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From YouTube: Board of Education Meeting February 2, 2023
Description
The Brentwood UFSD Board of Education is meeting on February 2, 2023. The public session is expected to start at 7:00 pm. To submit questions during the meeting please click on the following link: https://forms.office.com/r/RHsAusxhS1
To see the agenda please visit https://www.bufsd.org/board-meeting-agenda
C
B
B
A
Welcome
everyone
to
the
Board
of
Education
special
meeting
third
and
formal
budget
Workshop.
This
Thursday
February,
2nd
2023
at
7
pm
I
need
a
motion
to
convene
the
special
meeting
and
workshop
at
7
pm.
Motion
motion
by
Julie
Burgos
I
need
a
second
second
by
Cindy
Safari,
all
in
favor,
aye
aye,
so
moved.
E
Thank
you,
Miss
Felix,
it
is
this
is
this
is
really
going
to
be
a
great
story.
It's
about
a
terrific
Cadet
who
is,
you
know,
received
wonderful
honors,
but
I'm
actually
not
going
to
speak
about
it
too
long
I'm
going
to
invite
the
sergeant
Wayne
Hannah
up
to
do
the
introductions,
and
let
us
know
about
the
exciting
news.
F
F
Any
Cadet
will
tell
you
that
I'm
a
numbers
guy
and
four
years
ago,
Christian
started
in
ninth
grade
at
East.
East
Middle
right
is
metal
and
decided
to
take
Junior
ROTC
in
10th
Grade
I
watched
this
young
man
grow
and
expand.
His
Horizons
Dr
Dolan
said
he's
a
shining
star
and
he
is,
but
in
the
universe
of
Brentwood
New
York.
Okay
Christian
is
the
first
one
to
be
selected
for
the
j-100
and
what
the
j100
is
and
Junior
ROTC.
There.
F
000
Cadets
worldwide,
there's
over
almost
a
thousand
units
out
of
the
125
000,
is
about
20
to
25
000
seniors,
not
everybody
is
qualified
to
put
in
for
the
j100
Christian
met
those
the
requirements.
It
started
off
with
his
grades,
obviously
being
an
AP
pretty
much
in
every
course
and
he'll
say
no,
but
he's
modest,
along
with
college
courses,
he's
taken.
He
also
Shepherd
as
an
11th
grader
for
the
first
time
and
there's
a
lot
of
First
Christians.
F
Has
he
Shepherd
the
academic
team
down
to
Washington
DC
to
compete
against
40
other
branches
of
Junior
ROTC
programs?
Okay,
this
year
me
becoming
the
sassy,
and
it
was
important
for
me
because
we
are
a
college
prep
program.
I
get
to
talk
about
Aerospace
leadership
and
health
and
wellness,
but
college
is
where
it
should
be
put
in
and
Christian
made
it
through.
The
first
round
made
it
to
the
top
200,
which
is
pretty
good,
but
he
wanted
the
top
100.
Christian
wants
to
go
to
MIT.
F
They
say
behind
every
good
man,
it's
a
great
woman
and
I'm.
Definitely
no
different
right.
My
wife
Margaret
has
been
with
me
since
we
were
here
in
high
school
long
ago
and
far
away
when
I
had
blonde
hair
and
normally
the
regional
director
contacts
The
Sassy
of
the
program.
However,
he
called
my
house
phone
for
whatever
reason
and
Margaret
was
home
and
she's
pretty
quick
and
she
says:
does
this
have
to
do
with
Christian?
F
He
goes
well
I
can't
say,
because
it
was
unofficial
at
the
time
she
says
well,
I
will
get
in
touch
with
Wayne
and
he
will
call
you
tomorrow
and
I
called
him,
and
he
said
yes,
he
is.
He
is
in
the
top
100.,
so
the
j100
scholarship.
What
does
it
do
full
ride
to
any
University
or
College
wherever
it
is
as
long
as
they
have
an
ROTC
program
or
a
Detachment
which
MIT
does
and
I
believe
yesterday
he
finished
having
an
interview
with
Harvard
and
there's
also
a
Detachment
there,
so
it's
a
full
ride.
F
It
also
allows
a
ten
thousand
dollar
for
additional
labs
and
stuff
and
also
a
monthly
stipend.
The
program
was
actually
started
eight
years
ago
by
The
Joint
Chiefs
of
Staff,
General
goldfine
and,
like
I
said
Christian's
the
first
one
of
many,
hopefully
that
I
look
forward
to
standing
in
front
of
you
for
the
next
few
years,
uploading
them
so
again,
it's
not
me.
I
want
to
introduce
Christian.
G
I
want
to
thank
everybody
for
this
recognition,
but,
most
importantly,
I
want
to
recognize
the
work
that
you
all
do
for
our
community
and
for
our
schools
and
I.
Just
want
you
all
to
know
that
I'm
just
one
of
the
many
people
in
the
ROTC
program
that
had
the
opportunity
to
take
this
and
that
had
the
qualifications
and
I
just
hope
that
you
continue
to
extend
your
support
to
our
unit.
Because
there
are
many
more
like
me
and
even
better
than
me,
and
thank
you
so
much
for
your
support
for
our
unit.
E
G
A
E
A
So,
when
recognition
of
your
achievement,
we
would
like
to
extend
this
award
to
you
and
it
reads
in
recognition
of
being
the
first
Brentwood
recipient
of
the
j100
asj
ROTC
scholarship,
showing
your
service
and
dedication
to
the
armed
forces
and
to
your
community
we're
so
proud
of
you
Christian.
Thank
you.
Thank
you
very
much.
F
B
A
A
A
I
Thank
you
good
evening,
Brentwood
Community,
my
name
is
Rhonda
young
I'm,
the
assistant
superintendent
of
special
services
and
I'm
pleased
to
be
here
tonight
to
present
our
2023-2024
department
budget.
At
this
informal
budget,
Workshop
I
would
like
to
thank
the
Board
of
Education,
the
superintendent
cabinet,
the
entire
Brentwood
staff
and
this
great
Community
for
your
continuous
support
and
confidence
in
me
and
my
department
I
want
you
to
know.
B
I
I
Our
administrative
team
consists
of
myself
Miss
April
Sinise
coordinator
of
special
services,
secondary
Dr,
Garvin,
Romain,
co-native,
special
services,
Elementary
department,
head
of
speech
and
hearing
Sean
coffin
coordinator
of
Health,
psychological
and
social
work.
Three
assistant
coordinators,
Kimberly
Clark,
Denise,
Farrow,
Elizabeth
Sheehan.
We
have
a
nurse:
a
medical
directive,
Ms
Susan,
averso
administrative
nurse
practitioner,
Miss,
Helene,
D'agostino
department,
head
of
special
services,
Miss
Ingrid
Citron,
and
the
special
education
transition
coordinator,
Karen
Gross.
I
Okay,
so,
according
to
the
January
enrollment
figures
from
school
age,
students
attending
in
District
programs,
there
are
2
557
and
District
students
receiving
services.
58
of
the
students
receiving
services
are
placed
in
our
most
restrictive
environment.
This
means
that
1
483
out
of
the
two
thousand
five
hundred
and
fifty
Seven
are
educated
in
a
self-contained
or
special
class.
We
would
like
to
see
that
number
reduced
so
that
our
children
can
be
educated
and
the
least
restrictive
environment
whenever
possible.
I
Students
attending
are
at
a
District
K-12
programs
increased
by
11.57
percent.
This
is
due
to
an
increase
of
students
with
autism,
aggressive
behaviors,
elopement
social
anxiety,
School
refusal
and
depression.
We
are
currently
working
with
the
Brentwood
Teachers
Association
to
create
opportunities
for
teachers
to
receive
additional
training
and
de-escalation
techniques
to
help
address
behaviors.
I
I
I
As
the
number
of
students
increased
the
number
of
meetings
we
are
required
to
conduct
increase,
also
the
total
number
of
meetings
held
increased
primarily
due
to
program
reviews.
Most
program
reviews
were
requested
to
provide
additional
supports
and
services
or
for
consideration
of
a
change
of
emplacement
to
move
to
a
more
restrictive
environment
from
July
1st
2022
to
January
30th
2023,
we
had
a
total
of
159
new
referrals.
Last
year
we
had
a
total
for
the
entire
year
of
254.
I
I
I
I
Assistive
technology
is
any
equipment,
software
program
or
product
used
to
maintain
or
improve
the
functional
capabilities
of
persons
with
disabilities.
The
number
of
assistive
technology
devices
used
in
District
increased
by
over
29.85
percent.
We
really
are
encouraging
our
students
to
use
these
devices
to
be
more
independent
at
accessing
the
curriculum.
J
J
To
highlight
some
improvement,
inclusive
opportunities,
services
for
students
are
receiving
advocated
for
sensitive
playgrounds
and
adapt
as
living
kitchens,
which
have
all
been
installed
to
not
understanding
we're
providing
at-risk
services
in
speech
and
counseling.
So
at
East
K
and
Pine
Park.
We
have
advised
services
for
speech
two
days
a
week.
We've
Incorporated
a
behavioral
specialist.
J
Oh
boy,
we've
Incorporated
a
behavior
specialist
to
provide
support
to
students
and
staff
in
elementary
and
upk
Facilities.
As
mentioned
as
Rhonda
mentioned,
we
have
expanded
the
assistive
technology
and
extended
school
year
programs,
including
grades
one
to
eight.
We
purchase
flexible
seating
district-wide
in
many
of
our
classrooms
in
level
three
classrooms
and
as
well
as
level
one
we
per.
We
installed
sound
field
systems
which
proved
to
be
really
phenomenal
in
our
level.
One
classes,
as
well
as
our
level
three
classes.
J
We
introduced
the
consult
teacher
service
model
at
the
high
school
we
purchased
the
Sunday
reading
system,
which
is
a
reading
Intervention
Program.
A
lot
of
our
parents
came
to
us
with
concerns
regarding
possible
concerns
of
Dyslexia
or
reading
disabilities,
so
we're
providing
that
level
of
support.
J
We've
also
increased
the
capacity
for
teacher
Aid
and
special
education
Aid
as
well.
We've
increased
our
PPS
staff
and
administrative
team
to
improve
District
Operations.
If
you
haven't
visited
the
special
services
building
that
building
has
a
huge
turnaround.
It's
actually
a
very
comfortable
office
space
to
work
in
a
huge
lighting
difference.
Parents
are
more
comfortable
and
families
alike,
and
we've
opened
the
Early
Intervention
Program.
K
Good
evening
I'm
excited
to
talk
to
you
about
some
of
the
initiatives
we
are
doing
with
transition
that
we
started
this
year
and
we'll
be
working
on
this
year
and
next
year.
So
my
role
here
as
the
transition
coordinator
is
to
work
with
students
to
help
them
identify
what
their
goals
are
and
what
their
plans
are
for,
after
they
graduate
high
school
and
to
help
them
become
successful
in
achieving
those
goals.
So
some
of
those
goals
can
be
students
going
to
college.
K
They
can
be
going
to
trade
schools
straight
to
work,
tech,
programs,
military
or
even
support
employment,
and
there
are
many
different
ways
that
we
do
that
we
work
with
the
students
individually.
We
work
with
the
families
and
well
as
well
as
community
and
taking
a
holistic
approach
on
how
that
works.
So
some
of
the
things
that
we've
been
doing,
the
first
thing
that
we're
really
excited
about
is
that
we
just
got
approved
by
New
York
state
for
an
employment
training
program.
K
You
know
that
after
that
set
that
last
year
after
they
graduate
that
they
end
up
hiring
them
on
as
employees,
the
other
things
that
we
are
doing,
one
of
the
things
that
we
just
did
during
Regents
week
is
we
piloted
a
cdas
option,
two,
that
is
a
career
development
and
occupational
studies.
That
is
a
exam
where
students
are
able
to
take
that
they
can
use
it
as
a
four
plus
one
pathway
or
a
seven
plus
one
pathway
towards
graduation.
K
That
is
not
new
necessarily,
but
we
partnered
with
Long
Island
EOC,
and
that
is
a
SUNY
program
that
runs
out
of
Farmingdale.
They
have
an
office
here
in
Brentwood,
so
it
made
this
partnership
even
easier.
One
of
the
things
we
found
was
that
students
that
go
towards
their
GED
might
not
see
the
the
benefits
of
it.
So
we
talked
to
them
for
two
things:
one
is
to
have
a
bilingual
push-in,
you
know
and
support,
while
the
students
are
going
to
that
program.
K
The
other
thing
that
we're
going
to
be
starting
next
week
is
a
viabilities
pre-employment
transition
service
program.
They
called
free
ETS,
that
is,
for
students
to
learn
about
employment,
post-secondary
education,
advocacy
skills
and
the
students
will
do
that.
After
they
meet
all
of
the
requirements,
they
get
a
100
gift
card
of
use,
a
gift
card
for
that.
So
that
is
a
program
that
we
partner
with
an
agency
the
we're
going
to
talk
about
the
pays
lab
in
a
minute,
so
I'll
hold
up
on
that.
K
One
of
the
other
things
that
we're
finding
is
that
some
students
need
to
be
connected
to
some
of
our
agencies,
some
of
our
students
that
need
extra
support.
So
it
has
been
a
very
difficult
across
Long
Island
for
some
families
to
connect.
So
we
are
hosting,
what's
called
the
CCO
event,
it's
a
care
coordination
organization
event.
We
actually
had
all
three
of
the
organizations
agreed
to
come
to
Brentwood,
so
we're
excited
about
that.
We're
going
to
host
other
schools
and
that's
going
to
be
in
March.
K
K
C
K
Of
them
being
manufacturing,
so
we
have
this
amazing
opportunity
to
be
very
close
to
the
Hauppauge
industrial
center,
so
we
joined
hia,
which
is
their
industrial
Association,
which
gives
us
access
to
over
500
companies
so
that
we
have
been
going
to
we.
We
joined
that
this
year,
I've
been
going
to
a
lot
of
meetings.
We've
been
having
a
lot
of
connections,
so
another
thing
that
keeps
coming
up
is
apprenticeship
programs,
so
that
is
an
amazing
opportunity
that
I
don't
do
not
think
schools
are
tapping
into
so
we
we
are
going
to
do
it.
K
K
So
one
of
the
things
that
we
find
is
that
we
are
looking
for
more
diversity
and
education,
so
we
are
looking
to
possibly
do
a
teacher
aid
program
pre-apprenticeship
program
and
our
goal
is
to
have
an
apprenticeship
program
after
that.
So
what
my
vision
is
is,
or
our
vision
is
to
have
a
teacher,
a
TA
program
after,
like
the
teacher
Aid
after
that,
then
the
students
can
go
into
education
themselves
and,
while
they're
doing
the
apprenticeship
program
here,
they
can
go
for
teaching.
K
So
that's
going
to
be
exciting.
Also
and
oh
and
then
we
are.
This
is
not
made.
We
were
approached
by
the
Department
of
Labor
to
to
partner
up
with
them
to
do
a
career.
Fair,
so
I
can't
really
take
credit
for
that,
but
we
are
working
with
them
to
to
do
that.
We're
going
to
host
that
at
the
high
school.
B
K
Well,
so
now
here
comes
the
next
exciting
slide,
so
this
is
the
payslab.
This
is
something
that
I've
worked
with
prior
to
coming
here
to
Brentwood
and
I
am
overly
excited
to
bring
it
here.
This
is
a
program
for
our
students
who
might
not
have
an
idea
of
what
they
want
to
do
or
might
not
be
able
to
really
Express
what
their
interests
are.
So
this
is
a
transition
assessment.
K
It
is
more
of
a
situational
assessment
for
students
where
they
actually
go
through
it's
the
best
way
to
describe
it
is
it's
like
a
workstation
in
a
classroom,
so
they
go
through
different
different
areas
to
learn
about
what
their
interests
are,
what
their
aptitude
is
and
they
come
in
they
clock
in
as
they
would
if
they
were
working.
The
teacher
or
job
coach
in
the
classroom
is
then
the
supervisor
and
the
students,
while
they're
learning
they're
also
being
assessed.
K
So
if
we
take
a
lot
of
that
on
that,
actually
increases
the
opportunities
for
businesses
to
hire
our
students,
our
students
will
go
out
more
prepared
and
they
will
be
able
to
be
more
successful
at
those
jobs.
And
then
eventually,
businesses
will
be
just
knocking
down
our
door
here
at
Brentwood
to
hire
our
students.
So
there's
going
to
be
a
lot
of
other
great
things
happening.
B
K
We
will
I'm
sure
report
on
that
again,
oh
and
here's
another
slide,
so
this
is
this
is
another
thing
that
we've
we've
actually
expanded
on.
We
did
two
days
so
far
with
our
seniors
and
with
our
Juniors.
So
this
is
what
is
a
mock
interview
day?
We
also
did
a
resume
day
and
a
elevator
pitch,
so
the
elevator
pitch
is
like
if
you
were
stuck
in
an
elevator
with
your.
K
You
know,
dream
CEO
what
you
would
say
to
them
and
looking
at
the
resumes
and
then
we
ended
up
doing
the
mock
interview
day.
So
again,
this
was
an
amazing
experience.
We
partnered
with
the
CEO,
which
is
an
agency
that
we
work
with.
You
know
here
at
the
school
as
well
and
they
brought
in
different
businesses
and
honestly,
we've
made
some
great
connections
at
that
time.
Some
students
made
some
Fabulous
Connections
and
we
might
do
really
great
things
with
one
of
the
companies
that
were
here
but
I.
K
H
All
right
awesome,
so
we
have
increased
opportunities
for
our
staff
to
acquire
strategies
and
knowledge
that
will
equip
them
with
even
more
tools
to
address
the
needs
of
our
students
through
professional
development.
Some
of
our
professional
development
workshops
focus
on
academic
instruction,
have
included
creating
standards-based
IEPs,
specially
designed
instruction
testing,
accommodations,
unique
learning
systems
and
Sunday
training
on
the
Sunday
reading
systems
for
a
lot
of
our
resource
room
teachers
in
order
to
address
behavioral
and
or
social
emotional
needs.
H
We
have
facilitated
workshops
on
Crisis
Prevention
intervention,
also
known
as
CPI,
and
also
Handle
With,
Care,
Behavior,
de-escalation
strategies
and
PBIS
introductory
strategies.
We
all.
We
have
also
facilitated
workshops
to
address
the
needs
of
our
students,
as
it
relates
to
communication.
A
lot
of
our
elementary
and
speech
teachers
have
been
trained
in
the
Picture
Exchange
communication
system
or
the
PEC
system
right.
Okay,
there's
also
ongoing
professional
development
available
for
a
lot
of
our
staff
members
via
a
digital
handbook
that
can
be
accessed
through
Microsoft
Office
teams.
H
Listian
and
Denise
Farrell
office
offer
office
hours
to
many
of
our
case.
Managers
on
an
as
needed
basis
at
the
you
know,
drop
of
a
phone
call,
and
then
we
also
purchased
something
called
the
gold
book
app
and
the
gold
book
app
has
virtual
webinars
for
our
teachers
that
they
can
access
whenever
they.
They.
H
All
right
with
regard
to
parent
and
Community
engagement,
we've
collaborated
with
various
stakeholders
to
facilitate
parent
workshops.
Our
parent
workshops
have
been
fantastic
opportunities
to
provide
resources
to
a
lot
of
our
families.
Some
of
the
workshops
have
included
positive
behavior
supports
reading
is
healing
and
destined
for
greatness,
which
was
a
collaboration
with
the
anti-bullying
fashion
show
and
the
special
education
parent
advisory
Council
this
year,
we've
continued
to
work
with
our
Brentwood
SEPTA
to
facilitate
workshops.
H
Some
of
the
workshops
that
we've
conducted
this
year
include
an
IEP
binder
workshop
and
also
a
vision
bottle
Workshop.
In
fact,
this
year
our
bufsd
SEPTA
recently
received
award
an
award
for
increased
membership
with
over
74
members
in
the
first
two
months.
We've
also
assisted
sorry
with
the
implementation
and
promotion
of
district-wide
initiatives
like
rock
your
socks,
Childhood
Cancer,
Awareness
and
purple
up
day
in
honor
of
military
children
on
a
monthly
basis.
We
share
a
themed
mental
health
and
wellness
calendar
that
contains
activities
and
strategies
for
maintaining
physical
and
mental
health.
H
In
the
month
of
November,
Miss
Young
participated
in
a
mental
health
panel
to
discuss
mental
health
in
the
classroom
and
Beyond
at
the
Brookhaven
town
hall.
In
the
spring
we
promoted
better
speech
and
hearing
month
and
also
our
students
have
the
opportunity
to
create
the
inclusion
tree,
which
you
can
view
on
Hayward
street
and
Brentwood
Clark
Street.
Oh,
my
apologies
on
Clark
Street
in
Brentwood.
H
I
I
So
the
dilapidated
trailers
are
Portables,
will
soon
be
ripped
off
and
you'll
see,
there's
going
to
be
an
electrical
room.
If
you
look
at
the
top
of
that
slide
and
all
the
electric
and
everything
was
going
to
be
put
in
there,
there'll
be
an
exit
on
that
side
of
the
building,
so
the
whole
building
is
being
revamped.
We
were
able
to
reallocate
space
and
actually
open
up
two
CSC
rooms
and
eight
additional
offices
in
the
building.
Now
it's
not.
I
A
Okay,
you
can
go
through
the
line
items
for
the
community
at
large,
okay
and
anything
hi.
Maybe
my
colleagues
might
disagree,
but
I
would
say
anything
that
has
a
significant
change
over
the
year.
Maybe
you
could
just
give
a
little
reasoning
why
it
doesn't
have
to
be
two
grandials,
but
just
listen.
You
know
just
for
simplify.
Why
it.
The
amount
has
sorry.
A
D
A
I
I
A2250-1500
to
822-50-1500-32
our
special
education
teacher
salaries
by
building
this
number
is
pretty
stable.
The
salaries
have
been
stable.
The
only
changes
are
when
staff
is
moving
from
one
building
to
the
other.
A
couple
of
retirees,
eight,
two,
two
five,
oh
1503,
is
the
CSC
teacher
summer
pay
822
50
1600
is
a
special
services.
Clerical
a2250-1650
is
a
new
OT.
82250
1655
is
a
new
PT
82250
1900
to
822-50-1900-32
or
a
one-to-one
health
aids
by
building
salaries
have
been
pretty
stable.
I
82250
1910
to
822-5019
10-32
is
our
overtime
for
our
one-to-one
health.
Aids.
That's
been
pretty
stable.
Eight
two,
two
five!
Well:
nineteen:
twenty
two,
eight
two,
two
five:
oh
nineteen,
twenty
to
eight
two,
two
and
eight
two,
two
five:
oh
1920-32
or
ta
salaries
by
building
this
has
been
really
relatively
stable,
with
a
few
building
transfers
and
resignations.
I
That's
where
we,
it
went
up
a
great
deal,
900
percent,
and
that's
because
we
had
to
contract
for
TAS.
So
that's
the
staff
shortages
a2250
4000
is
our
program
handicapped
contractual.
We
didn't
use
that
McKinney
Bento
homeless,
which
is
eight
two
two
five,
oh
Forty,
Four
Hundred
is
reported
by
the
registration
office.
I
believe
a2250
4455
is
program.
Handicap
hearing
officer
we
haven't
had
any
impartial
hearings,
so
that
has
been
the
same.
A22
I
should
not,
but
there's
no
wood
here
822-50465
is
our
I
believe.
I
That's
our
occupational
therapists,
materials
and
supplies
and
that's
been
pretty
stable.
A2250
4466
is
our
physical
therapist
supplies
and
materials.
That's
been
pretty
stable,
a2250
4700-20
is
our
tuition
for
our
high
cost
attending
private
822-50-4780
is
our
cell
phones
and
that
we
don't
really
use
them.
So
that's
been
pretty
stable.
Eight
two
two
five:
oh
forty,
eight
hundred
textbooks
that's
been
centralized
and
that's
why
there's
a
negative
50
000
from
there
82250-4802
did.
We
did
not
allocate
funds
to
a2250.
I
B
I
Boces
High
course,
and
that
increased
substantially
because
of
the
students
that
we're
getting
with
significant
needs,
a2250
5001
to
82250
5002
is
our
program
handicap,
that's
the
ptot
materials
and
supplies
that
we
did
not
allocate
funding
to
a2250,
5010
and
increase
in
purchasing
at
devices
and
materials.
So
there's
an
increase
in
assistive
technology
devices
and
that's
why
that
number
went
up.
I
These
are
82250
50,
30,
all
the
way
down
to
eight
two,
two:
five,
oh
fifty
two
ten,
that's
the
Arts
and
Crafts
music.
We
do
give
money
to
the
music
art,
Department
library
and
all
of
those
numbers
have
been
pretty
stable,
the
a22505110,
actually
supplemental
materials,
and
that
that's
been
I
mean
it
went.
We
allocated
two
thousand
there,
but
we
haven't
really
used
that
I,
don't
know
just
in
case
I,
guess
we
need
it.
A2250.
The
total
expenses
in
that
area
increased
by
eight
point.
Sixteen
percent,
so
the
total
expense
in
that
area
is
62.
I
I
I
I
I
I
I
I
G
I
That's
speech
public
tuition,
that's
a
purchase,
Services,
a
two
two,
four,
seven,
six!
Zero
is
speech;
travel,
that's
mileage
reimbursement,
a
two,
two
six,
zero
five
thousand
is
speech,
materials
and
supplies.
It's
been
pretty
stable.
The
total
proposed
budget
in
the
area
of
speech
is
four
million.
Three
hundred
and
ninety
eight
thousand
one
hundred
and
thirteen
dollars
and
it
didn't
go
up.
B
I
I
C
I
So
it's
the
administrators
in
there,
okay,
all
right,
a28
1600
is
our
nurses
1600
to
1600-32
1620-32.
It
says
that's
our
orange
by
building
and
then
I
want
to
go
back
here,
because
I
can't
see
that
good
828
1620-32
is
our
RNs
by
building
I
said
that
a28
15
1900
or
office
health
aids
by
building-
and
it
goes
all
the
way
to
a
to
a
15
1900-32.
I
I
That's
the
health
services
from
other
districts.
We
didn't
allocate
funding
there,
a2a
16,
46
51
is
the
equipment
for
Health
Services.
That's
what
we
used
to
to
maintain
our
audiometers
yearly
and
recalibrate
Parts
a2815,
47,
60
or
mileage
reimbursement
for
our
nurses,
a
two
eight
one,
five,
forty
nine
hundred,
it's
pretty
stable,
eight
to
eight
five
thousand,
is
materials
and
supplies
this
decrease
substantially
because
we're
not
doing
the
covet
testing
a
two
eight
one,
five.
Fifty
forty
is
the
health
computers
we
didn't
allocate
anything.
I
I
I
Okay,
eight
two,
eight
two
five
fifteen.
Oh
two
is
the
summer
salaries
for
social
workers
when
they
sit
committee
a
or
do
evaluations.
Over
the
summer,
eight
two
eight
two
five,
forty
seven
sixty
mileage
reimbursement
in
eight
two,
eight
two,
five
five
thousand
is
social
work
materials.
So
the
total
allocated
for
social
work
of
proposed
budget
is
two
million
nine
thousand
fifty
Seven
dollars,
and
in
that
area
it
went
up
by
25.68.
I
I
I
We
went
up
in
our
private
handicap,
but
I
think
it's
good
that
we
went
up
in
private
handicap,
because
BOCES
is
a
lot
more
expensive
and
we
do
get
more
reimbursement
Aid
back
for
private
handicap,
but
we
have
to
apply
to
BOCES
first
and
because
BOCES
ran
out
of
space,
we
were
able
to
apply
to
private.
So
that's
a
good
thing
yeah
and
then
everything
else
is
pretty
much.
You
know
we're
going
to
go
down
at
mdq,
because
obviously
mdq
is
closing
here
in
Brentwood
right
for
the
school
age
program
they
are.
They
are.
B
I
I
The
SSP
must
include
Baseline
data,
measurable
and
rigorous
targets
for
a
six-year
period.
So
each
indicator,
you
look
at
every
six
years,
there's
17
indicators
in
total,
but
the
local
education
agencies
have
to
report
on
14..
The
priorities
of
the
Ida
is
for
they're
going
to
give
us
money
because
that's
what
they
do.
I
We
have
to
report
all
the
time
to
the
state.
So
when
people
say
they
shouldn't
do
that,
that's
what
they
listen.
They
have
a
direct
line
to
my
office
when
a
parent
makes
a
complaint
I
get
it
immediately
and
they
don't
want.
You
know
excuses.
They
want
me
to
resolve
the
issue,
that's
how
it
works.
So
I
do
have
a
regional
officer
assigned
to
me
if
you
go
to
the
next
slide.
These
are
the
different
performance
indicators
that
they
look
at
and
I
don't
know.
I
If
you
can
see
those
indicators,
it's
very
hard
to
see
it
there,
but
they
look
at
graduation
rates.
They
look
at
classification
rates,
they
look
at
oh
God,
everything,
post-secondary
outcomes,
the
the
amount
of
students
that
are
being
classified
with
the
particular
disability,
and
we
have
to
report
on
all
of
these
things.
They
look
at
the
Early
Childhood
transition
plans.
They
look
at
the
child.
Fine,
if
we're
we're
catching
kids,
so
we
have
to
put
procedures
in
place
so
that
we
can
identify
kids
that
may
have
a
disability.
I
So
there's
all
these
things
least
restrictive
environment
is
a
big
one
that
they
pay
attention
to,
because
obviously
that's
one
of
the
three
priorities,
so
we
get
the
ones
in
red
are
for
the
state.
We
don't
really
report
on
that,
but
the
state
does
and
it's
based
on
hearing
it's
impartial
hearing
requests
the
systemic
Improvement
and
mediation
agreements.
I
Okay,
sorry
about
that.
So
we
get
two
large
grants
from
the
part
B
formula
grants
and
these
grants
are
provided
to
obviously
to
to
provide
a
free
and
appropriate
public
education
in
the
least
restrictive
environment.
We
get
the
611
Grant
and
that's
for
children,
ages,
3
through
21
and
the
619
Grant
is
for
students.
I
If
you
go
to
the
next
slide,
this
slide
demonstrates
the
funding
we
get
reimbursed
from
the
state
and
the
county.
So
we
have
three
funding
sources
that
we
get
reimbursement
from
the
state,
the
county
and
the
federal
government,
which
was
the
previous
line.
Okay,
the
New,
York
State
education
department,
stack
and
Medicaid
unit
is
responsible
for
processing
requests
for
reimbursement
for
the
cost
of
providing
services
to
preschool
and
school-age
students
placed
in
special
education
programs.
This
funding
typically
takes
two
years
to
get
back,
but
we
filed
the
stack
every
year.
I
So,
yes,
it
costs
money
to
educate
our
kids,
but
we
get
a
lot
of
that
money
back.
So
if
you
look
up
there,
you
can
see
that
we
stick.
We
sent
we
spent
like
one
million
nine
hundred
ninety
one
thousand
two
hundred
and
seventy
seven
dollars
in
our
state-supported
programs.
We
got
back
80
percent
of
that
money.
Now
it
doesn't
come
back
in
one
check.
It
comes
back.
You
know
in
two
parts
I
believe
Stacy.
Is
that
correct?
It
comes
back
in
two
parts.
I
I
There
is
a
formula
to
this,
so
the
formula
for
stack
is
the
tuition
rate
right
minus
the
threshold,
so
the
threshold
is
43.
Roughly
43
000,
you
subtract.
Whatever
the
tuition
is
for
a
student
from
the
threshold
right
I
mean
well
the
threshold
from
the
tuition
and
then
you
you
multiply
by
the
ft,
and
then
you
multiply
that
number
by
the
excess
cost
ratio
and
then
that's
the
reimbursement
cost.
That's
what
you
get
back
all
right.
So
we
get
back
a
lot:
All
In,
All,
We,
Got,
Back
36.
I
So
in
2021
we
spent
58
million
433
332
and
we
got
back
36.6
of
that
money
because
I
believe
that
the
state
and
federal
government
they
don't
want
any
excuses
from
the
school
districts
they're,
providing
the
money
for
us
to
meet
the
needs
of
the
students
we
serve.
Okay,
we
also
get
money
back
in
Medicaid
reimbursement.
If
you
work
there,
that's
a
different
funding
stream,
so
we're
able
to
build
Medicaid
for
the
related
services
that
we
provide
students.
I
Now
we
can't
build
Medicaid
for
all
the
counseling
services,
because
in
order
to
build
Medicaid
psychologists
have
to
be
licensed,
psychologists
and
to
you
know,
to
hire
a
psychologists
in
the
schools.
They
only
are
required
to
be
certified.
Okay
next
slide,
we
get
back
money
and
cpsc
administrative
course,
and
we
get
back
money
for
evaluations.
I
So
last
year
we
started
doing
the
cpsc
evaluations
and
we
got
back
79,
000
and
68,
and
that
was
only
basically
from
one
evaluator
in
2020
122.
Okay.
So
then,
if
you
look
here,
these
are
the
different
years.
We
just
got
back
the
2021
and
we
and
that's
for
the
people
that
sit
on
cpsc
committee
and
that
offsets
their
salary,
so
that
was
283
thousand
and
fifty
four
dollars
that
we
got
back.
I
C
I
There's
an
increased
need
for
mental
and
emotional
health
supports,
there's
a
significant
learning
gaps
among
students
at
all
grade
levels:
aggressive
behaviors,
elopement,
destructive
outbursts
have
increased
significantly
in
all
grade
levels,
especially
in
the
primary
grades.
Students
are
having
difficulty
with
self-regulation
executive
functioning
decision
making.
Parents
are
reporting
maladaptive,
behaviors
at
home,
School
refusal,
depression
and
anxiety,
there's
an
increase
in
in
school
and
out
of
school
suspensions,
as
well
as
with
students
presenting
with
suicidal
ideations
out
of
district,
and
some
private
programs
are
running
out
of
space.
B
I
I
We
recently
hired
social
workers
which
increased
our
ability
to
help
our
students.
However,
we
still
need
more.
The
the
district
currently
has
46
school
counselors,
27,
psychologists
and
21
social
workers
on
staff.
The
student
to
counselor
ratio
is
387
to
1
compared
to
the
recommended
ratio
of
250
to
1.
I
I
The
student
to
social
worker
ratio
is
estimated
at
849
to
1
compared
to
the
recommended
ratio
of
250
to
1
for
providing
comprehensive,
School
social
worker
Services
by
the
social
School
Social
Work
of
America
Association
next
slide.
The
building
listed
above
are
well
above,
go
back.
One
Stacy
the
buildings
listed
above
are
well
above
the
recommended
ratio.
The
ratios
suggest
that
there
is
a
need
for
additional
social
workers
and
psychologists.
B
I
The
management
needs
of
a
student
with
autism,
presenting
with
significant
behaviors,
is
very
different
from
the
management
needs
of
a
student
with
an
emotional
disability,
ADHD
or
aggressive
behaviors
children
diagnosed
with
autism
or
with
characteristics
of
such
May
display
behaviors,
like
perseveration,
lack
of
reasoning,
skills
and
a
lack
of
verbal
communication
skills.
A
student
with
ADHD,
emotionally
disabled
and
oppositional
Defiance
disorder
are
able
to
communicate.
They
are
unable
to
self-regulate,
they
tend
to
be
manipulative
and
are
looking
for
a
sense
of
control.
I
These
two
types
of
students
may
require
different
learning
environments.
We
need,
you
know
we
need
to.
We
have
level
four
classes
and
and
I
think
that
we
need
to
look
at
that
model
and
I'll
get
into
that
a
couple
of
slides
later
the
next
slide.
Please,
our
students
require
additional
preparation
for
college
career
Readiness
and
parents
require
more
support
with
navigating
the
opwdd
and
access
VR
process.
I
Next
slide,
today,
with
the
updated
guidelines
for
upk
students
the
demand
to
process
this
paperwork
for
this
school
year
has
increased
by
775
upk
students
creating
a
need
for
additional
Staffing
for
data
entry.
We
also
have
a
need
for
additional
nurses,
teacher
aides,
special
education,
aides,
occupational
therapist,
Behavior,
Specialists
and
bilingual
psychologists
that
need
for
additional
support
to
cover
assistive
technology,
504s
cscs
cpsc
meetings
and
a
need
for
additional
training
on
de-escalation
techniques.
I
We'd
like
to
expand
Partnerships
with
universities
to
provide
opportunities
to
place
post-secondary
education
graduate
students
into
our
elementary
and
secondary
schools
to
complete
required
field
work,
credit
hours,
internships
and
related
training
and
I.
Think
that
would
be
a
great
way
for
us
to
build
our
capacity
with
psychologists
and
social
workers.
I
Many
of
our
retirees
don't
want
to
share
anymore.
They
want
to
really
retire,
so
we
we're
losing
help
in
that
area.
We'd
like
to
create
a
new
level
four
program,
a
12-1-1
for
students
with
autism
or
with
characteristics
of
autism.
We
would
like
to
recruit
a
bilingual
psychologist
to
complete.
Well,
we
need
two
of
them,
a
bilingual
psychologist
to
complete
evaluations.
We
have
one
of
our
bilingual
psychologists
retiring
and
many
of
our
students
require
Assessments
in
their
native
language,
we'd
like
to
recruit
School
nurses,
special
education,
aides
and
teacher
aids.
I
I
So
not
only
do
we
want
to
create
these
two
classes,
but
we
want
to
provide
teachers
that
are
dealing
with
students
with
our
most
significant
behavioral
needs
the
support
they
need.
So
we'd
like
to
take
a
veteran
teacher.
That's
been
in
those
classrooms
with
proven
success
and
have
that
teacher
push
in
and
offer
support
to
all
the
level
four
classes.
I
Okay,
we
introduce.
We
also
introduced
the
modified
problem-based
physical
science
lab
research
class
at
the
high
school,
where
we'll
be
introducing
it
next
year.
All
right!
This
is
a
slide
just
showing
you
the
different
level,
four
we'd
like
to
start
out
with
K1.
That
would
be
one
teacher,
and
then
we
do
the
next
12-1-1
for
the
autism
with
grades
two
three
mix
and
then
as
the
program
evolves,
then
we
would
have
to
hire
additional
staff.
I
I
We
would
also
like
to
have
actually
counselors
and
autism
Specialists
come
in
and
push
into
those
classes
as
well
to
provide
support
because
kids
with
behavior
don't
do
well
when
you're
pulling
them
out,
so
we
want
to
or
for
push
and
support
to
those
students,
we'd
like
to
hire
a
certified
Sr
someone
with
experience
in
assistive
technology,
because
we
have
all
of
these
devices
and
we're
providing
students
the
support
and
tell
you
the
truth.
They
need
to
be
independent.
The
State
Testing
is
moving
in
that
direction.
I
They're
coming
away
from
Human
reader
to
give
testing
accommodations
and
they're,
providing
the
headphones
for
our
students
to
have
the
test
read
to
them
by
the
computer
and
I.
Think
that's
what
our
kids
have
to
face.
You
know
they're
not
going
to
have
a
human
with
them
sitting
next
to
them
hand
over
hand,
so
they
need
to
learn
how
to
use
these
devices
to
access
the
curriculum
independently,
especially
at
the
high
school
level.
I
I
So
what
we
need
is
we
need.
We
need
approximately
eight
special
education
teachers.
Now
this
is
off
a
little
bit
because,
like
I
said,
there
are
so
many
meetings
that
have
not
been
finalized,
their
their
new
referrals
that
are
outstanding.
So
we
don't
even
know
where
those
students
are
going
it's
early
for
us.
We
just
went
into
annual
review
season
in
January,
so
eight
is
where
we're
at
now.
I
That
number
may
increase
psychologists
and
social
workers
like
I
said
I,
don't
want
to
break
the
bank,
I
think
that
we
can
build
Partnerships
and
we're
working
on
that
and
have
our
graduate
students
that
are,
you
know,
pursuing
fields
in
Psychology,
School,
counseling
and
social
work
come
in
and
help
our
our
staff,
but
we
do
need
at
least
four.
We
need
two
additional
social
workers
to
support
the
buildings
and
we
need
two
psychologists,
bilingual
psychologists,
and
we
really
need
to
offer
an
incentive
because
they're
very
hard
to
combine
clericals.
I
We
need
clericals
to
help
with
uploading
information.
I
said
that
a
new
regulation
came
out
regarding
the
the
immunization
records
for
the
preschool
students.
Our
nurses
are
inundated,
they
review
it,
but
we
don't
have
the
appropriate
staff
to
upload
those.
You
know
input
the
data,
so
we
need
help
in
that
area.
I
We
need
for
what
sources
I
explained,
why
we
needed
them
for
cpsc,
assistive
technology,
otpt
504,
and
to
help
with
the
cscs
and
cpsc
meetings.
We
need
a
job
coach
well
and
we
need
OTS,
so
we
needed
two
job,
coaches
and
one
OT
so
far
and
that's
right
1ot.
So
it's
22
staff
members,
a
job
coach
is
going
to
go
in
and
support
kids
and
you
know
like
our
ungraded
population.
If
we
have
them
working
in
a
facility,
a
kitchen,
they
need
someone
to
supervise
them.
So
it's
supervised
employment,
yeah.
I
Any
questions
all
right.
Well,
we're
proud
to
serve
the
Brentwood
Community
and
that's
that's
my
staff
and
I
just
have
to
say
without
the
folks
at
special
services,
my
administrative
team
and
our
special
education
teachers
and
related
service
providers
support
staff.
We
couldn't
do
what
we
do.
I
mean
everybody
worked
so
hard
people
don't
even
understand
what
we
do.
That's
how
hard
they
work.
Thank
you.
A
A
There's
shortages
everywhere,
we're
cognizant
of
that
fact,
and
we
know
you
guys
are
doing
Miracles
and
we
appreciate
it
and,
as
you
know,
and
maybe
some
of
you
in
the
audience
don't
know
basically
about
seven
people
on
the
seven
board
members
we've
all
had
children
that
have
required
special
services.
So
we
do
understand
firsthand
how
important
your
department
is
to
our
district.
So
we
thank
you
any
questions
from
my
colleagues
I.
D
A
A
D
But
I
do
want
to
say
you
know
just
special
thank
yous
all
around
and
I
I
want
to
say,
especially
to
miss
gross.
Thank
you
so
much
because
I
see
all
the
new
programs
that
you're
bringing
in
opportunities
for
our
students
to
really
engage
in
career
paths
and
and
different
opportunities,
so
I'm
so
excited
about
that.
Thank
you
and
thank
you
Rhonda
for
facilitating
that
and
the
rest
of
the
staff.
D
D
Just
can't
tell
you
how
I
really
do
wish
that
he
could
become
integrated
back
into
the
district
into
gen
Ed
populations
and
have
some
positive
role
models,
because
one
of
the
biggest
things
that
I
struggle
with
he
has
no
positive
role
models
where
he
is
he's
in
a
school
where
every
single
student
has
been
pushed
out
of
their
District
because
of
behavior
problems.
So
all
of
his
models
are
are
just
that.
So
I
really
do
wish
that
we
can
bring
some
changes
to
that
department
as
well
as
meeting
the
needs
of
the
autistic
children.
D
That
I
know
we
have
an
increased
need
for
I
also
have
questions,
I,
guess
about
EIP
I
know
we
did
away
with
the
IP.
I
was
getting
a
little
emotional
I
spent
24
years.
Miyaki
so
I
know
very
well
the
work
that
was
done
and
it
just
breaks
my
heart
to
hear
about
all
the
kindergarten
students
with
all
the
difficulties
and
I
know
covert,
had
a
lot
to
do
with
it.
We
had
no
idea,
you
know
we
did
away
with
EIP
that
we
were
going
to
be
faced
with
these
increased
challenges
and
I.
D
Just
can't
stress
enough.
Thank
you
Amy.
We
should
really
prioritize.
You
know
paying
attention
to
these
preschoolers
before
they
get
into
our
kindergarten
population
so
that
we
can
really
Target
those
behaviors
and
educational
needs.
You
know
all
of
those
pieces
developmental
needs
that
really
need
to
be
put
in
place
so
that
they
can
be
successful
so
that
they
can
start
their
school
careers
with
a
higher
level
of
functioning.
You
know,
even
things
is
toileting.
I
know
you
know.
Toileting
has
dominated
our
conversations.
D
I
We
have
five
classes
so
far.
We
have
one
integrated
co-teaching
class
and
then
we
have
we
brought
back
four
classes,
so
we
were
able
to
hire
two
teachers
so
far.
I
think
spacing
is
the
issue.
So
if
we
could
get
I
think
are
you
going
down
in
space
in
yeah?
Okay?
So
so
we
have
to
wait
and
see
how
things
fail
out,
but
if
space
opens
up
then
I'm
sure
we
Mr
lotioner
is
very
willing
to
open
up
I.
B
D
Hopefully
we'll
have
some
resolution
soon,
but
you
know
I
hope
some
of
that
does
get
allocated
towards
the
early
intervention
regulation
and
again
you
know
we
are
not
at
full
like.
We
had
no
idea
that
all
of
this
and
we
really
thought
honestly
that
the
EIP
children
would
be
able
to
be
service
with
our
you
know,
outside
facilities,
and
it
just
didn't
work
out
that
way.
Yeah.
D
You
know
hopefully
going
to
be
able
to
reinstate
this.
I
have
a
question
for
Miss
gross
I
know
you
mentioned
the
transition
fairer
is
going
to
be
held
in
comac
like
a
combined
I.
Just
want
to
make
sure
that
our
parents
from
Brentwood
that
do
have
language
barriers
are
going
to
have
those
needs
met.
You
know,
because
they're
going
to
be
traveling
to
another
district.
G
D
And
I
I
do
want
to
stay
open
to
maybe
at
some
point
holding
some
kind
of
a
transition
fare
here
in
our
own
District,
because
I
think
that
we
have
a
large
enough
population
that
we
could
really.
You
know
you
know,
have
a
real
basis
for
doing
that.
So
I
hope
that
and
that's
something
we
can
work
towards.
D
Yesterday
was
the
longer
version,
so
I'll
give
you
my
final
thoughts,
and
you
know,
of
course,
being
a
social
worker.
I
have
a
vested
interest
in
this,
but
I
also
have
some
experience.
We
had
21
social
workers
back
in
the
80s
and
90s
when
our
population
was
possibly
not
as
large
and
our
needs
were
not
as
diverse
and
as
large
as
they
are
now
so.
B
A
A
B
A
E
So
when
we
hired
Rhonda,
you
know
to
take
over
special
services.
You
know
she's
always
been
driven
by
ideas
and
driven
by
helping
our
special
education,
kids
and
all
kids,
but
you
know
the
special
education
kids
in
particular.
She
advocates
for
and
fights
for,
like
you
could
not
believe,
and
thankfully
she
has
surrounded
herself
and
I'm.
Looking
at
the
administration
here,
the
administrators
who
feel
the
same
way.
You
know
every
time,
I
talk
to
them,
they
are
really
pushing
pushing
pushing
for
the
best
of
our
kids.
And,
quite
frankly,
you
know
this
presentation.
E
Was
it
incredible?
It
really
is
it's
in
depth
and
a
couple
of
reasons
behind
it
number
one
I
think
Rhonda
and
her
team
are
extremely
proud
of
the
work
that
they
do,
but
they
also
don't
sit
back
on
their
Laurels.
They
could
easily
just
kind
of
continue
status
quo,
but,
as
you
see,
this
is
I
think
their
third
year
now
presenting
and
every
year
she
comes
with
to.
B
E
With
ideas
that
she
put
wants
to
really
put
in
play
and
and
and
to
tell
you
the
truth,
she
really
does
all
the
ideas
she
comes
up
with
eventually
by
hooker
crook.
They
are
actually
they're
actually
in
the
district.
As
a
matter
of
fact,
we've
mentioned
Miss
gross,
but
really
all
of
our
the
assistant
coordinators,
Sean,
Garvin,
April
Karen,
the
whole
team.
E
Here,
yes,
they
really
are
tremendous,
but
I
was
going
to
point
out
that
the
transition
coordinator,
most
of
us,
never
really
even
heard
of
until
Rhonda
started
speaking
about
it
a
couple
of
years
ago,
just
for
and
the
assistant
coordinators
that
she
asked
for
also
was
an
idea
really,
a
brilliant
idea
and
they've
done
remarkable
work
for
us
and
have
really
helped
so
many
kids,
that
maybe
you
know,
families
and
kids,
don't
see
them
on
a
daily
basis.
But
what
they've
done
is
really
a
tremendous.
E
You
know
and
I'm
I'm
really
incredibly
proud
a
lot
of
times.
I'm
floored
I
have
to
be
honest
with
you
and
I'm
over
overcome
by
how
passionate
she
is,
particularly
in
our
cabinet
meetings.
We
have
quite
a
few
quite
a
few
knock
down,
drag
out
arguments
back
and
forth
that
last
a
little
longer
than
we
we
want,
but
it's
always
because
she's
pushing
and
pushing
and
pushing
you
know
lots
of
these
staff
members.
We
obviously
have
to
go
over.
E
You
know
they.
Obviously
we
wish
I'm
sure
the
board
agrees.
We
could
just
snap
our
fingers
and
say:
let's
take
it,
you
know
every
one
of
your
ideas.
I
will
say
every
one
of
the
ideas
are
well
thought
out.
Are
you
know,
there's
there's
reasoning
behind
them
and
I
like
I,
said
I'm
sure
the
board
agrees
with
that
they'd
love
to
say.
Yes,
we
do
have
to
go
back
to
our
drawing
board
and
see.
E
You
know
exactly
how
we're
going
to
allocate
all
of
our
funds,
but
I
do
want
to
say
that
real
again,
not
to
repeat
myself,
it's
just
a
tremendous
Department
and
they
also
are,
as
Miss
Young
said
and
I.
We
can't
overstate
it.
They
are.
You
know
dealing
with
some
difficult
issues
that,
just
you
know
four
years
ago
was
not
even
on
the
radar,
and
you
know,
kids
and
families
are
still
suffering
and
recovering
from
the
pandemic
or
lots
of
reasons.
So
you
know
we
can't
really
blame
it
all
on
the
pandemic.
E
Obviously,
but
for
some
reason
you
know
the
Dynamics
of
some
kids
have
changed
dramatically
and
it's
not
unique
to
Brentwood.
I
know
everybody
here
are
all
in
Educators
and
you
are
all
Educators
in
some
capacity
and
you
talk
to
other
districts,
it's
across
the
state
and
across
the
country,
we're
kind
of
still
Reeling
for
some
reason
and
our
kids
are
vulnerable,
our
Pre-K.
That's
why?
E
Honestly,
we
bought
back
EIP,
because
Rhonda
and
again
her
staff,
we
were
in
meetings
and
Rhonda
said
she
had
the
exact
number
I
forget
exactly
what
it
was
might
have
been:
77,
kids
or
something
along
those
lines
where
she
said:
they're
not
getting
the
services,
because
our
cbo's
are
full
and
we're
not
giving
them
the
proper
Services.
We
have
to
open
up
a
class
and
she
pushed
and
pushed
and
pushed,
and
we
you
know,
obviously,
this
semester.
I
E
And-
and
you
know
to
your
point-
Julie
and
Eileen
when
we
did
not
to
belabor
the
point,
but
when
we
close
it
I
know
it's
very
difficult
for
all
of
us
and
and
Rhonda
was
a
part
of
that,
but
we
really
did
think
that
our
cbo's
would
be
able
to
accommodate
our
students
and
again,
like
BOCES,
like
our
district,
we're
just
overwhelmed
with
with
some
of
these
issues
and
that's
why
there
are
no
seats
available.
I
mean
they.
They
tried
everything
possible
and
that's
why
I
think
EIP.
E
D
D
Back
into
the
general
budget
to
be
distributed,
and
do
we
take
that
into
account
for
programming
for
the
future,
I
mean.
Obviously
we
have
to
allocate
the
money,
but
if
we
get,
for
example,
this
year,
I
know
spending
more
money,
so
three
or
four
years
from
now
we're
going
to
be
getting
a
larger
reimbursement
right.
So
hopefully
we
can
plan
ahead
for
that
and
be
ready
to
to
use.
E
E
I
I
D
I,
just
you
know,
I
just
want
to
offset.
You
know
the
thought
processes
that
I
know
have
been
out
there
for
a
long
time
that
we
have
to
plan
for
the
future,
not
that
we
don't
have
to,
but
that
we
have
to
be
extra
careful
because
we
may
run
out
of
money,
and
this
is
another
source
of
money
that
we
really
do
need
to
to
keep
in
mind.
When
we
have
these
conversations
that
you
know,
we
have
some
kind
of
flow
coming
back.