
as
ever,
New
York
State
Public
High
School
Athletic
Association
female
wrestling
States
made
All-State
honors
at
132
and
became
a
Long
Island
Champion
taken
first
place
at
this
year's
Long
Island
championship
at
1,
38.
D
And
and
also
we
have
here-
Jocelyn
Rojas,
a
10th
grader
Brentwood
Varsity
wrestling
team.
As
you
stated
earlier
she's.
She
wrestled
for
our
boys
wrestling
team
this
year
and
became
the
first
Brentwood
female
wrestler
took
place
in
an
individual
in
an
Invitational
section.
11
Tournament
placed
fourth
at
the
rocky
Gilmore
classic
Varsity
tournament
and
also
became
a
Long
Island
champion
at
104..
I
am
sure
and
I
don't
want
to
I,
don't
want
to
forget
Amy
benia.
D
She
couldn't
be
here
with
us
today,
but
she
also
is
a
varsity
wrestler
at
the
Bayshore
wrestling
program
made
up
of
females
from
the
six
other
schools
competing.
This
year's
first
ever
New
York
state
public
high
school
tournament
made
Allstate
honors
at
132
and
took
third
place
in
the
Long
Island
championships
at
1
38.
So
we
congratulate
her
as
well.
D
F
Something
about
your
experiences:
okay,
so
wrestling
with
Brentwood
actually
taught
me
a
lot,
because
wrestling
with
boys
I
feel
like
been
a
little
bit.
Different
I
wasn't
like
I've,
been
accepted
with
all
the
boys
on
the
team.
They're
like
a
family
with
me
and
I
hope.
I
have
two
more
years,
so
I
have
to
keep
going
and
I
hope
to
get
better
wow.
B
I,
actually,
if
I
can
just
say,
Jocelyn
I
stopped
in
to
the
wrestling
room
to
watch
practices.
Obviously
I
saw
Jocelyn
Russell
too
and
meets,
but
in
the
practice
room
they
don't
mess
around.
Okay,
they
throw
each
other
around
and
Jocelyn
is
right
in
there.
It's
really
quite
impressive
to
see.
So
you
really
you're
an
inspiration
to
everybody.
That's
terrific!
It's
awesome.
D
B
A
A
A
J
A
B
This
next
one
we're
really
excited
we're
really
excited
to
bring
to
bring
up
a
very,
very
special
young
lady,
who
is
going
to
read
a
a
piece
that
she
wrote
that
really
moved
all
of
us
who
were
here
last
week
at
Young
author's
night.
It
was
actually
just
a
beautiful.
It
was
a
beautiful
piece
about
peace,
okay
and
how
we
can
all
grow
from
that
and
I
am
so
excited
to
I'm,
going
to
introduce
you
in
just
one
second
Stacy,
but
first
I'm
going
to
bring
up
Miss
Brockbank.
B
K
You
thank
you
very
much
as
the
and
well
and
good
evening,
everyone
good
evening.
As
most
of
you
know,
this
year's
young
authors
night.
The
contest
is
a
is
a
district-wide
contest
contest
k
through
eight
and
the
focus
this
year
was
digital
literacy
and
specifically
addressing
the
curriculum
with
digital
usage,
responsible
digital
usage
and
digital
citizenship,
and
so
we
had
many
across
the
district
submissions
and
Stacy
mehi
is
is
definitely
a
standout,
because
Stacy's
was
packaged
in
21st
century
skills.
K
Not
only
did
she
have
a
strong
voice
and
passion
for
the
project
and
what
she
believes
in,
but
it
was
packaged
in
a
way
that
it
was
she.
It
was
sent
to
me
via
audio
with
a
presentation,
an
oral
presentation.
She
read
her
piece
on
on
video.
It
was
also
packaged
with
the
poster
and
packaged
with
evidence
for
of
the
work
that
has
happened
with
the
high
school
and
Dr
gorella
and
her
team
of
teachers
with
the
3D
printer.
K
Her
prompt
that
she
chose
to
write
about
was
what
I
would
make
with
a
3D
printer,
so
she's
going
to
read
in
a
few
minutes
and
I.
Think
Miss
Briones
wants
to
say
something
too
all
right,
yeah
come
on
up.
L
So
good
evening,
thank
you,
Miss
barbang,
for
putting
in
the
whole
department
for
putting
this
wonderful
night
together.
I
want
to
thank
the
board
for
allowing
us
to
come
and
showcase
Stacy's
work.
I
would
like
to
thank
Mr
loshner
for
connecting
with
Stacy
that
night
I
know
it
meant
a
lot
to
her.
L
So
I
spoke
to
actually
to
mom
when
we
invited
her
and
Stacy's
full
of
ideas
and
Mom
just
said
that
it
just
pops
into
her
head
like
she
has
no
idea.
Her
room
is
completely
decorated
by
her
own
ideas
but,
more
importantly,
also
I
just
want
to
show
that
we
all
come
together
as
a
Brentwood
family.
So
this
was
Stacy's
original
idea.
Who
then
came
to
our
consultant?
Who
then,
with
our
library,
media
specialist,
reach
out
to
Dr
grella
Who,
then
connected
us
to
the
3D
printer.
L
L
M
Hi,
my
name
is
Stacy
and
I'm
from
North
Elementary.
If
I
had
a
3D
printer
I
would
print
large
symbols
of
pieces
share
awareness
of
kindness.
Those
symbols
would
be
used
to
inspire
other
people
who
needs
to
be
kinder
to
people
in
their
schools
and
their
communities.
So
everyone
in
the
world
will
smile
and
be
happy.
I'll
put
the
symbols
on
trees,
walls
and
street
lights
and
I
would
help
people
would
look
at
them
happily,
I
hope
it
inspires
them
to
be
respectful
and
I
hope.
M
M
M
J
N
Now
you
get
to
choose,
who
you
can
give
them
to,
but
I.
Would
you
know
you
don't
think
you
should
probably
give
off
to
Mr
legendary?
No,
no,
but
you
can
bring
them
back
because
you
know
what
you
have
a
ton,
more
printing.
N
So
this
has
been
a
great
opportunity
to
really
meet
you
and
you
know
really
I
hope
to
see
you
soon
at
the
high
school
and
really
it's
been
a
great
opportunity
to
connect
our
elementary
schools
to
our
Middle.
School
store
high
schools,
and
this
took
a
village.
So
it
wasn't
just
me
behind
this
Mr
mulderic
helped
Miss
Lewis,
our
library,
media
specialist.
She
strung
all
those
up
for
you
today,
yeah
and
my
students.
N
They
they
helped
modify
the
large
3D
print
file
to
make
it
smaller
so
that
the
the
ornament
that
you're
holding
is
a
lot
smaller.
So
you
get
to
spread
the
message
of
peace
and
we
get
to
model
it
and
that's
what
we
do
here
in
Brentwood,
we
model
we
take
Vision,
we
take
hope
and
we
show
everybody
that
we
have
the
ability
to
do
whatever
we
need,
whatever
we
put
our
minds
to.
So
that's
what
you
did
you
put
your
mind
to
something.
N
A
I
B
A
B
While
Anne's
getting
set
up,
if
anybody
when
you
leave
here
this
evening,
if
you
take
a
look,
that's
actually
what's
called
a
3D
printer
I
think
we
mentioned
it
a
number
of
times.
It's
really
quite
incredible.
It's
it!
It
takes
an
idea
like
like
Stacy's
idea
of
a
peace
sign,
it's
put
onto
a
computer
and
then
it's
a
software
obviously
runs
that
and
it's
really
just
an
incredible
piece
and
how
many
do
we
have
in
the
district,
Dr
grella,
11.?
Okay,
really
something
else
all
different.
Some
different
sizes
right,
okay,.
P
I
O
J
G
B
B
No
I
think
we
no
Julie,
we
just
paused
it
Julie.
Okay,.
O
O
Okay,
good
evening,
everyone
I'm
Ann
Palmer
I'm,
the
assistant
superintendent,
for
elementary
education
and
I'm
happy
to
be
with
you
tonight
on
behalf
of
the
elementary
leadership
team
made
up
of
11
principals,
eight
assistant
principals
curriculum
coordinators
staff
developers.
O
E
O
There
it
goes,
it's
been
three
years
since
the
emergency
closure
in
March
of
2020
and
as
disruptive
as
it
was
I
think
it
it
all.
It
also
taught
us
a
lot
about
what
students
and
families
need
and-
and
it
gave
us
a
big
picture
approach
to
goal
setting
in
in
our
in
our
leadership
team
meetings.
We
we
use
this
diagnostic
tool
for
school
district
Effectiveness
that
was
given
to
us
by
the
state
five
years
ago,
and
that
was
given
to
us
to
kind
of
assess
the
effectiveness
of
our
programs.
O
You
know
on
the
degree
to
which
that
we
are
meeting
families
needs
the
degree
to
which
we
are
giving
our
children
a
meaningful
and
relevant
education,
but
I
think
that
this
this
this
quote
by
Linda
darlingham
and
actually
sums
up
that
entire
tool
nicely
and
I'd
like
to
start
by
reading
it.
So
a
whole
child's
approach
seeks
to
address
the
distinctive
strengths,
needs
and
interests
of
students
as
they
engage
in
learning.
It
recognizes
the
importance
of
and
into
relationships
among
all
areas
of
development
and
design,
school
policies
and
practices
to
support
them.
O
These
include
access
to
nutritious
food,
health
care
and
social
supports
access
to
strong
relationships,
educative
and
restorative
disciplinary
practices
and
learning
opportunities
that
are
designed
to
activate
and
engage
students,
while
supporting
their
motivation
and
self-confidence
to
persevere
and
succeed,
all
aspects
of
children's
being
are
supported
in
an
effort
to
ensure
that
learning
happens
in
deep,
meaningful
and
Lasting
ways
and
I.
Just
love,
Linda,
darlingham
and
she's
written
several
books,
powerful
teacher,
powerful
learning
and
I
think
it
is
I
think
that
this
really
embodies
what
we
as
a
district
strive
to
do
every
day.
O
Remember
talking
to
you
Patrick
remember
we
were
saying:
is
this
a
Pedic?
Is
this
a
plague
or
a
pedagogical
Renaissance?
Remember
it
was
a
Renaissance.
We
were
thrust
into
the
21st
century,
I
think
Stacy
tonight.
Will
you
know
that
we
witnessed
that
tonight
that
a
student
was
able
to
use
digital
tools?
She
was
able
to
create
and
she
was
oh
and
she
had
the
confidence
to
to
to
present
here
tonight
and
and
what
grade
is
she
in
she's
in
third
grade?
So
you
know,
I
I
am
always
humbled.
O
I
stand
on
the
shoulders
of
really
great
great
great
leaders
and
teachers,
and
so
I
just
thought
that
this
was
much
better
than
that
diagnostic
tool
for
school
district
Effectiveness,
because
it
it
it
says
everything.
That's
in
there.
So
tonight
I'm
going
to
talk
to
you
a
little
bit
about
and
familiarize
the
community
with
the
whole
child
philosophy,
which
is
a
multi-tiered
system
of
support,
I'm,
going
to
share
some
Implement
High
leverage
strategies
that
have
been
proven
and
researched
best
to
give
to
improve
the
system.
O
So
when
we
look
at
the
multi-tiered
system
of
support,
it's
everything
under
the
umbrella,
everything
it's
it's
our
school
Community
collaboration.
It
starts
with
us
a
very
supportive
superintendent
and
Board
of
Education,
and
then
it
involves
the
the
the
outside
community
and
and
the
parent
engagement
and
and
our
ptas.
And
then
it
also
includes
you
know
our
curriculum
and
do
we
bring
in
the
best
for
our
kids?
Do
we
bring
in
standards,
aligned
curriculum?
Then
it
also
looks
at
well.
Then,
how
are
we
teaching
that
curriculum?
O
What
kind
of
pedagogical
practices
and
skills
are
our
teachers
bringing
into
the
classroom
to
make
that
to
make
their
education
meaningful
and
engaging,
and
so
it
includes
all
of
it?
Do
we
have
standards,
aligned,
instructional
Frameworks,
and
what
is
our
school
culture
look
like
when
you
think
about
school
culture.
School
culture
is
about
the
decisions
and
the
practices
is
that
principles
put
in
place
in
their
school.
O
To
give
it
a
positive,
vibe
and
I
can
tell
you
that
if
you
walk
down
the
halls
of
any
Elementary
School
here
in
Brentwood,
we
have
the
best
school
climate.
We
have
happy
kids
and
we
have
principals
assistant,
principals
and
teachers
working
very
hard
to
ensure
that
our
kids
have
safe,
healthy
challenged
and
supportive
learning
environments.
O
So
this
year,
though,
coming
out
of
the
pandemic,
we
noticed
and
we've
had
conversations
about
it.
We
noticed
that
our
children
were
coming
to
us
not
having
a
lot
of
confidence
right.
They
didn't
have
the
social
School
skills,
especially
young
children,
who
perhaps
during
the
pandemic,
did
not
have
a
lot
of
social
interaction,
so
children
were
entering
upk
and
kindergarten
without
knowing
certain
rules
and
expectations
and
behavior
which
got
us
to
thinking
about.
How
can
you
have
a
you
know,
a
multi-tiered
system
of
support
without
a
solid
classroom
management
kind
of
program.
O
So
that's
where
PBI
we
brought
PBIS
and
which
stands
for
positive
behavior
intervention
and
supports
this
year.
The
elementary
team
began
training.
We
got
training
through
Long,
Island
University
and
we
started
to
really
rethink
the
discipline
and
when
you
think
about
positive
behavior
intervention
supports
that's
exactly
what
it
is.
It's
about
positive
reinforcement,
it's
about
giving
kids
school-wide
expectations
and
rules
and
behaviors
that
that
are
easily
understandable
so
that
they
know
what
it
looks
like
and
it
begins
with.
Three
simple
words:
are
you
safe?
O
We
started
teaching
in
upk
and
we're
bringing
it
up
to
grades
one
through
five
now,
and
it's
just
turns
in
itself
into
respect,
responsibility
and
and
respect
responsibility,
and
always
safety,
but
not
just
safety
in
the
sense
loves
in
the
sense
that
your
your
school
is
hardened
and
you
have
monitors
at
the
gate,
but
psychological
safety
too
do
children
feel
like
they
can
take
risks
in
the
school
is
the
principal
and
the
teachers
in
that
school,
approachable
and
so
I
think
that
shifting
to
that
so
that
we
have
common
Vision
expectations,
practices
and
language
is
the
way
to
go,
and
we
started
to
look
at
the
functions
of
unpacked
the
functions
of
pathway.
O
Why
do
kids
misbehave
and
really
start?
If
we
understand
that,
and
sometimes
you
think
it's
so
common?
But
when
you
start
to
really
understand
that,
sometimes
it's
it's
an
avoidance
mechanism
or
they
want
to
get
something
right.
They
want
to
obtain
something.
So
we
started
to
as
a
team
of
Administrators
teachers
and
also
our
PPS
staff.
O
I
really
want
to
thank
Rhonda
and
Sean
and
Garvin,
and
it's
our
guidance
counselors,
our
social
workers
and
our
social
and
our
psychology,
social
workers
and
guidance
clown,
says
collectively,
are
really
like
real
rethinking
discipline
in
a
way.
That's
positive
for
kids
and
you're
going
to
see
a
lot
of
you're
going
to
see
some
acronyms
you'll
see
outside
Southwest
Elementary.
O
They
already
have
respect
responsibility
safety
if
you
walk
into
East
kindergarten
they're,
the
East
KC
Heroes
stands
for
honesty
and
ownership
and
empathy,
and
if
you
go
into
Pine
Park
Pine
Park
rocks
it's
about
responsibility
and
organization
and
I
think
that
you
know
when,
when
an
entire
District
wraps
itself
around
an
initiative,
then
you
get
kids.
It's
like
you
see
tonight,
Stacy.
O
If
you
spread
right,
you,
you
get
what
you
exude
right
and
I
think
that
the
Each
Kindness
it's
just
spreading
so
for
next
year
we
over
the
summer
we'd
like
to
develop
a
curriculum.
We
have
many
things
happening
in
our
schools.
We
have
the
great
program
we
have
McGruff.
We
have
the
two
good
program,
the
social
perspectives
program,
but
what
we
really
want
to
do
is
align
everything
neatly
and
package
it
so
that
it's
organized
and
so
that
teachers
actually
have
lessons
that
they
can
provide
students
with
that
direct
explicit
instructions.
O
So
if
we
want
kids
to
be
respectful,
then
they
need
to
understand
that
it's
when
you
follow
directions,
you're
being
respectful,
but
they
need
to
be
told
good
for
you.
Thank
you
for
following
directions.
It's
all
positive.
If
we
want
kids
to
be
responsible,
then
we
teach
them
that
doing
that
class
work
on
time
and
we
congratulate
them
and
if
we
want
kids
to
be
safe,
especially
in
upk,
we
teach
them
about
safe,
walking,
feet
right,
it's
about
having
safe,
walking
feet
and
congratulating
them
for
that.
O
O
And
as
we
as
as
Linda
darling,
Hammond
spoke
about
that
the
number
one
the
key
to
lessening
and
decreasing
behavior
problems
is
to
have
a
really
strong
core
instruction
to
have
a
class
environment
where
there's
structure
there's
routine,
where
teachers
have
lessons
that
start
with
start
with
the
standards
and
then
they
move
into
giving
kids
visible
expectations
for
learning
a
place
where
kids
can
self-reflect
on
their
learning
a
place
where
they
feel
comfortable
enough
to
present
so
they're
reading
their
writing,
they're
listening
they're
speaking,
and
so
what
we've
begun
to
do
and
I
want
to.
O
Thank
you.
You
gave
us
a
science
staff
developer
last
year
and
we
have
new
science
investigations
that
are
coming
next
year.
Our
fifth
grade
and
eighth
grade
will
have
to
take
the
Science
assessment
online.
They
have
to
take
it
digitally
we're
moving
to
CBT
testing
computer-based
testing,
so
I
am
thankful
that
you
gave
us
the
staff
developer,
who
has
been
working
at
the
at
the
elementary
level,
actually
k
through
eight
to
work
with
teachers
to
develop
these
authentic
science
units
that
are
aligned
to
the
standards.
O
As
you
can
see-
and
this
is
just
an
Exemplar-
we
have
teachers
from
all
across
the
district.
We
started
in
the
summer
and
we're
doing
some
more
writing
throughout
the
year
and
then
and
then
a
following
next
year,
and
our
teachers
are
working
to
create
kind
of
relevant
task
statements
for
students
and
we're
developing
a
repository
of
exemplary
science
units
by
topic
and
by
grade
that
will
be
shared
with
all
teachers
in
the
district.
We
currently
have
Elevate
science,
that
is
a
a
robust
science
curriculum.
O
But,
like
anything
else,
you
have
to
huddle
around
your
your
curriculum
and
you
have
to
make
decisions
and
you
have
to
plan
so
we're
we're
creating
a
repository
of
units
by
teachers
for
teachers,
and
this
is
just
an
example
of
a
student.
Another
third
grade
student
who
you
know,
engaged
in
this
in
this
learning
and
she
was
able
to
again
in
third
grade.
She
was
able
to
create
this
brochure.
O
So
I
am
grateful
also
for
the
11
library
media
Specialists,
because,
as
you
saw
at
Young
author's
night,
they
made
a
world
of
difference.
Last
year,
I
came
to
you
and
I
showed
you
and
I
said
this
is
the
new
computer
science
framework
and
New
York
state
is
recommending
that
you
take
either
a
broad
and
deep
exposure
approach,
moderate
exposure
or
basic
exposure,
and
we
are
somewhere
between
Broad
and
deep
and
moderate,
like
all
of
our
students
in
grades,
two
three
and
four
are
getting
a
special
class.
O
Additionally,
we're
going
to
work
with
fifth
grade
teachers
to
make
fifth
grade
and
provide
them
with
training
and
make
fifth
grade
a
like
a
project-based
learning
year,
where
they
will
be
able
to
apply
all
of
the
skills
that
they
got
in.
Second,
third
and
fourth
in
fifth
grade
and
be
ready
for
middle
school,
high
school
and
Beyond.
It
is
amazing,
our
children
are
learning
dance
dance.
What
is
it
dance?
O
Mat
typing,
so
you
see
little
kids
knowing
where
to
position
their
fingers
on
the
keyboard
as
little
as
second
grade,
so
it
is
making
a
difference
and
I
want
to.
Thank
you
for
that,
and
you
saw
this.
If
you
went
to
young
authors
night,
we
pulled
these
and
Miss
Brockbank.
She
she
decorated
her
hallway
with
all
of
these
These
are
the
actual
standards
so
that
you
can
read
this.
O
If
you
saw
at
young
authors
night,
they
taught
us
about
your
digital
footprint
right.
They
were
teaching
us
about
the
password
and
that
you
shouldn't
give
your
password
to
anyone.
Our
children
are
are
learning
a
lot.
Additionally,
thank
you,
Dr
grella,
Dr
grella
is
working
with
teachers.
O
We
have
Vex,
robot
kits
and
we're
doing
after
school
programs
there.
My
Saturday
Academy
I
have
fifth
grade
engaged
they're
in
a
drone
Cadet
right
now
and
they're
they're
going
to
be
flying
drones.
So
we
are
definitely
Cutting.
Edge
I
want
to
thank
Russ
and
Candace
for
coming
out
last
Saturday
or
else.
O
I
O
Have
gotten
off
the
ground
without
your
help?
So
I
want
to
thank
you
for
that.
Finally,
the
goals
right
and
one
thing
that
I
have
to
say
about
this
cabinet
and
and
principles,
is
that
we
definitely
think
about
our
goals
and
we
want
to.
We
connect
our
needs
to
our
goals
and
our
expenditures
to
our
goals
and
we're
not
frivolous
and
we
every
every
hire
every
resource
is
there
for
a
reason.
O
O
I
am
I
am
grateful
for
for
that
extra
support
because
it
does
involve
looking
at
local
data,
it's
and
and
and
comparing
it
and
sharing
that
with
principals
we
are
looking
to
purchase
technology
or
a
platform.
We've
begun.
The
district
MTS
committee
mtss
committee
has
begun
to
look
at
a
platform
right
now
we're
looking
at
branching
Minds,
that's
going
to
help
us
keep
all
that
data
in
one
place
so
that
when
teachers
have
a
child
that
they
believe
is
struggling
and
they're
and
they
assign
and
they
assign
or
apply
an
intervention.
O
It's
able
to
go
into
this
platform
and
the
workflow
follows
easily.
E-School
has
been
helpful,
however,
as
you
know,
technology
evolves
and
there
are.
There
are
programs
out
there
that
can
actually
mirror
the
mtss
workflow.
So
we're
looking
to
bring
that
in
and
and
I
think
that
that's
going
to
be
a
game
changer
for
all
of
us.
Not
only
does
it
help
us
keep
track
of
the
interventions
and
monitor
it,
but
it
also
links
us
to
other
interventions,
and
so
it's
like
an
if
this,
then
that
Hub.
O
The
second
goal
is
always
to
enhance
instructional
capacity.
So
over
the
summer
we
will
be
posting
for
teachers
to
begin
to
work
on
this
PBIS
framework.
I'd
love
to
go
on
to
the
support
of,
like
I,
said
our
PPS
staff
with
grade
level
teachers.
We
purchased
a
brand
new
three
cheers
for
pre-k
program
right
now
at
our
cbo's
and
we
we
purchased
professional
learning
for
those
teachers,
and
we
also
bought
new
furniture
and
all
kinds
of
resources
to
strengthen
their
environment.
O
We
are
in
the
process
of
we
actually
are
adopting
a
brand
new
reading
program
right,
Trish
and
I
know
that
was
an
arduous
process.
We
had
I,
think
52
teachers
pilot
this
year,
17
administrators
and
and
they
presented
I-
think
it
was
a
hmh
versus
savis
and
hmh1
I
can
tell
you
that
the
best
program
was
chosen.
We
made
sure
of
that.
O
We're
also
looking
to
Pilot
a
brand
new
math
program
in
2324,
because
these
programs
were
10
years
old
and
that's
what
you're
supposed
to
do
every
10
years,
you're
supposed
to
refine
and
adopt
a
new
program
to
keep
up
with
the
times
and
ensure
that
our
children
are
getting
the
best
and
finally,
I
just
can't
say
enough
about
the
principal
AP
Network
that
we
have
here:
I
am
always
in
schools
and
I'm,
always
always
inspired
by
the
professional
learning
that
they're
providing
at
the
school
level.
I
can
just
name
a
few.
O
Looking
at
the
slide,
I
mean
Bob
McCarthy,
you
know
had
some
amazing
writer's
Workshop
PD
there
we
have
four
or
five
schools
engaging
in
the
learner
active
Tech,
infused
classroom,
North,
Oak,
Twin
Pines.
How
did
you
get
that?
Is
that
Hemlock
and
we're
sharing
that
foundational
five?
What
does
a
strong
core
look
like
these
are
just
a
few
I
looked
at
all
of
your
all
of
the
principles
superintendents
conference
day
agendas
were
absolutely
amazing.
O
The
the
the
the
amount
of
professional
learning
that
was
given
by
teachers
for
teachers
teachers
were
trained
in
nearpod
and
flip
grid.
Then
we
got
a
brand
new
Sunday
intervention
system
for
students
who
are
struggling
with
dyslexia,
Garvin
trained
all
the
speech
teachers
over
over
on
superintendents
conference
day.
So
we
are
just
a
district
on
the
Move
we
really
are-
and
these
are
just
a
few
and
I
and
I
also
want
to
thank
the
elementary
teachers.
O
The
state
has
given
up
given
us
a
lot
of
money
to
use
to
provide
children
with
tutoring
before
during
and
after
school.
The
research
shows,
though,
that
you
get
a
a
better.
You
get
a
bang
for
your
buck
if
it
is
during
the
school
day,
but
we
also
would
like
to
also
provide
transportation.
O
Maybe
they'll
play
some
basketball
or
they'll
they'll
go
on
the
computers
that
we
will
get
families
to
have
their
kids
stay
after,
sometimes
not
having
the
transportation
impedes
their
ability
to
stay
after
school
and
finally,
we're
going
to
prepare
a
few
spotlights
for
families
on
what
is
PBIS
so
that
parents
understand
the
same
strategies
that
teachers
are
employing,
we're
going
to
do
some
on
literacy
and
numeracy.
And
finally,
we
have
actually
one
starting
this
Saturday.
O
We
are
having
a
parent
and
family
digital
learning,
so
the
the
parents
of
the
children
at
the
Saturday
Academy
going
to
learn
how
to
create
emails,
how
to
get
into
the
program
and
they're
going
to
learn
how
to
safeguard
their
children's
computers
and
learn
how
to
perhaps
put
those
blocks
on
their
phones
if
they,
if
they
choose
to.
So
that's
this
Saturday.
Finally,
I
had
spoken
to
Candace.
O
We
definitely
want
the
translation
device
suitcases
for
all
schools
similar
to
what
Sonia
is
using
here,
so
that
when
our
principals
are
giving
workshops
like
this,
each
school
can
have
their
own
device
and
they
can,
you
know,
use
a
bilingual
teacher.
I
think
that
would
be
important
to
buy
one
for
every
school
and
I
know
that
Ronda
is
working
with
her
staff
to
find
wrap
around
Mental
Health
Services
for
students
outside
of
the
school
day.
There
is
money
for
that
as
well.
O
O
O
I.
Think
that
next,
if
you
add,
if
you
consider
the
kindergarten
that
is
at
Hemlock
Southwest
and
East,
K
and
pipe
Park
next
year
will
probably
be
about
you
know:
7
800.,
we
really
aren't
decreasing
much.
What
we
are
seeing
is
a
change
in
the
demographics,
so,
for
example,
I
reduced
by
seven
sections
of
general
education
and
wander
increased
by
eight
bilingual.
O
O
same
for
mdq
Academy.
We
actually
increased
there
over
the
last
few
years,
family
service
League
we
increased
there
as
well.
Actually,
we
have
the
same
as
last
year,
but
we
are
you
know,
supporting
more
families
by
providing
Pre-K
of
these
769
of
the
students
in
our
cbo's
now
will
be
attending
East
kindergarten,
337
61
we'll
go
to
Hemlock,
Park
292
to
Pine,
Park
and
79
to
Southwest.
O
It's
why
I
spend
half
my
life
there,
because
it
behooves
us
to
get
those
kids,
the
services
that
they
need,
so
that
they
can
come
into
kindergarten
stronger
and
we
are
seeing
it.
We
are
right,
we're
seeing
them
they're
coming
in
stronger.
We
even
saw
a
difference
this
year
in
kindergarten
than
we
did
last
year,
so
kids
are
get
learning
the
routines
the
structure
and
they
are
learning
how
to
be
little
students,
Studio
students.
O
O
So
here
you
have
Southwest
Elementary
School.
The
way
you
read
this
is
you
have
the
bolded
column,
the
22-23
expected
enrollment
all
students
and
then
the
23-20
four
side
by
side?
And
then,
if
you
look
at
the
23,
24
Staffing
need
that
one
column
for
Southwest
you'll
see
that
in
second
grade
they're
going
down
one
gen
Ed,
but
in
third
grade
they're
going
up
one
bilingual.
If
you
look
to
the
right,
the
projections
for
22
23
were
996,
and
next
year,
886
plus
Kinder
that
we're
waiting
on.
O
O
At
North,
Elementary
North
Elementary
is
going
down
to
gen
Ed
up
one
bilingual
and
number
of
sections
are.
Oh
I
have
to
talk
to
you
about
that
Patrick,
because
I
think
Ms
Ron,
the
young
wants
to
put
maybe
a
special
ed
class
there.
That's
why
it's
in
yellow,
but
we'll
talk
about
room.
We
always
have
to
look
at
district-wide.
Where
is
their
room?
What
we
have
tried
to
do
over
the
years,
though,
as
you
can
see,
North
Elementary
has
a
concentration
of
special
ed,
so
we're
trying
to
give
our
special
ed
students
a
community
school.
O
If
you
remember
years
ago,
they
bounced
around
a
little
and
now
it's
great,
because
if
you
go
to
first
grade,
you
can
also
go
to
second
grade
third
grade
fourth
grade
and
you
can
graduate
transition
nicely.
Twin
Pines
is
going
up.
One
bilingual
number
of
sections
34
for
this
year
and
35
for
next
year.
O
P
O
O
This
academic
and
clinical
support-
if
you
recall
I,
always
put
this
slide
up
and
at
one
point
there
were
lots
of
holes.
Lots
of
blanks
where
we
didn't
have
a
social
worker
at
one
school
and
we
didn't
have
a
guidance
counselor
at
one
school.
I
think
you'll
be
pleased
to
see
that
we
have
added
extra
support.
So
how
you
read
this,
you
look
at
East
kindergarten,
for
example.
Last
year
they
had
two
sections.
This
year
they
had
2.5
for
psychologists.
O
Last
year
they
had
five
this
year
they
also
have
five,
but
last
year
they
had
two
days,
and
now
they
have
five
days
and
that's
the
way
you
read
this
chart,
so
you
can
actually
see
the
Improvement
Hemlock
Park
had
Monday
Tuesday
Friday
last
year,
so
they
they
went
from.
Excuse
me
last
year
they
had
two
days
this
year.
They
have
three
and
that's
how
you
read
this
and
I'm
able
to
kind
of
see
and
have
conversations
with
Sean
and
with
Wayne
abenus
and
we're
able
to
make
decisions
based
on
what
we're
seeing
here.
O
Where
are
the
holes
you
know,
if,
if
is
is
there
Equity
are?
Are
all
schools
getting
what
they
deserve
art
the
same
thing?
We
now
have
40
minutes
of
art,
music
and
PE
in
all.
In
all
grades,
which
is
great,
as
you
can
see,
it
was
very
fragmented.
Our
specials
were
fragmented
through
the
years
it
caused
problems
fatigue
for
principals
to
schedule.
It
made
it
very
difficult,
so
it's
making
it
a
lot
easier
to
have
the
preps,
for
you
know
at
40
minutes
across
the
board.
O
It's
also
wonderful
that
our
kids
have
art,
music
and
and
even
Library
40
minutes
each
week
once
a
week
and
it's
showing
that's,
that's
a
strong
core.
Everything
contributes
to
a
strong
core
all
of
this,
so
when
it
was
taken
away
in
2829,
it's
when
you
take
things
away,
it
does
impact,
because
we
know
that
kids
who
are
involved
in
sports
or
art
or
music
or
PA
p
e
do
really
well
on
standardized
tests,
and
so
finally,
here's
the
staffing
needs
retiring.
O
In
June
we
have
11
Elementary,
K5
General,
Ed
teachers
retiring
two
Elementary
grade
six
teachers,
one
Elementary
phys
ed
teacher
for
a
total
of
14.
I
was
able
to
reduce
seven
sections
of
General
Ed.
Still,
keeping
the
numbers
low
but
as
I
mentioned
Wanda
has
eight
is
increasing
by
eight,
so
our
staffing
needs
I
need
to
replace
a
eight
gen
Ed
teachers
plus
we
talked
about
adding
two
Specialists
for
intervention
at
East,
KC
and
Pine
Park.
Currently
they
have
about
28
sections
each
and
we
figure.
O
If
you
have
three
Specialists,
each
specialist
could
be
assigned
nine
teachers
and
from
those
nine
teachers
we
can,
they
can
get
their
caseload
of
kids
that
they
will
support.
So
we're
hoping
to
do
that
there
are
in-
or
it
was
a
little
tight
this
year,
especially
in
some
places
where
there's
art
or
music
is
on
a
cart.
So
we
needed
some
a
little
wiggle
room,
especially
in
bigger
schools.
So
we
need
to
add
to
Art
to
music.
O
We
have
one
phys,
ed
teacher
retiring,
so
we
we
need
one
more
I
would
like
to
add
one
guy
I
would
like
to,
but
I
will
take
one
this
year
and
I
would
also
like
one
library,
media
specialist,
because
Southwest
had
eight
sections
of
kindergarten
and
they
didn't
get
what
the
other
kindergarten
on
Essentials
Gap,
because
they're
a
large
school
with
50
something
sections.
So
that's
so
when
all
said
and
done,
it's
a
plus
four
plus
four
Educators.
O
And
finally,
we
all
can
agree
that
the
addition
of
the
library
media
Specialists
all
of
these
State
mandates
that
are
coming
in
the
CBT
testing,
the
the
new
Next
Generation
standards
for
language
arts
is,
is
requiring
that
we
restore
an
assistant
coordinator
of
language
arts
and
social
studies
in
the
curriculum
office
to
support
the
digital,
fluency
and
and
computer
science
mandates,
as
well
as
the
literacy
skills
of
our
students
and
finally
I.
Just
you
know.
Someone
said
many
years
ago
and
God.
O
We
trust
everyone
else,
bring
data
and
I
heard
it
and
I
liked
it.
And
if
this
is
my
time
to
celebrate
and
congratulate
all
the
elementary
schools
based
on
the
students
who
took
last
year,
we
are
all
LSI
or
our
local
school
Improvement,
meaning
that
we
any
every
school
can
grow.
But
we
actually,
our
children,
showed
growth.
As
predicted
and
I'd
like
to
celebrate
that
I'd
also
like
to
celebrate
Southwest
getting
off
the
list
this
year.
So.
O
I
know
Stacy
the
day
you
were
part
of
that
and
I
want
to
thank
all
the
Southwest
teachers
for
for
working
for
working,
so
hard
I
will
say
that
next
year,
though
next
year
we
got
to
keep
the
pedal
on
the
metal
because
we
can't
let
off.
We
can't
become
complacent,
because
next
year
this
year
was
a
restart
next
year.
They
begin
to
look
at
growth,
but
I
have
no
doubt
that
our
kids
will
grow.
O
I
have
no
doubt
that
throughout
the
years
they
grow,
we
know
we
see
all
the
growth
in
our
local
assessments.
We
see
it.
We
see
it
in
our
local
I-Ready
data,
we've
seen
it
off
downstairs
and
panel.
The
kids
are
growing
across
a
trajectory
of
learning.
They
are
growing
and
I.
I
am
I.
Am
super
proud
to
work
with
this
team
of
Educators
for
the
last
15
years.
O
It's
humbling,
it
really
is
and
I
don't
know.
If
I
have
three
minutes.
Do
I
have
three
minutes
to
show
a
video.
I
Q
P
R
B
A
B
B
I
can
just
for
a
moment:
I
have
to
compliment
Miss
Palmer.
She
has
been
just
a
Dynamo.
You
know
she
I've
never
met
anybody,
so
passionate
about
what
they
do
and
our
elementary
division
has
improved
by
Leaps
and
Bounds
because
of
Ann
Palmer's
leadership.
She
really
is
incredible
and
she's,
not
just
you
know
she.
She
mentions
the
upk,
but
prior
to
Miss,
Palmer
upk
was
kind
of
our
stepchild.
B
There
was
not
a
lot
of
attention
given
to
the
cbo's
besides,
obviously
just
taking
their
enrollment
and
I
have
to
also
thank
Vincent,
Leone
and
now
Vincent
Tedesco,
because
they've
also
done
quite
a
bit
of
work
with
cbo's
and
that's
beginning
to
pay
dividends,
but
that's
under
their
their
leadership
and
again,
as
I
can
say
that
in
years
past
there
wasn't
this.
This
focus
on
the
edge
education
of
our
upk
kids.
They
actually
go
down.
They
have
professional
development
with
those
teachers
a
few
times
a
year.
B
They
make
sure
they
have
the
supplies
and
the
curriculum
that
they're
needed
that
they're
they're
following
that
curriculum
with
Fidelity,
they
really
oversee
that
program.
Just
wonderfully
and
really
you
know,
I
have
to
say
that
our
administrators,
we
have
some
principals
and
assistant
principals
here,
as
well
as
teachers
they've
been
phenomenal
too
I
have
to
say
Miss
Palmer
thanked
our
principals,
but
our
elementary
schools
are
exceptional
places
of
learning.
B
They
really
are
they're,
just
wonderful,
wonderful,
little
communities
I'm
in
there
every
single
day
and
I've
never
seen
elementary
schools
so
well
run
and
I
wish
everybody
had
an
opportunity
to
pass
through
those
hallways
because
they're,
unlike
many
many
other
schools
in
across
the
island
and
but
I,
have
to
thank
Ann
Palmer
for
her
dedication.
Her
energy
is
boundless
seriously.
You
can't
you
just
cannot
turn
her
off
I
often.
B
Yeah,
you
know
it's
funny,
as
you
say
that
and
I'm
looking
around
at
the
assistant
principles
and
the
principals
and
the
coordinators
and
the
teachers
and
I
keep
I
I
couldn't
help.
I
was
thinking
about
this,
as
you
were,
as
I
was
looking
around
that
you
know
obviously
I'm
Gonna
Leave
Here
in
the
in
the
near
future,
and
when
I
do
and
when
we
all
do,
you
know
Ann,
Wanda
and
Rhonda,
we
have
a
terrific
bench.
You
know
I
look
around
it's
this
school
district
and
there
are.
O
B
Many
great
leaders
really
incredible
we're
so
fortunate
and
blessed
yes,.
B
I,
just
really
I
I,
often
think
of
your
your
husbands
and
fiances
and
I
know.
My
wife
is
not
too
happy
a
lot
of
times
she's,
but.
J
A
Not
gonna
say
it
yeah
that
you
know
we
really
haven't
had
much
complaint
in
regards
to
the
education
that
we're
providing
the
students.
I
mean
we
are
really
providing
a
top-notch
education
and,
as
I'll
speak
as
a
board,
and
if
anybody
else
wants
to
chime
in
I.
Just
we
couldn't
be
more
pleased,
I'm,
proud
that
this
is
the
district
we're
representing.
So
thank
all
of
you.
B
I'm
very
very
fortunate,
as
I
said,
but
now
I
is
my
pleasure
to
introduce
Vincent
Leone,
Dr,
Vincent,
Leone
and
Vincent
Tedesco
or
you're
flying
solo.
Today
you
never
fly
in
Solo.
So
folks
it
is
my
pleasure
to
introduce
the
coordinator
of
funded
programs,
Dr
Leone.
B
S
Well,
thank
you
so
much.
Those
are
some
tough
facts
to
follow
special
presentations,
3D
printers
and
Palmer
Super
Saturday
Academy.
Thank
you
to
the
board
for
having
me
Mr
losner
of
the
entire
entire
cabinet.
Just
a
quick
overview
of
our
emergency
spending
in
the
district
and
you'll
see
some
common
themes
on
when
you
look
at
our
our
emergency
spending
and
what
Miss
Palmer
shared
today
about
the
whole
child
approach
to
education.
When
we
talk
about
our
emergency
funds
in
the
office
of
funded
programs,
it
starts
with
alphabet
soup.
S
So
if
you
look
at
all
of
these
acronyms
I'm
here
with
some
of
the
acronyms
that
you
will
encounter
in
the
presentation,
so
we
have
them
here.
For
you,
the
first
one
is
Esser,
which
is
elementary
and
secondary.
School
emergency
will
leave
fund
gear.
Is
our
Governors
emergency
education,
Relief
Fund?
Our
cares
act
budget
is
our
coronavirus,
Aid
belief
and
Economic
Security
Act.
Our
Carissa
budget
is
our
coronavirus
response
and
relief,
supplemental
Appropriations
act
and
finally
ARP
our
American
Rescue
plan
budget.
S
So
we
always
start
with
alphabet
soup
in
the
office
of
funded
programs.
So
I
wanted
to
talk
a
little
bit
about
the
process
that
our
district
goes
through
to
establish
emergency
fund
priorities,
and
it
is
all
about
listening
listening
to
all
of
our
stakeholder
groups.
S
Listening
to
our
our
parents,
our
families,
our
community
members,
our
teachers,
our
leaders,
our
students,
we
value
very
much
the
input
of
all
of
our
constituent
groups
since
May
of
2019,
thousands,
literally
thousands
of
bufsd
teachers,
students
and
parents
have
participated
in
district-wide
surveys
which
have
informed
emergency
fund
priorities
in
May
2021
last
May,
the
State
education,
Department's,
evolving
emergency
fund
progress
monitoring
categories
were
added
to
our
district-wide
surveys.
Those
categories
included
addressing
student
and
staff,
physical
health
and
safety
meeting
student,
academic,
social,
emotional
and
other
needs,
in
other
words
addressing
the
whole
child.
S
Mental
health
supports
for
students
and
staff
and
finally,
operational
continuity
and
other
uses.
So
the
survey
that
we
distributed
in
May
required
survey
participants
to
rate
on
a
Continuum
from
disagree
to
strongly
agree
that
each
of
these
elements
were
vitally
important
to
support.
The
success
of
students
in
our
district.
Here
is
what
I
refer
to,
as
a
thirty
thousand
foot
view
results
from
that
survey,
so
on
top
you're,
looking
at
the
various
constituent
groups
and
the
numbers
of
those
constituent
groups
that
participated
in
the
survey,
look
at
our
secondary
students.
S
34
administrators,
almost
a
thousand
teachers
and
226
community
members-
that's
one
of
the
reasons
I'm
here
today
is
to
seek
the
support
of
the
board
to
communicate
with
the
community,
because
we'd
like
to
see
that
number
increase
we'd
like
to
see
some
more
participation
from
the
community.
We
have
another
survey.
That's
going
to
be
distributed
tomorrow
will
be
announced
in
tomorrow's
newsletter.
So
we
want
everybody
here
and
everybody
who's
listening
to
participate
in
the
survey,
because
we
take
very
very
seriously
input
from
everybody.
S
The
percentages
that
you
see
on
this
table
or
a
combination
of
folks
who
agree
and
strongly
agree
that
each
of
those
elements
are
vitally
important
to
support
the
success
of
students.
We
shaded
the
boxes
green,
where
there
was
the
strongest
agreement
among
the
constituent
group
and
where
there
was
the
least
agreement
we
shaded
the
boxes
red.
S
So
when
I
look
at
this
30
000
foot
view
from
the
Moon.
The
first
thing
that
jumped
out
at
me
was
the
agreement
between
our
community
members,
teachers
and
administrators.
The
number
one
priority
was
meeting
student,
academic,
social,
emotional
and
other
needs,
in
other
words
supporting
the
whole
child.
S
Now
I
find
this
kind
of
remarkable
in
a
day
and
age
when
it's
difficult
to
have
one
or
two
people
agree
on
anything
that
we
have
so
many
all
of
these
constituents
really
come
together
and
support
the
notion
of
supporting
the
whole
child,
not
just
academic
success,
social,
emotional
and
other
needs
as
well,
and
our
spending
is
aligned
to
that
input.
So
we
listen
to
our
constituents,
so
we
spend
the
majority
of
our
emergency
funds
on
meeting
student,
academic,
social,
emotional
and
other
needs.
S
The
other
thing
that
jumps
out
at
me
is
the
last
category
which
most
of
our
constituents
deemed
least
important,
and
that
was
operational,
continuity
and
other
uses.
So
to
us
this
was
our
constituents
telling
us
these
are
emergency
funds.
We
should
use
these
funds
to
address
the
impact
of
the
pandemic
and
we
should
use
other
streams
of
funding
for
operational
continuity
and
other
uses,
and
that's
exactly
what
we
did.
The
last
thing
I'll
point
out
on
this
slide
is
our
students,
and
it
was
the
only
category
where
there
was
a
agreement
with
our
students.
S
Our
students
were
the
only
constituent
group
to
agree
that
their
mental
health
needs
were
most
important.
Above
all
else,
I
mean
this
really
aligns
with
what
we
know
about
the
pandemic
and
the
impact
of
the
pandemic
on
our
students
on
their
social
abilities
on
how
they
perceive
themselves
and
their
overall
mental
health.
The
pandemic
was
really
devastating
to
a
lot
of
our
kids,
so
this
is
something
that
that
we
suspected
and
this
information
very
much
confirms
it.
S
S
So,
for
example,
there
was
quite
a
bit
of
alignment
between
purchasing
devices
and
laptops
for
new
entrants,
including
kindergarten
students.
So
that's
exactly
what
we
did.
You'll
notice
on
this
slide,
there's
quantitative
information
numbers,
there's
qualitative
information.
You
see
a
statement
from
a
teacher
on
the
bottom,
so
that's
our
approach
in
the
office
of
funded
programs.
It's
a
multiple
mixed
methods,
approach
to
analyzing
data,
so
we
know
exactly
what
our
constituents
are
telling
us
are
the
most
important
things
to
spend
money
on
and
that's
exactly
what
we
do.
S
So
all
of
those
survey
Dynamics
have
resulted
in
aggregate
evolving
emergency
fund
priorities
and
they
can
be
summed
up
in
these
three
bullets
infrastructure,
including
infrastructure,
to
help
keep
our
staff
and
students
safe
student,
social,
emotional,
health,
and
that
includes
their
mental
health
and
student
academic
support
sounds
very
much
like
what
miss
Ann
Palmer
is
prioritized
in
her
presentation
and
that's
not
by
accident.
It
is
a
thoughtful
coordinated
integration
of
our
emergency
funds
with
all
the
funds
that
we
utilize
here
in
the
district.
S
In
addition,
when
you
look
at
those
priorities
and
you
look
at
the
State
education,
Department's
categories
for
emergency
fund
spending,
there's
an
awful
bit
of
alignment
correct,
but
the
State
education
department
didn't
develop
these
categories
until
2021,
whereas
our
priorities
started
to
establish
in
2019,
so
we're
a
little
bit
ahead
of
the
State
education
department.
In
this
regard,
that
happens
from
time
to
time.
S
Right.
Vincent
here
was
a
a
list,
a
table.
If
you
will
of
all
of
our
emergency
fund
budgets,
so
from
the
left
column,
you
have
the
budget
itself,
the
amount
of
money
that's
been
allocated
the
amount
of
money
we've
spent
today,
the
percentage
of
money
that
we've
spent
to
date
and
the
term.
So
if
you
look
at
the
top
two
rows,
those
were
our
cares
act
budgets.
S
Now,
if
you're
you're
in
and
involved
in
education,
like
all
of
us,
are
here
in
this
room,
you
hear
from
time
to
time
emergency
fund
spending
in
schools
and
what
a
waste
the
federal
government
spent
somewhere
around
nine
billion
dollars
on
these
funds,
and
you
hear
from
time
to
time
that
there's
been
three
to
four
percent
that
have
been
spent.
The
schools
don't
even
spend
it,
what
a
waste,
not
in
Brentwood.
Our
approach
is
to
spend
every
single
dollar
that
we
receive
and
to
do
it
thoughtfully.
So
that's
what
we've
done
with
our
cares
act.
S
Funds.
If
you
look
at
our
Carissa
funds,
those
budgets
expire
in
September
of
2023
next
September.
So
you
see
we're
drawing
those
funds
down
when
you
move
down
to
the
ARP
budgets,
those
budgets
don't
expire
until
September
of
2024..
So
it's
been
a
thoughtful
approach
to
expend
the
monies
that
expire,
the
soonest,
so
we
can
spend
all
of
the
money
that
we
receive
to
help
improve
outcomes
for
students,
so
all
told
we
have
received
64
million
dollars
roundabout.
We
have
spent
28.5
million
of
those
64
million
or
44
and
by
September
of
2024.
S
Our
goal
is
to
spend
every
single
dollar
and
a
very
thoughtful
way
of
those
28.5
million.
This
is
just
some
categorical
spending,
so
money
on
salaries
for
our
teachers,
purchase,
Services
supplies,
materials
and
remodeling,
so
just
a
sense
categorically
of
the
spending.
This
is
another
way
to
look
at
it
on
same
numbers:
the
28.5
million,
just
the
percentages
that
have
been
spent
categorically
in
each
and
now
I
just
want
to
take
a
moment
to
present
some
highlights
of
that
spending
and
the
alignment
between
that
spending
and
the
State
education
Department's
progress
monitoring
categories.
S
So
let's
look
at
salaries
and
if
you
notice,
at
the
top
right
hand
corner
of
the
presentation.
I
just
put
that
little
thumbnail
of
the
surveys,
because
it's
the
surveys
that
have
informed
in
the
input
and
the
feedback
from
our
constituent
groups
that
have
been
formed
all
of
our
work
here
in
the
district
with
emergency
funds.
So
when
you
look
at
the
category
alignment
you're
going
to
see
why
mostly
addressing
the
whole
child
and
mental
health
supports,
because
that's
what
our
children
really
wanted,
here's
what
we've
done
with
salaries,
but
there
are
emergency
funds.
S
We've
hired
nurses,
social
workers,
psychologists,
the
computer
lab
technicians
that
Ms
Palmer
spoke
about
bilingual
testers,
we've
added
hours
for
teaching
assistants
high
dosage
tutoring
for
at-risk
students
in
evidence-based
practice,
with
significant
impact
for
kids
we've
added
hours
for
bilingual
curriculum
writing.
We
are
going
to
have
a
bilingual
curriculum
in
this
District
at
the
end
of
this
process.
That's
going
to
be
the
Envy
of
this
island
and
I,
submit
to
you
the
state
we've
added
hours
for
Regents
preparation
at
the
middle
school
level,
because
we've
added
sections
of
Regents
classes
at
the
middle
school
level.
S
We
have
to
give
our
children
all
the
tools,
support
and
resources.
They
need
to
be
successful.
So
we're
tutoring
them
to
be
successful.
We've
added
hours
for
individual
graduation
planning
for
students
revolutionary,
don't
know
that
there's
any
other
District
on
Long
Island.
That
does
this
each
child
getting
an
into
individual
graduation
plan
and
that's
something
that
Miss
Wanda
Ortiz
Rivera.
This
incredible
idea.
That's
coming
to
fruition
supplies
holy
smokes
devices,
thousands
and
thousands
of
devices,
Aqua
Sports,
really
bringing
the
district
into
the
21st
century.
S
Science,
classroom
materials,
where's
Dion,
holy
smokes,
graphing,
calculators,
microscopes
by
the
thousands
World
Language
materials,
furniture
for
high
school
and
freshman
center
libraries,
so
the
students
can
work
in
small
groups,
project-based
learning
experiences
with
real
world
applications,
so
students
understand
that
their
lives
matter
or
make
a
difference
in
the
real
world.
Remodeling
we've
remodeled
Middle,
School
kitchens
and
home
economics
classrooms,
we've
remodeled,
the
North
Middle
School
auditorium:
we've
improved
science
rooms,
we
are
installing
unifently
leaders
in
all
district
buildings
were
Remodeling
and
improving
playgrounds
at
the
elementary
level.
S
We
could
really
go
on
and
on
purchase,
Services,
more
more
furniture,
things
for
the
Freshman
Center
in
high
school
we've
purchased,
1
100
laboratory
stations,
we've
contracted
with
vendors,
to
provide
professional
development,
academics,
social,
emotional
learning
we
purchased
Rosetta
Stone
licenses
for
students
and
Families.
It
goes
on
and
on
and
on
so
my
pit
still
to
everyone
here
on
the
board.
Everyone
listening
home,
it's
my
Jerry
Maguire
help
me
help
us
help
you.
S
We
take
the
surveys
very,
very
seriously
everything
our
constituents
have
said
to
us,
our
families,
our
community
members,
our
teachers,
our
students,
please
let
us
know,
help
us
help
you
we're
going
to
have
a
survey,
that's
going
to
be
announced
in
the
newsletter
tomorrow
and
help
us
help
you.
We
thank
our
parents
and
families
for
their
partnership.
I
thank
the
board
for
all
of
their
support,
of
course,
Mr
loshner,
and
thank
you
very
much.
Thank.
A
A
We
appreciate
it,
we
appreciate
your
diligence
and
making
sure
our
funds
are
spent
appropriately
and
we're
getting
the
most
bang
for
our
buck
in
the
areas
that
are
necessary.
So
we
appreciate
your
leadership
as
well
and
thank
you
so
very
much
Miss
Palmer
I
am
so
sorry,
I
didn't
get
to
give
my
Spiel
like
I,
normally
do,
but
I
just
wanted
to.
Let
you
know
that
we
are
proud
of
your
leadership
as
well.
Your
excitement
is
contagious
and
it
shows
in
all
of
your
buildings
and
I
always
say
attitude
reflects
leadership.
B
Thank
you
Vincent.
You
know
you've
heard
me
say
this
before
that,
and
actually
we're
just
talking
about
this.
The
The
Hires,
the
Legacy
that
we'll
leave
behind
are
great
leaders
and
Vincent.
Leone
was
one
of
the
best
hires
that
we've
we've
made
in
the
last
few
years.
He's
really
been
terrific.
B
We
have
had
the
fortune
of
getting
a
tremendous
amount
of
money,
as
you
can
see,
we're
very
blessed,
and
what
I'm
I'm
so
proud
of
is
the
way
that
Vincent
and
and
now
Vincent
Tedesco,
the
assistant
coordinator,
gives
a
tremendous
amount
of
help.
The
way
they
really
work
with
the
assistant
superintendents
with
the
building
principles,
the
building
leaders-
and
they
really
are
very
circumspect
about
how
they
spend
the
money.
You
know.
E
B
You
can
see
he
really
has
all
different
categories
that
he's
very
careful
about
how
to
spread
that
money
out.
Percentage-Wise
and
they're
always
focused
on
how
to
improve
the
school
buildings,
not
just
academics,
but
also,
obviously
we.
You
know
he
mentioned
some
of
the
the
remodeling
that's
done,
and
it's
always
about
how
can
we
prove
improve
the
the
buildings
and
the
academics
to
improve
the
circumstances
for
kids
and
that's
what
Vincent
always
has
what
my
God?
What
do
you
always
say?
B
Keep
the
mate
that
one
I
I!
That's
wasn't
one
of
your
usuals,
but
I'll
we'll
throw
that
in
you
know
he
always
is
talking
about
even
in
his
position.
He's
always
talking
about
student
outcomes
and
that's
really
what
drives
that's
really
what
he
is
about.
How
can
he
use
all
of
this
money
efficiently
to
improve
the
student
outcomes
and,
as
you
can
see,
as
you
go
through
these
things,
it's
real
I
mean
it's.
You
know
what
he's
done
has
translated
into
Student
Success
I.
A
A
E
A
But
you
know
we're
being
smart
about
it
and
I,
don't
think
the
community
can
be
upset
at
how
we're
spending
the
money
because
we're
showing
it.
You
know
we
also
here
in
the
community.
Oh
wow,
you
guys
are
doing
this.
Oh
wow,
and
you
know
we
make
sure
they
understand
that
this
is
60
years
worth
of
work
that
we're
doing
because
now
we're
fortunate
enough
to
be
able
to
have
that
money
to
do
it,
but
we're
also
being
smart
about.
A
B
We
are,
and
that's
what
that's
why
I'm
so
proud
of
of
you
know
really
everybody
Vincent
and
Vincent,
as
I'm
speaking
about
them,
is
that
they
do
keep
that
in
mind.
It's
not
frivolous
spending.
It's
it's!
It's
it's
stuff,
that's
put
in
place
that
will
benefit
this
community
long
after
we're
gone
and
that's
what's
that's.
What's
terrific,
it
really
is
it's
an
exciting
time
and
I
cannot
thank
them
enough
for
their
leadership,
because
you
know
it's
wonderful.
B
Being
the
superintendent
here
is
that
you
know
you
when
you
have
terrific
people
that
you
work
with
there's
I
have
such
a
high
level
of
confidence
that
they're
getting
it
done
every
single
day
and
they
really
are.
They
just
are
just
tremendous
people,
tremendous
leaders
and
we're
all
very
fortunate
and
and
I
think
you
know
really
this.
This
is
a
terrific
terrific
presentation.
Thank
you,
Vincent!
Thank
you
and
the
same
with
ants
I
mean
when
you
have
time
to
go
back
over
and
read
it
and
it
will
be
posted
online.
B
It's
really
something
worth
looking
at
taking
your
time,
looking
at
looking
at
it
as
a
community
member.
B
Yeah,
that's
a
great
question:
Simone
yeah
this
we
have
our
general
budget,
okay,
our
and
our
general
fund,
as
we
call
it,
that's
one
number
and
then
we
have
these
additional
monies
that
are
coming
to
us,
and
you
know,
Vincent
really
didn't
speak
about
the
the
title
grants
as
well.
There's
also
title
grants
that
we
get
every
year
is
what
you've
heard
us
mention
the
title.
One
title
two
title:
three
et
cetera.
Those
are
also
title
grants.
B
However
they're
usually
renewed
every
year,
but
these
as
Vincent-
and
we
felt
this
was
important
to
tell
the
community
because
this
started
a
few
years
ago
and
it
expires,
it's
a
it's
a
tremendous
amount
of
money
and
it's
actually
our
duty
and
our
responsibility
to
go
out
to
the
community
and
tell
them
how
exactly
we
are
spending
this
money
and
but
to
the
short
answer
is
yes.
This
is
in
in
addition
to.
M
B
Yeah,
that's
that's
also
a
great
great
question:
we've
been
very
careful
about
putting
some
of
this
money
towards
staff
members
that
couldn't
be
supported
after
this
money
expires.
So
if
you'll
notice,
you
really
won't
see
teachers,
okay,
you'll
see
some
support
staff,
obviously
just
off
the
top
of
my
head.
B
I
know:
Vincent
mentioned
nurses,
so
there
are
some
some
areas
where
we
could
put
it
into
salaries,
but
you
can
only
put
it
into
salaries
if,
as
a
district,
you
are
confident
that,
though,
that
program
or
whatever
that
that
that
staff
member
is
doing
will
be
continued
after
the
money
expires.
So
they
don't
expect
us
to
hire
somebody
for
two
years
or
three
years
and
then
boom
that's
done
and
that's
what
we've
done.
We've
only
hired
people,
because
we
have
a
level
of
confidence
that
we
can
continue,
keeping
them.
B
B
C
Most
of
that
is
just
like
timesheet
earnings,
it's
not
their
contractual
learning,
so
it's
you
know
allocated
to
certain
programs.
So
it's
not
it.
It's
not
a
cost.
That
may
continue.
You
know
for
many
years
to
come,
but
their
salary
funds
are
accounted
for
in
the
general
fund.
For
the
most
part,
yeah.
B
C
Have
yeah
there
was
yeah
the
general
fund.
B
I
B
C
When
we
start
in
budget
development
believe
it
or
not,
back
in
January,
we
always
talk
about
there's
two
sides
of
the
budget:
there's
a
revenue,
there's
an
expenditure
side
and
then
there's
a
revenue
side
during
the
presentations
throughout
our
meetings.
We
always
start
with
the
expenditure
side,
because
we
don't
know
our
true
Revenue
until
later
in
the
meetings
the
state
budget
isn't
due
until
April
1st,
so
we
don't,
you
know,
always
have
that
information
to
present.
C
So
what
I'm
going
to
present
tonight,
because
the
state
has
not
adopted
their
budget,
we're
right
on
the
borderline
of
that
and
this
talk
that
it
may
be
slightly
late,
but
I,
don't
think
that
has
anything
to
do
with
our
school
aid,
so
I
I
feel
pretty
confident
in
the
numbers
I'm
going
to
present
for
that
they
won't
change
much
so
yeah.
This
is
going
to
be
the
governor's
budget,
not
the
final
state
budget
and
we
kind
of
went
over
this
a
little
bit
in
January.
Very
briefly,
when
it
first
came
out
so.
C
C
We'll
also
talk
about
Foundation
Aid,
which
is
the
biggest
piece
of
our
state
aid,
is
terms
of
state
aid,
highlights
other
than
Foundation
8,
not
much,
but
we'll
just
touch
on
that.
We'll
look
at
Debt
Service,
because
we
did
something.
This
year
we
paid
off
debt
early.
That's
like
the
mortgage
on
your
house.
Imagine
paying
that
off!
So
that's
a
great
help
to
the
budget
and
it
also
keeps
building
Aid
coming.
So
it's
a
positive
cash
flow
and
then
we'll
talk
briefly
about
capital
projects
in
the
budget.
C
So
if
we
look
at
the
property
Levy
tax
cap
worksheet
for
the
past,
this
will
be
our
fourth
year,
where
we're
projecting
111
million
568
000
for
our
tax
levy.
That's
what
it
is
this
current
year,
you
add
in
a
tax-based
growth
factor,
you
add
in
your
Pilots
and
then
you
look
at
your
Capital
expense.
Aid
Capital
expense
net
of
Aid.
So
you
take
out
the
aid
that
you're
getting.
C
We
add
all
of
all
of
that
up
and
the
tax
levy
cap
calculation
is
the
maximum
of
two
percent
or
CPI.
So
we
know
this
year.
Cpi
was
well
north
of
two
percent.
It's
really
ranging
in
the
area
of
about
six
percent
right
now,
so
the
most
we
can
increase.
Our
Levy
is
the
two
percent,
because
that's
the
cap.
C
So
if
we
follow
through
the
formula
and
we
get
down
to
our
tax
levy
limit-
that's
Q
on
the
bottom,
we
look
at
115
million,
almost
116
million
or
3.91-
that
we
can
increase
the
levy.
But
we
also
have
to
add
back
our
Capital
expense
expenditures,
net
of
Aid,
so
the
most
we
can
increase
our
Levy
2
is
116
million
056
889,
that's
a
4.02
percent
increase
which
is
allowable
based
on
this
formula.
C
B
Oh
Stacy
I
do
think
it's
important
to
say
again
that
we
actually
by
law,
are
allowed
to
go
up
to
4
42
and
you
will
see
several
districts
across
the
the
county
in
nasserole
and
Suffolk
across
Long
Island.
That
will
actually
exceed
the
two
percent
and
may
go
up
to
a
three
or
four
percent.
So
we're
very,
very
fortunate
that
we
can
have.
Obviously
we
can
go
out
into
zero.
C
C
Remember
that
year,
1920
we
were
allowed
to
come
out
at
4.03
percent
on
the
levy
we
came
out
at
at
the
1.03
percent
down
here
the
following
year
we
came
out
of
2.5
percent,
we
could
have
gone
up
more
over
three
percent
and
you
could
see
that
gap
between
that
green
line
and
the
blue
line.
That's
the
savings
to
the
community.
It
represents
what
we
could
have
Levy
versus
what
we
actually
levied
for
the
community.
C
B
And
that's
a
you
know,
a
important
note:
there
is
that's
compounding
yeah.
Obviously
that
could
have
been.
You
know.
We
could
have
that
all
the
way
back
four
years
ago,
that
couldn't
have
been
an
additional
few
million
through
a
million
few
million
few
million,
so
that's
been
compounded,
not
or
I
should
say,
not
countable.
C
C
So
when
I
file
the
paperwork
in
September
with
the
town
we're
going
to
ask
for
that
111
million
dollars
just
like
we
have
the
past
number
of
years,
but
that's
not
the
tax
rate.
What
a
homeowner
will
actually
pay.
The
tax
rate
look
deals
with
the
tax
levy.
It
takes
the
total
tax
levy
and
then
assessed
values
come
in
so
you
divide
the
the
levy
by
the
assessed
values.
I
don't
want
to
get
into
the
math
too
much,
but
we've
had
questions
in
the
past.
C
If
the
tax
levy
Remains
the
Same,
can
my
taxes
go
up
and
the
question
the
answer
to
that
is:
yes,
they
may
they
may
go
up,
they
may
go
down.
School
tax
school
levy
will
remain
the
same,
but
if
your
assessed
values
changed,
maybe
you've
built
something
onto
your
house.
You
expanded,
you
did
something
that'll
raise
your
assessed
value,
so
it
will
raise
your
your
taxes.
There
are
exemptions,
maybe
you
applied
for
an
exemption
that
could
lower
your
taxes.
There's
something
called
adjusted
base
proportions
that
we
have
here
in
Brentwood.
C
The
town
assigns
how
much
of
that
Levy
will
be
pushed
to
the
business
owners
in
the
community
and
how
much
will
be
pushed
to
the
homeowners
in
the
community,
and
that
can
change
that
does
change
year
by
year,
so
depending
on
how
that
changes
that
can
in
Impact
your
property
taxes.
So
even
if
the
school
levy
stays
the
same,
your
taxes
may
change.
C
I
also
want
to
point
out
the
star
program:
I
have
the
website
there
on
on
the
slide
that
I'm,
showing
now,
if
you're,
not
part
of
the
star
program,
I,
do
encourage
you
to
join
that
it
is
a
way
of
saving
some
money
from
your
taxes.
As
long
as
your
school
district
stays
below
the
the
allowable
rate
and
we've
done
that
every
year,
the
new
program
now
and
it's
not
really
even
new
anymore,
it's
probably
seven,
eight
years
old.
C
Is
you
get
a
check
back
from
the
state
for
the
savings
on
your
taxes,
the
old
program?
If
you're
still
in
it,
you
could,
you
could
get
grandfathered
in
that,
but
that's
where
they
actually
lowered
your
taxes
and
you
don't
get
a
check
back,
that's
frozen
now
that
old
way
of
doing
it.
So,
whatever
your
taxes
are
being
lowered
by
that's
frozen,
it's
not
going
to
change.
C
C
Another
point
about
your
property
tax
is
that
it
not
only
includes
your
school
tax.
There
are
other
taxes
in
there.
So,
let's
say
in
the
perfect
world
your
assessments,
don't
change
the
exemptions,
don't
change
the
adjusted
base
proportions,
don't
change!
So
your
school
tax
remains
exactly
the
same.
C
C
C
We
just
look
at
stay
down
and
again,
I
want
to
just
say
that
this
is
based
on
the
governor's
budget.
What
she's
presenting
is
an
overall
increase
to
education
for
3.1
billion
or
10
percent,
and
that's
because
the
governor
made
a
promise
a
few
years
ago
to
fully
phase
in
Foundation
Aid.
She
was
going
to
do
that
over
a
three-year
period,
so
we
are
in
currently
22.
23
is
the
second
year
of
that
three-year
period,
so
23-24
is
going
to
be
our
final
year
of
that
phase.
C
In
so
the
state
increased
Foundation
Aid
by
2.7
billion
of
that
3.1
billion.
So
the
vast
majority
is
clearly
in
Foundation
Aid
to
finish
the
the
phase
in
so
how
the
state
is
facing.
That
in
is
two
different
scenarios,
depending
on
where
school
districts
are.
If
school
districts
are
already
receiving
their
full
Foundation
Aid
they're
going
to
get
an
automatic
three
percent
increase
to
their
Foundation
Aid
school
districts
like
us,
who
are
still
not
at
where
we
should
be
based
on
the
foundation.
Aid
formula
are
simply
going
to
get
what's.
C
What's
still
due
to
us,
and
if
you
remember
years
ago
we
did
some
rallies,
we
talked
about
Foundation
Aid.
We
we
were
at
the
Nassau
County
Supreme,
Court
I,
believe
you
know
doing
a
rally
there
and
we
held
up
a
banner
we're
short
139
million
in
Foundation
Aid
per
year.
It
was
huge
how
much
we
were
short
based
on
that
Foundation
Aid
formula.
So
now
this
is
the
year
we're
finally
going
to
have
all
of
that
139
million.
C
It's
changed
a
bit
because
there's
been
inflation
factors
the
makeup
of
our
students,
our
enrollment.
So
there
are
some
changes
in
there
that
actually
made
an
increase,
not
decrease,
and
that
was
a
per
year
amount.
Imagine
what
our
students
could
get
with
all
of
that
pretty
much
everything
else
remained
the
same
in
terms
of
state
aid.
C
It's
Foundation
Aid
that
that
is
really
driving
our
change
and
if
we
just
look
at
the
numbers
from
22
23
to
23
24,
the
dollar
change
is
78
million,
and
that's
just
for
us
for
Brentwood
the
foundation.
A
change
is
actually
79
million
or
25.83
increase
for
the
first
time
in
I.
Think
since
upk
started
we're
seeing
a
small
increase
there
or
well,
it's
13
or
a
million
dollars,
but
that
hasn't
changed
since
they
started
with
upk
Aid.
So
those
are
the
numbers
based
on
the
governor's
budget
again,
not
final,
but
I.
C
Don't
expect
it
to
change
all
that
much
Debt
Service
is
something
we
did
a
great
thing.
This
year
we
paid
off
some
old
debt.
We
were
paying
kind
of
a
high
interest
rate
on
it,
so
it
just
made
sense
to
do
so.
You
could
see
our
debt
service
in
2122.
We
had
a
barn
Wing
that
year
for
our
energy
performance
contract
too.
C
That's
doing
all
of
our
solar
improvements
throughout
the
district
and
since
then
we
just
have
debt
falling
off
of
our
debt
service
schedule
as
we
pay
it
off
all
of
the
new
construction
that
we're
we're
going
to
start
doing
the
turf
fields,
cafeterias,
science
rooms.
We
have
so
many
exciting
projects
coming
we're
not
going
to
borrow
money
for
that.
C
So
this
debt
service
schedule
is
not
going
to
go
up,
we're
doing
that
with
our
own
money,
as
we
close
out
the
projects
with
the
state
we're
going
to
start
getting
building
Aid
on
that,
even
though
we
didn't
borrow
any
funds
for
that.
So
that's
going
to
be
positive
cash
flow
into
the
future
for
many
many
years
for
the
district
and
that's
really
very
exciting,
so
you
can
see
by
25
26,
that's
just
a
couple
of
years
away.
Our
debt
service
is
just
going
down
tremendously
and
we'll
still
have
that
building
Aid.
C
So
thank
you
to
the
board
for
allowing
me
to
do
that
this
year
really
helped
accelerate
this
transfer
to
Capital.
That's
some
of
I
I
just
mentioned
some
of
the
projects
that
we're
doing
we're
doing
with
our
own
money.
So
this
we're
taking
right
out
of
our
general
fund.
We
need
additional
funds
for
the
turf
at
the
high
school
that'll
cover
the
soccer
stadium
fields
and
the
Pavilion
I
showed
that
rendering
of
it
a
while
back
I
believe
it
was
in
the
fall.
It's
just
going
to
look
outstanding,
we're
just
waiting
for
State
approval.
C
For
that
it's
been
taking
so
long
because
the
state
is
kind
of
stuck
in
all
of
those
Esser
and
Carissa
projects.
They're
prioritizing
those
projects
to
you
know
give
approval
for
or
to
to
examine
prior
to
doing
any
of
these
transfer
to
Capital
funds,
because
those
funds
run
out
where
the
transfer
to
Capital
funds
don't
have
an
end
date.
C
So
that's
really
slowing
us
down
on
this,
but
you
know
we're
just
we're
very
close
to
the
turf
in
the
locker
rooms
and
all
that
getting
approved
and
then
we're
looking
at
a
possible
acquisition
of
property
and
a
building,
including
Renovations.
But
we'll
talk
more
about
that
as
we
see
if
that
actually
comes
to
fruition
and
again,
the
tax
levy
Debt
Service
increase
due
to
these
projects
is
zero.
There
will
not
be
an
increase
to
our
Levy
or
our
debt
service.
C
C
C
It's
general
fund
money
so
that
other
than
that
upk,
which
goes
to
the
special
Aid
fund,
but
one
of
the
governor's
proposals
now
it's
not
final-
is
for
high
impact
tutoring,
so
they're
actually
taking
some
of
our
unrestricted,
possibly
taking
some
of
our
unrestricted
Foundation
Aid
and
telling
us
how
to
spend
it
and
that's
similar
to
what
they
did
with.
What's
called
Community
Schools
Aid
that
we
still
have
within
our
budget.
C
Yeah
I've
been
working
that
out
with
the
cabinet
members,
and
you
know
we're
working
on
that
and
in
in
terms
of
foundation
Aid,
just
like
Dr
Leone
said
you
know
we
want
to
hear
from
you
and-
and
we
do
that
interactively
through
the
surveys
through
the
comments
that
we
get
at
these
budget
meetings,
so
that
helps
to
guide
us
too
on
how
we
spend
the
foundation
Aid.
So
we
welcome
any
comments
that
we
get
from
the
community
from
the
board
from
you
know,
anybody
in
the
district.
C
In
terms
of
the
stimulus
funds,
I
wouldn't
say
bonuses,
but
we
have
extra
opportunities
for
staff
because
we're
doing
so
many
more
after
school
programs
and
Saturday
Academy.
So
it
isn't
an.
A
C
C
C
B
B
It
was
a
quite
a
bit
of
back
and
forth
for
many
many
months
across
the
state
trying
to
get
clarification
as
to
who
was
entitled
to
that
that
money,
and
it
was
different
in
health
care.
B
Yeah
yeah
we
made
the
application
actually
Rhonda
was
You
Know
instrumental.
Is
that
as
well
as
Stacy.
A
Q
C
Come
in
their
paycheck
like
we
get
the
money
from
the
state
based
on
the
first
two
investing
periods
which
we
had
to
file
together
because
it
came
to
us
kind
of
so
late.
But
we
got
that
money
wired
to
our
account
separately
from
the
state,
and
then
we
gave
it
to
them
in
their
paycheck.
But
it
comes
untaxed.
So
we
make
it
pre-tax
dollars.
The
state
actually
gives
us
the
money
to
pay
our
share
of
the
tax,
but
the
employee
doesn't
pay
tax
yeah,
the
first
two
vesting
periods
have
been
paid
and.
Q
C
J
A
I
for.
B
Your
wait,
hang
on
space
I
do
want
to
say
obviously
I
Stacy's
been
tremendous
and
and
there's
just
a
few
things.
I
want
to
I
want
to
point
out.
You
know
when
I
took
over
as
superintendent
there's
a
big
old
binder.
B
You
know
that's
probably
about
11
by
17,
and
maybe
you
know
a
thousand
pages
that
they
did
an
exhaustive
research
many
many
years
ago,
looking
at
turf
fields,
for
example,
and
lots
of
the
upgrades
that
we're
currently
doing-
and
it
could
have
been
anywhere
between
a
75
million
and
to
a
hundred
million
dollar
bond
that
we
would
have
gone
out
to
the
community.
B
As
a
matter
of
fact,
one
of
our
first
conversations
that
Stacy
and
I
had
is
we
were
trying
to
prep
because
we
thought
eventually
we
would
want
to
do
these
upgrades
the
turf
fields,
for
example
the
classrooms,
the
cafeteria,
the
science
rooms,
the
cafeterias,
the
man
traps
all
of
the
things
that
we've
spoken
about
over
the
years.
We
thought
we
would
have
to
you
know,
put
together
a
plan
and
go
out
to
the
community
and
ask
for
anywhere
from
75
to
100
million
dollars.
B
So
all
of
these
upgrades
it's
because
of
really
the
way
that
we've
carefully
you
know
budgeted
the
money
and
Stacy's
been
tremendous
in
that
that
regard.
That's,
what's
allowing
us
to
do
this,
I
mean
you
know
when
she
goes
over
The
Debt
Service
it.
It
doesn't
sound
like
a
big
deal,
because
it's
just
like
you
know
a
graph
on
a
page,
but
it
really
is
just
tremendous
opportunity
for
the
Brentwood
Community,
so
in
just
a
few
short
Years.
Hopefully
we're
going
to
break
ground.
B
Come
at
no
additional
cost
to
the
community.
Now
many
of
us
come
from
other
communities
where
those
communities
had
to
go
out
for
bonds,
Bond
issues
even
for
computers
and
laptops.
You
know
that
also
would
have
had
to
have
been
in
potentially
into
in
the
Aquis
boards
would
have
been
in
those
of
that
bond
issue,
which
we,
thankfully
and
gratefully
did
not
have
to
do
and
again
that's
because
Stacy
has
really
been
just
a
tremendous
Finance
person
but
and
I
do
want
to
thank
her
I.
B
Think
she's
just
been
doing
a
a
fabulous
job
for
us,
we
couldn't
be
where
we
are.
She
does
skim
a
few
million
off
the
top
like
you
know
what
I
think
she
does
deserve
it.
You
know.
B
J
B
A
A
E
A
B
Now
we
should
just
say
that
we
also
I
I,
because
there's
a
lot
of
new
people
here,
we're
doing
the
cafeterias
we're
doing
lots
of
Elementary,
School
cafeterias
and
a
middle
two
Middle
School
cafeterias,
so
excited
about
those
those
additions,
as
well
as
the
turf
fields.
We
are
doing
the
man
traps
in
the
elementary
schools
this
summer,
lots
of
other
we're
doing
the
science
classrooms
three
science
classrooms
in
each
of
the
four
middle
schools.
Thrilled
about
that.
So
many
great
great
things
going
on
the
construction
over
the
summer.
J
A
Want
to
thank
all
the
board
members
sitting
on
the
days
for
the
support
in
pushing
the
district
forward
really
I
appreciate
it
all
of
the
support
that
you
guys
give
to
the
district.
It
really
makes
a
difference
and
it
seems
again
the
community
sees
it,
I
think
the
staff
in
the
district
see
it.
So.
Thank
you
guys
appreciate
it.
Q
So
rich
can
I.
Ask
you
with
everything
that
you
listed.
Would
you
categorize
us
as
a
district
on
the
move.
B
I
think
Julie
wanted
me
to
mention
something
you
know
you
did
see
my
letter
earlier
in
the
week
about
the
the
name,
change
that
we
have
to
look
towards
changing
the
name,
Indian
Indians
and
I've.
B
Actually,
really,
you
know
want
to
thank
lots
of
community
members,
students,
staff
members
who
have
actually
sent
me
quite
a
few
ideas,
but
tomorrow
you're
going
to
get
another
letter
from
me
a
brief
letter
and
we're
going
I'm
going
to
send
out
a
an
email
address
that
will
be
just
unique
for
the
collection
of
all
of
the
ideas
that
are
out
there
by
students,
staff
community
members.
Lots
of
people
are
interested
and
excited
I'm,
getting
I'm
getting
text
messages
and
emails
all
of
the
time.
B
So
it's
really
a
lot
of
fun,
however,
we'd
like
to
put
it
in
one
location
and
I'm,
also
going
to
send
out
a
time
frame
along
with
my
email
and
I,
would
like
to
ask
too
that
not
it's
not
important,
not
just
to
send
a
name
I'm
going
to
use
one.
This
is
not
the.
This
is
not
necessarily
the
name,
but
some
people
have
said
Brentwood,
Pride
or
Brentwood
Nation.
For
example,
all
great
names,
but
what
we'd
like
and
actually
miss
hoey,
you
know
again:
I
was
speaking
with
her.
B
One
of
our
great
ideas
include
a
reason
behind
the
name
and
again,
I'll
say
this
in
my
email
to
the
community
tomorrow
so,
for
instance,
again
getting
back
to
Brentwood,
Pride
or
Brentwood
Nation.
If
you
could
just
include
a
brief
blurb,
just
a
few
lines
as
to
why
you
think
that
would
make
an
exceptional
name
for
the
Brentwood
Community,
okay,
the
Brentwood
School
District.
B
B
You
know
the
time
with
with
the
board
and
then
we'll
collect
those
names,
and
we
have
a
mechanism
in
place
to
kind
of
Whittle
that
down
to
the
top
five
I
believe
we'll
try
to
top
five
and
that's
when
we'll
send
out
a
survey
to
the
entire
community
and
we'll
collect
that
survey
again
within
a
certain
time
frame
and
that's
when
we
will
choose,
it
will
be
completely
Community
Driven
survey
driven
so
that
at
that
point
obviously
is
Dr.
Leone
mentioned
it's
important.
B
We
get
that
survey
back
so
you'll
hear
from
me
tomorrow
and
subsequently,
a
number
of
other
times.
Also
the
board
you
know,
I
haven't
had
a
chance
to
talk
to
the
whole
board,
but
the
board
next
week
at
some
one
of
the
days
possibly
Wednesday
would
like
to
meet
with
the
high
school
students
and
we'll
we'll
send
something
out
to
the
high
school
students
it'll
be
at
two
o'clock
on
Wednesday
I.
B
Think
that's
what
we're
looking
for
I
just
want
to
make
sure
I
can
get
the
board
there
Wednesday
at
two
o'clock,
any
board
member
that
can
be
there.
They
would
like
to
meet
with
student
Representatives.
Potentially
from
the
ROTC
student
council,
National
Honor,
Society
Etc,
and
you
know
we'd
like
to
talk
to
them
about
the
name
change
why
it's
happening
you
know
and
where
we're
going
with
it,
and
eventually
once
we
choose
the
name,
then
we'll
send
out
another.
Another
letter
from
me
will
be
asking
for
now:
some
depictions.
B
If
somebody
can,
you
know,
draw
again
getting
back
to
nation
and
pride.
If
someone
could
take
the
logo
and
draw
a
nice
logo
and
that's
again,
what
we'll
do
is
we'll
choose
a
logo?
B
That's
actually
they
absolutely
can
send
that
yeah
I
got
some
some
pictures
too,
and
so
that's
that's
a
great
point.
They
can
send
that
I,
don't
know
exactly
how
they
do
that,
but
they'll
know
better
than
me.
They
can
send
it
through
the
email.