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From YouTube: Board of Education Meeting June 1, 2023
Description
The Brentwood UFSD Board of Education is meeting on June 1, 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/8cVS3UV5RH
To see the agenda please visit https://www.bufsd.org/board-meeting-agenda
A
Yes,
welcome
everyone
welcome
to
the
Board
of
Education
special
media
and
workshop
this
Thursday
June
1st
at
6
30
PM
I
need
a
motion
to
convene
the
special
meeting
and
workshop
at
6
40
PM
motion
motion
by
Julia
Burgos
I
need
a
second
second
by
Hassan
Ahmed,
all
in
favor
aye
aye
opposed
so
moved
like
to
take
this
opportunity
to
thank
director,
Anna
Torres
of
Shepherd's
Gate
for
your
many
years
of
partnership
with
the
Brentwood
School,
District
I.
Believe
it's
20
years
and
counting
all.
B
A
B
Right
well,
ladies
and
gentlemen,
thank
you
again
for
being
here
this
evening.
It
is
my
pleasure
to
introduce,
at
the
upcoming
graduates
from
Shepherd
gate,
a
Shepherd's
Gate.
Are
they
the
best?
Can
we
give
them
a
round
of
applause.
B
As
as
the
Pres
board,
president
Ms
Felix
mentioned,
we
are
so
blessed
and
fortunate
to
have
a
wonderful
partnership
in
Shepherd's
Gate
as
I
look
out.
I
am
sure.
Probably
at
this
point,
thousands
and
thousands
of
thousands
of
our
students
have
had
the
opportunity
to
go
through
upk
at
Shepherd's,
Gate
and
Miss.
Torres
has
just
been
an
exceptional,
exceptional
leader.
During
this
entire
time.
Can
we
give
her
a
round
of
applause.
B
Now
she
is
very
fortunate.
I'm
sure
she'll
agree
with
me
that
she
is
also
surrounded
like
we
are
here
in
the
Brentwood
School
District
she's,
also
surrounded
by
just
wonderful,
wonderful
kind
and
generous
and
passionate
people
about
upk
and
I
like
to
just
quickly
introduce
them
I
see
making
a
tape,
as
always
he's
always
taking
pictures.
Joe.
Thank
you
for
being
here.
B
B
B
And
last
but
not
least,
I
am
going
to
introduce
a
Brentwood
employee
as
well
as
a
Shepherd's
Gate
employee.
This
is
a
woman
who
works
from
early
in
the
morning
till
then
comes
over
or
it's
early
in
the
morning
at
Shepherd's,
Gate
comes
over
to
help
us
out
here
in
Brentwood
goes
back
in
the
afternoon
to
Shepherd's
Gate
and
works
into
the
early
evening.
If
you
do
the
math,
that's
probably
at
least
12
13
hours
a
day
and
that
is
Anna's,
lovely,
lovely,
sister,
Marge.
A
Yes,
we
have
the
pleasure
of
having
shepherdsgate
ubk
graduating
class.
Do
the
pledge
for
us
this
evening.
C
C
C
C
B
C
F
A
B
Thank
you
good
evening,
ladies
and
gentlemen,
before
president
Felix
is
going
to
begin.
We
just
want
to
say
that
this
is
a
workshop.
It's
for
social,
emotional
learning
and
all
of
the
wonderful
things,
the
districts
the
district
is
doing
in
terms
of
mental
health,
for
our
students,
as
well
as
our
staff,
but
I
did
want
to
say.
If
you're
here
for
your
child,
the
upk
kid
at
kids,
we
are
going
to
you,
you
certainly
can
pick
them
up.
D
B
A
E
A
D
G
G
A
J
B
A
I
B
B
Graduate
of
2000
18.
well,
we
are
thrilled
thrilled.
A
B1B,
be
it
resolved
that,
upon
the
recommendation
of
the
superintendent
of
schools,
the
Board
of
Education
hereby
approves
the
non-certificated
Personnel
Action
Report
contained
in
the
board
packet
for
the
June
1st
2023
Board
of
Education
special
meeting
I
need
a
motion.
Motion
motion
by
Cindy
Safari
I
need
a
second
second
by
Maria
Malave,
all
in
favor.
D
I
A
J
And
you
know
people
don't
realize
you
know
the
work
that
goes
into
these
decisions,
but
I
also
would
like
to
think
miss
Ann
Palmer
assistant,
superintendent
of
Elementary,
Miss,
Wanda,
Ortiz
assistant,
superintendent
of
secondary
and
bilingual,
because
they're
at
the
table
and
Miss
Stacy
O'connor,
the
birthday
girl
they're
at
the
table
every
day.
Making
these
decisions
as
well
and
I
would
behoove
me
to
mention
my
staff
from
Special
Services,
Miss,
April,
Sinise
coordinator
of
special
services,
secondary
Dr,
Garvin,
Romine
coordinator
of
special
services,
Elementary
and
speech
and
era
Karen
Gross
transition
coordinator.
F
Thank
you
Rhonda,
good
evening,
everybody
good
evening
board.
Thank
you
for
having
me
here,
it's
an
honor
and
a
privilege
to
have
an
opportunity
to
be
able
to
speak
on
the
topic
tonight,
which
is
mental
health
and
wellness
in
the
district,
but
before
I
get
started
on
that
I
just
want
to
take
a
moment
to
thank
everybody
from
from
the
board
and
Mr
loshner
for
attending
my
event.
Last
night
we
had
a
health
and
wellness
fair
at
the
high
school
that
was
sponsored
by
the
district's
psychologists,
social
workers
and
nurses.
F
A
lot
of
work
went
into
it
a
lot
of
teamwork,
a
lot
of
selflessness
sacrifice
service
before
itself,
dare
I
say,
and
you
know
I
want
to
thank
everybody
that
made
that
commitment
with
me
back
in
the
beginning
of
April,
and
they
really
put
the
support
of
my
staff.
F
They
really
made
it
happen,
so
it
was
a
great
event
and
I
was
really
happy
to
see
a
lot
of
board
members
and
assistant
superintendents
and
my
staff
from
that
I
work,
alongside
with
at
special
services
there
to
support
me
and
I,
also
think
it's
a
good
segue.
You
know
into
the
conversation
we're
going
to
have
tonight
because
that's
what
it
takes
you
know
mental
health
and
wellness
and
social
emotional
learning
is
a
Hot
Topic,
the
the
last
four
years
or
so,
and
it's
a
lot.
F
It's
a
burden
for
and
a
challenge
for,
everybody
that
has
come
through
the
pandemic
and
you
know
it
takes
showing
up
and
it
takes
the
help
of
the
families
around
you
and
the
students
and
and
everyone
in
the
community.
So
on
that
note
going
to
get
into
my
presentation.
F
So
I've
already
kind
of
alluded
to
the
recent
history,
which
is
you
know
the
last
four
years
or
so
the
1920
school
year
pre-pandemic.
We
had
inclusive
in-school
participation,
as
we
all
know,
in
2021.
F
Well,
during
the
1920s
school
year
that
that
changed
and
we
we
all
shut
down
and
we
were
on
whole
remote
teaching
and
it
was
a
A
Brave,
New
World
and
a
scary
new
world
2021.
We
came
back
still
in
the
height
of
the
pandemic.
We
were
on
hybrid
and
or
remote
instruction
2122.
F
We
were
still
transitioning
back
to
full
time
in
person
and
students
that
were
medically
cleared
by
a
doctor
were
afforded
home
teaching
due
to
pre-existing
conditions,
and
this
past
year
was
probably
the
first
year
in
a
few.
You
know
in
a
while
where
it
started
to
feel
a
little
bit
more
like
a.
F
You
know
to
students
who
do
not
receive
Services
an
increase
in
the
request
for
504,
504,
accommodations
and
initial
referrals
to
CSE
and
an
increase
in
the
request
for
a
psychiatric
evaluations
and
the
number
of
students
requiring
specialized
intensive
educational
programs
with
a
psychiatric
component
built
in
so
that's,
you
know,
kind
of
where
we
had
arrived
leading
into
this
year
and
a
lot
this
year.
So
you
know
where
have
where
has
that
Journey
taken
us?
Where
are
where
are
we
headed?
You
know?
Where
do
we
go
from
that
point?
F
F
So
how
does
that
apply
to
school
setting?
So
if
we're
looking
at
the
pyramids
that
are
up
there
right
now,
you
know
physiological
needs
are
basic.
You
know:
Food
Water,
Shelter
safety
needs
our
security,
belongingness
and
love,
intimate
friendships,
empathy,
compassion
and
then
the
higher
up
we
go.
You
know
that
Prestige
and
feeling
of
accomplishment,
self-efficacy
and
ultimately
self-actual
actualization.
F
Okay,
now
these
are
all
things
that
our
children
during
you
know
their
quote:
unquote
normal
circumstance
on
the
normal,
normal
circumstances
will
be
receiving
or
having
an
opportunity
from
for
that,
first
and
foremost
at
home,
and
then
here
in
our
school
buildings,
so
the
pandemic
definitely
I
think
it
perhaps
it's
an
obvious
statement,
but
it
still
needs
to
be
stated
the
with
the
onset
of
the
pandemic,
all
of
that
got
disrupted
in
ways
in
in
the
households
that
we
probably
still
don't
know
all
the
details
and
particular
experiences
that
you
know
our
families
and
some
of
our
our
children
experienced
and
probably
are
still
carrying
some
of
that
trauma.
F
I
think
we
all
are
to
some
extent,
so
you
know
with
the
return
to
normalcy,
return
to
full
in-person
instruction,
and
you
know
the
announcement
that
covid-19
is
no
longer
considered
a
an
epidemic
by
the
CDC.
We're
back
to
you
know
that
families
are
our
partners
with
us
in
education.
F
So
what
our
schools
should
have-
and
you
know
I
would
say
our
schools
do
have
this,
but
this
is
kind
of
an
outline
of
the
pillars
of
support
that
we
would
expect
to
have
and
we
do
have
in
our
school
and
I'm
not
going
to
go
down
the
checklist
with
you.
But
you
know
briefly:
sustainable
access
to
support
family
and
Community
engagement,
exposure
to
expanded
learning
opportunities,
physical
wealth
and
health
and
wellness
and
well-being
and
development.
B
H
J
We
do
have
all
of
these
things
actually
and
we
offer
Transportation
basic
needs
are
met.
Kids
need
to
feel
a
sense
of
Safety
and
Security.
We
do
provide
free
lunch
to
all
of
our
students.
Now
at
breakfast
yep
we
have
security
here.
We
also
have
a
partnership
with
the
police
department
with
the
cope
officers,
family
development,
we
provide
with
training
opportunities
for
our
parents
all
the
time.
The
ptas
inceptives
always
bring
the
parents
out
to
offer
support
family
community
center.
J
We
just
opened
it
here
in
the
building
highly
qualified
teachers
throughout
the
district
we
have
our
evening
high
school.
We
do
have
a
partnership
also
with
the
GED
program,
adult
education
after
school
programming
throughout
the
entire
District
Early
Childhood
support.
We
obviously
brought
back
The
Early,
Intervention
Program
and
the
upk.
We
have
a
integrated
upk
class
at
East
K
this
year.
We
our
nurses
office
Vision
in
hearing
screenings
as
well
as
physicals.
J
We
hired
this
year.
Occupational
therapists
and
physical
therapists,
skilled
nursing
is
offered
to
students
based
on
either
their
504
plan
or
if
they
have
an
IEP
need
on
their
EP
for
skilled
nursing.
We
have
our
attendance
teachers
success,
monitoring
is
throughout.
That's
when
we
just
we
your
progress,
monitoring
on
students,
academic
performance
and
social,
emotional,
health.
We
have
mental
health
supports
with
our
behavioral
specialists.
We
have
psychologists,
we
have
school
counselors
and
we
have
social
workers
throughout
the
district.
Also,
our
principals
and
our
support
staff
and
teachers
help
in
that
area.
J
We
do
have
kids
that
may
have
significant
mental
health
needs
that
we
send
to
our
outer
District
programs
that
require
additional
structures
and
support
we
offer
behavioral
supports
through
we
have
a
bcba
certified
Behavior
specialist
and
these
I
think
the
past
two
years
we've
been
utilizing:
ABA
train
Behavior,
trained
Tas
through
the
ABC
rainbow
Corporation.
J
We
practice
mindfulness
throughout
mindfulness
activities
throughout
the
district
and
also
with
restorative
justice
circles.
We
do
in
the
high
school
dropout
prevention
teacher
we
recently
hired.
F
Thank
you,
okay.
So
a
common
theme
you'll
see
through
this
conversation
is
the
pyramids.
So
you
know
I
opened
up
with
the
Maslow's
hierarchy
and
that's
the
pyramid
model,
but
a
lot
of
what
we
do
in
the
school.
The
district-
and
you
know,
districts
across
the
country,
is
employee,
tiered
systems
of
intervention
and
these
this
model.
F
This
framework
really
applies
to
academic
intervention
and
support
behavioral
intervention,
support
social
and
social
emotional
intervention
support
and
nowadays
even
to
mental,
the
need
for
mental
health
supports,
and
so
this
is,
you
know,
the
district
has
AIS
committees,
mtss
committees,
formerly
known
as
RTI
committees
and
they're,
you
know
in
place
to
be
responsive
to
the
students
needs
for
intervention.
F
Okay.
This
is
just
a
sorry,
and
this
is
just
an
example
of
the
first.
The
pyramid
was
an
example
of
like
tiered
interventions
around
academics,
and
this
is
more
in
line
with
behavioral
support,
and
you
know,
for
example,
tier
one
supports
would
be
school-wide
Behavior
systems
and
expectation,
positive
reinforcement
for
all
students,
consistent
consequences
for
expected,
behaviors,
it's
you
know
consistent
consequences
and
when
necessary,
redirective,
then
tier
two.
F
We
would
there's
additional
supports
and
interventions
that
are
taking
place
and
those
are
outside
of
the
basic
classroom
and
building
level
interventions
which,
in
a
second
we're
going
to
talk
about
the
universal
supports,
so
we'll
take
a
turn
to
the
universal
support.
Please
well
I'm
going
to
get.
F
Okay,
so
you
know,
I
showed
the
the
pyramids,
but
I
kind
of
want
to
break
it
down
by
tier,
so
in
terms
of
universal
supports
and
Miss
Young
did
allude
to
a
number
of
things
that
are
already
in
place,
but
these
are
some
of
the
basic
foundations
that
we
have
in
place
across
the
district,
and
you
know
when
we
talk
about
mental
health
and
wellness.
It
starts
at
the
front
door,
and
so
you
know
that
those
foundations
are
proactively
in
place
to
support
our
students.
F
We
have
school
buildings,
obviously
across
the
district,
Universal
Pre-K,
the
re-emergence
of
the
IEP
program
and
then
direct
student
to
teacher
engagement.
Also
on
that
Universal
tier
one
in
support.
We
have
school
psychologists,
social
workers,
counselors
and
the
nurses
we
have
at
least
one
and
but
in
many
cases
multiple
counselors
psychologists
and
social
workers
and
buildings
across
the
district.
F
F
We
also
have
social,
emotional
learning
embedded
in
our
classrooms,
in
line
with
Castle
framework
for
building
social
emotional
competency.
Another
program
that
Miss
Palmer
is
more
familiar
with,
but
I
will
mention
is
the
too
good
at
the
elementary
restorative
practice.
At
the
secondary
level,
calm
classroom
and
extra
curricular
activity,
Sports
and
clubs.
F
So
again,
this
is
the
the
the
model
for
social,
emotional
learning
and
the
framework
for
what
we're
building
in
to
our
classrooms.
When
we're
considering
the
development
of
our
students,
children's
character
and
character,
self-awareness
self-management,
social
awareness
and
relationship
skills
and
responsible
decision
making.
F
Okay,
the
district
also
has
line-wise
crisis
monitoring
and
that's
a
way
for
us
to
monitor
Student
Activity
on
the
saw
on
the
electronic
devices
and
interactive
activity
that
we
provide
them
with.
F
D
F
Okay,
we
also
have
been
providing
career
Readiness
and
it
which
is
all
around
self-worth
career
care
coordination,
family
form,
sign
up
at
the
high
school
Southwest
Elementary
work,
experience,
programs,
on-site
programs
at
BOCES,
three
career
and
employment
opportunities,
Long
Island,
Educational,
Opportunity
Center,
the
Long
Island
career,
fair
at
Hofstra.
F
These
are
all
things
that
we
implemented
this
year
to
really
for
the
first
time
in
a
while
I
think,
really
expand
our
access
and
and
provide
that
opportunity
for
so
many
of
our
students
across
the
district
who
have
you
know,
maybe
different
career
paths
or
alternative
tracks
for
post
High
School
and
we're
starting?
What's
really
excellent
about
this
direction?
We're
moving
in
is,
we
are
you
know,
identifying
these
students
earlier
and
earlier.
That
would
be
appropriate
and
benefit
from
different
work
opportunities.
J
You
know
safe
ways
to
handle
students
like
if
they
have
an
outburst,
you
may
have
to
restrain
them
a
little
bit,
but
it's
a
safe,
hold
and
different
ways
to
de-escalate
behavior.
So
currently,
Kim
Clark
is
a
trainer
trainer
for
the
Handle
With
Care
Program,
okay,.
J
We're
learning
to
launch
educational
programs,
so
we
actually
had
a
behavioral
expert,
Miss,
Lisa
Navara
she's,
a
special
ed
teacher.
She
worked
on
special
assignment
this
year
and
she
brought
in
a
lot
of
Behavioral
supports
to
help
students
primarily
that
suffer
from
ADHD
with
self-regulation
techniques.
So
she
has
a
program
that
she
actually
does.
J
She
has
her
own
private
program,
but
she
was
able
to
provide
this.
You
know
the
program
in
District
for
no
cost
to
the
district,
but
while
she
was
on
while
she's
been
on
special
assignment
and
I
have
to
tell
you,
the
character
is
Henry,
the
kids
love
that
character,
there's
like
a
cut
out
of
Henry
and
she
uses
the
stories
about
Henry
to
teach
social,
emotional
learning
to
students.
She
actually
gives
students
tools
like
a
magnifying
glass
which
symbolizes
focus
and
the
kids
use.
J
J
Yeah,
so
we
also
have
the
unified
basketball.
Team
special
services
actually
continues
to
collaborate
with
Coach
John
rube
and
the
coordinator
of
Athletics
Francisco
Herrera
to
support
this
team
and
they've
been
doing
a
fabulous
job.
J
We
have
a
Hispanic
Social
Club.
Some
schools
offer
clubs
that
other
schools
don't
necessarily
offer.
We
try
as
much
as
possible.
Many
of
our
psychologists
and
social
workers
shared
some
of
the
initiatives
that
they're
doing
in
their
individual
buildings.
So
this
club
they
meet
each
week
to
engage
in
different
activities
that
emphasize
and
strengthen
emotional
learning.
Scholars
have
an
opportunity
to
connect
with
peers
socialize
in
structured
setting
and
the
club
meets
in
the
spring.
Every
Tuesday
for
nine
weeks
after
school,
until
3
45.
J
project
semi
colon
was
brought
in
back
Years
Ago
by
Sharon
Littman
at
the
high
school,
and
it's
it's
typically
a
district-wide
initiative
to
provide
support
to
students
that
lost
a
loved
one.
J
The
Friendship
club
that
came
in
I
think
it's
been
about
three
years
now
that
the
friendship
was
at
three
or
four
right,
four
longer
I,
don't
remember,
but
I
know
we
brought
it
in
2016.
and
you
want
to
know
why
Miss
Eileen
Felix
knows
because
she
was
the
person
behind
the
scenes
that
pushed
for
the
Friendship
Club
to
come
into
the
district
at
our
academic
advisory.
J
So
we
did
get
it
in
and
I'll
tell
you
they're
doing
great
things.
They
actually
got
the
letter.
You
can't
really
read
the
letter,
but
they
actually
made
blankets
and
they
received
a
letter
from
Catholic
health.
Okay
for
patience.
J
My
brother's
Keepers,
another
program
that
came
in
a
few
years
back
Dr
kill,
was
very
involved
with
rolling
this
out.
The
Brentwood
Union
Free
School
District's
brother
My,
Brother's
Keeper
program
provides
resources
and
opportunities
for
young
men
of
color
to
succeed
in
key
areas
such
as
reading
proficiency,
High,
School,
graduation
and
post-secondary
success.
J
Girls
Inc
is
another
program
that
we
have
primarily
in
the
Freshman
Center
in
the
high
school
and
we
come
together.
This
teaches
girls,
self-esteem
leadership
and
it
also
encourages
social,
emotional
development
and
health
and
wellness
the
PS
I
Love
You
day
we
brought
in
I
think
it's
been
a
couple
of
years:
kids
and
staff
wear
purple.
On
that
day,
you
could
see,
I
mean
the
Hobbies,
the
I'm,
sorry,
the
lobbies
and
the
classrooms
are
full
of
purple.
J
J
The
beautiful
me
program
also
came
in
it
first
started
by
Miss
Lindsey
Marek,
it's
primarily
for
young
girls
and
it's
a
self-esteem
booster.
So
this
club
is
all
about
girls
feeling
good
about
themselves
and
promoting
you
know:
High
self-esteem,.
J
We
have
a
few
slides
of
the
clubs
and,
if
you,
if
you
look
at
the
beautiful
me,
they
actually
opened
it
up
to
all
students.
J
The
whole
club
is
at
Oak
Park
Elementary,
School,
Miss,
almanacy,
A
guidance,
counselor,
Miss,
Nesmith
started
the
Hope
club
and
the
kids
at
the
that
follow
the
home,
hope
framework.
The
program
builds
and
teaches
students
to
have
hope
in
themselves
and
their
future.
J
We
have
the
fifth
grade,
Retreat
that
happens
in
several
of
our
elementary
schools.
However,
these
are
pictures
of
the
fifth
grade
retreat
at
North
Elementary
School
that
Miss
Lindsay
Merrick,
provided
the
wellness
Wednesdays
are
at
Brentwood
High
School
Wellness
Wednesdays
are
implemented
in
a
calm
classroom
activity
to
improve
mental
and
physical
health,
so
student
students
actually
practice
mindfulness
activities
like
breathing
and
different
things
to
focus.
We
also
have
our
students
participate
in
several
field
trips
at
West,
Middle
School,
the
bilingual
Insight
students
attended
a
field
trip
with
our
partners.
J
J
We
we
had
a
mix
it
up
day
at
the
high
school
and
the
students
had
to
sit
with
students
that
they
didn't
know,
and
they
had
to
kind
of
like
be
in
a
situation
where
they
had
to
be
in
an
uncomfortable
situation
to
start
conversations
with
students,
they
didn't
know
to
kind
of
like
break
the
ice
and
there
are
kids
in
the
cafeteria,
often
that
sit
alone.
So
this
really
kind
of
helped
them
start
initiating
conversation
with
those
shy
students
in
the
classrooms.
J
There
are
several
initiatives
at
Brentwood,
High
School.
We
have
art
therapy,
Eco
therapy
cushion
Services
the
superintendent's
conference.
Day
presentation
was
on
strategies
for
the
zenden,
a
collaboration
with
emergency
and
inpatient
mental
health
care.
J
Here
are
a
few
pictures
of
some
of
the
activities.
We
also
have
a
Unity
Club
at
North,
Middle
School
and
the
Unity
Club
is
kind
of
like
it
promotes
healthy
discourse
and
includes
all
kids
raising
awareness.
We,
oh
my
God,
we
celebrated
differences.
We
brought
awareness
for
visual
and
physical
impairments,
Down
syndrome,
hearing
impairments
autism
over
the
course
of
the
22-23
school
year.
It
was
so
wonderful
to
hear
such
wonderful
stories.
Throughout
the
district
we
observed
the
national
dyslexia
Awareness
Month
in
October
Brett.
What
goes
gold
for
Childhood
Cancer.
J
We
first
annual
autism
walk.
We
partnered
with
SEPTA
to
provide
parent
workshops
such
as
the
vision
bottle,
Workshop,
Family,
Game,
Night,
record
organizer
workshops,
Valentines
care
packages
and
highlighting
African
Americans
with
Disabilities
and
for
nine
consecutive
years
we
did
the
tree
lighting,
which
also
promoted
positive
feelings,
camaraderie,
and
it
was
really
good
for
social,
emotional,
health.
We
improved
inclusive
activities
and
services
for
our
students.
J
J
We
expanded
the
extended
school
year
to
kind
of
like
for
kids
to
be
able
to
keep
up
with
their
skills
so
that
they
won't
regress,
which
would
contribute
to
poor
mental
health.
We
purchase
flexible
seating
and
resource
rooms
at
North,
Middle,
School,
West,
Middle
School
in
the
Freshman
Center.
J
We
installed
sound
fill
systems
into
our
level
E
and
level,
one
and
level
three
classes.
We
introduced
the
consultant
teacher
services
for
ELA
grade
10
at
the
high
school.
We
purchased
the
Sunday
reading
system
to
help
support
struggling
readers.
We
collaborated
with
the
assistant
superintendent
of
secondary
education
and
the
coordinator
of
Fine
Arts
and
Music
to
offer
a
music
elective
to
our
ungraded
students
and
art
as
well.
We
incorporated
numerous
social,
emotional
and
mental
health
activities
district-wide.
J
Our
health
and
wellness
committee
actually
created
a
calendar,
and
you
know
our
nurses
are
involved
in
that
committee,
as
well
as
our
food
service
workers
and
we're
so
happy
that
they
did
this.
They
offer
recipes
and
exercise
to
the
community.
F
I
mean
a
lot
of
these
things
we
talked
about
is
happening
in
multiple
locations
across
multiple
buildings,
but
also
this
there
are
no
numerous
mental
health
and
wellness
calendars
across
the
district.
So
you
know
many
schools
have
created
health
and
wellness
calendars,
they've
had
health
and
wellness
events
based
on
the
calendars
we
I
had
a
committee
over
the
summer
that
created
a
district-wide
health
and
wellness
calendar.
So
you
know
again:
I
just
want
to
really
revisit
and
emphasize
that
you
know.
F
J
So
we
offered
training
for
our
upk
staff,
the
assistant
superintendent
of
Elementary
and
miss
Ann
Palmer
provided
training
to
all
the
cbo's,
and
they
also
focused
the
training
on
behaviors,
providing
support
to
the
teachers
to
help
them,
because
we
are
trying
to
decrease
the
number
of
new
referrals
to
special
education,
so
I
think
giving
them
the
strategies
and
the
tools
to
help
them
mitigate.
The
behaviors
would
be
very
helpful.
So
I'd
like
to
thank
Ms
Palmer
for
that.
J
F
So
some
other
things
that
the
district
is
doing
to
support
social,
emotional
health
relationship
building
in
classrooms
and
hallways
across
the
district
we've
implemented.
We
started:
we've
launched
CPI
training,
which
is
a
crisis
of
prevention
and
intervention.
I
personally,
am
the
sir
one
of
the
certified
instructors
in
the
district.
So
it's
a
big
undertaking,
but
this
year
we
started
with
some
of
our
outer
District
bus
matrons
to
assist
them
with
supporting
our
students
in
out
of
District
placements,
and
you
know,
I
want
to
make
I
guess.
I
F
Pitch
but
clarify
what
CPI
is
a
lot
of
people?
Look
at
CPI,
these
type
of
techniques
as
restraints
as
last
resort
kind
of.
If
a
student
needs
to
be
you
know
held
for
safety,
it's
really
not
that
CPI
training
is
all
about
care
for
the
client
care,
welfare,
support,
non-harm
and
95
of
what
we
train
with
CPI
is
so
applicable
to
the
classroom
and
everything
we
do
around
the
school
buildings,
because
it
really
it's
about
the
dignity
for
the
student.
F
It's
that's
what
it's
rooted
in
empathy,
non-judgmental,
intervention,
de-escalation,
you
know
using
body
language
or
verbal
strategies,
so
you
know
we're
looking
to
launch
this
to
the
next
step
in
the
upcoming
year,
and
you
know:
I'm
excited
about
the
opportunity
to
get
more
staff
involved
with
that.
J
The
other
thing
is
that
there
is
now
and
I
know.
You've
probably
met
that
that
at
a
special
education
student
is
restrained
that
any
reason.
J
To
the
parents,
the
staff
member
that
restrains
that
student
has
to
be
trained,
so
CPI
is
the
training
that
we
would
like
to
roll
out,
because
there
are
certain
basic
forms
that
our
staff
members
would
need
or
that
the
student
is
running
out
of
a
building,
because
we
do
have
students
that
run
out.
It's
very
important
that
the
staff
is
trained
to
be
able
to
to.
F
So
yeah
I
mean
there's
a
lot
of
things.
We
could
probably
unpack
in
this
presentation.
This
is
one
that
is
kind
of
close
to
my
heart.
So
thank
you
for
indulging
me
for
a
couple
extra
seconds.
There
yeah.
F
Yeah
I
think
we
have
to
have
more
conversations
about
how
we
want
to
implement
this,
who
we
want
to
train.
You
know
we'll
have
to
identify
certain
groups,
and
you
know
assimilate
it
into
the
mainstream
of
what
we
do
around
the
district
and
again
I
can
do
personally.
I
can
do
this
training
without
doing
any
of
the
physical
non-violent
physical
intervention
techniques.
This
is
a
very
useful
training
to
support
the
relationship,
building
social,
emotional
well-being
and
mental
Mental
Health
and
Wellness.
F
Well
and
that's
a
conversation
that
also
crosses
over
into
proper
placement,
because
we
also
have
to
consider
the
the
individual,
the
child
or
the
student.
Perhaps
that
may
need
this
type
of
intervention.
Are
we?
Is
it
really
safe
for
us
to
be
providing
that
intervention
in
some
of
the
settings
and
environments
that
we
have
for
these
students?
Someone
who's
bigger
than
me:
I
should
not
be
attempting
to
do
a
non-violent
physical
intervention,
I'm
going
to
get
hurt
and
they're
going
to
get
hurt.
Potentially.
So
that's
a
lot
of
what
this
training
is
about.
F
J
And
I
think
it's
an
uncomfortable
but
I
I'm
I'm
in
this
conversation
with
Mr
corner
and
I'm
very
agreeable
place
right
now.
We
have
to
report
and
patents
and
get
out
earlier
this
year.
The
board
had
to
create
a
policy
to
address
things.
They
notice
when
a
student
with
a
disability
is
restrained,
even
if
it's
just
for
an
intervention
and
it's
running
out
the
building,
so
they
do
need
to
be
trained,
especially
in
our
ungraded
classrooms,
because
we
do
get
a
lot
of
that
and
those
questions
certain
classrooms.
J
We
will
have
kids
that
you
have
pretty
straight.
You
know,
even
in
the
least
restricted
questions
right
right,
so
it
does.
They
should
be
because
if
they're
not
trained
they're
doing
it
anyway,
they're
entity
being
able
because
you're
not
going
to
let
a
kid
run
out
the
building.
But
if
you're
not
trained
and
something
goes
wrong,
then
it's
a
liability.
G
And
I
can
just
say
thank
you
so
much
for
training
the
bus
monitors
or
our
driver's
assistants.
You
came
on
weekends
during
the
break.
We
have
a
lot
of
you
know:
bus
monitors
and
there's.
The
glass
is
only
a
certain
size
that
you
can
train,
but
it's
been
extremely
well
received.
Any
meetings
I
have
with
them
they're
so
pleased
that
they
went
through
that
training
and
I
know
it
was
only
a
small
piece
of
it.
There's
so
much
more
to
it,
but
it
really
has
helped
us
control
behaviors
on
the
bus.
So
thank
you.
F
Well,
thanks
I
appreciate
the
feedback
there
we
go
Okay,
so
we've
also
begun
the
conversation
and
the
rollout
of
Aaron's
law,
which
was
a
law
signed
in
to
legislation
by
former
Governor
Mario
Cuomo,
and
it
has
to
do
with
childhood
sexual
abuse
and
the
obligation,
the
legal
obligation
of
districts
moving
forward
to
provide
education
to
students
k
through
eight
on
the
you
know
how
to
protect
yourself.
You
know
in
in
age-appropriate
ways
so
this
year
we
well
last
year
we
rolled
that.
F
We
had
a
presentation
to
the
principals
this
year,
the
psychologists
and
social
workers
on
superintendent's
conference.
They
did
a
presentation,
kind
of
rolling
this
out
and
making
staff
familiar
with
the
legislation.
What
our
obligations
are,
what
our
next
steps
are,
and
we
took
the
opportunity
at
that
time
to
review
what
interventions,
identification
and
intervention
systems
we
have
in
place
already.
F
Okay,
so
this
is
we're
still
talking
and
at
this
point,
I
want
to
say
we're
still
talking
about
Universal
supports,
you
know,
kind
of
the
building
level
classroom
level.
What's
what's
in
the
package
of
that,
we
provide
to
students
that
come
to
our
schools,
and
we've
talked
about
a
lot
already,
so
this
is
I'm
bringing
that
up
because
we're
about
to
transition
into
you
know
the
secondary,
but
you
know
to
kind
of
start:
capping
it
off.
At
the
universal
level,
we
do
have
support
staff,
psychologists,
social
workers
and
guidance.
F
Counselors
and
I
would
even
put
nurses
into
that
group
that
are
providing
support
to
the
basic
day-to-day
needs
of
our
students
across
the
district,
and
you
know
it's
a
shared
responsibility
and
a
lot
of
teamwork
and
collaboration
goes
into
those
particular
groups.
You
know
working
together
for
in
the
best
interest
of
students.
J
Local
I'm
going
to
send
you
his
slides,
really
look
at
the
differences,
because
the
school
psychologists
have
to
do
a
cycle.
Psychological
assessment
cycle
educational
too,
so
they
they're
required
to
do
testing
they're
required
to
do
re-evaluation,
sit
on
committee.
So
it's
a
little
different.
We
do
have
the
social
workers
sitting,
but
not
as
much
as
the
psychologists,
because
they're
required.
J
F
If
I
may
miss
young
to
put
a
cap
on
that
point,
the
psychologists
and
the
social
workers
you
know,
are
doing
participating
fully
in
all
this
Universal
support
that
we've
discussed,
and
you
know
to
Miss
Young's
point.
They
are
completing
approximately
350
new
referral
evaluations
per
year.
F
We
have
over
700
close
to
800
reevaluations
that
need
to
be
completed
per
year,
and
then
we
get
you
know
some
additional
requests
for
evaluation,
so
we're
well
over
a
thousand
evaluations
a
year
that
need
to
be
completed
in
a
timely
manner,
new
referrals
in
particular
within
a
60-day
timeline.
So
while
we
have
gotten
tremendous
support
from
the
district
over
these
last
few
years
in
terms
of
re-establishing
you
know
adequate
Staffing,
there
still
are
challenges
to
me
to
meeting
all
those
needs
that
pass
through
their
their
offices
on
a
day-to-day
basis.
F
So,
but
on
that
note
currently,
the
district
has
46
counselors,
27,
psychologists
and
21
social
workers
on
staff.
The
ratio
of
counselors
is
387
to
1
compared
to
the
recommended
ratio
of
250
to
one
the
student,
the
psychologist
ratio
is
approximately
660
to
one
recommended
500
to
1
and
social
workers
estimated
around
849
to
1
and
the
recommend
the
recommended
ratio
of
250
to
1,
and
actually
the
ratio
for
social
worker
to
special
education
student
is
even
smaller
than
that.
F
So,
but
again,
we've
made
really
great
strides
over
the
last
few
years
and
I
think
it's
in
part.
Like
we
see
numbers
going
up,
we
see
suicide
intervention
going
up.
We
see
we're
identifying
more
and
more
kids
or
have
over
the
last
few
years
that
have
you
know
particular
needs
are
in
crisis
and
it's
creating
more
work,
but
we
have
the
capacity
to
identify
now
with
that
additional
staff.
F
We
are
uncovering
and
we're
we're
there
to
provide
that
support,
so
we're
in
that
it's
a
transition,
I
would
say
of
sorts
where
we're
reestablishing
kind
of
a
paradigm
through
which
we
can
effectively
and
strategically
identify
students
at
most
at
risk
and
most
that
need.
So
the
support
has
been
tremendous,
but
I
I
will
still.
You
know
continue
to
advocate,
for
you
know,
through
mission,
for
additional
support,
as
we
move
forward.
F
And
right
we
have
an
exceptional
Medical,
School
mental
health,
Team
and
and
I
you
know,
I,
don't
supervise
the
guidance
counselors,
but
I
would
would
absolutely
include
them
as
part
of
this
mental
health
team
that
I
work,
alongside
with
with
Mr
Bennis
so
yeah,
we
we're
very
fortunate
in
the
district
to
have
very
highly
qualified,
Mental
Health
Counselors,
okay
secondary
supports.
So
this
is
now
the
we're
through
tier
one,
and
we
covered
a
lot.
F
So
I
started
off
with
putting
this
slide
back
in
the
you
know,
the
tiered
AIS
and
ntss
just
to
make
the
point
that
this
you
know
and
emphasize
the
point
that
it's
a
continuum
at
tier
one,
we're
following
the
the
Paradigm
and
the
Continuum
of
the
pyramid
and
the
tiered
interventions,
but
we're
on
the
universal
level
and
all
the
stakeholders
are
involved
on
universal,
the
teacher,
the
parent,
the
student,
the
social
worker,
the
principal
or
everybody,
but
at
the
universal
level
we
would
say
that
the
teacher
is
that
primary
interventionist
and
support
person,
because
Universal
support
is
all
working.
F
They
are
responding
to
academic
curriculum
and
the
behavioral
supports
in
the
classroom
and
they're
the
point
person
now
as
we
get
into
the
secondary
level
same
team,
same
stakeholders,
but
it
shifts
to
where
now
that
supports
that
starts
to
become
more
of
the
primary
appoint
person.
So
at
the
secondary
level
you
know,
I
would
say
generally
that
shifts
to
like
the
guidance
counselor.
Maybe
the
dean
assistant
principles,
psych
social
workers,
but
I'm
going
to
pause
with
assigning
that
really
to
the
psych
psychologist,
because
they're
really
more
the
tier
three.
F
When
we're
getting
into
evaluation
stage,
so
we're
out
here
to
we're
still
following
this
Paradigm,
each
building
has
a
crisis
intervention
team
that
is
made
up
of
administration,
psychologist
social
worker
guidance
and
the
school
nurse.
And
you
know
they
respond
as
referred
to
students
identified,
as
you
know,
being
at
an
emerging
crisis
or
emerging
behavioral
outcomes,
and
this
is
generally
the
flow
chart
that
has
been
in
Place
student
at
risk.
F
Identifying
staff
member
they
refer
to
the
crisis
team
crisis
team
works
with
the
student,
informs
it
and
informs
it
which
informs
the
intervention
and
supports,
and
then
we,
the
postvention,
which
is
critical
at
every
level,
an
absolute
piece
where,
after
we've
supported
the
student,
we
want
to
come
back
and
revisit
and
Orient
ourselves
to
what
happened
and
how?
What
do
we
do?
What
do
we
do
well
and
what
didn't
we
do?
Well,
you
know
and
to
ensure
that
we're
being
responsive
and
not
reactive
to
our
students
needs.
F
So
this
is
a
four-year
comparison
of
suicide,
the
number
of
suicide
interventions
and,
as
I
noted
before
you
know,
between
coming
out
of
covid
and
the
increased
staff
where
we
do
have
the
capacity
to
help
and
identify
our
numbers
have
really
shot
up
back
in
2018.
We
were
at
134,
and
that
was
a
pretty
a
consistent
number.
You
know,
prior
to
that,
2016
17
18
numbers
were
around
low
100s
to
at
most
like
130
135
2019.
The
number
went
down,
but
that's
that's
skewed
because
we
shot
down
in
March.
I
F
Number
went
up
from
our
Norm
but
think
about
it
most
kids,
a
lot
of
kids
were
on
remote
instruction
or
hybrid,
so
we
still
weren't
feeling
the
full
impact
of
you
know.
We
used
to
say
that
you
know
we
don't
know
what
we
don't
know,
because
we
could.
We
knew
we
felt
that
we
were
going.
You
know
to
have
a
lot
of
needs
and
support
when
we
came
back,
got
back
in
full
time
instruction,
which
was
2122,
and
yes,
we
had
252
interventions
last
year,
ranging
from
low
to
medium
to
high
risk.
G
J
F
Year
we
are
going
to
come
in
a
little
lower
than
that,
so
it's
too
early
to
say
that
that's
a
trend
and
I
wouldn't
say
well
things
what
we're
doing
are
working
and
that's
why
the
numbers
are
going
down.
But
I
am
I,
am
thinking
that
we
are
moving
in
a
direction
of
reestablishing
that
Foundation
Building,
that
relationship
that
sense
of
community
and
Home
in
our
school
buildings
to
support
students
and
their
families,
and
you
know
we'll
continue
to
see
improved
health
and
wellness
as
a
result,
okay
trial
find
monitoring.
F
So
if
a
student
does
have
a
mental
health
crisis,
it
could
be
low,
medium
or
high
if
they
go
out
if
they,
if
they
we
send
them
out
to
like
for
psychiatric
support
when
they
come
back,
we
are
identifying
them
with
a
Green
Dot
on
e-school,
so
that
we
can
ensure
that
we
are
monitoring
under
trial
fund.
We
have
an
obligation
to
identify
Monitor
and
refer
as
needed,
students
suspected
of
having
a
disability.
F
J
Thank
Dr,
Ramos
and
actually
the
Registration
Department,
because
they
worked
really
hard
on
creating
a
childhood
procedure
with
our
office.
We
collaborated
with
debate,
actually
wrote
a
really
nice
procedure
up
so
that
when
kids
go
out
and
they're
hospitalized
and
they
re-entered
we're
able
to
code
that
kid
correctly
and
now
everyone
knows
what
to
do.
They
know
they
have
to
pay
attention.
So
the
the
building
principles
were
trained,
the
guidance
houses
were
trained
for
job
fund,
they
all
look
for.
They
see
that
Green
Dot.
F
Dash
I
just
put
that
one
slide
up
here
as
it
just
a
representative
of
one
of
the
numerous
support
agencies,
hospitals
that
we
use
around
the
community
CPAP
is
also
somewhere.
We
frequently
send
our
students
Stony
Brook
and,
as
we'll
talk
about
at
the
end,
we
are.
We
have
been
working
fastidiously
these
last
year
and
a
half
to
increase
and
develop
our
Partnerships
with
more
agency
agencies
and
mental
health
supports
around
the
community
so
that
we
can
ensure
for
that
same
day,
next
day,
treatment.
F
Okay.
So,
as
we
were
talking
a
little
bit
about
before,
we've
increased
the
number
of
psychologists
and
social
workers,
just
even
in
the
last
few
years,
from
24
psychologists
to
28
this
year
and
15
to
21
social
workers
from
20,
21-22
and
really
I
mean
that's,
there's
a
much
bigger
story
behind
these
numbers.
In
2016,
when
I
entered
the
district,
there
was
nine
social
workers
and
18
psychologists
for
20
000
kids.
So
the
district
really
has
come
a
long
way.
F
The
commitment
from
the
board
and
the
community
is,
you
know
it
it
tracks.
According
to
my
heart,
you
know
to
get
that
kind
of
support.
So
that
we
are
able
to
you
know,
help
as
many
students
as
we
can
in
the
district.
So
again,
I
will
continue
to
advocate
for
back
support,
and
you
know,
and
more.
D
I
just
want
to
say
before
you
came
on,
I
was
one
of
five,
so
I
lived
through
those
years
and
it
was
not
good.
You
know
it
was
happening
for
us.
It
was
not
good
for
our
students
and
our
communities,
so
I'm
really
really
a
strong
Advocate
as
well
of
increasing
our
assistance
for
our
students.
So
it
also
increases
assistance,
respect.
D
A
Our
as
we
all
know
we're
in
a
pretty
good
space
financially
right
than
the
years
passed
so
and
you
did
an
excellent
presentation
during
your
budget
workshop
on
the
benefits
of
having
additional
support.
So
it's
not
lost
on
this
board.
But
you
know
the
ramifications
of
not
having
these
services
in
place
and
individuals
in
place
to
pick
wide
and.
J
F
Thank
you,
okay,
so
you
know
we're
seeing
more
and
more
these
last
couple
of
years,
School
refusal,
you
know,
I
think
what
happened
during
the
pandemic.
If
anyone.
G
F
Went
to
school,
you
know
we
all
went
to
school
growing
up
and
you
know
we
all
kind
of
went
through
tough
times
at
one
point
or
another.
Probably
maybe
it
was
a
day.
Maybe
it
was
a
month.
Maybe
it
was
a
year
but
where
there
was
anxiety
or
nervousness
about
going
to
school,
but
we
always
had
to
go
for
the
most
part
and
then
the
pandemic
hit,
and
we
didn't
have
to
go
anymore.
F
Everyone
got
to
snuggle
up
in
in
their
homes
in
a
state
in
a
very
safe
space
for
them,
and
you
know
what
we've
seen
transitioning
back
I
think
a
lot
of
children
who,
prior
to
the
pandemic,
toughed
it
out.
You
know
and
soldiered
through
that
it's
been
increasingly
challenging
for
them
now
having
kind
of
found
homeostasis
in
the
comfort
of
their
homes
and
the
safety
of
their
homes,
and
guess
what
I
can
get
I
have
access
to
my
education.
F
Also,
it
really
has
created
some
significant
challenges
to
us
getting
our
children,
you
know
all
I
mean,
and
this
is
It's
a
small
number
I
mean
I.
Don't
have
the
percentage
breakdown
right
now.
It's
probably
you
know
over
the
course
of
a
year
somewhere
around
50
to
60
students
that
we're
working
with
and
I
also
want
to
say
that
we're
seeing
successes,
you
know,
I
I,
do
the
cses
for
counseling.
F
Only
students-
and
you
know
I've-
been
telling
everyone
walking
to
my
staff
this
last
few
weeks
that
it's
so
encouraging
and
gratifying
to
see
that
their
kidney
kids
that
were
declassifying
that
two
years
ago
three
years
ago
were
where
there
was
such
significant
concern
and
you,
you
kind
of
said,
are
we
ever
going
to
be
able
to
help
this
child
find
their
way
through
and
their
parent
too?
But
you
know
again
with
that
relationship.
F
You
know
that
we
we
cultivate
with
parents
and
that
trust
that
we
build
and
the
capacity
to
provide
even
resources
or
direct
them
to
resources
on
the
outside.
We're
finding
that
yes,
they're
coming
back
one
of
the
time
you
know
it
seems
like
once
a
week
now,
I'm
hearing
a
success
story.
I
just
got
off
the
phone
with
a
father
yesterday
you
know-
and
he
was
you
know
he
was
so
happy
and
so
proud
of
the
district,
and
you
know
his
child
is
flourishing
right
now.
F
D
A
For
sharing
that
yeah
yeah,
because
that
you
know
I
know
for
a
lot
of
Sports
I'll,
say
the
majority
of
the
board
members
I
think
during
the
pandemic,
one
of
the
things
and
I'm
sure
for
the
administrators
teachers
support
staff.
One
of
the
things
that
concerned
us
and
kept
us
up
that
night
is
that
the
district
is
a
safe
haven
for
many
students
right.
So
we
know
we
have
students
here
that
want
to
be
here
to
eight
nine
o'clock
because
they're
avoiding
going
home
right.
A
So
when
that
pan,
when
the
pandemic
struck,
it's
like
they
no
longer
have
that
support.
So
what
is
going
to
happen?
What
is
it
going
to
look
like
when
they
come
back?
You
know,
so
we
needed
to
have
these
supports
in
in
place
when
they
came
back,
because
we
don't
know
what
some
we
do
know,
but
you
know
what
some
of
our
students
are
facing
at
home
and
not
to
have
the
district
open
to
them
during
that
time
just
magnifies.
J
Importance
of
it,
it
led
to
a
considerable
amount
of
depression,
because
we
that
we
have
a
lot
of
cakes
that
are
still
struggling
to
re-entry
school
and
we
actually
hired
contracted
providers
to
offer
transition
support.
So
they
we
have
Specialists
that
go
to
the
student's
house
and
they
try
to
encourage
the
child
to
come
out
the
room
to
get
on
the
bus
and
vice
versa
when
they
get
to
school,
same
thing,
AMPM,
transitions
and.
F
We-
and
this
is
really
another
step
we
have
to
take
parents-
need
support.
You
know
with
children
that
you
know
their
kids
that
are
home,
you
know,
because
they
they
just
want
their
their
children
to
be
happy.
They
want
to
see
a
smile
on
their
face,
so
it's
very
difficult
for
a
parent.
You
know
it's
easy
for.
F
If
you're,
you
know
not
emotionally
involved,
necessarily
and
you're
objectively
making
decisions
in
the
best
interest
of
the
child
to
say
you
gotta
hold
them
accountable,
you
got
to
set
boundaries
and
limits,
but
it's
easier
said
than
done.
You
know,
because
we
all
know
we
have
children
and
when
it's
our
kid,
it's
a
different
story,
it's
harder.
So
we
need
to
like
let
those
parents
know
that
it's
okay,
that
they're
struggling.
F
We
need
to
know
that
we're
here
to
support
them,
and
then
we
need
to
provide
them
with
some
opportunities
kind
of
like
we
did
yesterday
with
the
health
and
wellness
fair
for
outreach
and
support-
and
you
know,
workshops
so
you
know
I'm
looking
to
do
more
of
that
moving
forward
as
well.
How.
J
Everything
is
doing
something
you
know
like
people
are
doing
things
even
outside
in
school.
They
do
an
extra,
the
Saturday
academies
and
Pharma
like
all
different
things
that
we're
trying
to
you
know
get
these
kids
back
to
normalcy,
honestly
and
and
make
kids
feel
good
about
themselves
and
feel
good
about
learning.
You.
F
Know
and
I
I
have
to
say
I.
You
know
I'm
seeing
that
when
I,
when
I
walk
around
buildings
and
when
I'm
at
events
I
see
kids
I'm
seeing
their
faces,
which
is
you
know,
a
transition
from
where
we
were
two
years
ago.
You
know
and
they're
smiling
and
they're
happy
and
they're,
relaxed
and
they're,
showing
up
for
events
so
and
I
know
like
even
as
I
planned
my
event
I'm
looking
on
the
calendar,
and
it's
like
this,
it's
saturated.
F
Where
am
I
going
to
find
a
moment
or
an
opportunity
to
have
a
meaningful
evening,
because
so
many
people
are
doing
things.
So
it
absolutely
is
happening.
J
So
I'm
gonna
listen!
So
in
the
area
special
attitude,
you
have
a
level
four
level
four,
but
it's
actually
a
self-driving
class
that
addresses
students
with
significant
behavioral
challenges.
So
you
many
of
the
teachers
that
teach
this
population
have
really
good
strategies
and
they
provide
additional
supports
and
structure
for
kids,
because
Lord
knows
they
need.
They
need
the
support
and
structures
that
they're
struggling
with
you.
J
We
have
great
teachers
that
get
back
Lisa
Navarro
again
she
brought
in
her
door
and
she
visited
the
UVA
facilities
and
also
some
of
our
Elementary
classrooms
to
help
the
students.
So
these
are
therapy
dogs.
We
also
have
a
therapy
doing
at
the
high
school
Jake,
so
that
was
Rosie.
This
is
Jake
and
Jake
knows,
and
he
actually
supports
the
social
groups
into
High
School
and
he
also
visits
the
unloaded
classrooms
and
resourcing
prior
to
testing.
I
J
J
No
one
really
had
time
to
to
work
on
it
with
me,
but
then
Dr
Leoni
actually
got
a
call
for
Long,
Island,
University
and
Kathleen
had
reach
out
to
me.
She
said
we
need
one
more
school
to
participate
in
this.
This
project
and
I
said
I
already
wrote.
She
says
I
only
have
one
day
to
submit
I
said,
but
I
wrote
it
around.
So
I
can
give
you
everything
that
I
wrote
and
we
actually
got
it.
J
So
what
does
it
mean?
So?
Actually,
the
the
purpose
of
the
grant
is
to
increase
diversity
in
the
mental
health
field.
So
what
we'll
do
is
we'll
have
students
graduate
students
that
are
pursuing
their
career
and
Social
Work
Art
School,
counseling
they'll
come
in
and
they'll
do
their
field
work
with
us,
but
we'll
get
to
pay
well
through
the
grants
for
students
seeking
a
graduate
degree
in
social
work
or
a
Guidance
with
School
counseling
will
go
to
school
for
500
for
their
masses.
J
J
We're
also
working
on
a
partnership
with
PM
Pediatrics
Norfolk
Health.
They
can
no
longer
take
in
an
additional
School
of
PMP.
Reactions
would
like
to
you
know
partner
with
us
to
what
the
Crisis
Support
so.
I
J
Of
our
parents
struggle
with
health
insurance
coverage
or
just
to
get
an
appointment,
so
we
do
establish
this
partnership.
We
will
be
able
to
provide
support
to
students
from
the
like
four
to
six
visits
until
they
can
find
the
doctor
that
also
try
to
help
the
parents
with
insurance
and
they're
willing
to
accept
the
insurance
that
the
parents
have
to
continue
to
provide
services.
So
the
third
this
will
give
us
rather
support
the
students
needed
many.
J
F
And
this,
lastly,
it's
also
an
area
that
we
do
need
support
not
in
the
building,
but
we
do
need
that
wrap
around,
because
we
have
to
differentiate
between
school-based
counseling
and
mental
health
counseling
therapy.
You
know
the
school
districts
that
we
provide
school-based
counseling
around
social
skills,
conflict
resolution-
you
know
self-esteem,
but
it's
not
the
form
to
provide
that
type
of
therapy
for
individuals
who've
experienced
trauma.
So
it's
so
important
that
we
have
that
working
relationship
with
these
outside
agencies.
J
A
So
I
just
wanted
to
apologize.
I
know
you
saw
that
I
kept
getting
up
during
the
presentation
which
is
not
feeling
well
so
I
just
wanted
to
make
sure
that
he
got
home.
Okay,
Hassan
drove
him
home.
So
if
he's
back
to
mall,
you
call
me
I
want
to
know
you
should
be
home
resting.
A
So
we'll
just
move
along
I'm
gonna
do
Rich's
happy
happenings
and
well.
Do
we
have
questions?
Do
you
have
any
questions
about
the
presentation.
D
F
I
A
Sound
the
same
as
Rick
I'll
try
to
do
it
as
vividly
as
he
would
congratulations
to
Cindy
Safari
by
the
Nassau
Suffolk
School
Board
Association
for
her
outstanding
School
Board
service
to
the
Brentwood
School
Community.
If
you
know
Cindy,
she
is
at
every
event
cheering
on
our
students
and
posting
live
videos
of
her
support
on
Facebook
for
all
to
follow.
A
A
This
year's
graduation
will
once
again
be
held
as
an
evening
celebration.
The
graduation
ceremony
will
begin
promptly
at
4
45
pm
on
June
23rd
on
the
high
school
football
field,
to
honor
all
our
graduates
and
their
families
in
a
dignified
and
celebratory
manner.
We
will
be
Distributing
three
tickets
per
graduate
this
year
after
graduation
rehearsal
on
June
22nd.
Only
ticketed
guests
will
be
allowed
on
campus.
A
We
have
enhanced
our
equipment
to
ensure
an
enjoyable
live
stream
of
the
event
which
will
be
available
on
the
district
website
for
all
other
family
members
who
are
unable
to
attend
traffic
builds
up.
So
please
carpool.
If
you
can
and
come
early
gates
open
at
2PM
questions
concerns.
Go
ahead.
Garbage.
F
C
H
D
D
I,
just
yeah
parent
Square
works.
You
know
a
lot
of
you
know.
I
had
a
literacy
workshop
and
I
know
we
were
able
to
send
it
out.
I
had
like
the
numbers
increase
a
little
exponentially,
we
went
it's
not
a
lot,
but
we
went
to
26.
We
went
from
6
to
26.
and
all
of
the
parents
were
notified
through
parent
square
and
they
were
so
happy
that
they
were
able
to
be
informed.
So
thank
you.