BOE Speaker Session & Public Budget Hearing | April 21, 2026

001Thank you and good evening. Today is Tuesday, April 21st and the time is 5:31. This is the Rochester Board of Education speakers forum as well as public budget uh hearing. We're going to start this evening off with our speakers forum, which we have about 12 individuals signed up to speak here in person, along with another eight individuals who provided commentary available on BoardDocs for the public to take a look at some of the concerns that are being presented in writing. Um just to give you or level set the speakers forum. Again, this is an opportunity for our Board of Education to hear from our community and constituents around concerns that they would like to present. During the speakers forum, we do not respond. We listen. And we take in the information that you are sharing

002with us. So, I'm going to call you up by name and at that time each speaker will be given the opportunity um to speak for 3 minutes. Also, during that time we do want to make sure that um this is a respectful conversation. And so that we um want to just not personalize too many things or what have you. So, be mindful of those things, but I'm going to start with the very first speaker for this evening's speakers forum, which is Ms. Jerica Turner. >> Good evening. Can you guys hear me? >> Yes. >> Good evening board members, Dr. Ross, Dr. Alicia, executive cabinet, board staff, and to our student rep. Um thank you for the opportunity to speak and for listening to what I have to say. I'd like to start off by saying

003that in this moment, I am not speaking as an employee. I am speaking as a mother of two RCSD students, as an aunt to nieces and nephews, as a neighbor to students in the RCSD. And therefore, I am speaking as an invested community member. I am coming before you today regarding the removal of the pre-K 3 program at school number 22. And I just wanted to say my testimony and my experience with it. That this program changed our lives. Had it not been for the bilingual pre-K 3 program at 22, which in 2023 was the only bilingual pre-K 3 that the RCSD offered, um my children would not be students of the RCSD. My plan was to have them in a bilingual community-based organization and then probably at a charter school. But then the bilingual

004pre-K 3 opened at 22, which completely changed our lives. Because in it we found a second home. Pre-K 3 may seem trivial to some, but for my family it was a huge decision and it impacted our lives in a massive way. School 22 is not just a school that my children attend, it is my school as well. I am proud of 22 and as parents we claim ownership of the school and are deeply invested in its success. Being in the school since the age of 3 gave our children the opportunity to become familiar with school norms, school staff, locations of places like the gym, cafeteria, nurse, front desk, and it also gave us, the parents, the opportunity to become accustomed to all of that as well and to build relationships with the people who are

005educating and caring for our children day in and day out. We are an invested community of parents, grandparents, and caregivers and we help each other. We meet each other. We meet up at school events. We go to parks, libraries, community events. We do swim lessons together, dance classes, you name it. We show up. And we have been able to build that built brick by brick because our children from the age of 3 were there together. The teacher and the paraprofessional at that program are amazing and the teacher was actually won educator of the year award in 2024 because of how invested they are in our students. I know that as a Board of Education, your role is that of governance and not necessarily of the daily decision-making, but I ask that as my elected officials

006that you help amplify our voice and that you advocate on our behalf regarding this program. Thank you. >> Thank you, Ms. Turner. The next next speaker on the list is Jessica Herrero-Rodriguez. The next speaker on the list is Jessica Herrera-Rodriguez. Okay, I see you. That's fine. Uh Um Uh my daughter and apart and for her I think Uh frustrating more >> All right, I'm speaking as a mother and I am very frustrated with the fact that the pre-K 3 is being eliminated. My previous child was together with Miss Ippolito in the program and it was a blessing to our family. Now I'm going to have a younger child and we only speak Spanish in our family. So it's very frustrating for us because of the lack of programs and we don't know what to do

007with how the child is going to progress in this setting. We cannot I cannot put it in the bus because he doesn't speak and he doesn't speak English and so we don't know how to how he's going to get into school. Thank you. He's he's non-verbal. He's a non-verbal child so I'm very concerned about that. I'm very frustrated with the whole thing. Yeah. Yeah. Thank you. Thank you. >> [applause] >> And because I want to try to set this up so that it's a little easier for you to get up. So I'm going to name uh or call the names of the next three people just so you are that you're ready so you know who's coming next. Thank you for that suggestion. Um and so, we have the next person coming to the mic

008now will be Jasmine Martin Turner. And after Ms. Turner speaks, we'll have Zuleika Vasquez, Jabez Turner, and then Arthur Pagan-Kemper. And I hope that I said your name right, but the next one to the mic now is Jasmine Martin Turner. >> [clears throat] >> If you want to place your hand up if you're coming or if I if we're waiting for you if if not, the next one after Ms. Turner is Zuleika Vasquez. We have Jabez Turner. If you're here, just put your hand up or let me know. I see Mr. Turner. Come on up, sir. So, after Mr. Turner, who's approaching now, speaks to us, it'll be Arthur Pagan-Kemper, Luis Castillo, and Chris Miller. And I think it means Chrissy Miller. It's missing a Y. Thank you, Mr. Turner. >> Thank you. Hello. Um

009so, I want to thank you for this opportunity to speak. Um and I just wanted to come as a parent who has two children at school number 22 asking uh that the leaders of the district not remove the pre-K 3 from school number 22. Um it's a very important and it's much needed. And I wanted to uh quote the community schools um uh charge that is from the Rochester City School District website. And it says, "Community schools are defined as a place and set of partnerships that focus resources on students and families, resulting in students who are ready and able to learn in school. A community school acts as a hub, offering coordinated approach to connect and cultivate assets in the community and to link families to services so that educators can focus on teaching

010and students can focus on learning. And it says that the six key practices are power, student and family engagement, collaborative leadership and shared power and voice, expanded and enriched learning opportunities, rigorous community connected classroom instruction, a culture of belonging, safety and care, integrated systems of support. And so I wanted to charge the leaders of this district not to remove this program from school 22, which is the hub, the very definition of the thing you're saying you want to build. And so um my two children are here. They are both went through the pre-K 3 program at school 22. And I can say as a parent whose third whose my 3-year-old who is currently in that program is better for it. My 5-year-old went through that program is better for it. And so to do that,

011you would be destroying a community. You would be destroying the very thing you're trying to build. And so I have questions as to when was the community brought in on this situation and the decision that was made? When were the parents talked to and get the information from the parents who are actually on the ground? When were they spoken to? And so as far as the the parent engagement, I would implore all of you to come out to school 22 tomorrow. You'll see how um parents are engaged at that school. You'll see it for yourself first hand. So I just want to encourage you all to please consider not removing pre-K 3 from school number 22. Thank you for your time. >> [applause] >> Thank you, Mr. Turner. We have Arthur Kep- Peckinkemper, and again

012Luis Castillo and Chrissy Miller will be following. >> Sorry, I'm a little taller. Uh I would thank you for for your time. Thank you for the invitation to be able to come and speak. Uh my name is Arthur. Uh I currently have one daughter who's currently at school 22, and it has been an awesome experience, and seeing that also reflected in my youngest. So, my younger daughter is 2 and 1/2 now, will be going into UPK 3 this coming fall, and the opportunity for them to be at the same school together. Uh and the uh conviction to be able to see my daughters now building these relationships with people that they could be with for so much longer because of that. We were in the UPK 3 program uh at school 7 last year with

013um Mrs. Dewart, and seeing how much that exploded my eldest daughter's uh language, and seeing that reflected in my my younger daughter. Uh I love seeing my youngest being able to uh learn the crossing guard's name, and being able to to know that she's in a safe space, to be able to know that she is protected there, that she's cared about when we go to check in, even if we're not there. Uh it's Dad and Josie checking in with Ophelia, and to be able to have that as a an ingrained component, to be able to see the care that she's already seeing there, to be able to see uh these teachers, these educators, to learn the names of the people going through the corridors, and know that they are cared about even now, builds so

014much confidence for my 2 and 1/2 year old to be able to grow in that. I think also being able to look at the map and seeing how this is a I would lose an opportunity for deeper integration into the community, that this loses an opportunity that we have in the the northeastern quadrant quadrant to be able to to get kids in and educated sooner and more deeply. So, I would ask you to consider not removing the UPK 3 three program uh from school 22. It's been an awesome opportunity for us. Thank you. >> Thank you. >> [applause] >> Luis Castillo If Christie Miller, I do see you. Coming on up. >> Hi, my name is Christie Miller. First of all, I I am a parent leader. Um I'm here to actually speak about the

015um lunches. Y'all have to do better than what y'all do. These kids are hungry. Like my child come home every single day running from off the school bus, running inside the house, straight to the refrigerator. That's unacceptable. We need better lunches for our kids, healthy lunches at that. We need to be um y'all need to have connections with the community gardens. You need to have chefs come in to give our children better lunches. But not only that, I would like to see back in the days when we used to be in school, we used to have choices on our foods. Why not bring that back into our school system? Y'all is failing our kids badly. And that's unacceptable. We not going to accept this budget at all. We want to see things change by bringing

016families, community members, parents, students at the table to look at this budget with you and to vote for this budget the correct way. I am a parent and I'm angry. I'm upset. This should not happen. Y'all should not have to damage our children. Our children is already damaged. Nobody do not trust the district because of y'all how y'all be making decisions without the parents. Making decisions out without the students. This is unacceptable and I say no to this bill. >> Me too. >> [applause] >> Thank you, Ms. Miller. We have three um the next three people. The next person in line is Vernetta Brown. We have Ezel Harris and then Maria Mariela Polito Fischer, if I said that right. But the next person noted is Vernetta Brown. With no Vernetta Brown, we're looking for Ezel

017Harris. She Where is she? She's in here in the building? Okay, come on up, Ms. Brown. We waiting on you. Mr. Harris, Ms. Brown will come up and speak and then sir, you'll be next. And following Mr. Harris will be Mariela Polito Fischer. Ms. Brown, the mic is yours right there at the podium right there in the middle. >> Sorry about that. Hello. And I just like to say I appreciate uh the efforts that you make and the job that you do and I would just like to get a little understanding. Um I feel Well, I'll put it this way. I retired in as a result of me waking up blind. So, and one night changed my whole life. But, what didn't change is my compassion and caring about children and their families. So, I

018like to understand how social workers at the school are just referred to as social workers, and I think their title in a sense downplay what they really do. And as far as degrees go, clinical therapists and social school social workers have the same social work degree. They just specialize in two different things. And if a clinical uh social worker {slash} therapist is working at a hospital, they refer to them as therapist. However, social workers at the schools are just referred to as social workers and get confused with uh Monroe County social workers. I asked when I worked about could you help me get on EBT and associate my role with uh Department of Social Services. I feel that social workers at the school should be given a title that's due to them. They are behavior

019specialists. They are child and family therapists. And the difference between uh psychologist and a social worker is my understanding as working in the district before I was a layperson, I didn't really understand, but the psychologist focus on the IQs and testing and placing them in the proper academic program they need to be in. Counselors {slash} guidance counselors help with scheduling for classes and things like that. And even though some um principals use them in the arena of a school social worker, they don't have the expertise that social workers do because social workers can observe, assess, and diagnose, make treatment plans for children to help them and their families. However, is a misconception that I believe that social workers' jobs can be run by a psychologist, a guidance counselor, things like that. They could help with

020regular ed students, but the more severe students with IEPs and things like that, social worker needed because these students are more in need more long-term care other than the psychologist and the guidance counselors can provide. So, my being here is just to give you all food for thought, and I hope you consider that. Is that my cue to get off? >> It is indeed your your um your 3 minutes, ma'am, but we do appreciate and we have heard um what you were delineating today. >> Well, thank you so much for your time. >> Thank you, ma'am. >> [applause] >> We're going to ask Mr. Harris, Azell Harris is speaking next, and then next after Mr. Harris, we have Maryalla Polito Fisher, and then Persephone, and forgive me, correct me when you come Persephone, thank you,

021Modeste, if I said that right. >> Azell Harris, community activist, disabled veteran. I want to say first of all, if it's true what was said to one commissioner by another commissioner back in February of 2025, that he used the N-word, I was very disappointed that Commissioner Isaiah Santiago was not removed. >> Mr. Harris, >> Listen, I I have my 3 minutes, am I correct? >> Well, no, you're not correct, and I'm going to tell you why respectfully, if you allow for me to speak, because at the top of this uh forum, what I expressed is that we will not personalize our statements, and we will not then this is an example of that. >> So, if you have comments to share, you are you have 3 minutes to share comments, but we will not personalize

022comments. >> won't personalize it, but let me say this much. In 2017, RCSD hired education consultant Julia Elliott to take a look at special education and how students with disabilities are identified and given services that they needed in the efforts. And so, this afternoon, I sent you an an email, and I posed a question. Has Rochester Mayor, is that all right? Has Rochester Mayor, or can I say that? Okay, has Rochester Mayor Evans ever publicly mentioned being in special education classes at East High School in the 1990s before transferring to >> again. So, do you have um so, respectfully, Mr. Harris, >> All right, so I'm not mentioning that. So, I'm going to I am going to mention the email that was sent to me. And I think that I can. And it was such

023a angry He said >> will be the last time cuz I want to respect you and I want to respect your freedom of speech. So, this will be the last opportunity. >> I'm going to I am going to mention to you what the mayor sent to me. >> What is that? >> I have a right when it comes to education cuz the mayor wants to stigmatize people in special education. And you should not stigmatize students that are in special education. So, the mayor sent me this. He said, "Shame on you uh your blatant lies and misinformation. Mayor Evans has never attended East High School and has never been in special education. Your information is incorrect and showed your general lack of research and ignorance." >> So, Mr. Harris, I appreciate it and I This was

024the third the last opportunity. So, if you'd like to have a conversation offline, this is not the forum for for >> All right, I'm only responding and I think that I was saying >> not the forum for this. >> And so, you're telling me so when we when we talk about special education, that is not >> have something that you'd like to speak about concerning the students of the Rochester City? Let me tell you something. We have students that are being impacted. >> That's right. >> have a bunch of adults >> That's right. >> that are putting themselves before students. >> Right. >> So, let's talk about students. And if you have something specific to your concerns regarding special education, but whatever conversation you have with the mayor, go talk to him about that. This

025is not the forum for that, Mr. Harris. And I'm trying to be respectful. So, I'm going to have to to receive your time at this time. >> that, but he was on the school board for 14 years. >> Okay, he ain't here today. I'm going to receive your time. >> But I want to know is why did he cover that up? >> in line for this conversation is Mary Alice Pelito Fisher. >> Why did he cover it up? >> Talk to him. But Miss Miss Miss Miss Miss Miss Miss >> Can I motion for a 5 minute recess? Can I motion for a 5 minute recess? Motion. Second. All in favor, I. 5 minute recess. Sorry audience. >> Mhm. >> Thank you and welcome back to the Rochester Board of Education Speakers Forum. Again, this

026evening is April 21st. Time check 6:03 and we are going to complete the Speakers Forum with the final two speakers on the agenda this evening being Mariella Politofisher. Again, this is the Speakers Forum, not the budget hearing portion. >> [laughter] >> Mariella Politofisher is our next speaker and after Ms. Fisher, we will have Persephone Modeste. Ms. Fisher? >> Hi. Uh good evening, Superintendent Roster and members of the board. Thank you for giving me the opportunity to speak tonight. I'm here to respectfully ask you to reconsider the decision to close the pre-K three classroom programs School 22. I have been working in the district for almost 20 years and I have been working as a pre-K bilingual teacher for the last three years. During that time period, I have been able to witness the benefits and

027positive impact of having this program in our school. This program is not just a convenience for families. It's a foundation for our children's future. Early childhood education plays a critical role in cognitive, social and emotional development. For many of our students, pre-K is where they first learn how to communicate, collaborate, and build confidence in a structured environment. These are the skills that set the tone for their entire academic journey. This program is especially important for both our bilingual and monolingual communities. For bilingual students, pre-K provides early exposure to language development in both English and their home language, helping them build confidence and succeed academically from the very beginning. It also supports more than transitions into kindergarten and reduces the risk of language-related learning gaps. For monolingual students, learning alongside bilingual peers foster inclusion, cultural awareness,

028and communication skills that are essential in today's diverse world. Closing this program will create a serious ripple effect for families. Many parents rely on this program not only for education, but also for stability, affordability, and proximity. Removing from the school will force families to seek alternatives that might be more expensive, farther away, or lower in quality. Some might not find any placement at all. This creates stress, disrupt work schedules, and places an unfair burden on working families who now will have to deal with the struggle of having children attending different buildings. Having a pre-K program housed within an elementary school have have make a noticeable difference in both the students' outcomes and the overall school culture. In addition, not only provides continuity for children and families, but also creates strong relationships as well as a

029sense of belonging and community building. I understand that difficult decisions often come down to budgets and logistics. However, I believe it's imperative to find another solution before eliminating a program that is working successfully well and serve as a cornerstone for so many families in our community. I urge you to consider the long-term impact of this decision. Investing in early education save resources down the road by reducing the need for intervention and support services later. Our youngest learners might not have a voice in this room, but they're the ones most affected by this decision. And I urge you to stand up for them, think about their future, and to keep the pre-K program open in our schools. Thank you. >> [applause] >> Thank you, Miss Thank you, Miss Fisher. >> [applause] >> And our final speaker

030this evening for the speakers forum is Persephone Modeste. >> Uh good evening, commissioners and Superintendent Rosser. Um I am a school counselor, and I am a licensed mental health counselor, and I am a member of the Rock Restorative team. I'm here this evening to address the impending cuts to the staff on the Rock Restorative team. Our team of 13 is enmeshed in the layman of RCSD, doing the work to keep our students engaged and in school. We are understaffed at 13, and are at risk of losing four positions in the new budget proposal. Our team provides support and training district-wide to students, families, and staff. We also provide mediations to reduce student conflict and community violence, as well as re-engagements to support students returning to the school community and to be on track for academic

031success. New York State Education Department recognizes restorative practices as an evidence-based social science necessary for solving conflicts, fostering unity, trust, and connections in classrooms, while nurturing strong, meaningful, healthy relationships. Today, New York State Education Department is including restorative practices as early as pre-K as a foundational skill to support the social emotional needs of our youngest students. New York State Education Department also has created a statewide initiative in conjunction with New York State Courts, um a restorative justice training that incorporates our restorative principles across the state. Your Rock Restorative Team was part of the first New York State cohort of training and was highlighted multiple times throughout the training. The trainer, Lori De Carlo, founder of Restorative Edge Consulting, member of the national training team of the University of San Diego's Center for Restorative Justice, has

032provided a letter of commendation to our RCSD Rock Restorative Team. She referred to our team as ahead of the curve and as a beacon of success and an example for other districts. Moreover, school support staff posit the profound impact of our team and the collaborative work with our team's numerous student leadership opportunities that help create structure, advocacy, and commitment. The work of our Rock Restorative Team is a necessary student-centered, family-inclusive, collaborative effort and aligns with our superintendent's vision for the district. What we do is necessary and critical to students resolving conflict beyond what can be offered in classroom management and the school standard SEL supports. We do not need our positions cut. We need people added. Thank you for your time. >> Yes. >> [applause] >> Thank you, Ms. Modesto. That concludes our speakers forum

033for this evening. At this time, the same um respect given to the speakers forum, we will be extending to the public hearing concerning our budget, which we have a number of speakers signed up for this evening. And we recognize that only a short while ago, we were waiting for 2025 to be ushered in and the things that came with it, and we are seeing the evidence of those very concerns coming in across school districts, especially urban school districts here in America. I do want to uh level set before we enter the speakers forum, and we will not be adjusting any time. We are going to make sure that everyone has the full 3 minutes that they were allocated, and we have about 40 plus speakers speaking in this. We're going to be here for a

034little while, and we're going to be hearing some good information from our community. Um before we move into that, I do want to just allow uh for the superintendent, Dr. Ross, to share some um updates with you to level set, and then we will enter the speakers forum so that we can hear from you. Superintendent Ross, uh >> Yeah, thank you very much, Board President. So, I'm glad that everyone is here this evening. This is a perfect opportunity for us to hear, of course, from our community concerning our preliminary budget. And I reference preliminary budget because our budget is still not finalized. Um it's good seeing everyone here. This actually demonstrates um your commitment to the Rochester City School District, more importantly, your commitment to our children. Tonight is an important part of our budget

035process because it gives the board and myself an opportunity to hear directly from our community. I started our budget process earlier this year in November seeking input from members of our community around their priorities and we of course have been working very hard and diligently to make sure that we can follow through with those things that individuals have shared as their priorities. I do need to acknowledge that the start at the start that this has been a difficult budget process. As mentioned, our budget remains preliminary because the final state action has not occurred. The state should have by legislation approved this budget by April 1st. Here we are April 21st and we're still awaiting to hear what the final allocations will be for the Rochester City School District as well as the other 700 plus

036school districts across the state of New York. At this time, our preliminary budget reflects the district's best and most responsible planning at this point in time. I do not expect that the overall direction of the budget to change significantly. What may change depending on the final outcome in Albany is whether there is room for targeted adjustments in areas of greatest need. I also need to acknowledge that we have heard concerns that have been raised over the last several weeks and prior to that about the proposed reductions. Those concerns are real. And they come from people as demonstrated this evening who are deeply committed to our children and want the best for our children. Since the release of the draft budget, we have been awarded $4.9 million dollars grant funding which in part has allowed us

037to continue to finalize our budget. We have reinstated, which is not seen in the budget book, because the budget book was published on April 7th, but we have reinstated 15.5 social workers and 4.4 school counselors to date. After the first budget deliberation, I directed the executive cabinet to take an even deeper look across our organization to identify additional efficiencies, and they have identified revenue that will fund, at this point in time, 18 home hospital teachers. I want to reiterate that this budget book was published in the absence of a finalized state budget. So, while this proposal reflects the more responsible planning we can make with the with information available today, it is still being presented in a funding environment that is not final. As additional information becomes available, we will continue to review the full

038picture and determine whether or not further adjustments may be made once we get additional information from our state. Tonight more than anything is about listening. We're here to listen. We know many people signed up to speak this evening, and we appreciate every person who took the time to be here and to participate in this process. I thank you for your continued commitment to the students here in the Rochester City School District, and I encourage all of us that as we are fighting for more funding, for us to join our local delegation in their fight in Albany to make sure that the Rochester City School District has additional funding. In addition to that, I also encourage all of us to make our voices known when it comes to voting for individuals at the federal level. We

039all recognize that at the federal level that the blatant attempt with defunding public education is having serious impacts on school districts across this country. given the fact that we are a school district that is dependent on state and federal dollars we can only develop a budget based upon our projected revenues and our projected expenditures. So, our fight should be a collective fight to make sure that more revenue is coming to Rochester. And I can share with you that our local delegation is very much supportive with making sure that monies that we need to educate our children will be received here in Rochester. However, they need our support. They need us there articulating what they are articulating to us. So, we look forward to hearing from our colleagues in this work, our parent leaders, our students

040our staff members all the above who are very much vested in the needs of our children. Thank you very much and we can get started with our speakers this evening. >> Thank you, Superintendent Ross. And similar to the previous forum for this evening, the public budget hearing, each speaker will be allocated three full minutes to speak. Uh also, just refrain from personalizing anything, but definitely do not silence your voice, and we are here to listen. I'm going to use the same uh same fashion or format by calling up the next three names so that you're prepared and ready. Starting with Ms. Gia- Jayana Bird as the first speaker. Following Ms. Bird will be Sophia LeBron Williams, and following Sophia LeBron Williams, we will have Eva Wood. Ms. Bird? >> I'm Jayana, and I'm currently a

041student at Big Picture Wilson. But, I used to go to school in East Irondequoit, where they seen I was a troubled teen, but they didn't let me just sit and suffer. They seen the struggle I went through, so they put me in programs, got me into therapy, made sure I had extra help after they figured out I was dyslexic and struggled with anxiety. They had a safe space for me with bean bags, nice lighting, and a calm atmosphere, and a teacher I could talk to. They had extra food if I needed it. Teachers gave me coffee because they seen I couldn't keep my head up because I was so tired from previous nights at home. The result was my grades went way up. I learned how to respect and listen to people without always having

042something to say back. And this was all because I felt supported. My needs were being addressed, and I felt cared for. Fast forward, I moved back with my mom, and now I go to Big Picture Wilson, where you could feel most teachers and administrators have so many demands on them, they forget about the children. And that's sad. They can't address everything we need without support. At Wilson, we need we don't have counselors who help us. We don't have enough staff and resources, especially for disabled and troubled teenagers. Wilson is the only school that hasn't had any mental health resources at all. The only The only thing we have is a help zone that gives students a safe place, but I'm hearing that may be taken away next year. The result for me personally is my

043grades and attendance have started to slip again horribly. The difference is East High is a suburban school and Big W isn't. For my peers, this has led to more than 60% of students being chronically absent. At the same time, too many students are being pushed out of school due to suspension. This has led to kids falling behind in all subjects, struggling in school, not having enough motivation because there's nobody to pick us up. This goes on year after year until even after we graduate. We're not ready for this real world. >> [applause] >> So So, as you make decisions about the budget this next year's budget, keep in mind everybody likes to put a stigma on city kids, but we're not getting what the suburban kids get. For this, make sure in this 2026 to

0442027 school year, you fund help zones in every school, at least have one restorative coach and to to support every student and every staff in every high school and middle school. That's 17 coaches. In Big W, Big W and all schools need mental health clinics and therapists in order to learn. RCSD students need to feel safe, welcome, heard, and seen, not overlooked. Do not take us backwards. Funding these um Funding this support will take a turn into the right direction, so we really do need this. Please listen to all the words I just said. >> [applause] [cheering] >> Who says city kids ain't dope? Go ahead, Ms. Byrd. Thank you very much. We have the next speaker who is Sophia Lebron Williams. Followed by Ms. Williams, we'll have um I have Eva Wood. >> Hi

045y'all. My name is Sofia Lebron Williams. I am a ninth grade student at School of the Arts, also daughter to Commissioner Lebron. I ain't Well, this was supposed to be an email, but I'm emailing the Board of Education hoping this is getting read out loud at the school board meeting today to speak up about an issue that I've been hearing all week, even on the news station and morning radio that no child in the district wants to hear. I quote, "The district is planning to cut off 45 guidance counselors." When I heard this, let me tell y'all how my mind went all over the place, but the one question I'm asking is, "What about the kids?" The district claims that they want to help kids and fix school and have better attendance. Strive for five,

046that's your guys' slogan, right? Well, a lot of kids come to school to escape from home, and when they go to school, a lot of these kids have counselors at school that they go to talk to and help these kids stay on track so they can strive for five and fix up your guys' horrible graduation rate. Don't say that they can just afford another one out of school because a lot of these kids need help, not just mentally, but financially. And when they go to school, they have some type of free resource. Now Now I know you guys don't want to hear a student saying this, but honestly, y'all all need to get it together. I mean, at this point, it sounds like you guys come to the meetings and do y'all job for the

047money. It's every time I come to the district or listen to a meeting via live YouTube. It's not about helping the children, but every single one you guys claim you guys want to fix the budget every meeting or help children. Every single meeting, that's what the topic is about. I mean, not only are you messing up the kids with this idea of cutting off 45 counselors, you guys still ain't pay all those teachers from months ago. This has been going on for too long. And honestly, whoever votes yes on this whole concept of cutting off free resources for kids going through mental illness is disturbing. Didn't we have a lot of mental health issues last school year? Honestly, I feel like you guys don't do enough to fix that issue. Now that I expressed my

048emotions for this upsetting decision that the board is trying to make, let me help you guys understand other people feelings. Today I interviewed five people, three adults, two students. Each question was the same. How do you feel about the district trying to cut off 45 counselors {slash} social workers? The first adult said, "Honestly, I'm a I'm upset because what they do is take away the good counselors, the ones who actually care about the students and replace them with the peoples who don't care." Another adult said that this is upsetting because the district only cares about fixing the budget and not children. One child said that they're sad because what if she doesn't have nobody to share her emotions with that she's going through at home. A another adult said, "My job is to support students

049who are struggling with social emotional issues. I have created over several safety plans to support students. They need to know that they have trusted adults they can come to with their problems." Now, if you ask me how I feel, I feel sad because I went through a lot of mental health stuff and even though I can talk to my supportive mother, talking to somebody new that supports me at school helps me get through the school day. I'm also here on behalf of another counselor at School of the Arts because they cannot make it, but I will speak for them. >> Oh, there you go. Thank you. >> Thank [applause] you. >> Thank you, Ms. Williams. Our next speaker on the list is Eva Wood. After Ms. Wood, we'll have Tracy and then we'll have Melissa

050Melendez followed by Melissa Melendez will be Pablo Sierra. Ms. Wood? >> Good evening, everybody. Commissioners, superintendent, parents and community, I'm speaking for all of us to all of us. My name is Eva Wood and I am a parent leader. I'm here today to demand a change to the mental health care which is accessible to all of our children in school or should I say unaccessible. Mental health care is health care. Health care which in RCSD is provided to students through the home to hospital program. Health care which is provided by frontline social workers. Many of these positions are being cut from the next year's budget and even with the promise that these aren't going to be cut, I know you want us to trust you, but we cannot because these are our children's lives. On

051the heels of the tragedy that happened last March at School of the Arts where my child graduated and now her children are attending school where a child committed suicide in school during the day where my daughter called me so upset because we don't let our kids have cell phones because that's not good for them and therefore she couldn't reach her children who by the way also have mental health problems, who by the way also need assistance. That school was on lockdown. Parents were running to that school because on Facebook families were able to see through fire wire that a child had hurt themselves in school. They couldn't reach their children. You promised a year ago that you would do better for our kids after that loss. You promised to come together and I know there

052is commissioners on the board who are new to the board because of that loss, who promised to stand for mental health and I believe that. I need all of us to come together. Because our children are not a line to cut. They are not a line on your budget to cut. Since 2018, the leading cause of death the second or third leading cause of death amongst young children is suicide. Since 2018 across this country. And you know what? Yes, there are problems federally, but we are built on a government that says when the federal government can't take care of it, the state government can. Who's taking care of our kids? 12% Okay, so so on your risk, your risk behavior survey 12% of the girls in your last risk behavior survey had made a plan

053to commit suicide. There's so much more to say, and I know you already feel it. Thank you. >> Thank you, Ms. Wood. >> [applause] >> Following Ms. Wood, we have I have the name Tracy. Again, after Tracy, we have Melissa Melendez, and then Ms. Melendez will be followed by Pablo Sierra. Tracy. >> Hi, I am Tracy Heater, and I am a parent. I've had two children in home instruction, and I'm here about that. Which home instruction is what catches all the kids who can't and don't and and break and need something special. I'm here for my kids, and I'm here for all the people who can't be here. To and are not able to be here to speak. And one of the kids the young lady they were talking about was actually a friend of

054my child who is in the program. And her mom asked me over and over how to get into the program. The home hospital instruction is not a convenience. It's not an easy option. It is not something families casually choose. Home hospital instruction is something that is the last resort. It's either you're too ill to come, you're too mentally ill to come, your behavior is a problem and you just can't be in school, you are on maternity leave, your emotional problems are too severe that for it to handle that kind of thing. Some kids just need it for a few months. Some kids need it for the long term. It is not easy. You have to put out packets to the entire community and all the services available to get rejected from all those before you

055can stay. And some kids are just waiting to be placed in a program, but the the programs are like hens' teeth. Many of these families, it's the last stop. And for my kids, it was the last stop. None of the programs would accept them. And that's they've tried every option. And yet when students arrive here, they are not treated like they're this is the end of the road. They are treated with dignity, and that dignity matters. These people in this program, and you should not change a single one of them, treat these kids like they really matter. They show up for them every day. They bring hope and joy and the a future. I mean, my one kid would have just aged out of the program, they'd have just stopped going. And we know during

056COVID they didn't do any of the remote stuff. But my other kid probably would have ended up the same way as as the one we just discussed because they were going down that road and they'd been in partial and everything else. But the the dignity and the grace and the support has been unbelievable. I I can name them. I'm going to name one just because if she doesn't get the credit for what she does, I don't think anybody should. Erica Eaton is a godsend. I can't say enough good about her. She is a miracle. And her heart is so big, and she gives so much, and she'll work with you to figure things out, and she's amazing. And And again, that dignity matters. This program tells kids kids managing serious mental illness and complex challenges

057they they are not throwaways, they are not broken, and they still belong in education and their community. I've seen firsthand the team behind this program, the educators and the staff who go beyond basic instructions to truly meet these kids' needs. We do have a state obligation to these kids. They are entitled to a free and fair education, so to take it away is problematic. >> Thank you. >> going to do if we take it away? >> Thank you. >> [applause] >> Melissa Melendez, followed by Pablo Sierra. >> Good evening. I appreciate this opportunity to speak to you tonight regarding the draft budget for the upcoming school year and the the essentially 95% proposed cuts to the home hospital instruction program. My name is Melissa Melendez, and I am a parent of a high school student

058currently enrolled with the placement of this program specifically on her IEP. She has had several hospitalizations since the fall of 2021, half of which exceeded 50 days. The sudden onset of her condition began at the age of 13 in the beginning of her eighth grade year. Before this, she was able to participate in age-appropriate activities. Within the last few years, she had had significant periods of time where she required full assistance with her with her activities of daily living. A good portion of her time was spent isolated due to her condition, and she was home-bound. One-on-one instruction in the in the home was the only way she could get her education. We attempted to reintegrate her into a highly specialized school setting and was unsuccessful. She was in the building less than 15 minutes alone

059with signs of distress became very apparent. Following this visit attempt, she had another extended hospital stay. Each time she was discharged, she needed to be re-taught material. She suffers from both short- and long-term memory loss. Her cognitive and academic functioning had declined. Due to her varying condition, she cannot be placed in a school building and expect to be successful or well. She is a very young 18-year-old due to her many health-related challenges in her life. She is a 12th grader on paper, however, she will need 1 to 3 additional years to achieve her high school diploma that she is motivated to earn. My daughter gets individual counseling services twice a week from an amazing social worker. Same one. Her guidance counselor in the program has met with us and is tracking and monitoring her path

060to graduation. The teachers and social work social worker all have been carefully hand-picked by a staff member of this program with her needs and complex situation in mind. The staff go over and above and beyond and are invaluable. They have seen her through her hospitalizations, her constant fight to get her education, even when she couldn't communicate verbally. They learned what my child needed and how to communicate in ways with flexibility. Every single child deserves and is entitled to an education with certified teachers. It is their right. The children in this program require one-on-one instruction and are unable to attend physically in a school building for valid reasons. Without this program and its highly skilled staff, my daughter would not be able to graduate high school working independently. Okay. Respectfully, please reconsider this program. Thank you.

061>> [applause] >> Pablo Sierra's coming up and following Mr. Sierra will be Angela Colon-Rentas, Candace Williams, and Rebecca Hatherington. >> Good evening, members of the board. Dr. Ross sir, thank you for this forum. We have so much to talk about. I want to speak up for the need to maintain the pre-K-3 program at school 22. I'm supposed to be the president of the bilingual education council for the district. It's very hard to understand how such a program could be on the chopping block. We understand the benefits of bilingualism. We understand cognitively what it does for our kids. We know that it improves our life expectations, our work opportunities. And we know that it has to start early. The younger we start, the better our kids are with language acquisition. What the parents at school 22

062have described is a community that's thriving. >> [clears throat] >> It's a community that is excelling. It's a community whose children will reach and succeed with the seal of biliteracy in 12 years' time. But it can't happen if we cut it off right now. Right? So, so we we want those metrics. We want to raise the graduation rates for our English language learners, for Hispanic students, for black students, for white students. And if we eliminate that program now, that goes down the drain. So, I'm going to ask you, I'm really going to implore that you reconsider the long-term consequences of a move like that. And I want to connect the dots to something else. A couple weeks ago, we had a wonderful celebration at East High School. We celebrated two remarkable students that just earned

063the Seal of Biliteracy. And we celebrated them, and we think this can be expanded, and we think this can be rolled out to junior to junior high schools, right? To middle schools. We're going to have a junior Seal of Biliteracy. We can't have a junior Seal of Biliteracy without the pre-K 3 kids learning now. >> [applause] >> And the last thing that I would implore you to to reconsider is what's going to happen to our building leaders who are serving bilingual kids. When you have assistant principals, school principals that can connect directly without an interpreter to those families, those are better schools, those are better communities. So, we can't remove APs and principals that are doing the work in the languages that our communities need. I would ask you to please reconsider, and I look

064forward to working with you in the near future. Thank you. >> Thank [applause] you, Mr. Sierra. Again, next on the list is Angela Colon Rentas. Following Ms. Rentas is Candace Williams, and then Rebecca Hetherington. >> Good evening. Uh my name is Angela Colon Rentas. I am a professionally credentialed family peer advocate, a certified peer specialist with 10 years working in the mental health field. I am also a proud VIP parent for the Children's Agenda, graduate of the district, and a proud mother to a first grader in the in the district. I come before you extremely concerned with the proposed cuts in the budget. I ask that you reconsider these cuts that leave our children without the support they deserve. And in the case that you do move forward with all the cuts, for you to

065reconsider an alternative. With that in mind, I am asking you, Dr. Ross, or the board, to formalize and fund a pyramid peer-to-peer mentoring model within the Rochester City School District starting with high schools. Unlike traditional adult peer-led programs, this model utilizes our greatest untapped resource, our students, to create a self-sustaining leadership pipeline instead of the school-to-jail pipeline we inherited through redlining. While neighboring districts like Greece and Gates Chili have long invested in this structure to double graduation rates among at-risk youth, our current broken approach leaves our students without a consistent bridge of support through lived experience. In a year of difficult budget cuts, which I clearly oppose, we cannot afford to ignore a model that is low cost and proven to support and keep our students in schools. Districts like Greece and Gates Chili aren't

066just asking kids to talk to each other. They are implementing Sources of Strength, an evidence-based national model that guides and trains peer leaders to identify and grow protective factors. By missing this support and professional guidance, the Rochester City School District isn't isn't isn't just losing out on graduation points. We are losing out on a scientifically backed method to reduce student suicide while also improving mental wellness and school climate through peer-led social networks. For less than the cost of one district administrator salary, roughly 73,000 to 80,000 total, we can launch this model in every single high school in the district. Now, compare that to the millions we spend on outside contractors and downstream reactive crisis management. Another way to put it, if this program prevents even three students from dropping out, the state aid we will

067keep will have already paid for the district's implementation. And the future of those three students will look brighter. This isn't just This is isn't just a mental health win, it is a fiscal win. The social emotional well-being of our students is worth much more than that. Don't just give the students a service, let's give them a role, a voice to ensure that Rochester is Rochester success isn't just an accident, but a handoff from one student to the next. Thank you. [applause] Thank you. Do you have that mic? Candice Williams is next. Followed by Ms. Williams is Rebecca Hetherington and then Jenny Figueroa. Ms. Williams? Okay. Um hi everyone. My name is Candice Williams. I'm here as an RCSD grad and also a parent. My son goes to the school 53. And I'm also here representing

068the Rochester Food Policy Council. On behalf of our community's most precious asset, our children, the Rochester Food Policy Council urges you to fully fund food services and to avoid any decrease in funding, especially to budget line 5410, food for resale and provisions in the the budget cycle. At a time of rising food supply and labor cost, maintaining and strengthening current investment levels is essential to protect student health, academic success, and fiscal stability. Adequate and sustained funding would allow the district to improve school meals by participating in the New York State Farm to School Program, utilizing scratch cooking, and formally establishing the Meals Advisory Committee already cited in the current district wellness policy. These actions are aligned with the RCSD strategic plan priorities, including creating healthy and joyful school environments, strengthening engagement, and improving attendance and

069academic outcomes. RCSD serves about 20,000 students, nearly 60 of whom are economically disadvantaged. For many families, school meals are the primary source of daily nutrition. While our district provides meals at no cost to all students, food insecurity does not end when meals go uneaten due to taste, quality, or cultural relevance. When students skip meal, hunger persists, and its impacts on focus, behavior, and mental health and attendance remain. This issue is urgent given ongoing attendance challenges. More than half of the students experienced chronic absenteeism in the most recent school year. Research consistently shows that high-quality, appealing meals increase participation, attendance, and learning. Improving food quality is a proven engagement and attendance strategy. At the same time, food costs are increasing nationwide, particularly for fresh ingredients, locally sourced products, and labor needed for scratch cooking. Reducing food

070service funding services funding under these conditions will likely force our district to rely heavily more on highly processed foods, limit farm-to-school participation, and reduce meal appeal, leading to lower participation and loss of state reimbursement revenue. School districts across the state demonstrate a better path forward. Through sustained investment in the farm-to-school and scratch cooking, school districts in comparable size to the RCSD have improved meal quality and increased state reimbursement revenue while supporting student health. Rochester has the potential and community partnerships to do the same, but only if funding levels keep pace with real-world cost. Fully funding food services and avoiding cuts amid rising costs protects students, supports the Rochester school district's strategic plan, and positions the district to maximize available state resources. The FPC urges the board to treat food services as an essential educational investment

071and ensure it's fully funded in the final budget. Thank you for your time. >> Thank you, Ms. Williams. >> [applause] >> Rebecca Hetherington followed by Genie Figueroa and then Diane Tanner and Gino Brown. >> Um good evening. My name is Rebecca Hetherington and I'm the mom of three students in the Rochester City School District. I served as a parent representative on the finance committee for 2 years and worked to create, grow, and run the district-wide parent group PLAC for 5 years. My journey with PLAC began because a superintendent decided that the state would pay what was duly owed to the district and didn't. Instead, the result was budget cuts a week before winter break, laying off hundreds of new teachers, transferring thousands of educators across the district, disorienting students, and putting the thousands of parents

072who came to talk about it in their place. Out of the conversation, which is where we remain. The move to cut the home hospital department without plan for where these students will be supported is irresponsible at best and a trap that could result in the exact same events occurring. It is the understanding of parents of children in special education that there will be extreme changes next year, adding educators to classrooms that were consultant teacher models, and increasing staff across the district, and bringing many students back from BOCES. While the compensation line on page 110 is notably increased, my concern is that the cost to obtain these educators is much more extreme. You currently have special education classrooms in the district that have been without without New York State certified special education teachers this entire school

073year. And if you can't coordinate the current year, increasing will only hurt our most vulnerable students. I have three children who live in my home and are enrolled in our CSD. We aren't supposed to talk about other people's kids, but they're all mine. 30,000 in this city and 20 plus thousand that attend school daily in our CSD. We all hold their futures in our hands. They will never again be their current ages in their current grades or have the opportunity to learn again in this moment in time. This is their lives. The district lacks a gifted and talented program. One of our kids one of my kids is two grades ahead and hasn't been in a classroom since November. The administration of the school building failed to report the absences to the district level to

074no show, to medical, nowhere. While our family was focused on the care of our son, it took until March to get anyone in the district. The nonsense of dealing with people who shouldn't be in positions of power that everyone knows, rolls their eyes, sucks their teeth at the very name of these people. The district knows these people making six figures while our kids can't even have enough support in the building. And everyone in this room thought of someone similar or different in that statement. Because we all know. You are the only people who can make the changes that need to be made to best support our students. It doesn't matter to students that you go to the same church or you belong to the same fraternity or sorority or you share a cousin. We don't

075name names, but maybe we should. Dozens Dozens of grown adults. I have one sentence, I'm sorry. Dozens of grown adults who may have started out with the best of intention, but now cause active harm, and you pay them to do it. These people are violate code of conduct and >> Thank you, Mr. Brown. >> [applause] >> The next speaker on the list is Jenny Figueroa, followed by Diane Tanner, and then Gino Brown. After Mr. Brown, we will have Vernetta Brown. Jenny Figueroa. >> Good evening. >> Okay, thank you. >> This conversation virtually. >> Okay, we can hear you. >> I joined this conversation virtually, um and thank you for allowing me the opportunity to speak, um to the board, um and the superintendent. My name is Jinai Figueroa. I too am a graduate from the

076Rochester City School District, and I'm a proud mother of two amazing Afro-Latinas, who um one of whom has also graduated from the Rochester City School District, and another who's currently a freshman in external ed. We have attended the School 12 All of Program, School Number 58, and now as an external ed parent with a student diagnosed with dyslexia, auditory processing delays, and significant anxiety and depression. I want to shape this conversation around complex trauma that is characterized by one traumatic event or multiple repeated traumatic events um that happen in childhood. Have you considered the children impacted by trauma daily? Since 2020 alone families have observed family members die from opioid addictions, shootings in front of schools, mass shootings, domestic violence, social isolation. Significant number of families are under-housed or unhoused, food insecurity, and learning loss

077has its own impact on students' ability to have academic success. Have you considered, in addition to that, the fears families are currently experiencing in relationship to ICE strategies and changes in healthcare access to appropriate for appropriate needs. Our students attend schools in an effort to have a safe place to attend, to meet all of these myriad of needs, but primarily to be a part of a community. Our schools deserve social workers, counselors, and a number of individuals who care about them. Our students deserve access to consistent adults, not just an adult, but adults who know their families, who understand their stories. Have you ever participated in any therapy session? It's real hard to talk about the things that have impacted you and have shaped who you are. Our students are still growing past the impact

078of 2020. How could we possibly take away the only uh supports that they have have for consistent for themselves by removing social workers? This is being a part of the problem and not a part of the solution. >> Thank you, Ms. Figueroa. >> Thank you. >> [applause] >> The next five speakers on the list again, Diane Tanner is coming next. After Ms. Tanner is able to speak, we'll have Gina Brown, Brunetta Brown, Melanie Funchess, uh Anna Ramos-Benitez, and then Sarah Taylor. Ms. Tanner? >> Hi. Good evening everyone that's on the board. The reason why I'm here, I'm a great grandparent, and I have a granddaughter she went to Early Intervention School 33, and went to She still goes there. Um and the speech is is excellent. I'm coming here for the school meals. We have

079to check her book bag every day because the food that she does not eat is in her book bag cuz she said they don't like it. Thank God she has a family that we do uh send different foods to her. But what about the other kids that don't have a chance to eat? She said I shared some with so-and-so today. But it's not fair to the rest of the children. I just want to let you know uh the cuts of the 10.6% of the workforces, the budget reduced by 2 million, 7.6% low reimbursement rates. That's what I was saying. Um uh the low reimbursement rates means low food quality. Our uh Rochester City School District relies on the federal and the state uh for reimbursements. Um the reimbursement, you know, for the Rochester City School

080District, um it uh will improve the meals, the quality. The maximizing the reimbursement, supplementing on the food service funding, the need, and this is the demand. 3 million in supplementary funding to for the food services to improve meal qualities and the variety of the meals that you give our children. Two, work with representatives, committees of parents and students to come up with a meal plan. The idea is to use the 3 million. I heard you say you've got 3 million. Y'all can give a 1.5 million that more to the food services for these here children. Um it it upsets me. I go get her early from school. She goes there from 8:45 to 2:45. So all day, most of these kids aren't eating because they don't like the school lunches. You know, when I bring

081her to my house, I pick her up on Monday, Tuesday, and Wednesday. When I bring she wash her little hands, "Grandma, need my snack." Then she said, "Did you cook chicken wings?" She's eating. When I pick her up a lot of days they go she sleep. And this is at 1:30 quarter to They're going to sleep hungry. So what I want Rochester City School District, when I was going to school back in the days, we had hot meals, breakfast, lunch, and then we had a snack to bring home. It's not fair to our babies. It's not fair to the parents that can't afford to have a extra snack in the bag for their children. These are little kids. Three and four. The only thing that I like is with the early intervention she's speaking. So

082what we're doing for next year, she's going to a different school. Not just because of the food lunches and everything because I know I was going to be cut off but I just wanted to say >> your last sentence. Okay, well come talk to me. Thank you so much, Miss Miss Tanner. >> [applause] >> The next speaker is Gino Brown. Again, that'll be followed by Vernetta Brown, Melanie Funchess, Anna Ramos Benitez, and then Sarah Taylor. Mr. Brown. >> All right. Right, thank you. Thank you everyone. My name is Gino Jamal Wiley Brown. I am the community campaign organizer for the Rochester chapter of Citizen Action New York educational justice department. Thank you all for allowing me to speak today. Citizen Action and the Alliance for Quality Education stands in full support of the children's agenda's

083work and recommendations for the Rochester City School District that governs the three areas of mental health, school climate, and school meals. Adopting the recommendations in these three areas of educational culture will help make the school environment a decent and safe place for our youth, staff providers, and parents to learn and thrive. Citizen Action of New York and the Alliance of Quality Education is disappointed in the proposed budget's suggesting of massive cuts to the social, emotional, and restorative programs now being implemented in our educational community. 30 social workers, 16 counselors, and four rock with standard of coaches are to be cut with the adoption of this proposal. This is an assault on the progressive education and an act of gross negligence to the mental and physical well-being of our community's youth. In the immortal words of

084our beloved sister Whitney Houston, I quote, "I believe the children are the future." And knowing that they are our future as adults, we have an obligation to protect and nourish both their mental and physical well-being, not going backwards by creating further deprivations which we've already overcome. With success of those staff positions and restorative programs, cuts to some of these programs will directly affect the home hospital teachers that teach the children that cannot be in school due to the physical and or mental illness. They are responsible for the youth in the most need of specialized care. Adopt the recommendations set out in the children's agendas three areas of mental health, school climate, and school nourishment, not the draconian cuts outlined in the budget's proposal. And let's make our public educational community a decent and safe place

085to thrive together. Thank you. >> Thank [cheering and applause] you, Mr. Brown. Our next speaker is Vernetta Brown. >> [applause] >> And again, that's followed by Melanie Funchess, Anna Ramos-Benitez, and Sarah Teller. Do we have Vernetta Brown in the building? Okay, with no Vernetta Brown at this time, I do see Melanie Funchess who will be joining us at the podium. >> Give me 1 second. I'm setting my own timer. Hello, my name is Melanie Funchess. I'm not here as Mama Mel. I'm here as a director of mental health and wellness for the combined entity of the Finger Lakes Performing Provider System, Common Ground Health, and the Rochester Region. I'm speaking today in my professional capacity based on three decades of advocating for the mental health of children and youth in this community. In 2025, Common

086Ground Health analysis found that one in 10 high school students seriously considered attempting suicide in the past year. ED visits for youth self-harm have surged in the past two decades. Youth mental health calls to 211 lifeline doubled from 2020 to 2021, and self-harm and suicide calls nearly tripled in the same time period. According to the Youth Risk Behavior Survey, self-injury and thoughts of suicide are highest among Latino youth. ED visits for intentional self-harm are highest among black non-Latino youth. Rates of self-injury and suicide rates are more than three times higher for our LGBTQIA students than their non-LGBTQIA counterparts. Students spend the bulk of their day at school, which is why it's critical that they receive support at school for the challenges that they are experiencing. The New York State Education Department noted that student success

087is built by a positive school climate and culture, including supportive relationships, daily experiences of safety, and a sense of belonging, identity, and agency. Trusted relationships with adults can increase resilience in children harmed by adverse childhood experiences. Schools can promote positive mental health and well-being through curricula and through the relationships students form within their walls. Yet, in the budget that just came out, the district is looking to cut social workers, counselors, psychologists, and make significant cuts to Rock Restorative Hub and home instruction. The depths of these cuts cannot and should not be absorbed by the existing community supports. All right, we which are already inadequate to meet the overwhelming needs that exist in our community. We are already lacking the capacity to meet the needs of our students, and we are already failing them. These cuts

088will make the problem exponentially worse. Let me be clear. These cuts will result in more youth harming themselves. It is It's as if our children are drowning and instead of us throw us helping them, we're saying let's throw away all the life preservers. Our children can't focus if learning or focus on learning if they feel unsafe, if they are not if they are considering engaging in self-harm, or if they are overwhelmed by anxiety in the classroom. Our Our children Our children cannot learn if they are burdened by the traumas of home and community that they all face all day every day. I understand that difficult choices need to be made in this budget, but I can say with certainty that these proposed cuts will be detrimental to classrooms and to our kids. If we take

089away mental health supports for students, they will learn less. But if we invest in prevention upstream supports, it will pay dividends for our student success. And I'm going to finish. For our student success and it will and our report identify several broad-based strategies that can help our students. >> Thank you. >> And And I'm going to finish. >> Well, thank you. >> I I must stop because I have to >> I'm I'm going to give you to the last sentence. >> the words of a local teen with a history of self-harm. How do I manage my depression? I listen to music, I draw, I write. I keep any Keep anything to keep my mind stable. I had done self-harm before and hadn't shared it with my mom, but she finally noticed. I promised her I

090would stop cutting. I want to go back to my old self. Budgets are moral documents that articulate >> Miss Thompson >> our values and caring for our kids is a district responsibility. It must be your district priority. >> Now, I don't want to call for a recess. >> I have left for you >> Okay, recess. Okay, calling for one. >> for a recess? >> Yes. Thank you. >> Yeah, I'll call for a recess. >> I know what this is. I'm leaving the two copies of our reports so that you will have the information to know >> The next speaker on the list is Anna Ramos Benitez, followed by Ms. Benitez is going to be Sarah Taylor. Um I have Ezell Harris again, but I'm not sure if he's still here, and then Troy Schroeder. >>

091[applause] >> Okay, we're also going to ask that you not approach the dais. Do not physically come to the dais. Okay? So, at this particular time, we have Anna Ramos Benitez who is next, Sarah Taylor. We have Ezell Harris, and then after Mr. Harris who signed up again, who may not be here. Um and actually we also have Troy Schroeder, and I'll determine if that's going to happen because I'm going to tell you all this. I respect advocacy. That is my root. And advocacy also doesn't always have to be adversarial cuz I'm listening. We are listening, and we want to hear you. But there are some things that you need to follow. Do not approach the dais. Do not personalize, and we're listening. Ms. Benitez, you have the mic, ma'am. >> Good evening, um board

092members and everyone present. My name is Anna Ramos, and I am a proud grandmother of grandchildren in the Rochester City School District. I am also a parent leader, and I stand before you today not only for my own child grandchildren, but as an advocate for all children in our school district. I am here to raise a concern that I believe is fundamental to our students' well-being and success and the quality of the meals being served in our schools, both breakfast and lunch. As adults, we understand that proper nutrition is essential for focus, energy, and overall overall health. The same is true, if not more so, for our children. Yet, what many of our students are being offered on a daily basis does not reflect the kind of nourishment they need to grow and thrive. I

093respectfully ask that the board take a closer, more intentional look at the current school meal program. From what I hear directly from my granddaughter and other families, the meals lack variety, balance, and in many cases basic nutritional value. For example, a packaged nutrition bar in the morning is not what most of us would consider a complete or satisfying breakfast. Our children deserve a warm, wholesome start to their day, something that truly prepares them to engage in learning. Additionally, I am told that pizza is served multiple times a week. While in many uh be While it may be popular, serving it so frequently does not provide the balanced diet our children need. Repetition like this also sends a message that convenience is being prioritized over nutrition. Another important issue is the lack of variety. Children notice

094when meals repeat week after week. Over time, this is not only This not only leads to dissatisfaction, but can also result in students keeping skipping skipping meals altogether, which directly impacts their ability to concentrate and perform academically. I come before you today with a simple but urgent request. Please consider reconsider what we are feeding our children. Evaluate the menus with care and work toward providing meals that are warm, nutritious, and thoughtfully prepared. Meals that include fresh ingredients, balanced proportions, and even enough variety to keep students both interested and properly nourished. Our children depend on us to make decisions that support their health and their future. For many students in our district, school meals are not just an option. They are a primary source of daily nutrition. >> Thank you, Ms. Benitez. >> Thank you. >>

095[applause and cheering] >> Our next speaker is going to be Sarah Taylor. >> Good evening, superintendent and commissioners. My name is Sarah Taylor and I am a parent leader and I'm also the co-chair of the Mental Health Ad Hoc Committee, founder of the BIPOC Parent Mental Health Project, property owner and taxpayer in the city of Rochester, but most important, I'm a parent of a district junior receiving special education services with very complex behavior health needs. I am here to express concern regarding the proposed cuts to the school climate, culture, social work department, and restorative services, and many other necessary supports. What do we know? A report was just presented to you. Common Ground Mental Health Assessment fresh off the press with all the data you need to know about mental health in the state of

096our children. We also know the consent decree that the city school district is still under that has made tremendous progress. However, it is very clear that this proposed cuts will be contrary to the progress that you already made. As it relates to students with special education, trust me more lawsuits will come. What else do we know? We also know that mental health, if you were lying solely on the mental health wellness clinics by outside providers, you're going to be mistaken. While they do a great job, we still need social workers and counselors. New York State just settled a lawsuit. Department of Health and Mental Health regarding lack of access to services and timely access for students recipients of Medicaid, many that attend those clinics. We also as a Mental Health Ad Hoc Committee sent a

097report that we thought was well received and would be adopted. I sat next to you, Superintendent, at that Mental Health Round Table. You heard what I heard. My fear is that these proposed cuts will indirectly or directly lead our children, students, to Mount Hope Cemetery or Monroe County Jail. >> Thank you, Ms. Taylor. Our next speaker is going to be Joyce Schroeder at this time. >> [applause] >> Joyce Schroeder Schroeder Joy Schroeder >> It's okay. >> I'm here. It's Zell Harris. >> Ms. Schroeder The mic is yours. >> Good evening. I want to begin my talk with a quote that is often attributed to Pope Francis. The only place where there is no disagreement is a cemetery. Therefore, here I go. I'm also not allowed to talk to name the person for whom I'm here

098to talk. This person is very important to me because of the nature of my work and advocacy with the placement center. I work very closely with a placement office. And over the years, I have seen how the person whose name I'm not allowed to say has worked positively to impact the way things work at the placement center. This person has made the process of enrolling students in our district much easier. Each time I go to a placement center, I do not see a lengthy line of parents waiting to enroll. Things seems to be calmly and graciously proceeding. Thanks to this wonderful person and her amazing co-workers. The work has become a hymn to respect and enduring dedication to our families. This person has received the schools has revised the school selection lottery information. Parents may

099I made it friendly, targeted to each specific grade. These changes have helped in increasing our overall kindergarten registration as well as participation for ninth grade school selection. The PowerSchool enrollment as a tool worked by this person and her colleagues has reduced inefficiencies, allowing for more students to be enrolled on time for the first day of school. By allocating by collaborating with the families in transition department, a department that serves the students who are currently homeless, this person has made it possible for our placement to automatic information that so that the families get immediate access to support and the district received all the money that is entitled to form from STIC forms. Not forgetting our refugees and immigrants, this person has prioritized hiring staff that speak Dari, Pashtu, Somali, and Urdu to create a compassionately welcoming

100atmosphere for our families. All in all, this person has helped create a stable and supportive working environment where we, as parents and community members, meet familiar faces who treat us with respect, love, and intimacy. I have not seen staff constantly transitioning out of this department. >> Thank you, Michelle. >> All the May I just say one more thing? >> Finish Yes, your last sentence, ma'am, please. >> All these words come to you to say trust, empathy, believing compassion, and value our commitment to those who work to do or the best for our children. I'm standing against a brick wall staring at you asking you to be my ally and my support in all these process. For all the people who spoke and >> Ms. Thank you. >> [applause] >> I'm going to I'm going to

101call your name, but I'm going to say this respectfully and I typically don't do this person because if this goes off into a direction that we've asked you not to go in, sir, based on what was demonstrated earlier, we're going to recess and then rescind the opportunity to speak. You want to present those papers, you can give them to the board clerk right at the in here. >> No, I don't have any paper. >> approach. I'm talking to someone else. Um So, Mr. Harris, you know the rules and we don't want to have to recess. I'm hoping that what you're going to share in this separate public forum is regarding the budget hearing. So, at this time, Mr. Harris, your 3 minutes begins. >> Well, it is and shows you my dedication if I signed

102up to speak twice. Uh when I think about the the proposed cuts, it's sort of like reminds me of what the President of the United States has done to the Department of Education. He's abolished it. And I believe that you're following in his direction. I oppose those cuts. And during my research, I'm seeing where you are proposed to cut $3 million from counseling, psychology, and social work services. And let me tell you, I do a prison and jail ministry. I see the after effects when kids do not graduate from high school and when they don't have the mental health treatment that they need. Even at my age of 67, I still see a psychiatrist on a monthly basis that benefits me. You know, in my later years, I'm sort of like afraid to drive on

103a highway. So, they're all walking me through that. So, even at my age, I need some mental health counseling. It is very important that we not cut the This is basic common sense to not to do this because our children need help. When I think about what's happening in our country, how we are being traumatized by what's going on in Washington, why should the Rochester City School District traumatize us anymore? That's a fact. If this is about our children, then we should care about them. See, we know the numbers. We know the poverty rate in Rochester, in the state, in the country. We know what the numbers are for the kids that are homeless. And let me tell you what the kids are going through right now that I see on a daily basis. When

104I was coming up, I didn't have the temptation of marijuana. I'm 67 years old, and I've never smoked pot in my life. Now, I'm not criticizing anyone for smoking pot, but our children have to deal with marijuana, the temptation for that, and they have to deal with vaping. And they need counseling service to help them. It's so important that we not cut the these programs when it comes to mental health treatment, social services, whatever the case may be. If we truly love our kids, then uh then we will take action. See, I bet when you guys were running for office, you didn't say that you're going to cut, you know, mental health because you wouldn't have got elected. And did you know that years ago that the school board was not elected? That it was

105appointed? See, I'm kind of feel that way today that we should go back to being having appointed members, not elected members because it's hard to get them off off the seat. So, with that, I'm going to tell you do not cut these programs because our children needs them. And as the the speaker before me says that they might end up in a cemetery. They might end up in jail. We don't want that to happen. So, you know, so do not cut these programs and show that you truly love the children of Rochester. >> Thank you, Mr. Harris. >> [applause] >> Also, just if anyone has papers or literature that they're looking to share with the board, if I can just see the hands over here this table, Ms. Ramos-Lopez and Chief Wilson will accept those

106papers or reports that you are looking to share. I'm going to go next in line with the next three speakers. That'll be Jacquelyn Dobson joining us virtually, Jennifer Bannister, Nicole Thompson, and actually I'm going to add on Brian Santillo. So, the next person in line to speak is Jacquelyn Dobson. >> Okay. Thank you, my dear president. And can you all hear me? >> Yes, we can hear you. >> Okay. Thank you. Um my dear president, commissioner, and Superintendent Ross, sir, I've not met you, but I would like to welcome you to town these many years these this late. So, anyway, there's a a very popular old spiritual that says, "Nobody knows the trouble I've seen." "Nobody knows but Jesus." "Nobody knows the trouble I've seen." I'm going to add, "Nobody cares but my social workers.

107Miss Dobson, I'm hungry. And today is the 15th. My mom don't get her stamps until 50 more days. We don't got no food at home, Miss Dobson. We need your help. Miss Dobson, can I come to your office? Some of my classmates bullying me. And they said they going to beat my you know what at lunchtime. I'm scared, Miss Dobson. Can you come to my house today? My mom is on drugs and she's been high all week. She ain't I know I got to take care of three little siblings. Miss Dobson, can you call child protective? My father sexually assaulted me and my little brother. And his drunk cousin comes and he be helping them. Miss Dobson, we need your help. Miss Dobson, can you be my play mother? Not just my social worker or

108my god mom. I just love you, Miss Dobson. I live because you. Miss Dobson, can you please come to my classroom? These monkeys have lost their mind. I don't care if you're going to report me. I'm tired of them. Miss Dobson, we got kicked out last night by our landlord. We have no place to go. My mom is sending you a note because she said DSS ain't going to do nothing. She said Miss Dobson will get us a place to live cuz she cares. Miss Dobson, Miss Dobson, Miss Dobson. So, I'm a retired social worker. And I had the pleasure of doing close to 25 years as a school social worker in five or six different schools in this district. Our children are needy. So, I'm not telling you all anything you don't know. Let

109me say this to you. Rochester is the highest on the level of all cities in New York state, even New York City. We have the highest STD level, the highest um drug use level, the highest poverty level per proportion. If these children do not have the Miss Dobson's of the world, the social workers, the school social workers, what will they do? I want to have a child run down to me at the front door, a Latino and white little boy, at 9:00 a.m. and I was a little late getting in. And I said, "How did you know I was here? I'm late, boy." >> Miss Dobson. >> He He said so lovingly, "I could smell your perfume. I've been waiting all morning." We give them life. We give them hope. >> Thank you. >> I

110have housed at least 15 families out of my own money with the school district never giving me nothing back. >> Yes. >> I've fed children wings and and and and pizza. >> your time your time has come, but I want you to finish that last statement and then we're going to have to conclude your time. >> what I'm going to finish by saying, Commissioner, thank you for giving me this opportunity and you're doing a fantastic job and um uh all you great commissioners and um more power to you all. But, we need the kids need social workers. And you know what? We come totally prepared. Unlike teachers, who are great, we come with MSWs. >> Thank you. Thank you, Miss Dobson. Thank you so much for joining us this evening. The next speaker on the

111list >> [applause] >> is Jennifer Bannister, followed by Miss Bannister, we will have Nicole Thompson, Brian Santillo, and then Lisa Silverstein. >> Uh hello everyone. Uh thank you for um hearing us out today. Um so I'm Jennifer Bannister from Teen Empowerment and also was on the code of conduct committee. I get the privilege of listening to youth every day um much of the day and uh so I just want to share a few things that I've heard from young people that are maybe a little simple, but like where we that like point to the direction we need to invest. So first of all like the majority of young people that talk like that are struggling with like not going to school or being suspended etc. They often attribute that to the drama, the conflicts, things

112that are happening in school more socially, I would say. Um and uh one day Nani, um one of the youth organizers, was just reflecting on like violence in the schools in the community and she was thinking about like that um that essentially like drama, fights, even losses from violence have become the way that youth bond with each other, the way they find meaning and belonging. And uh and it's really kind of endemic to like what they're missing in the world, in our schools, in our communities. Uh and she started imagining uh what if they were surrounded by people and things to do and arts and spaces that just felt welcoming and supportive. Um last month or 2 months ago, a couple of the youth organizers came and spoke here, LJ and Ayana, and they spoke

113about the code of conduct and the and what they needed for their mental health. And it was really simple. There was one that was uh statement that was just like, you know, remember it, um just that we need to know more about the teachers than just their last names. And um the other was, this is Ayana's quote, of course classrooms should have structure, but structure without support is not education, and rules without relationships are not safety. Um And so, if we want students to find meaning and belonging that is truly healing and engages them with learning and education, then we really need to invest in relationships. And so, that's why we were really excited when Dr. Rosser um announced the Office of School Culture and Climate. Um it made us very hopeful. It really invests

114in the mental health um committee's recommendations and student wellness and training for staff. And that it would be led by Iraq Restorative folks who have like vested heart, soul, expertise in relationships and in being relational. Uh they've done that proactively through social emotional learning supports, mediating and de-escalating conflicts, through building restorative skills among staff and student peer leaders, through re-engaging students who are returning from suspension, incarceration, mental health, or uh physical hospitalization, connecting partners seamlessly to support students in school and in the community because there really is no line for the young people. We know that by the conflicts that go in and out of the school. Um and when we push them out, we obviously are not solving any of the problems. Um so, it um it made a lot of sense to know

115that these relational skill sets were being tapped. Um but the budget proposal is not uh reflecting that and it's actually asking them to do more while taking away what they are going to need what they needed more in the first place. And so, I'm really going to ask for more investment in relationships. >> [applause] >> Okay, I'm going to call the next few people. I do want to um put out there that I'm going to tighten up on the 3-minute. I am trying to really respect the voice because I think I know that that is important. Um but we do have 3 minutes allocated and I but I want to also honor of the time commitment here. We have about 23 additional speakers that will be speaking. So, I'm going to tighten up on the

1163 minutes. When that 3-minute clock goes off, I'm going to call for the your 3 minutes at that time. So, adjust yourselves, please, and respectfully I ask that you comply with that. We now have on and at the podium, thank you, is Ms. Nicole Thompson, I believe. Followed by Ms. Thompson, we'll have Brian Santillo and then Lisa Silverstein. And Ms. Thompson, your 3 minutes begins now, ma'am. >> Thank you. I'm hoping I won't need all three. I'm a social worker in the Rochester City School District. I get to work with the 811 classrooms. You'll note that many of my colleagues are here today. I am coming before you because of a couple things. One is what everybody's been talking about tonight as far as the budget cuts to our mental health services. Also, because I

117get the opportunity to work with the students who are the kids in the most restrictive environment we have in a public setting. So, one of the things that you are probably very aware of, and I know some of my other speakers have talked about, is about about 82% of the students in the Rochester City School District have reported experiencing at least one adverse childhood experience, as opposed to in the suburbs, where about 66% of students made that same report. In the suburbs, almost 10% less of students reported experiencing three or more childhood adverse childhood experiences. So, meaning that we have about 10% more of our students who are experiencing that. The reason that that's important is because trying to align our staffing with suburban staffing is like trying to give two fire districts next to

118each other the same amount of fire trucks when in one 50% of the houses are on fire. So, it's not realistic for us to say that we're going to align with our neighborhood districts when things are so different with the other districts. The other thing is that the interventions that we we are effective when they're administered by trained and capable staff, and that is not an option that we have if every few years we lay off a big chunk of our social workers and then expect that they're going to come back when they need them, cuz that's just not the way it works, and that's not the way that professionals behave. Also, one of the thing that I haven't heard said so far is that um research indicates that about every dollar spent on mental

119health services provides ends up paying off about two to four dollars in saved funds as far as crisis services, emergency services, special education in the future. So, I know I've worked here since 2017 and Dr. Rosser is my seventh superintendent. I know that we're not necessarily a district that always has the ability to look that far in the future, but one of the things to certainly keep in mind is that investing in this now will pay off down the road. Last thing, um when I started off in in this field in 2001, um people would say to me, "Oh, you're a you're a band-aid on a bullet hole." And I don't I I don't think that anymore. That's not the way I think. I'm not a band-aid on a bullet hole. I think of the

120role that I play and the role that my colleagues play as more of an antibiotic. We can't prevent the injury, we can't prevent the infection, but we give the kid one hell of a fighting chance to be able to fight through that and to be able to come out on the other side without it having long-term impacts. Thank you. >> Thank you, Ms. Thompson. [cheering] Our next speaker is going [applause] to be Brian Santillo. >> Good evening, members of the Rochester City School Board. The Home Hospital Program is one of our district's quiet commitments. Many outside of the program hardly know it exists. Perhaps that's why we're all here today. I know you are facing difficult decisions regarding budget >> [clears throat] >> funding shortfalls, and I understand that cuts to Home Hospital Instruction are

121on the table as a means of addressing the budget gap. Before making any decision on the future of the home hospital program, know that it is this program that is the only viable educational pathway for a small but vital group of our children. While fiscal prudence is important, we must maintain an unwavering commitment to the RCSD mission to foster a culture of academic excellence, empathy, equity, and accountability. We must also recognize that the home hospital instruction constitutes less than 1/2 of 1% of our over $1 budget. Who are the students in the home hospital program? They are children recovering from major surgeries, enduring cancer treatments, managing severe psychiatric episodes, or depending on life-sustaining technology like a dialysis machine. They cannot physically or safely sit in a classroom. Denying these children the temporary, individualized instruction the

122home hospital program provides would be criminal. It would interrupt their academic progress and widen achievement gaps. It would contradict our district's commitment to educational equity. It would disregard 504 and IEP plans and federal law. But most importantly, it would say to these students they are just not worth it. It would say that we can't spend 1/2 of 1% of our billion-plus dollar budget on them. Again, the home hospital program is vital because it is the bridge our fragile students cross to get back to school and on the pathway to success. I ask that you invest in maintaining its capacity to ensure every eligible child receives the support they medically and legally require. Fiscal prudence should never come at the expense of students who truly have no other educational option. Thank you for your time and

123prioritizing the well-being of all Rochester children. Thank you. >> [applause] >> Thank you, Mr. Santillo. Our next speaker is Lisa Silverstein. >> Good evening. My name is Lisa Silverstein and I'm the chairperson of the home hospital program. Eliminating us from next year's budget will directly impact students who rely on home instruction as a critical lifeline, one that keeps them connected to their education while they are not able to attend school for too many countless reasons to list. At last week's board meeting, there was a discussion about our lower student numbers this year. However, these figures were not accurate and presented an incomplete picture. To arrive at the total number of students we have taught in a given month, you need to look at the number of students enrolled at the end of the month plus

124the number of students who move through the program during the month. We also provide supplemental tutoring services for many students as outlined in their 504 plans. These students have frequent absences due to their medical conditions and are not officially enrolled in our program in power school. Additionally, I'm here to whistle-blow something that many of you probably don't know, another alarming reason why our numbers are declining. This year, special ed students have been quietly redirected away from our program. Directors were told to place suspended students in online out of school suspension classrooms instead of home instruction. In these settings, students work independently in Google Classrooms and Zoom with minimal teacher interaction. This model provides little to no direct instruction and is not, by state ed law, substantially equivalent to classroom learning. It is also ineffective and

125many students are not logging in at all due to disengagement and the challenges of self-directed work. On paper, however, you get to say, "Look, we offered them an education." But don't kid yourself, this is not meaningful instruction and the students are falling further behind as a result. An IEP is not a suggestion. It is a legally binding document, even during a suspension. The accommodations outlined in that plan must be implemented consistently and with fidelity. This current approach is creating significant risk for the district, including potential state audits and formal legal challenges. I've been teaching here for 32 years, and this district's pattern is to address legal obligations only after problems arise, rather than proactively ensuring compliance. Also, FYI, pushing us into classrooms and then hiring lower paid substitutes to do the same work is a

126clear violation of New York labor laws. At this time, there is no transparent plan outlining how the district will meet its legal and educational obligations moving forward. Concepts of a plan with no structure, staffing, or safeguards for our students is equivalent to you providing the matches and gasoline for a dumpster fire. Home hospital students are not expendable. Eliminating our program because it's costly without fully examining legal obligations or the impact on students is reprehensible. Yet, no one came to us to explore changes, so I urge the board to reconsider this decision, engage directly with the educators who carry out this work every day, and ensure that any plan moving forward is legally sound, educationally appropriate, and centered on the needs of our most vulnerable students. Thank you for your time. >> Thank you. >> [applause]

127>> The next speaker on the list we have Tammy Henderson, who will be followed by Cheryl Hazel, and then Candace Rubin, and then Didi Gauze after that. Tammy Henderson. Good evening. My name is Tammy Henderson, I have taught in the home hospital program since 2022. I would like to make some key points to help everyone understand the importance of the home hospital program and the need to keep this essential program intact. In the home hospital instruction program, our teachers target a broad spectrum of students' needs. We have a diversified group of certified teachers who provide instruction for students in any grade at any ability level from elementary to Regents level courses. Our ability to match student and teacher is unique and paramount to students' success. Our students may work with terminally or chronically ill students,

128hospitalized students, cancer patients, surgical patients, mental health patients, new mothers, students with multiple physical disabilities, students with emotional disabilities, students with behavioral problems, and students awaiting appropriate school school placements. Our program serves a most fragile student population with students who are often in crisis and without home instruction, they would make no academic progress progress for significant periods of time. It is both the structure and the flexibility of our program as well as the expertise, training, and support of our teachers that further the success of the students of these students. Although the home hospital program has been cited as costly, please bear in mind that eliminating our program or slashing our budget will significantly reduce the important services we provide for our home-bound students. Please also take into consideration that we need only minimal space to

129operate our program. We require no classrooms, no security staff, no student transportation, and minimal administration. The efficiency of our program results From decades of development. Yes, sir. In the [snorts] home hospital instruction program, we understand the importance of teamwork. We share our knowledge, our ex- our experience, our resources, our expert tees, and our dedication to our students. Because we are a cohesive unit, it would be hard to find another group of teachers with higher morale. Though we take on the most difficult students under the most trying of circumstances, we love our jobs. Significant cuts to our program would be detrimental to the students we serve. On behalf of our teachers, and especially the students who need us, I ask that you not tear us apart. Thank you for your time. >> Thank you, Ms. Henderson.

130>> [applause] >> Cheryl Hazel. >> Good evening. I am a home hospital special education teacher who works with and represents medically fragile students in the program. The medically fragile students home hospital serves cannot be taught in a traditional setting due to the challenge of transporting them, their compromised respiratory systems, and their susceptibility to illness. Allow me to paint a picture of the nature of these students. One of the students I teach is unable to maintain positioning in a sitting posture because of a significant curvature of the spine. As a result of her medical condition, she's unable to tolerate being transported in a wheelchair. Therefore, she requires a transport bed to go in public. In addition, her respiratory system is compromised and that she requires a trach to receive supplemental oxygen. Hence, exposure to respiratory infections

131in the public sector can result in many acute symptoms that the general population would never experience. The health of our other of other students I have taught has been challenged as well by exposure to pathogens. Exposure to illness was life-threatening for a medically fragile student I taught in the past. It resulted in him being hospitalized for several months, his loss of 35 lb, and him nearly dying. Similarly, a student I presently teach is susceptible to pneumonia due to her compromised immune system. Because one of my students in the past was exposed to um infections when he was taught in the classroom, he experienced undue physical stress. Instruction through the home hospital program provided him with the opportunity to receive a quality education that was uninterrupted by frequent absences due to being exposed to illnesses in

132the classroom. It it grieves me that our medically fragile students who require home hospital instruction due to complex medical needs may lose their services. Considering that airborne diseases are on the rise, the need for medically fragile students to receive their education in the home hospital setting is more important than ever. The Rochester City School District's mission statement is to continually strive for excellence and ensure there is inclusivity of every student. Our most vulnerable students should not be excluded from the district's mission to provide all students with the opportunity to receive an equitable education. Thank you for your time and consideration. >> [applause] >> Thank you, Ms. Hazel. Our next speaker on the list is Candace Rubin who will be followed by Didi Gauze, Susan Lavonas, Lakesha Taylor, and then Maria Gonzalez. >> Okay, some of

133what I was was planning to say has been said by previous speakers, but I'll go ahead nonetheless and I'm going to give a few stories about students to paint a a picture of the students we see and I will use pseudonyms so they're not by any means identifying students. Okay, I've served for almost 30 years as a home hospital teacher and I've lived through many conceptualizations of the program. Uh one time we had the GTI ITI model where many of us were attached to schools and saw only that school's students. Um we alternated in and out of the building and I think for the past few years we have been underutilized in in previous years at the end of the year we didn't have enough staff, we had to hire subs, usually our own retired

134teachers, and that has that has not been the case for a few years, but I think that's due to the fact that there are suspended students out of the that have been taken away from us who are being seen by no one. And I know that to be a fact because I go into houses where these students are present. Um one last year was suspended for a month and she didn't even have a computer, not that she would have logged on anyway, I'm not sure. Um but I'm going to make three make arguments on three grounds tonight. One is legality, the next is morality, and then the third is economic prudence. And it clearly violates our law to place our students nowhere. Uh there are already significant numbers of students suspended with no teacher and

135um many of our students are and many of our students are permanent with home instruction on their IEP, a legally binding document in a district that is again under a consent decree. Um putting Yeah, putting such students on a computer is not a legal choice. There's no choice. There is not a choice to replace unionized and salaried employees with hourly or uncertified ones. That is they're the most legally sensitive students that we see. Um the morality argument is easy to make. We have students in active crisis, traumatized by family violence, by evictions, utility shut-offs, by sickness, loss of a parent, and mental illness. As alternative programs close, uh we're the only option for the sickest and the most troubled students. Our program saves lives and opens opportunity. We help them We help our students conceive

136of themselves as learners and we forge relationships with parents. I've heard parents tell me I'm now a part of their family. I maintain contact with past students. Um and I had a a recent uh contact, almost accidental, with one that kind of resurrected a memory here. Um I can relate many stories of the connections, but I'll start with one that's worth sharing. Uh about 10 years ago, I was assigned to a student named Isaiah, remember it's a pseudonym, whose mother had recently died from cancer. Isaiah had a learning disability and adjusting to living with a father he barely knew had taken a toll. He was with us for 3 years before he was finally ready to transition to Edison. We maintained contact and every summer, he loved military history. I used to take this young

137man to the Genesee Country Museum for the Civil War reenactment every July. And this is the same thing I did with my own children. Um so, for many of us, our kids are our children. Um my final argument is related to the >> Rubin. >> Oh, okay. All right. >> Thank you. >> Very much. >> [applause] >> Our next speaker is going to be Didi Gause. >> Hello, everyone. Before I begin, I just want to make sure um the spelling of my name is correct cuz it wasn't. It's g a u s e, my last name. Good evening, ladies and gentlemen of the board. I am here to talk about the Home and Hospital Instruction Program. This program is more than a service. It's a lifeline for the students and families we serve. When I

138walk into a student's home, I'm not just delivering instructions. I'm stepping into their world during what is often a very difficult time. These are students for various reasons who cannot be in a traditional classroom setting. More importantly, they lose a critical sense of connection when they do not have a teacher in front of them. What makes this program truly powerful is not just the academics. It's relationships. Each home I enter becomes, in a sense, a new extended family. I build trust not only with students, but with their parents, with their guardians, or their caregivers. This is our community. Sometimes that might look like me helping a student grasp a new concept. Other times is offering encouragement, listening, or just being a consistent presence in their lives. These connections matter. And we see the results. Students

139who receive Home and Hospital Instruction are better prepared to transition back into the school environment. They return with confidence, with continuity in their learning, and with the sense that they were not forgotten. This program bridges a gap that would otherwise leave many students behind. So, that's why I have a issue understanding why we would even consider cutting the Home and Hospital Program because it is working. Why are we even considering modifying the program? because it is working. We need this program because it one benefits not just individual students, but it benefits families, schools, and the entire district. So, this is not an extra program. This is an essential program. If we are truly committed to equity and student success, then we must continue to support the programs that make that possible. The Home and Hospital

140program does that exactly. So, I am here today to urge you to reconsider any plans to cut or modify the Home and Hospital program. I urge you to reconsider any plans to reduce the instructional staff because it is working. Instead, let's show that we value the students. Let's show that we value the families. Let's show that you recognize the impact that this program has on our community. >> Thank you, Ms. Roster. >> Home and Hospital program is in its entirety a necessity. And thank you. >> Our next speaker is Susan Lavonas. Again, that'll be She'll be followed by Laquisha Taylor, and then finally Maria Gonzalez. >> Good evening, Superintendent Roster and Commissioners. My name is Susan Lavonas, and I have been in the district since 2001. In 2024, the then superintendent decided to close several

141schools, and my school, School Number Two, where I was currently teaching, was one of them. Because of the closure, I decided to apply to the Home and Hospital program and have been with the unit for almost 2 years. I had heard that the program was special and unique, but I didn't realize how special until I found out for myself. During this time, I have had many young students who who been sick and homebound. Many have been in and out of the hospital, some for months at a time, and others for almost or excuse me, some I have had for months at a time, and others for almost the whole year. These students need an adult who care about them and who are in front of them giving them a typical or normal school setting, not

142a computer screen. I have felt like I became part of these families. You are in their home or the hospital during a vulnerable and difficult time. One of my recent students was the recipient of the Dr. Martin Luther King Jr. Award. She truly deserved this because of her bravery and her strength. Not only was I her teacher, but I've become someone she could rely on seeing her and teaching her each day, especially when she's been in the hospital. When asked if I could visit when it wasn't school hours, her grandfather responded, "Of course, you are family." >> [snorts] >> The relationships that I have had with my students and my colleagues have had with theirs is like no other and something we will never forget. This program has meant so much to so many and

143to think it be could be gone or changed with one swoop of a budget cut makes absolutely no sense. We are a group of certified teachers who teach all subjects just as we would in any school. These students deserve a certified teacher just as they would in a typical school setting and during typical school hours. Having yet again another new superintendent, our program feels misunderstood and people that are new in the district do not know what we do. We can talk about numbers all we want, but the bottom line is is that we build relationships and a foundation with our students in order for them to learn and be the best that they can be. This is an established program that has changed the lives of so many students, their families, and we as educators.

144Please keep this program going and intact and not make it an afterthought. The students deserve it. Thank you. >> Thank you, Ms. Lavonas. >> [applause] >> Before we continue with our next group of speakers, I do want to recognize that we have about 15 speakers remaining. I do have a request from a board colleague of taking a a brief break after our 30th speaker, but I want to appeal to the my other colleagues, if you're amenable to that, and I am seeing consensus around taking a break after our 30th speaker. And so, that break being about 5 minutes just to to reconvene. And so, with that, respectfully, I will ask that Ms. Taylor, Laquisha Taylor, is our next speaker. And then our 30th speaker before we take that 5-minute break to give everyone a little

145stretch break will be Maria Gonzalez. Ms. Taylor, the mic is yours. >> Thank you. Good evening, members of the Board of Education, Superintendent, and cabinet members. My name is Laquisha Taylor, and I am the proud principal of HBM School Number 50. I stand before you not only as a principal, but as someone who has experienced RCSD at every level. I've been a student, a parent, a paraprofessional, a teacher assistant, a teacher, a central office administrator, and an assistant principal. I want to begin with our pre-K program. We are losing our pre-K 3 program. That this means families will begin at another school and then transition to HBM to pre-K 4, disrupting the relationships we work hard to build early. This is especially important for our L language learner families. Many begin with us at pre-K

1463 and stay for years. Whole families grow up with us. I respectfully ask that we consider having one pre-K 3 and one pre-K 4 classroom so we can continue building those relationships from the start. We currently serve 612 students. 37% are English language learners. 87% of those are newcomers. In addition, 30% of our students receive special education services. Next year, our our needs will increase with additional special education classes being added and L students coming from Rhea. For many of our L students, school is where they feel safe. Right now, many of our students are coming in carrying fear and uncertainty based on what we are hearing and seeing in our country. Some are worried about their families and what could happen when they go home. Others are distracted, anxious, and in need of resources.

147This is not something they can leave at the door when they walk into a classroom. And when students do not feel safe, they cannot fully engage, focus, or learn. This is why social emotional support is not an option in our building. It is essential. At HBM, our systems are strong and working, but they work because we have people to do it. We are losing one of our social worker positions and reducing our counselor. Research shows that one in five students need mental health support and the recommended ratio is one social worker for every 250 students. With over 600 students, even two is not enough. One will stretch us even further. I want to speak about our counselor, Kelly Satter. Ms. Satter is being displaced as a result of a reduction in school and social worker

148positions here at HBM. She is deeply rooted in our school community and has built strong trusting relationships with students and families. She is often the person students go to when they are struggling and when they need to feel safe. When we lose Miss Sattar, we are losing years of trust and consistency that cannot be easily replaced. These are not just positions, these are people. When supports are reduced, the responsibility shifts. The needs do not decrease. At HBM, we are doing the work to ensure students feel safe, seen, and heard. I respectfully ask that you consider the impact of these reductions. Thank you. >> Thank you, Miss Taylor. >> [applause] >> At this time, our final speaker will before our break and then we'll reconvene with the additional speakers will be Maria Gonzalez. Miss Gonzalez. >>

149I'll try to be quick. I know everybody's looking forward to the break. >> Take your time. You got 3 minutes. >> Good evening, everyone. My name is Maria Gonzalez and I am a school psychologist in the Rochester City School District. I am here tonight because I am deeply concerned about the budget cuts being proposed for the 2026-27 school year. Especially when it comes to social workers and counselors. Most of you know children. You have your own or you have nieces, nephews, cousins, neighbors. And you know what we are seeing, our kids are not okay. The levels of anxiety and depression in children have reached epidemic levels. The pandemic may be behind us, but its impact is not. In many ways, the aftermath is more damaging than the initial trauma. Every day we work with students

150who are struggling, not just to get through the day. The amount of distress I have encountered in the past few years alone is staggering. Many of our students who are labeled as chronically absent don't attend school not because they don't value education, but because their mental health makes it impossible for them to walk through the door. And at this exact moment, when our children are most vulnerable, proposing reductions to social workers and counselors, the very people trained to support them, makes absolutely no sense. I understand the desire to protect the classroom, but we have to be honest about what that means. Students cannot learn if their mental health needs are not met. You cannot separate academic success from emotional well-being. And as a psychologist, I can tell you that when mental health becomes a barrier,

151learning becomes out of reach. We should be investing in preventing services. Prevention is more effective, more sustainable, and ultimately more responsible. So, I urge you to reconsider these cuts because we should be giving our students not just the opportunity to sit in a classroom, but the support they need to truly learn, grow, and be well. Thank you. >> Thank you, Ms. Gonzalez. >> [applause] >> Time check it is 8:00. We have a group of speakers to speak after this. We're going to take a brief 5-minute break. It is 8:00. We will return at 8:05 to continue. Thank you. >> Mhm. >> We're going to reconvene. Uh, the time check is 8:11. So, we took maybe 6 minutes past the expected time frame. And again, I do appreciate the patience and commitment of all of you

152who've come out to speak. I'm allowing folks to just get in position now. We're going to uh, bring up the rest re- remaining speakers at this time. The next speaker on the list is Cynthia Everett. Excuse me, Everhart. Um, and I ask that you join us at the podium. Thank you. >> Hello. My name is Cynthia Everhart. I'm a speech language pathologist with the RCSD. For the past 6 years, I have worked with home instruction students providing speech therapy services. I was distressed to hear of planned funding cuts to this program. These students are medically fragile with complex conditions, and all of them have orders from their primary care physicians stating that they are unable to attend school in person. These students and their families rely on RCSD teachers and other professionals to come into

153their homes and provide essential services. I have observed significant progress with many of my students, of whom had initially been unable to communicate their basic needs. When my students missed just 2 weeks of their in-person speech therapy sessions during school breaks, I have documented regression. During COVID-19, when we were forced to provide remote services, these students had notable declines. My students are not able to use a Chromebook. Many of them uh, they cannot see the screen or hold the device. Some of my students require a physical touch to interact. And that is not possible through a remote services platform. My home hospital instruction students are among the most of in need of support in our community. Such as a 12-year-old student who has severe developmental dislay delays as well as cortical visual impairment. She requires

154verbal input along with physical touch to use her communication device. I have an 8-year-old student with multiple significant diagnosis including spina bifida, cancer, colostomy in place, congenital dysplasia, and deafness. I have another student has cardiac issues and seizures. So, I'm wondering what is the plan for moder- monitoring these students to make sure that they continue to make progress toward their goals. Is there a plan? I believe these vulnerable students will show significant loss of skills and the hard-won gains toward their goals without regular in-person services from their teachers and therapists. I find these cuts are unconscionable. The idea of a 95% budget cut makes me wonder why are you bothering to keep the program at all? Is it simply to retain a line item in the budget to fool people into thinking you care about

155these students? 5% will provide just enough money to pay for one person to fill out the paperwork that says, "We provided no home instruction." While I'm hopeful the board will rethink the proposed cuts, I fear that a group that would even consider such things for this demographic does not have sufficient empathy for the most disadvantaged among us. Go ahead. Reinstate the funding. Prove me wrong, please. >> Thank you, Ms. Everhart. >> Thank you. >> [applause] >> The next person on the list is Karen Harden. >> Good evening. Thank you for giving me the opportunity to address the board. Um I'm a paraprofessional at school 28. I work in the ASD program. That's our autism spectrum disorder program. Um I'm currently in a 614 classroom, meaning there are six children, one teacher, one teacher assistant, and

156four additional support staff. Um with that being said, you guys are looking to turn um these 614s into 813s, meaning you're putting additional children, two additional children in these classrooms and reducing staff. We have that many staff in the classroom for a reason. These kids are not only behavioral, they're also violent. Violent to the point where several of my co-workers in the building have been seriously injured. Injured my speech therapist got hit on the top of her head, lost all motor skills, lost vision in her eye. She was out of work for 3 years. I have another co-worker who fell trying to chase an eloper. And now she has 25% use of her leg. Like, we go through serious things in these classrooms with these children. And to reduce the number of staff doesn't make

157any sense. You're going to risk a serious lawsuit because somebody is going to get seriously hurt. Um you're already overworking your staff by sending us these kids who are behavioral, who are violent, and we have no training. We have no proper training. When you walk into a position uh this paraprofessional position, we're not given any training to deal with these kids. But you want to take the kids from BOCES and bring them back here. BOCES has training. We don't. Um and with these extra kids in the classroom, like I said, I'm in a 614. So, with that being said, for every student, there's an adult. Now, you're adding two more children and taking away adults. Sometimes we I have a child in my classroom now that requires three additional staff. There goes your three staff

158right there. How is the teacher able to teach the other seven children if this happens? I just it it doesn't make sense to me. Somebody's going to seriously get hurt. Thank you. >> [applause] >> Thank you, Ms. Harden. Our next speaker is Luanne Delanoce or Delanoce. Please correct me when you when you get up and forgive me if >> Luanne Delanoce. It's Delanoce. >> Tell me. >> How's my voice? Okay? you >> You can hear me. >> Yes. >> Okay. I want to share my thought on the need to fully staff the home hospital program. I can explain that need. >> Can you speak into the We we we thought we could hear you. Speak in just a little closer to the mic. >> Okay. I can explain that need by posing the following question.

159When the decision is made to place a student on long-term suspension, >> [clears throat] >> shouldn't it be coupled with efforts to address the risk factors that we know are associated with suspensions, especially for students resistant to restorative programs? Rather than utilizing the resources that exist for students enrolled in the home hospital program, as stated earlier tonight, students are being this year have been diverted away from our program and Okay. and give and directed to a Google Classroom site. By resorting to inferior methods of instruction for at-risk students, district leaders are excluding a segment of our student population from its stated mission to foster student achievement for every student, to promote and enhance the learning process of all students. Every and all is in caps. For those words to carry meaning, the district needs to

160value students despite their past failures or our transgressions. It needs to demonstrate the sincerity of its mission by resorting to by restoring to the budget funding for the teachers and social workers best equipped to meet the needs of students during a long-term absence. Thank you. >> Thank you. >> [applause] >> Next speaker on the list is Gwendolyn Denine Fisher, who will be followed by Stephanie Gilbert. >> Good evening. My name is Gwendolyn Gwendolyn Fisher and I'm a school social worker at school 33, one of the largest elementary schools in the district serving pre-K to 6th grade. I've had the privilege of serving the students and families in this school for the past 10 year 10 years and I have worked with students and families for over 25 years. Thank you for this opportunity to speak.

161I recognize the complexity of the budget decisions you're facing and the weight of those choices around our district, but I am here because of opposing to cut school social workers is simply not a budget decision. It is a decision that will directly affect the stability, safety, and long-term success of our students. Our students are gifted, resilient, talented, creative, and full of potential. Well, at the same time a staggering number of them and their families are navigating the daily realities of poverty, trauma, housing instability, and community violence. These realities demand more mental health support, not less. Every data track we point, chronic absenteeism, behavior referrals, academic performance, they tell the same story. Students can't learn without their basic needs are not met. As educators say, Maslow before Bloom. Cutting school social workers removes the very professions

162who are trained to meet those needs. School social workers are often the first people that folks come to, whether it's school um SSO, CFY, our bus monitors, our community partners, our teachers, our admins, just about everybody who's concerned about our children come and find the school social worker. And they say, "Can you check on them? Can you check on our children?" And these checks are not limited to IEP students. They're limited They're for every child in the building where a school social worker is placed. And when we do those checks, we find out all kinds of things that are going on with families that they've been embarrassed or ashamed or even don't know where to turn. They come to us. In my work in the past 10 years, I have sat in hospital rooms where

163parents have waited their children coming out of surgery. I have attended funerals where children have buried their parents and parents have buried their children. I have dropped off food on the weekends with my own children in the snow, in the cold. I have sat in emergency departments for mental health support wait for children waiting for caregivers to arrive. I'm sorry. >> Go on speak, Ms. Fisher. We're listening. >> [laughter] >> I've encountered elementary school students outside of my school outside of my school with their backpacks during open house alone preparing to run away. I saw them on the steps and I said, "What are you doing? Where are you going?" "I'm running away, Ms. Fisher. I'm leaving." So, the plan is what we've been told in our building. That school 33 again is the largest

164elementary school. 933 students as of yesterday. And we've been informed that their plan is to cut from 3.5 social workers to 1.5 in a pre-K to sixth grade building. So, my tears aren't for me. My tears are for my children. The students and families that we serve every day. So, let that sink in. If the goal is to improve attendance, reduce behavioral crisis, strengthen school climate, rebuild community trust, then cutting school social workers, school counselors, home hospital, cutting all these supports is not what we really do. School social workers are not optional. Thank you for your opportunity and your time. >> Thank you, Ms. Fisher. >> [applause] >> Our next speaker on the list is Stephanie Gilbert, who will be followed by Greta Davis, and then Kelly Davis. >> Good morning, members or I'm sorry,

165good morning. Oh my gosh, I've been here a while. Good evening, members of the board, Superintendent Ross and community members, parents, and staff. My name is Stephanie Gilbert and I am a proud school counselor in the Rochester City School District at Austin Stewart Elementary School 46. Thank you for the opportunity to speak tonight. I'm here to speak about the essential role school counselors and social workers play in supporting our students, not just academically, but socially and emotionally every single day. But to understand why our role is so critical, we first are going to look at the data. According to our Youth Risk Behavior Survey, a significant number of students in Rochester are experiencing serious mental challenges. 40% of girls reported feeling persistently sad or hopeless and 44% reported mental health struggles. Even among boys, those

166numbers remain concerning at 18%. At the same time, we are battling chronic absenteeism, defined as missing 10% or more of the school year. This continues to impact student success and engagement. And these are not just statistics. These are our children. These are our students, students who are struggling to come to school, students who are overwhelmed, anxious, carrying trauma, students who need someone to notice, to listen, and to help. This is where school counselors and social workers step up to the plate. I'm reminded of the statistic when I think of one of my students who is struggling with suicidal thoughts this school year. I was able to connect her and her family with community resources and she is now receiving therapy and thriving with each passing day. Every day I support well over 300 students. 300

167hearts, 300 minds in the building that I currently work in. I provide individual counseling, run small groups, and I teach monthly social emotional lessons in the classroom. I help students manage emotions, solve conflicts, and build healthy relationships. I respond to crisis, support attendance efforts, and connect families to critical community resources. In my current building, there is one of me, one counselor, one social worker, and together we support all of our students. And we're also lucky to be a part of a larger care network as we work alongside school and community social workers, psychologists, nurses, and community agencies to provide a safety net for our students. Our work is both proactive and preventative. Through early intervention, we remove barriers to learning before they grow into larger challenges. The proposed budget cuts would mean some elementary counselors

168in our district would be split between two different school buildings or cut completely. As of right now, I only have half a position. >> Thank you, Ms. Gilbert. Thank you. >> [applause] >> Our next speaker is Greta Davis, followed by again Kelly Davis, followed by Coretta Wright, and then Deonna Rogers. Ms. Davis. >> Good evening. Um President Simmons, board members, and Superintendent Rasser, I am proud to be here tonight and supportive children and families. After learning of the pending budget cuts, we did what school social workers do. We mobilized, we organized, we responded, and we're here today. Yeah, we're all standing. All right. >> [applause] >> For truly For truly the whole is greater than the sum of its parts. We have submitted to the school board a PowerPoint presentation of the results of our

169school social work impact survey. We received over 100 responses from teachers, administration, service providers, and other staff members. The data shows overwhelmingly overwhelmingly that school social workers matter and are needed in our schools. We have submitted to the school board a video depicting the vital roles that school social workers play in the lives of students and their families. Students eagerly participated in the making of the video by sharing their personal experiences with their school social worker. We have submitted to the school board two one-page infographics with information regarding brain development, adverse childhood experiences, and the importance of social emotional learning to mitigate lethality concerns and other mental health challenges. We've been busy, and as you can see, they're still here, and this is only half of the social workers that were here earlier. School social

170workers are the safety net, a protective factor for many of our most vulnerable students. We are here today to advocate for our students, for our parents, and for ourselves. During budget talks, we often hear such terms as cutbacks, restructuring, and right-sizing, which means to convert something to an appropriate or optimum size. In 1998, when I started my career as a school social worker, the landscape was different. Our student enrollment was higher, there were more schools, and the tax base in Rochester was larger. Today, admittedly, our enrollment is less than it was in 1998, but the need for school social workers is far greater than ever before. As referenced in the infographics that was forwarded and shared with the people here, our current students are experiencing an increase in adverse childhood experiences with less problem-solving, coping,

171and emotional regulation skills to navigate through complex social situations and adversities. Not to mention the cascading effects of the national pandemic has had on our students, including a significant learning loss, in part due to remote instruction. >> Thank you, Ms. Davis. >> Thank you. >> [applause] >> Our next speaker is Kelly Davis. >> Good evening. My name is Kelly Davis, and I'm the parent of two stepsons who are graduates from Edison Tech. And one of my sons graduated high school from Wilson. My youngest son will be a freshman at Wilson this fall. Two of my sons are diagnosed with autism and ADHD. One of my sons had difficulty communicating his needs and expressing himself while he participated in the extended school year or ESY program. As a result, he displayed behaviors and was unwilling to

172engage in the program. I contacted my son's teachers, school social workers, occupational therapists, and speech therapists to help my son. His His social worker facilitated the behavioral support services to help my son to continue to participate in the program. His social worker also made recommendations for additional community support services that met my son's needs. My son is now 20 years old and he has a local diploma from Wilson. He currently participates in the adult project search program with the Arc of Monroe. This would not be possible if he did not have the support from his village which was led by his school social worker. In closing, I love my hometown. I chose to live in Rochester. I purchased my home. I live and work in this community. I love this community. I was raised in

173this community. I am a a school social worker at Edison Tech, which is not far from my neighborhood, right on the west side of the city. Um I also um I just want you all to know that we want support for our children at our schools the same way that my children were supported at their schools. We want the same support today that my children received. Every RCSD student has the right to have the same opportunities as any children, whether they're in this district or or anywhere. I commission our superintendent and Board of Education to commit to the continuation of the vital social and emotional services that school social workers provide to our future leaders. Thank you. >> Thank you, Ms. Davis. >> [applause] >> Our next speaker this evening is going to be Coretta

174Wright, again followed by Deion Rodgers, and then Muhammad Nouri. >> President Simmons, Ms. Wright is no longer online. >> Okay. Uh Deion Rodgers, you are the next speaker in line, followed by Muhammad Nouri, and then Sarah Spano, or Speno. >> Good evening. Um I'm Deion Rodgers. Thank you. Um I'm a Rochester City School District graduate. Um long long-time city resident, um community activist. Um I have over 40 years in the Rochester City School District, um as an educator, administrator, um and a student. Um this just this has been very fruitful tonight. Um to be poured into by our community. And our community has spoken. Um and I build [clears throat] on where I'm at right now. Um I'm also the first vice president of ASA, the administrative union. And as I say of that, and

175I say I live lead my life by putting children first. And I say that I said, "Well, how is the assistant principal, the social worker, the counselor, the so many positions that may be cut, you know, how do you pick what to cut?" And I and I can understand the challenge that you face um of cutting these positions. But I build on relationships. And I ask you to think of relationships when we're moving people. Um and I I think of the other day a young man coming to my office and saying just coming to my office saying, "Mr. Rodgers, I come speak with you cuz you're the only positive black man in my life." He said, "I don't want to go to jail like my uncle. I don't want to go to jail like my

176cousins." And I said I was dealing with him in an administrative role, but there's conversations with the custodian that might be happening that way. There's conversation with multiple the counselor, social worker, the home hospital aid. So, be careful when we are moving people out of our children's lives because I tell you right now, I would not be here if somebody didn't care about me. Every trusted adult needs to be in a child's presence. A child needs to come to school and understand I got somebody who loves me. And we don't have somebody who loves them at home, you going to get that love that school. So, as we think of moving people around, our administrators, yes, I'm telling you yes, I represent our administrators in this community and it's important. But each and every one

177of you who got up here and spoke tonight, you are important in our children's lives. And I'll say this, this is much different from what I've seen in the past of watching a board. This listening session is fruitful. Thank you for having it because I see you are listening. And with that said, I thought about Gandhi. Gandhi says, "For there goes my people, I must follow them, for I am their leader." You are our leaders, our elected officials. You are our lead our leaders, our superintendent, our cabinet. Please lead. Please continue to fight for our children, fight for our community. Rochester needs stability. And we ask you, please continue to fight. Fight for our children. Thank you. >> Thank you, Mr. Rogers. >> [applause] >> Our next speaker on the list is Muhammad Nouri. And

178our list will finalize with Sarah Spano, Shalonda Garfield, and Samuel Zebelman, if I said that properly. Muhammad Nouri. >> President Simmons, Mr. Nouri is no longer on the line. >> I'm Sarah. I don't see >> Oh, he's no longer online. >> Okay, so Sarah Spano, thank you. >> You're welcome. >> If I Yeah. >> [clears throat] >> Um leadership and commissioners, I'm Sarah. It's tough to follow Mr. Rogers. You're everywhere. >> [laughter] >> He's everywhere and I want to be like him when I grow up. Um I live in a world where I do what I say, I show up, I follow through, and I expect the same of those around me. That's why this budget process has felt like whiplash. Um the lack of transparency is deeply at odds with the values that our

179district claims to withhold. I understand at my core that two things can be true at the same time. But how can I believe that our district both values the education of all students and disregards those on the fringe? In the letter on the front of the preliminary budget, the superintendent talks about um remaining clear about what matters most. District messaging all year has been one RCSD. Remaining clear about what matters most while also eliminating funding to high-need students is not multiple truths, it's conflicting messaging. I work for home instruction and finding out along with the public that 94% of our budget has been eliminated was shocking. More shocking was that none of this had been disclosed with our administrator. In fact, he waited nearly a week before he was able to sit down with his

180chief where he wasn't given much more information than that. Equally shocking uh and encouraging is finding out just a few hours ago that 18 of our positions will be retained. So now, a program that supports a wide variety of students sits in limbo not knowing what comes for next year. I was in a CSE meeting just yesterday with a parent who was asking questions about the future for her student next year. None of those questions were questions we could answer. >> [clears throat] >> One RCSD to me is community. Community is care, and care is not eliminating funding for our students who are just as entitled to certified classroom teachers as those in buildings. Community is also a board who last week said, "What? There's no plan?" So, thank you to those commissioners who raised

181those questions. I appreciate that our checks and balances are working as intended. So, to that confusion um over a plan, I'm in agreement. A solid, comprehensive transition plan includes those doing the daily work. It includes families, and it includes the voices of students. We are all on the same team. It is not me versus y'all, or us versus y'all. This is all of us and the students for the students. I ask anyone making decisions not to make them from a spreadsheet or a budget line. I invite you to come learn more about our program. Reach out, learn, partner with us because we are more than just a number. >> Thank [applause and cheering] you, Ms. Daniels. The next speaker listed is Shalonda Garfield, who is not here. Um and so, our final speaker this evening

182is Samuel Zabelman. >> Dear members of the Board of Education and Dr. Rossor, my name is Sam Zabelman, and I'm here as a teacher advocating for a student currently enrolled in the Home Hospital Instructional Program. I was deeply concerned to learn that this program may be reduced or eliminated given the critical role it plays for some of our most vulnerable students. One student we work with has end-stage renal disease and undergoes regular dialysis while awaiting a kidney transplant. The physical toll of this condition leaves him so fragile and too fatigued to attend a traditional school setting. He also has cerebral palsy and has undergone spinal fusion surgery, which causes ongoing pain with sitting for extended periods. As a result, he requires a high level of daily care. For this student, the home hospital program is

183not a convenience. It is the only way he can access his education. Through this program, he has found consistency, continued academic growth, and a sense of normalcy. He looks forward to his lessons and is making meaningful progress, especially in reading and Spanish. As board members, your decisions directly impact whether students like him have access to an education at all. I respectfully urge you to preserve this program so that medically fragile students are not left without the support they need to learn and succeed. Thank you for your time and consideration. >> [applause] >> Thank you, Mr. Zabelman. That concludes our speakers for this evening. Uh it is time check 8:43, and I believe this was time well spent. Uh thank you for sharing your voices this evening. That concludes our public hearing speakers forum. At this

184time, um I'm going to transition our board into um Our speakers, we need to go into a special meeting at this time. So, I'm thinking I need to entertain a motion to enter the special meeting or we're just going to enter that. >> You don't need a motion to enter special meeting. You're going to open the meeting and then you're going to ask for your motion. >> special special meeting and at this time now that we are in the special eating meeting at uh 8:43 time. Are you catching all this? Okay. I'm going to entertain a motion for the board to convene into executive session. >> Doggett. >> Motion. >> To discuss matters leading to the appointment of specific individual or to discuss matters of concern with general counsel. Motion by Commissioner Griffin, second by

185Commissioner Fineman. All in favor. >> Aye. >> Any opposed? We will enter in executive session on the second floor conference room. Thank you. >> Executive session. >> Aye.