7.22.2026 - Fall River School Committee

I'd like to call to order the regular meeting of the Fall River School Committee for July 22nd.

Um, Deb, would you please call the roll?

Mr. Aguiar?

Here.

Mr. Diaz?

Here.

Mr. Corey?

Here.

Mr.

Bonus?

Here.

Miss Riley?

Here.

Miss Stewart?

Here.

Mayor?

Here.

Salute to the flag.

I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

Pursuant to the Open Meeting Law, any person may make an audio or video recording of this public meeting or may transmit the meeting through any medium.

Attendees are therefore advised that such recordings and transmissions are being made, whether perceived or unperceived by those present, and are deemed acknowledged and permissible.

Um, we have, uh, one person for, um, citizens' input tonight.

Is, is she here?

Oh, it's Deb.

We'll read the letter.

Taylor Perry, Aberdeen Street.

Good evening.

Before I begin, I just wanted to take a moment to say thank you.

As a parent, it has been so nice to see the summer programs offered by Fall River Public Schools.

They give our children a chance to keep learning, stay active, make friends, and create memories while they're on summer break.

For many families, opportunities like these truly make a difference.

I also want to thank the school committee for continuing to support programs that have such a positive impact on our students.

Investing in our children outside of the regular school year matters, and it shows.

Most of all, I want to recognize the teachers, staff, and everyone working behind the scenes.

Your time, patience, and dedication are what makes these programs possible.

Smiles on the children's faces say more than the words could ever.

I just wanted to make sure you all know that your hard work is seen, appreciated, and does not go unnoticed.

Thanks.

Subcommittee updates.

First up is the Policy Subcommittee.

Colin Dye is chair.

Thank you.

So the Policy Subcommittee met on June 10th at 5:30 PM.

The subcommittee voted to refer several policies to the full committee and disregard some other proposed policies.

Many of the preferred policies were routine updates, some general housekeeping and just wording updates, just looking at the updated MASD model policies.

And trust me, we assured they conform to the Florida Public Schools.

We had some athletic handbook revisions and updates to older policies to bring them current.

Just wanted to highlight some of the more controversial votes.

First was, I'll bring up the citizens input policy.

It was referred to the full committee without a recommendation by a 2 to 1 vote.

The subcommittee could not come to a consensus on proposed changes.

Is being forwarded to the full committee for consideration at this time.

Second was the timeout policy, which was also referred by a 2-to-1 vote.

As chair of the subcommittee, I voted against referring this policy as I continue to have some concerns that students and staff could be placed in harm's way with the proposed changes.

Last thing I wish to mention, and this has been something that has been mentioned in prior retreats, is the MASC policy services.

So as everyone knows, subcommittee, and I believe it's the intention of the full committee, which is to use the MASC policy services that they offer.

This subcommittee has a very aggressive agenda to get this policy manual up to date.

We have policies from 2010, 2016, 2017, and that's just due to a year's worth of neglect to the policy manual, and it's important As a school committee's role and responsibilities, policy is the most important.

It's important that we get that up and running right away.

The only issue that we have with that is a funding mechanism.

So I believe it's the appropriate time.

I'd like to make a motion that we authorize a blanket up to $15,000 and authorize the policy subcommittee to engage the services of MASC to assist in updating the district's policy manual.

As the committee works to correct those issues.

That's the form of motion.

I have a motion and second on hiring, uh, MASC to update the policies.

I'll second that.

I, uh, Manny, um, any discussion on, uh, the chairman's proposal?

All in favor?

Aye.

Opposed?

Unanimous.

I yield.

Thank you.

Thank you, Mr. Diaz.

Um, special education, alternative education, early childhood Chanel Stewart, chair.

We discussed the start and end times for all ed and the Evolve programs graduation credits.

We also reviewed the Cartwheel contract.

We spoke about agency staffing and going to speak to them early.

We went over the description for the LEAD BCBA regulated classrooms, which is a new program, and requests for it to explore day school and expand Stone.

Most of everything that we went over is here inside the agenda today.

Thank you.

And finally, Instructional Subcommittee.

Anna Riley, chair.

Sure.

The Instructional Subcommittee met just last week on the 15th.

We reviewed all the contracts that we'll be voting on today.

Everything was recommended by the full committee to come to— by the Instructional Subcommittee to the full committee.

Thank you.

Item number 4 is the superintendent's report.

Dr. Smith.

Thank you, Mayor.

Good evening, everyone.

I want to start before I go on to my agenda.

I would like everybody to know I had talked about this at a previous meeting, that we had the opportunity this past Monday evening to have our second retreat.

I want to thank everybody that participated.

We were there for close to 4 hours.

Some of the things that we talked about were collaboration to better function as a highly effective team.

And the team I'm talking about is senior staff members, superintendent, school committee members.

Also talking about our individual contributions to our legacy for the Fall River Public Schools as we serve in these roles, and certainly what we leave for years to come.

We talked about our roles and responsibilities, things that we'll continue to do until we are working, you know, in, in a way that, you know, feels like we're all able to do the the best possible jobs we can to again support our children, families, and district.

And also we're looking at not only operating protocols for school committee, which, you know, when you talk about highly effective, your highly effective school committees have operating protocols, the public is aware of them, we talk whether they are norms or parameters.

We're also looking at senior team as to how we serve your needs.

So we're also taking a look at what we can do best to give you information so that you can make the decision that, that you need to make.

So again, I want to thank everybody.

I thought it was very successful, and we'll continue to update the public and do these retreats as we go along.

I think our next retreat date is August 12th.

So I'd like to start with the hiring update.

And many of you know, and I know there were concerns, you know, this past spring as we ended the school year, we took a look at licensing, we took a look at certification, we took a look at our human resource functions and made sure again that we have teachers that are highly qualified in our classrooms, all the while continuing to struggle along with every other district across this state for some of the areas that are the hard-to-fill, such as special education, our multi-language learners, in many of those specialties.

So we continue, people are just kind of coming back, we're getting settled after conferences and a little bit of vacation.

You know, our principals are busy at work, our administrators looking to make sure that we can make sure our classrooms are staffed and ready to open up in September of '26.

But I'd like to ask Dr. Chris Godino to really report on where we're at as far as our hiring.

Sure.

So right now we've been making progress in the— in hiring.

However, you can see that we've had many resignations also with the data that we supported.

So we have a real focus on the highly qualified teachers and we are striving to make sure every candidate that is highly qualified is interviewed.

Before we look to hire a teacher and request a waiver from them from the department.

So that has been our real focus.

We haven't had clear systems in place, so what we're doing now with our hiring software is we're noting— we're putting in notes for every teacher that we interview.

We're clearly stating why that teacher is not being hired or why the teacher has been hired.

We're sharing candidates in between schools now because oftentimes we'll have, for an elementary position, we'll have 10 candidates in one school, 3 in another, and we only need one position in the 10, so we're opening that up so everyone can see the highly qualified applicants that we have.

The progress might not seem great right now as you can see from the data, but everybody is working hard to ensure that we get these candidates into the district.

And I also want to say that we'll continue to update you in your weekly reports so you can see the progress that we are making.

And Dr. Godino makes a good point.

You know, rather than when you use such as SchoolSpring, you know, you put in, you know, 2nd grade, you know, at Favero School, and again, you get so many applicants there, so many for another The better way to do this is to bring our principals together to make sure that they're interviewing there, as Dr. Godino said, making notes, supporting other principals.

So we are functioning as a district, not individual schools.

I mean, it makes a difference.

The principals are your hiring agent, make no mistake about that.

But it's certainly— we're looking at better ways to, to save time and to support each other, you know, during these summer months.

We're really taking this opportunity to examine examine our hiring process, and hopefully we will have a better system in place as we move forward, as we make corrections along the way.

Can I ask a question?

Sure.

Just related to the frontline.

So we've had, um, we changed some things a year or two ago, and then we've heard a lot of complaints, but we don't work with that every day.

It's on the agenda again now.

Are you recommending that we stay with that?

Is there changes that would need to be made, and is that a hindrance to some of the— So I am recommending that we stay with it for this following year because we are in deep in the process now.

To change would be detrimental to our hiring process for the beginning of the school year.

We are taking a look, and I've talked to Scott Cabral about intertwining all the systems that we use— Frontline, TeachPoint, Aspen to see how we can— what would be the best databases to use, and if we choose to stay with these, how they interlink and how they speak to each other so we can streamline the process.

That will be what we will be doing over the course of this school year.

So last school year we had had school spring, and I might be wrong on some of the people were applying in 2 different places and we were told it was going to be rectified, and then it was never rectified, I don't believe.

So is that finally at least one?

So you want to apply here, you just go to School Spring or Frontline, whatever it is.

We were literally having applications in 2 different places, which to this committee made no sense.

But we had the administration at the time telling us, oh, it's all set, we're going to do it this way.

And, and then I don't know if it ever got fixed, so I'm just asking if it goes to one place.

Now.

Good.

I mean, it's better than 2.

Yeah, there's still more adjustments we can make.

I understand.

And I understand this last minute that we, we sort of have to approve this, but at least we're looking to make improvements.

So I appreciate it.

And I will come back with recommendations and keep you updated.

Thank you very much.

Thank you.

Dr. Smith?

Yes, uh, going on to summer programming update, you know, everybody is aware we just had a wonderful note from your citizen input about what you provide for your students in a large urban district for the summer.

And I'm here to tell you that it's an incredibly busy time.

You know, somebody said to me— I was up at the high school today, the parking lot was filled, it was a busy hub of activity.

And that's exactly what's happening, you know, throughout the district.

I guess there are about 20 different summer programs already underway or beginning in the coming weeks.

We are going to have a slideshow.

I'm going to just kind of talk.

You'll see it over here.

I can kind of see it, but to give you an idea, some of our highlights of the summer is our MLL Summer Enrichment Program happening at Henry Lord.

The students have been on field trips to the zoo, an unforgettable whale watch.

Tomorrow they're visiting Battleship Cove, of course.

They're also engaged in hands-on science investigations, asking thoughtful questions, working collaboratively, and exploring scientific concepts through inquiry-based learning.

It's been wonderful see their curiosity and excitement throughout the summer.

You'll also see photos from our preschool extended school year program at the Early Learning Center, where our youngest learners continue to develop important academic, social, and communication skills through engaging play-based activities.

Another program we've been proud of— you've had this for many years in the district— is your 21st Century Community Learning Centers, which are operating in 6 schools this summer through your grant funding.

Students are participating in a wide variety of enrichment opportunities.

At Letourneau, for example, 3rd graders were inspired by the novel Espinosa Rising, and they created a Bake It Forward Cafe.

It's a wonderful example of students connecting literacy, entrepreneurship, and community service.

And not to forget, you're showing it right now, is the sailing program, which I think is amazing for kids, certainly in this community.

At Durfee High School, it's the 18th year of the summer enrichment program.

This is a program where Parents pay for their children to attend.

Students choose from 10 different enrichment classes, including junior chef, cosmetology, engineering, performing arts, television production, and much more.

It's always exciting to see students exploring new interests while building friendships and confidence.

We're not done yet.

Next week, the Fall River Police Department will once again host its Teen Police Academy, and in early August, Durfee High School school musicians student musicians will participate in the marching band preseason camp as they prepare for the upcoming school year.

So just again to show the opportunities that we're providing in our summer programs.

Questions or— nope.

I don't know, Laurie and Brian, I know are here.

Any— anything you want to add to those programs?

I know you're out there each and every day.

Okay, enrollment update.

I believe I have Bryken— excuse me, Brian Michael Azak.

No, I don't.

Oh, okay.

Okay, so the enrollment update.

Presently, you know that at your parent information, your parent registration center, parents are coming in to register their students, or certainly at Durfee High School.

And if you want a solid number right now, I'm sorry, because I'm not going to be able to give you— it's 10,271 at this point.

This, of course, is important as you reach that October 1st date for all school districts.

What I don't know is I do not know the information previous years as to where your numbers lie.

So that is that present number on the enrollment update.

I can give you school by school if you'd like.

I think you have this in your folders.

So I'll entertain questions that I can answer.

I thought we were over 11,000 last year.

Oh, I'm sure we're again— Scott, do you remember what our high was last year?

So that's 1,000 less.

At this point, you still have, again, you have people, especially an urban district, you have people moving in, there were people obviously leaving, and the mayor and I talked about this earlier, and, and I'm sure the school committee is aware that this is something happening statewide.

This isn't just the Fall River Public Schools.

We've actually been pretty much stable in a lot of the urban districts, particularly in Fall River.

I think your numbers actually have been increasing.

So it's something that we will watch.

And, and again, I apologize.

I'll get you the figures for the past few years so you can see the trends.

Ms. Riley.

I'm not sure what you're looking at, but I, I know my enrollment right now shows my enrollment minus my seniors, and we haven't rolled the kindergarten in.

So I do think— so that, so that could impact it too.

So hopefully we'll have a better one.

Yeah.

Any questions?

Okay, the next thing I'd like to update, or at least to give you information on, is this past week my team was able to— and when I say my team, I had a number of people attending the MAS Summer Leadership Conference on Cape Cod.

It was hosted— I attended the Urban Superintendent Network meeting on the 13th of July along with Brian Raposa, Amy Bronhard.

I believe we had Stephanie Kennedy, and there— I'm sorry, I think there were a number of other people attending.

So we were there looking at literacy as we went to Mashpee Middle High School, which is where the conference is held from Tuesday to Thursday.

There were workshops, there were updates, the commissioner spoke, we got legal updates.

This is something our team does every year along with teams from every one of the districts throughout Massachusetts.

It's a way of networking.

What we're most proud of is when we have people that are actually presenting.

So that'll be my goal this year.

They start to ask, you know, usually as we start the school year, about programs that we have that we might— that are successful, that we might want to share with other people.

So again, it was an excellent conference, and I'm happy to answer any questions that I can about it.

Okay, and next I'll go on to the alternative school program update.

And this was something that when we last left you, or I believe our our meeting, not our special meeting in June, but our meeting in early June, I think it was on the 3rd, we are clearly spending quite a bit of time, and this will be something that we will be working on all school year long.

So we're looking at 290 Rock Street, we're looking at RPA, we're looking at Evolve, we're looking at our new virtual high school coming on board.

All the while, we're also looking at Durfee High School and the TEAD instruction here to make sure Those are obviously the bulk of your students that we're supporting, and we want to continue to be able to support those students that are overaged, undercredited, giving them opportunities.

So I'm going to ask Dr. Bronhard to give you an update as far as what's happening with our task force, our summer looking at the building.

Dr. Bronhard.

Perfect.

Thank you.

So to start with, thank you to Deputy Legault and Dr. Godino, who are actively engaging currently with FREA and FRAA union leadership through impact bargaining and developing an MOU for the RPA school specifically.

In addition to that, we've had an opportunity to do a facility walkthrough on a number of occasions.

Myself, Principal Monet, Jan Schweitzer from Evolve, we've walked the building looking through the lens of safety, security, and the division of the space.

Mr. Pacheco was also able to connect with the fire marshal through that walk so that we could also identify every single layer of the building having 2 egress opportunities to be able to leave the building and exit for fire safety.

So that was a great visit with them, as well as the structural elements of the building that need to be modified in order to be able to create the divide that we are intending of the building.

As well, we have been able to be the recipients of some of the diamond furniture and the diamond materials that were released, and so we are excited to be able to put many of those materials into the facility of 290 Rock so that we can upgrade in many different ways.

Mr. Pacheco, is there anything else that we should mention in regard to the facility walks?

I think you covered it.

The only— the fire department walkthrough was also accompanied by the building commissioner as we walked in and out of the building.

So we've— we got the green light to do what we need to do and add the additional controls in place for the operation of the 2 active programs, but 3 programs in general.

Can I ask a question on that?

Mr. Aguiar, relative to that, how much is it going to cost for us to do all of the work?

Roughly for the, um, for the doors.

And yes, so most of the models— yeah, so most of the, most of the work is, um, added doors.

Uh, we're probably looking at about $40,000, um, of, you know, adding extra, uh, doors in, um, mid-hallways, things like that, but also making sure that, um, we have access, uh, with, um key card in, in quite a few places.

So, and this is due to having 2 schools in the same building?

Some of this stuff we would have done anyway, but there is— yes, some of it is related to that, but some of it we would have done anyway.

Yes, we can just get a report on that.

Appreciate it.

Thank you.

Sorry, Mr. Aguiar, I just want to just get a report, like, more detailed about what's happening.

The first we're hearing of it is right here.

The next update is in regard to student placement.

So as of June 22nd, there are currently 128 students enrolled at RPA.

Student placement for the redesigned programs at 290 Rock continued to make strong progress throughout the summer.

The administrative team has been meeting with students and parents to identify the educational setting that best will support each student's academic, behavioral, and social-emotional needs.

To date, 34 students have been identified for placement in RPA.

9 students who were formerly enrolled at RPA are projected to attend Evolve, and 3 students are transitioning to Durfee High School, with an additional 13 students being served through the district's virtual pathway.

All of the students have applied for their school of choice, as this is a new mechanism that we are looking to put in place across all of the schools at 290 Rock.

Evolve Academy currently has 123 students registered.

They also will have 10 students shadowing their summer school program next week, and several of these students are additional RPA students as well.

Placement numbers continue to evolve as family meetings are completed and enrollment decisions are finalized.

290 Rock Street administrators are returning from summer vacations, and the focus remains on holding student and parent meetings to discuss the options so that all students are committed by the middle of August.

In regard to staffing, the staffing efforts for the redesigned programs at 290 Rock continue to move forward.

Key leadership, counseling, behavioral support, and operational positions have been filled.

Recommendations have been made for several instructional positions at this point in time as well.

Current recruitment efforts are focused on filling the remaining instructional vacancies.

Including several core academic teaching positions, special education teachers, and paraprofessional positions as well.

So we will continue this work on an ongoing basis, but that is a key focus of the administrators in the building currently.

And as it relates to the education task force that we are looking to launch, our goal is to launch the task force on Thursday, August 6th, and emails to a range of community partners and stakeholders will go out by tomorrow.

So that folks can save the date to be able to join us for the launch meeting on Thursday, August 6th.

Mr. Moniz.

Now, at 290 Rock, how are the students— are they using the same entrance, Evolve?

The Evolve is right now slated for the front of the building, and we have our PA students coming in on the June Street side of the building.

So Rock Street entrance for Evolve and the June Street side for the Evolve students.

For the RPA students.

Doesn't the maintenance use that June Street side?

On one side maintenance uses, on another side they don't, 'cause there's 2 entrances in the back.

And how are we taking care of security on that end of it?

We'll work with the director of security to be able to place staff accordingly around the building to be able to cover all of the entrances.

Okay, thank you.

I have a question.

There used to be a staff member at RPA called a re-engagement specialist.

Is that still on the books, Amy, or is that person not around?

That position doesn't ring a bell from the budget season.

All right, we'll talk later, but it was, it was there before.

Okay, thank you.

Mr. Aguiar.

So I, I would like to get the whatever you just said in writing.

We have received nothing since end of June, so trying to follow along with some of the numbers.

So if I'm a little off on it, I apologize.

But I thought you said something about there's 128 students, and at one time we were talking 60.

Are you talking about RPA or Evolve?

I thought she said RPA, but I, I'm just trying to make sure I'm making sense of the numbers.

I thought 128 students at RPA and 123— 128— 128 at RPA.

And 123 at Evolve currently.

Right, but when we were talking about whether what we were going to do with the programs, the number 60 was, was told to Dr. Smith, myself, and I think the committee.

I think 60 was the number at one point we were referencing who had not made an interest at that time, because the data that we were presenting in early June was the students' interest data to the school of choice, and I believe, if I'm not mistaken, 60 was the number of students we had not yet received a commitment from.

So how many kids last year were in the building in RPA?

I want to say it was limited.

100 and— at one, I think the high was around 170.

But we were told that they were not in the actual building.

They were registered at RPA.

So we had 170 I think the high number, and I don't have that data in front of me, but I think the high enrollment was at 170 students on the books at RPA.

Yeah, just to the superintendent, these numbers are definitely different than what we were told a month ago.

So I just like a full report on that as well as any other questions that have been asked in the past.

Thank you.

I yield.

Mr. Corey.

So, Dr. Brinehart, along the lines of safety and security at at that building.

Are you guys working on a map between the students and RPA?

And we actually have a floor plan that has already been developed, and we will share that with you in the Friday snapshot.

But there is a floor plan that is developed that includes the walk that we just described around the doors and the entrances and the exits to ensure safety and 2 ways out of each floor based on the side of the building that the kids are intended to be beyond.

And as far as the auditorium is concerned, uh, is there a security plan to secure the auditorium so that the murals stay intact?

And we're putting new seats in the auditorium, is that correct?

So the auditorium, we do— we, um, as part of the donation from Diamond Regional, we have their, uh, seating, um, that was located in the, um, in their building.

Um, the building, the The room itself is secure now, so no one's in and out of that particular area.

And until we get it ready for public viewing, it'll remain that way.

So no one's in and out.

And the murals are protected, yes.

Thanks, 'cause we wanna preserve the murals as, you know, as a historical artifact.

Thank you, I yield.

Just one more observation.

Mr. Agar.

Just, just gonna, matter-of-fact speak.

This school committee knows nothing of what was just said.

That's the problem.

It's one of the problems that we have with communication.

I, I didn't hear— this committee knows nothing of the auditorium seats being removed or donated by Diamond or anything else.

There seems to be a lack of communication from the administration to the school committee so that we shouldn't find out on the stage at a meeting that there's plans for that.

I think it's a great thing.

I do think it's something nice.

Just the problem is, is we don't— we're the last ones to get notified.

And it's not your fault.

This has been a consistent pattern.

And all I'm saying is, as a matter of fact, that it's not appropriate for us to be learning new data, new information, and things like that on the stage at a public meeting.

I, I do want to correct you there.

I, I believe I talked about the seats at one of the other meetings, Mr. Aguiar.

We did.

Yeah, I did.

I knew about it.

Yeah, we told— I told us— I told you that Diamond had offered the seats to us and, uh, some of the summer work people were going to be doing the installation.

But I don't, I don't know.

I don't believe they've been donated yet.

Have they been donated, or is this just conversation?

So the, so the seats have been moved.

We just finished the last seats yesterday.

Moving them out of Diamond.

What we've done— what the plan is, is to put together the inventory of what we've received from Diamond, both desks, chairs, teacher desks, teacher chairs, and the auditorium seats, is the main crux of what the donation was.

We do have some tables.

We received some donations from the LPN program from Diamond that was is relocating out of its current location, and, uh, we will put together that entire list of donations along with another list of donations, um, that we received from a, uh, a city business, and those will be on the next school committee agenda.

Okay.

Um, summer facility update.

Mr.

Dice.

Oh, Mr.

Dice has his hand up.

Mr.

Dice.

Um, Mr. Pacheco just answered my question with The last comment you made.

I got one more comment, Mr. Aguilera.

So we did.

I do recall when we talked about potentially moving the RPA students to the back of the Pace Center, and in your presentation of whatever you had prepared to try to shoot that down, even though you said you didn't know about it, you did mention something about some seats getting nothing was formal to this committee from the superintendent or Mr. Chico related to the seats or whatever's at Diamond.

There's bigger issues in that auditorium than just putting the new seats in, and it's been locked for a long time for a reason.

And at that time, after that meeting, I asked for the information about asbestos reports, about mold, about any of these other things.

They still, to this day, still haven't received it.

But the point is, the school committee should be involved in some of these discussions, and they weren't.

I yield.

I, I do want to correct you.

I did not— I was not prepared for anything related to the alternative school.

That was dropped on me that night out of the blue.

I had no presentation prepared.

I'm sorry to disappoint you, but that was all off the cuff.

Oh, great.

All right, so you're requesting things that, again, I will work with my team, but I just want to be clear.

These are things you're asking for— asbestos report.

Can I have a list of what you're looking for.

I, I'm not aware.

I'll have to look back.

I refer— I just would refer you back, Madam Superintendent, to my email dated June 24th and the 3 follow-up emails since.

Thank you.

All right, the day after the meeting is when I asked you for some of this information, and it was June 23rd was our meeting.

So on June 24th is when I sent the email relating to the facility itself.

Correct.

Okay, how about the summer facility update?

Okay, uh, Mr. Pacheco.

Sure.

So we have, um, 17 active construction projects— 16 active, one, uh, which is the green energy, um, renewal project.

We do have some, um, a couple of snags on, on, uh, on the paper side of that project that we're working through, but that project will be very shortly started.

Of the 17 projects we have, it's 10 different buildings, 2 big playground construction projects, and we do have 77 classroom moves, some internal and some external moves from school to school and some within the schools themselves.

Those— the work— and, and I'll just highlight a couple of them.

One of the projects, playground projects, is the, um, the inside courtyard area at Henry Lord, which is currently start— it started actually today, um, with that work.

There's a crane in the back of the building that's lifting everything in and out of that particular playground as it's being built.

The second playground is at the ELC in the turnaround in the back of the building.

We have a half playground being built there for trikes and bikes, which was on the agenda at the last meeting.

We also have, as part of the major projects, the ELC.

Lots of work at ELC creating extra classrooms, putting some floors in, a lot of in-house labor at ELC providing that particular work.

Viveris, we have some work in the library.

290 Rock Street, the work that we had talked about as far as access doors and control doors.

If I could just go back for one second, um, the donations are happening, and, and the reason why they're happening at this particular time is Diamond's ready to do the demo, so we had to get some of this stuff out relatively quickly.

I had to put some of these things together with our own people and with one mover for the, um, for the auditorium chairs.

There are no chairs installed.

Everything is at the, um, at the 367 address, Ray Street, which is Pace.

So all of the stuff that's been donated is there.

We do have what we asked for.

There was some additional stuff uh, from both, uh, places where the donations came from, and that complete report will be on the next, um, meeting.

As part of, uh, the playground— we, um, I'm sorry, the projects— we have Henry Lord, um, receiving some work on the inside of the building.

Doran, uh, we have some classrooms that we're building.

Spencer Borden, some office space, uh, and, uh, classroom renovations.

We do have, um, some work at Stone.

Now that ELC is moving out of Stone, we have some classroom work that we need to do in the lower level there.

Talbot has some work in classrooms that we're working on.

And Watson is— we're renewing a security area in Watson to allow for better access to that building.

And again, as I mentioned before, the green project, which is a total of about $3.2 million worth of energy-related equipment.

The— oh, absolutely.

I'm sorry about that though.

So there is one more, the Wiley School.

We're emptying the Wiley so that the city can start showing that property for resale.

We do have quite a bit of stuff that's been taken out, but we also have quite a bit of stuff that we've salvaged from that building, a lot of file cabinets, Uh, some tables, chairs, desks, um, and those supplies have been moved also to 367 Ray Street so that we can distribute those across the district.

The hope is to have the Wiley ready by mid-August.

Mr.

Chair, I'm— Mr. Dyson.

Oh, I'm sorry, one more.

Sorry.

Um, the Morton power washing.

So we are washing the outside of Morton.

Which was something we had planned back in March, and we needed the building to be empty.

We also did some painting on the fencing, railing, and other items at Morton.

Mr.

Dice.

Thank you.

On the Wiley School, this committee took a vote, I would like to say maybe a year ago, to transfer the property back to the city.

Yes.

When the school committee took that vote, that's not auto— that's not an automatic switchover to the city immediately.

It's in this— it's— I mean, the vote was taken, so switching over to the city, it was our responsibility.

When I was on the city side, I inherited all of the mess that was left for me.

Um, so I am cleaning up the school department mess, and then we will turn it over to the city.

Empty as opposed to what I received when I went over to the city side.

So I guess just in terms of a procedure aspect, school committee takes a vote, turn it over to the city.

Is there something that needs to be signed off either by yourself, the superintendent at the time, to turn that building over to the city once we take the vote?

The building was voted to move back to the city by the committee.

That's as far as the school committee, um, piece needs to be done.

So it technically is on the city side.

We do have cleanup to do on the property on the outside and also finishing up on the inside to remove, um, all of the items that we used in that— put in that building for storage.

So it was one building that we used top to bottom for storage.

Was the building— I really don't know the answer to this question— was the building— is the building currently winterized?

The building has no water connected to it, and the electricity is on, but that is it.

So my question is whether it's a small amount, whether it's a large bill, did we receive over the past year after our vote any bills from the city for utilities or from electric company, whatnot?

We would have a CSO bill that would have been from the day that would have had to been prorated while we owned it until the day we turned it over by this committee vote.

Aye.

And that's on the C, uh, on the, uh, CSO.

Thank you.

Uh, Miss Stewart, as far as Wiley goes, we've also been paying the stormwater fee for a couple thousand dollars for the year too.

I only just learned that because I signed it and I was asking the question on— I didn't know that we still had Wiley, but we still pay the stormwater fee, which is a couple hundred dollars a quarter.

But Mr. Pacheco said it's prorated.

So it will be prorated.

I, I'm sure that the bill came through in for a full year.

Um, that bill would need to be prorated on our side.

Thank you.

Yes.

Okay.

Okay.

Also, Morton, we have no sign on the front of the building.

So right after the power wash, the, the letters will be put up over the main entrance.

Thank you.

You're welcome.

Uh, summer facility update he just gave us, and last is the State budget.

Oh, can we just get through the superintendent the list that Mr. Pacheco was reading off?

So we typically get one that we can just review on our own and ask questions afterwards.

Thank you.

State budget update.

Scott, are you going to do an update on the technology as part of the facility?

I'll keep this brief.

Technology, along with operations, is putting most of their efforts this summer into the Conley project.

Uh, all the work is being done in-house.

Uh, second floor, we needed to run new phone lines to each classroom.

Each classroom now has a wireless access point as well as security cameras on the second floor.

Um, the interactive panels were ordered at the end of last fiscal year.

Um, they hope to arrive the third week of August.

Um, and the big piece on the Conley project is we're waiting for the permitting for Crown Castle to get our dock fiber over across Salisbury Street to connect that building in as well so that we'll be able to turn off the Comcast connection that currently resides at that building.

We are in very good shape at Conley right now.

We also have some other district-wide things going on.

Letourneau and Watson, we are replacing the card readers so that we can again get them all in line with the new Verkada system.

We have all of the junior technicians and some of the summer interns going through and wiping down Chromebooks, repairing where necessary.

We are in the process of procuring a new PA system for the Talbot Middle School that will be installed in-house as well.

I am finalizing the E-Rate piece for this school year.

You all received where we're going to go with that.

We're going to be replacing networking equipment this year at Morton because it's the older equipment in the fleet.

So that should start to begin around October, November.

We will be expanding the network at 290 Rock Street.

The network there is maxed out, so we'll be adding a network closet on the 4th floor.

As well as adding an additional one in the basement.

That will all be done in-house as well.

We will be also adding 2 network closets at the Henry Lord School.

Henry Lord is the only building in our fleet that has one closet for the whole school.

So we're gonna bring that to current 2026 technology.

We'll have a closet down in the auditorium area and then one up on the second floor.

So that we're able to expand cameras, access points, phones where necessary.

And then another big piece that we're working on is the visitor management software by Raptor.

We had demoed it.

So now if an individual comes into a school building, their ID is scanned, it prints them out an ID, and it has a time little stop sign on there.

So if the individual says they're here for a 35-minute IEP meeting, it'll turn red and say stop so a staff member can stop the person in the hall if they got lost.

Or such, and it also is doing a quick background check on the person coming into the building so we don't have to allow entrance to that individual to the building.

So that is going to roll out district-wide.

We're going to start at the high school because that is where the most visitors flow in and out of, but I will work closely with Mr. Ventura and my team to get all of the systems out there.

We intend to have the high school up and running for day one, and we will be bringing the middle schools on for the start of September, and then the elementary schools as we get further into the school year.

And then the last piece that I'll give you some information on is the SIMS team is working on schedules, enrollment numbers, getting ready to roll over for the new year.

Mr. Michael Azek and his team, as well as the redistricting piece.

Um, so as Dr. Smith said before, the numbers are fluid.

Um, I will share with Dr. Smith for a Friday email, we do have a document that shows historical data from school year 19-20 to present.

Um, Brian is texting me, uh, some of the information, so we'll forward that off so you all have some historical, you know, a look at those pieces.

Um, and other than that, we're just continuing with the technology as we do every summer to make sure that everyone is ready for the start of the school year.

Thank you, Mr. Crowell.

Mr. Aguiar, you mentioned schedules, uh, you mentioned schedules and, uh, things rolling over and the like.

What is the timeline for all, uh, schools to have their master schedule done?

Um, so we were hoping for sometime in July, but I believe that Mr. Michael Lasek is hoping for the second week of August to be pretty close to his finish line.

He every year uses an analogy of he starts in Massachusetts and makes his way to the West Coast.

He's somewhere in the middle of the country right now with his analogy and his team.

We're just waiting for administrators to get back so that they can clean some stuff up in their schedules and we'll do the rollover and then you'll start to see all that info flow.

And the administration concurs with that?

So by August 14th, all master schedules will be complete?

I don't know that they'll be 100% complete because don't forget, they get completed, we make changes.

So he's hoping that the bulk of the heavy lift— I'm really not asking for the technology side, more instructionally.

We've always had, for years now, we've had always a certain deadline and then it's last minute and we're rushing around to try to figure out why don't we have schedules.

And then we always say, well, Why can't we do this?

And then last year we were told by the administration we were going to tell the principals, don't— you're not going on vacation or anywhere else until it's done so that it's done.

And then it never happened because inevitably the end of August, which is still trying to figure out master schedules.

So now it's not so much on the SIMS and technology side, but on the functional side of being in a school.

There's got to be a date certain that principals have been told your schedule's got to be done by X date.

I'll work with Mr. Raposo and we'll get an update to you.

Anybody know?

Is there a date certain?

We'll have an update as soon as possible.

Thank you.

And just curious, the date certain last year was when and this wasn't done?

We were told that it was I'm paraphrasing, but it was around the time of before everyone goes away, like you get your schedule done, like not 100%, but like 98% done before they left.

And then so you're not chasing people in the summer trying to figure out who's here and who's there.

That, in my knowledge, did not happen.

So then I believe that there should be a date certain on when it's expected so that at least once it's ready to turn over with Sims and whoever else, it can actually flow.

But we were really last minute for the past several years.

Okay.

In addition, we also had another issue with master schedules where we used to have to pay people consultant fees to actually create the master schedule, which I hope is not happening anymore.

Thank you.

The state budget update, Dr. Smith.

Yes, a couple of things have happened.

You know, we received a report around July 10th, again from our association, MASS, I'm sure you're aware that the minimum aid was $160 per pupil.

There has been additional money, I believe it's about $100 million for aid to education.

So we'll watch that process.

That being said, I thought it was interesting.

We received a letter today also talking about municipalities.

Mayor, you may have received the same letter.

And it talks about the administration, the governor, the lieutenant governor looking at the rising cost, as we all know, of healthcare, of education, of public safety, of infrastructure, you know, supporting our schools.

Also the uncertainty at this time about a lot of our federal grants.

So budgeting has been difficult.

We're going to watch those numbers very carefully.

I'm pleased to see that they're going to be looking at the Foundation Budget Review Commission again, bringing it back.

You will know that that happened back, I want to say, in 2013-2014.

They spent a number of years.

They finally passed the Student Opportunity Act in September of 2019.

We actually talked in our retreat about our goal of advocacy, not only with our urban counterparts, also with our South Coastal counterparts, and putting together— because you are kind of the big kid on the block around here, meaning Fall River, with a lot of the small towns— hosting a breakfast, bringing in our legislators to put together a legislative advocacy agenda to talk about the support that we need for our multilanguage learners, for our special needs students, looking at Circuit Breaker, looking at transportation.

So make no mistake about it, it's important for us to lead and to make sure that, you know, we're speaking to our counterparts, school committees, superintendents, as I said, and holding our elected officials accountable to do what they can to bring funding to schools.

The other thing— and I see you, Mr. Dyes— let me just finish on the numbers.

Um, also, your circuit breaker is funded, uh, at 75%, and I believe transportation or the reimbursement is 68%.

I'm looking at you, Aldo.

Thank you.

So 67.5.

So again, just to kind of give you an update as we watch for the state budget to be finalized.

Sorry.

Thank you.

Mr. Diaz.

Thank you.

I know my colleague, the vice chair, um, has on several occasions has brought to the administration's attention the usage of a legislative breakfast.

I know myself, when I was chair of Parent and Community Outreach last year, we made a referral to the full committee and the committee voted to have a legislative breakfast.

Unfortunately, it wasn't fulfilled by the administration.

My question is for you, Superintendent.

Do you need any direction from the committee or is this something that's in the works to have in the near future?

Well, my plan would be to— again, we are part of the Urban Superintendents Network, we're part of South Coastal, so I will bring that.

And I would like to be able to, if you want to approve us to host it, you know, like I said, you know, we're one of the— obviously the larger city, you know, in southeastern Massachusetts here.

So we'd like to be able to invite, you know, our counterparts to take place in that.

Also, and I think I've talked about this previously, our own advocacy with— I talked about State of the Schools with our city council.

So that'll be my plan.

I'll continue to talk about that.

I'm talking to my communications director about making sure that we're putting together from each of our schools, each school individually, each department, so that we can take a look as we plan for the budget, not only with our new CFO to come up with a calendar of dates and expectations, but also to go before City Council, talk about a state of the schools address.

I'd like to do that before the end of November.

Also like to have opportunities before we go into budget season to sit with our City Council and again, just to start to talk about some of the challenges.

We'll start to see some of the figures coming up before we actually go into our budget season.

I think just to add to that as well, I think we have a policy on the books where we designate every year a member of the committee to serve as the legislative liaison, or it doesn't necessarily have to be a member of the committee.

However, I think it's important that you have a member of the committee, um, be the school committee's representative if you're sending out letters, if you're advocating for, um, for different initiatives to come here.

So maybe at some point I think we need to take that vote to appoint someone again in the near future, but I think it's something— I think it's a role the school committee and the administration hasn't really taken that seriously over the last few years, and I think it's something that'll be beneficial.

I yield.

Mr. Aguirre, you mentioned the $100 million that was discussed.

What is it exactly are we going to get from that?

I believe it's at $112 you're looking at per student.

I don't think it's complete.

$112 per student.

There's roughly 1 million students in the state.

So that's where the governor's put legislation in.

I've been doing my research to find out whether it'll be added to Chapter 70 so that we'll have it every single year, or whether it'll be a one-time payment.

So far, it looks like it's a one-time payment.

But I'm really hoping that they add it to Chapter 70, becomes a permanent part of our budget.

I thought I heard something about minimum aid, like they're changing the formula for minimum aid.

But we're not a minimum aid district, are we?

This is above that.

We don't want to see that.

We don't want to see it go to minimum aid because we're not— we won't receive anything.

No, this is above that, Kev.

This is another set of money.

So minimum aid, they are changing though.

I believe you're right.

But I thought at the same press release or whatever it said we're coming up with a supplemental of $100 million and it was going to be minimum, you know.

So, um, I would just like to make sure that before we before we count the money or use it, that we actually get it, because lately there's been a history of we have press conferences to say we're going to bring money in and then there really isn't money, but we still— we don't come back and say that.

Correct.

You know, if it does come through, it's about $1.4 million.

So how much would it be?

It'd be about $1.4 million if it comes through as separate aid.

If they put it on minimum aid, I don't think we'll see anything.

And you're saying that they are doing which?

Do you know?

Did they advocate— like, is there any kind of further info?

Or there's the mayor saying in my— yeah, he's saying it's above— it's not minimum aid.

So I, I was told it was different than minimum aid, but I don't know how it is.

Flexible.

It hasn't gone through the Senate.

It hasn't gone through the House.

It's a proposal, $100 million that the governor wants to give back to the school students in Massachusetts.

So let's see where it ends up because it says flexible education.

Funding for school districts.

Right, so to your point, the colleague's point, now is the time for us to be advocating with a letter and meetings with our local people to say, if you do it as minimum aid, we get zero.

Not just sit back and wait and let's see what happens, because if we do that, we could get zero.

Right, it sounds like since there's roughly a million students in the state and the governor announced there'll be $100 million, It sounds like everyone's getting it, but we have to wait and see what they pass.

I guess my question to the superintendent is, how do we advocate?

You get what I'm saying?

I do.

We can certainly put together a letter, something to say, let's just not let us— just like they do with transportation.

They'll add money to regional school transportation and we get zero.

So like, that's the same type of theory.

We can't complain that we don't get it when they say they're going to have money and we just say, okay, give it to everybody else.

But not to us.

Like, we have to be more, uh, aggressive and active, in my opinion.

I yield.

Thank you, Mr. Corey.

It's, uh, it's, it's pleasing to me, Dr. Smith, that you, um, raise more awareness about it's time to advocate now, and I'm in line with that.

And I realize just how much you worked, uh, in the past toward the Student Opportunity Act in '18-'19.

Uh, we did also here in Fall River.

We had a very strong delegation, and I really would like to see— I haven't heard anything clear coming out of the state legislature in regards to maybe the continuance of such aid, but I really would like to start advocating loudly for it.

And I'm very pleased that you proposed that tonight.

I'll be in full support.

Thank you.

One more comment.

I know we're talking about state budget, but we're talking about the retreat and advocacy and the like.

At the same time, the city is not immune from this conversation as well.

So we advocated as a school committee, we voted for 101% of net school spending, just like we're advocating to the state because we have needs.

The same thing would be the city.

We have to be just as aggressive with the city relative to 101% or more than just the bare minimum for funding, and that we just can't forget about the city in I yield.

Thank you.

Okay, last, uh, thank you, uh, Dr. Smith.

I don't know what we have to do with this.

This was a travel request that ended 4 days ago.

Motion— I have a motion to approve, to accept, and place on file.

Second.

I have a motion and second.

All in favor?

Aye.

Opposed?

Mr. Chairman, number 5.

I'm sorry, approval of minutes.

There is no— there is no number 5 agenda.

The agenda, there's no minutes on there.

There's no minutes.

All right, the, um, only question I would say, I know we took a voice because this is an awkward— it came in after, after, but technically speaking, if we're going to approve travel, we should verify that with a vote now just to say approve their travel.

So I make— let's give it a roll call.

Mr., uh, discussion?

Do I have a second?

There is a second already.

Oh, there's already a second.

Mr. Dyson.

Thank you.

So just want to make it clear from this before I go into my comments, I'm not opposed to this travel request at all.

And I saw the news coverage on it and I saw what it was about.

And this is something great that's for the Fall River Public Schools.

My issue is, and something we need to take a look at, is the policy.

If there's something that comes in the ranks, like in before we can have a school committee meeting and we approve it, there needs to be something in the policy that allows the administration to just go ahead.

Because my issue as one member, if we start allowing the administration just to send us an email asking us to approve these travel requests in an email, or just approve without formal approval of the committee, we, we tend to go into a slippery slope.

If we— we need to expect the administration to follow the small policies as we would expect them to follow the major policies.

I made that clear in an email.

My only question on this travel request— so I know this says on here that everything's going to be covered by the organization, organization is going to be covered by the organization.

We've been told that in the past and that hasn't always been the reality.

So with that being said, there's nothing that's going to show up in the warrants a month or two from now in terms of food or anything that, that's not covered by the Smithsonian that we're aware of?

And just so I'm clear, we're clear, I did ask this question in a Sunday night email, just so we're clear.

Continue.

May I respond?

Mr. Aguilar?

Yeah, just, I would agree with Mr. Diaz on trial and policy.

This particular case, though, I do think was different.

This came in after our meeting of the 23rd.

To no fault of anyone.

Nobody was hiding it.

Nobody was doing anything.

So out of respect to the committee, which I appreciate, they asked us to just say, what should we do?

I responded right away saying yes, as long as it was not just held, you know, in abeyance for whatever reason.

This was sort of an awkward situation, but I concur that we should follow policy.

In this case, I'm supporting it because— and I did before— because of the timing.

It was just a timing mechanism.

And we have to allow some flexibility for some of these programs.

Last minute you get a grant, you're going to send 4 teachers to training or whatever, go for it is the way I say it.

Just don't do it, forget to put it in, don't do it.

That's not what this is.

This was a timing mechanism, so that's why I'm supporting it.

Thank you, Mr. Zayas.

Separate from— I think there's 2 separate issues.

So separate from this, just so we're clear, just nothing— this is all covered by the Smithsonian.

There's nothing that's going to show up in the warrants that is contrary to this agenda?

Yeah, the only thing— if I may— the only thing I'm aware of is I know that this particular travel included, I believe, breakfast and lunch.

I don't think dinner was included for this particular travel, so I can follow up with the team.

Um, you know, Dr. Smith, that would be— and that's, that's fine.

I would just say going forward, for transparency purposes, let's just say there's a $40 stipend per day per meal, just so we're all kept in the loop.

Absolutely.

I— yep.

All right, can we call the roll on the, uh, approval?

Mr. Agnew?

Yes.

Mr. Dyes?

Yes.

Mr. Corey?

Mr. Moniz?

Yes.

Mr.— Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Cooper?

Yes.

Acknowledgment of donations, item number 6.

Motion to approve.

I have a motion to approve all 4 donations.

Do I have a second?

Second.

I have a motion and a second.

Before the superintendent reads them, Deb called the roll on that just to be sure.

Mr. Agnew?

Yes.

Mr. Diaz?

Yes.

Mr. Corey?

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yes.

Do you want to read the donations?

You want me to do it there, Dr. Smith?

It's up to you, Mayor.

Go right ahead.

Thank you.

On behalf of the Green Elementary School, Principal Elizabeth Dunn requests acknowledgment of 10 children's bicycles valued at $530, a donation from My Brother's Keeper in North Dartmouth.

This donation will be used as an attendance initiative to promote good attendance for students.

Number 2, on behalf of the Green Elementary School principal, Dr. Elizabeth Dunn requests acknowledgment of high-quality English and Spanish supplemental literacy resources including fiction and nonfiction texts and Instructional Needs, a donation from Anne Abatasorzuk, a former New England representative for Okapi Educational Publishing.

The donation will support multi— multilingual learners and bilingual literacy instruction through the Multilingual Learner Department.

On behalf of the Director of Grants, Derek Farias requests acknowledgement of a free ride on the Fall River Carousel.

And a small ice cream to each student, a donation from Red Oak Hospitality.

This donation is to support the 21st Century Learning Center's Battleship Cove summer field trip we just talked about earlier.

And on behalf of the Health and Physical Education Director, Dan Fitzgerald requests acknowledgment of 20 bike helmets and 7 handheld stop signs, a donation from Truesdale Health Foundation and Mass in Motion.

This donation will be used for students in Fall River Public Schools that need a bike helmet.

The handheld stop signs are supplemental to the walking school bus issued stop signs.

Thank you.

Item number 7, approval of grants.

We have 4 grants, and we usually ask if anybody has a hold on any of those grants.

Motion approved.

Second.

I have a motion to approve all grants.

All in favor?

Aye.

Opposed?

Unanimous approval of contracts.

We have a number of contracts today.

Um, we— our first batch are called grant contracts.

We have a whole cartwheel.

Hold cartwheel.

Okay, holding number 4, Mr. Aguiar.

Motion to approve the others.

The other 3.

I have a motion.

Do I have a second?

Second.

I have a motion, a second on the other 3.

All in favor?

Aye.

Opposed?

Unanimous.

Mr. Aguiar-Cartwheel.

My question, I saw some of the meeting on the subcommittee meeting and I was a little confused with the amount of seats.

We're adding seats, but we didn't use all the seats, but then we had carryover seats.

Just looking for some clarity on why we're adding more.

Hi, um, so we are looking to purchase 151 to 200 seats going into this school year.

Over the last couple of years, we— the first year in the contract with Cartwheel, we were able to roll over 25 seats that were not used.

But this year, as we looked at the data as well as through the end of the school year, we pushed out a parent request post and we saw a pretty large number of families request counseling support for their children heading into the summer.

So as we enter the end of our contract this year, it is looking like we will be utilizing all of the seats in this year's contract as well as the ones that were rolled over.

So we are fully utilizing our contract this year, which is why we were looking for the increase going into next year.

As was mentioned in some of the backup, Cartwheel is also putting together a number of specific care groups Those include the school avoidance program as well as a program for our young elementary students who are struggling with dysregulation in classrooms.

So we really are excited knowing some of the challenges we've faced as a district, that we will have a direct support in a specialized program through Cartwheel in addition to the individual tutoring— excuse me, individual counseling sessions as students' needs arise over the course of the year.

So how many do we currently have?

You're saying you're using them all?

Like, what is the— 150 for this school year.

And that was the limit of what we had this year?

We paid for 150, or is that with the 25?

Was that with the 25, or what are we— That was with the 25, yep.

So I wonder whether we're— I mean, it seemed like I, from the pots I watched it, The language piece, I think, was one of the most important parts for me, which I thought was good.

But I— what I didn't hear was the use of being sort of a last resort, like when you can't find somebody that can do the counseling in your native language.

I could understand that, but it— as I was watching it, it appeared to me like as if this is sort of a first option rather than a last option.

So it's a primary option for us too because of the fact that counseling appointments are a range of times.

They carry us through 7 o'clock at night for families that need that support and don't have transportation, as well as counseling appointments available on the weekends through the telehealth model for families that are in need.

So this service, as well as the services that are local with all of our local organizations that we partner with, we are really looking to meet the needs of our kids and families.

And so whether it's in person Cartwheel would not be the primary option for a family, but there are a range of needs for families that Cartwheel has met the need, and we want to be able to continue with that.

So you're saying that as currently instituted, Cartwheel as a district's proposal is a primary option for counseling along with every other counseling organization within our community?

Yeah, I, I personally, I, I don't agree with that.

I think we have to utilize our local community partners first, and then when there's some issues, which there is definitely issues in this, you know, in the need, there's a need out there, but at the same time, it shouldn't be the primary resort to have Cotwheel doing this.

It should be a regular agency or individuals or whatever it is.

At the same time, we're paying them, and then are they billing The insurance?

So we pay them and they get paid billing?

I didn't really see the backup on it, but it might be in there.

There is an insurance component to it as well.

So when we're paying whatever the $97.50 is, what is that for?

If I'm private MassHealth and I go and call this number and I sign up for weekly counseling, they're billing MassHealth for that service.

This is in addition, we're paying them $97,000 for like overseeing it.

What's the, I guess, the breakdown of, is it just for administrative stuff or is it actually for the— for the immediate service?

As you know, Mr. Aguiar, across the counseling agencies we do not have immediate service for all of our students, as well as the extended hours, the programming.

Cartwheel also has offered us the webinar series So our families also engage across the webinar series, which we have had a large number of families engaging in.

They also have offered us pro bono spots within this contract.

So for students who do not have insurance and are not eligible for MassHealth, we are able to leverage those counseling spots for those students and families as well.

So there's been a range of family counseling as part of some of the school attendance and avoidance program pieces.

And the flexibility of the scheduling has been a primary need for the families that have engaged in Cartwheel.

I'm just curious, so just where does the $97,500 go?

Is it just to pay— do they have like a director or something that is on call for us all the time?

Yes, we meet monthly with them.

So we meet monthly with Cartwheel to be able to review our data, review our conversion to care rates, and make sure that students and families are continuing with the program and finding success.

So we do get a range of supports locally as well.

But it's not— but this $97,500 is not paying for the counseling, I guess.

I'm just— I believe there is a component to it, but I would have to get back to that specificity piece for you.

So it sounds like we need a breakdown of the $97,500.

So when you contracted for these services, the $97,500 covered— can they give us a list of everything that it covers?

I can provide a summary of the contract, which was already shared as well, but I can provide a summary of that.

Yeah, I just, uh, I really think it should be the last resort.

The language I totally get, and I think there's definitely a need for that.

First, primary, we shouldn't be pushing forward with just going to this agency.

Maybe we should push forward, and we're already doing that.

I'm not meaning to say that we've not, but we have a lot of other services providers that— are we pushing them like we push these?

So like, for instance, if you said we reached out to Cotwheel and we did some— I can't remember what you said, like advocacy or trying to like reach out to parents.

For Cotwheel to get like, call this number if you need counseling.

Well, did we do that for Family Services, Child and Family?

Did we do any of those?

Like, I'm not just— I'm not looking for an answer, but that's what I'm saying.

Or is it just Cotwheel is getting free rein to— we're going to advertise Cotwheel for this online counseling.

But what did we do for our local folks to build those relationships in a similar fashion is my concern.

With that, I yield.

Thank you.

Okay, Miss Riley.

I'm sorry, Miss Riley.

Sure, I'll just add another benefit to Cartwheel is that it's telehealth.

Not all families have transportation and the ability to get to counseling.

Um, I have been on their webinars.

I, I do think it's more than what we're paying for.

That $94,000 is the professional learning they're giving your staff monthly in those case meetings that they have.

It is that they oversee the program and make sure if we have a student that logs on and needs Urdu as their language, they're the ones who do the work to find a counselor who can speak that.

So there, there are administrative costs to them running the program.

In the end, I think for the number of seats we have, Mr. Aguiar, I think there are plenty of other kids who do in-person counseling.

I do think this is a good option for those families who can't get to a place because they don't have transportation or that language barrier.

I don't think it's a large number of seats that we're using.

And just, I didn't hear you mention it, but does our staff have access to Cartwheel?

We did not purchase the staff seats this year.

The last time that we did engage with the staff seats, we did not utilize all of them to the end.

And because we have the employee assistance program where counseling is also part of that, we chose not to invest in that I just know that's another option.

I didn't know you were using it.

Sorry, I yield.

Thank you.

Anything further on Cartwheel?

Motion to approve.

I have a motion.

I have a motion and second.

All in favor?

Aye.

Opposed?

Opposed?

Um, one opposed, Mr. Aguirre.

Next up we have 25 miscellaneous contracts.

Mr. Diaz, I'm sorry.

So I'm placing holds on Buckley Elevator, Delta Elevator, NextGen Supply Group, Metropolitan Pipe and Supply.

Um, oh, so you want the first 4 held?

Okay, go ahead.

Actually, the first 6 held.

First 6 held.

And then the 2 Frontlines contracts.

Yep.

And, um, that's it for miscellaneous, um, for all 3 old ones.

Yes.

Anybody have any other miscellaneous contracts?

Which one?

Parent Square.

Parent Square.

Okay.

Mr. Anguilla.

I just have a question when we get to it.

Any other holds right now?

Miss Stewart.

I just have a question on the elevators.

Why do we have a whole different one for Durfee?

Same question.

Durfee.

We have 2 different elevator companies.

Why do we have a whole different one for Durfee?

Durfee Elevators are a different company.

So sometimes for us, sometimes when you're dealing with the manufacturer of the elevator and a service company that's dealing with that manufacturer, the cost savings on the parts are normally there.

So if we go with generic, which some of our buildings generic is okay, then we wouldn't go to that national brand, so to speak.

But with Durfee being the newest building, the technology in those elevators, I'm best fed with a person who is doing that work.

Okay.

And then I have another question.

We get a lot of service done for our elevators.

I sign a lot of stuff for elevators.

What's the process that they go— like, is it a monthly check?

Is it just whenever there's something broke?

Some work is, um, is preventive maintenance, um, and some work is, uh, based on elevator inspections.

So part of this is elevator inspections also.

They have to be present for an elevator inspection along with quite a few other people for each state, um, elevator inspection.

And then some of it is depending on age.

Some equipment wears different in different parts.

So elevator, um, Elevator bills, as you've seen, can range from a small $1,500, $1,700 all the way to major parts, which could be in the thousands to repair.

However, most elevators and most repairs are much cheaper than replacement.

And then going down, a building like Durfee has quite a few elevators, but there are buildings we have that only have one elevator.

And it's paramount that we have contracts in place so that we have a set amount of time that they need to respond when we call them.

And do they usually— are they pretty good with coming when we need them?

So all of them follow that timeframe, which is how these projects usually get bid.

And in state contract situations, it's part of their state contract.

Okay, I yield.

Thank you.

Okay, so we have the first held.

I mean, the first 6 are held.

Mr. Diaz, Mr. Aguiar, Parent Square, and 2 Frontlines.

Motion to approve the others.

Motion.

Second.

I have a motion and second on the others.

Um, all in favor?

Aye.

Opposed?

Unanimous.

Starting with number 1, Mr. Diaz, Buckley Elementary.

Thank you.

I'll take 1 and 2 together because it's actually what Miss— this is going to quickly piggyback on Mr. Stewart's question.

So I guess where the confusion comes in when we're looking at the backup is in the contracts it says that both these companies handle across the entire district, but it appears that Delta does more Durfee elevators and Buckley does the rest.

Yes.

And is it— do you keep it in the contract that they can do all just for that versatility?

So some of them are very specific and don't do all, and others are more of, as I said, they can deal with quite a few different manufacturers.

The older elevators are a lot different than the modern elevators, the brand new elevators, so to speak.

The last 5 years, 7 years, we only have a couple of buildings in that timeframe, and those buildings we try to stay with manufacturer-specific work.

Um, so I guess when we put out— when we— I'm not sure if we put out like an RFQ or how we, um, solicit their, um, their services, but I guess for Delta— so Delta, as you just said, handles, um, more of the newer elevators.

They handle a lot less, um, of like a payload than, than Buckley.

Buckley, as you see through the warrants, they're our main company.

So if My only question is, if— do we get some sort of discount, or not discount, but is there less money if we, um, don't include all the schools in the bid?

There really isn't.

And what you mainly look at with elevator companies is service time.

So we, again, we have buildings that only have one elevator, um, so we want to be sure that the response time is one of the most important pieces of the elevator contract, and then locking in on, um, on, uh, number one, that response time, but number two, on the manufacturer's, um, parts.

So we try not to— we stay away from generic on certain elevators, and other elevators or other parts on an elevator may not be a, um, a manufacturer part needed.

So I understand.

That, and that's where we do the separation between those companies is almost right down the line on that.

I'll make a motion to approve Buckley and Delta.

Second.

I have a motion, a second on 1 and 2, Buckley and Delta.

All in favor?

Aye.

Opposed?

Unanimous.

Next one up, Mr. Dian, says Next Gen Supply.

So, um, I'm just trying to— let me just pull up the Contract.

So I might— so the way I read this, this is a blanket just to be able to get the support applies throughout the year.

Um, just trying to understand, um, just trying to cross-compare from a prior year.

And I just, just to be clear for the public at home, I did ask this, um, prior.

Um, do we, do we have like a, the budget amount, how much we expend, expended to the actuals?

Like, is this like enough?

Is this too— is this going to be too much or is this not enough?

It should be.

So we usually use an average when we're putting blankets like this together, and depending on if we're changing any of the product, that would probably be any change we would have.

But some of these companies, for instance, we just changed the dispensers for toilet tissue, so those dispensers were replaced at no cost to us because the product line changed.

So that was done throughout the district in every building that was part of this new deal.

So this is an average of what we would normally use in, you know, year to year.

So this is the same amount we used last year, this $480,000?

Yes, just about.

And it was enough, yes.

So, um, do we— didn't expend all this $480,000 from what I'm hearing last year?

Yeah, it was close.

It was close, but there might be items that we wouldn't have.

So for instance, we may pick up, um, from, from this particular company, we may pick up other items that are not necessarily, uh, listed as the $480,000.

Uh, we may pick up mop heads, um, you know, micro, um, Clots, things like that.

I yield.

Motion approved.

Second.

OK, I have a motion to approve our NextGen Supply.

Further discussion?

Hearing none.

All in favor?

Aye.

Opposed?

Unanimous.

Next one, Mr. Diaz.

Metropolitan Pipe and Supply.

Metro, thank you.

So this— my only question on Metropolitan was just, um, the— what did we do for the procurement?

Because I didn't see it was on a state list from the backup I have here.

So we sent out requests to, if I'm not mistaken, 4 supply houses, um, for a general list.

We provided them with a list, probably about 200 items, maybe a little more.

And asking them to quote on those 200 items.

The, the reason why we would go with 3 companies as opposed to— so there are 3 companies listed.

The reason why we would go to more than one company is because not everyone carries exactly what we mean by brand name.

Some brand names, some schools have, for lack of a better reason, a Sterling faucet or a, um, or a Delta faucet or a Chicago or one of those brand names.

So in order for us to replace same product we would need to go to that particular company.

So we would put together a list of products that we know that company can only supply us or readily supply us, and then we put together a list of generic supplies.

And that generic supply is one that would last through all the lists.

So if I'm, for instance, and I'm— if we're going to pick up a faucet and I need other supplies for that faucet, I would pick them up at the same time rather than go to another supply house and, and spend time going to that other supply house to pick up incidentals, which is why we made the $3 amounts the same so that we would have that option as we go to buy this item.

And this— and a lot of this— and I'm going to say that we don't have a lot of stock on hand.

We have small items, but we do not have the facility to have large amounts of stock on hand.

So this is the easiest way for us to get the material as we need it.

Just either to Attorney Spad or for the superintendent, is that common in terms of— like, that covers us procurement-wise, what Mr. Pacheco just explained?

Yeah, I'm sorry, I was discussing something.

Could you ask it again?

Mr. Pacheco's explanation on how we retain the services procurement-wise, that, that— no, that's fine the way he explained it?

Yes, the way he did it is perfectly fine.

He put bids out to various companies and they quoted us their lowest prices, and he was able to, by brand, I guess, break it down by different companies.

If we— and this isn't just for facilities, but any time we— for any department, if it's not exempt from procurement, we should get the backup as well showing what we've done for procurement.

We've done that in the past.

This isn't anything that's new.

So just going forward, just to avoid those questions ahead of time, and just a reminder, I did ask this in the Sunday night email.

Just having that backup in there, I think, will, um, be satisfactory for myself when I ask these questions.

I'll ask all the 3 plumbing just at, um, at once for the sake of time.

For Wynn Supply, I have a slightly, um, different question.

Is, um, I don't see plumber supply, and I've heard mixed reviews on, on Wynn Supply in return in regards to, um, their supply, how much supply they have.

Um, do we used to use, um, summer supply, uh, not plumber supply in the past?

So we did.

If it's not here, it's because they didn't turn it in on time.

So we set a time frame.

Let's say we said we needed this back in 2 weeks.

If we didn't receive it in the 2 weeks, these are the documents.

It doesn't mean that we may not come back in the future for a particular, uh, same procurement piece, a $30,000 request for plumber supply.

Again, we, we may or may not expend these full amounts.

Okay, and, um, and just in the backup for this, it, um, it looks like— so when we get the backup, it has wind supply, shows the different supplies we're ordering.

It's, um, it looks like it's just like a sample of what we get throughout the year just to give us like an update Is that what I'm looking at?

So I have like a bill from Wind Supplies for the quotes for, um, $4,900.

So that's the quote, that's the actual quote, right?

So those, if you look at the backup, those are quotes that the company gave us, not a bill.

So that is a quote where we basically laid out, we asked questions for, as I said, about 200 items.

They would give us a price on those 200 items, and that's what we would use when we go to the supply house to make sure that they're matching those prices that they gave us.

Okay, I yield.

I'll make a motion to approve, um, the Metro Wind Supply and Secon Plumbing.

Second.

So all 3, Mr. Diaz?

Metro Wind Supply and Secon Supply?

Mhm.

I have a motion and second on all 3.

Here's a question, Mr. Aguiar.

Mr. Petronio, so the— you mentioned about that it's okay to do the $30,000 3 times.

Yes.

If it was 90,000, would that trigger something else?

No, it would have to be over 100,000.

But if we have local, like, school committee policies that are different, is that like— if we have a higher threshold, a lower threshold, does this number, um, let's say that come up to 101,000 for round numbers, what would the process be then?

It'd be similar, but you have to do an RFQ.

I mean, you have to do an RFP, but it's really not a proposal because you're buying goods and items.

So again, you would go with the bidding process, but you would go and look, and you would have additional, um, you have additional items that you look at as far as can they meet your demand, are they reputable, you know, how long have they been in business.

You would look at some of those additional items as opposed to just the cost of the item.

Because I think some of Mr.

Dice's questions are around procurement, which is right to ask.

But if it gets to a certain point and we— like, as Mr. Pacheco said, he might come back with the plumber supply with another $30,000.

Let's just say now it's at $100,000.

If you take the 4 of them, it's at $120,000.

And if you use the $100,000 limit and you said I had to now do an RFQ or whatever the process was, it technically doesn't look good.

If you— the difference is he's looking for supply houses.

He's not looking to expend all these But if you said we're going to rehab this auditorium and I need $120,000 worth of supplies, you're actually making a purchase of $120,000.

Now you're going to do the RFQ and you're going to go through the whole process.

What he's basically saying here is, I'm estimating that we might spend some of these funds, we may not.

So you're not actually buying the items, you're just looking to get the contract approved of who you're going to use.

Again, making sure you have a reputable dealer, someone that can meet your demands on your supplies.

But unless you're actually buying all $30,000 from all 3 people, you don't have to.

No, I understand, and I'm just trying to clarify so that we don't have the same things happen, you know, questions happen again.

But in essence, if we had a $100,000 line item for supplies and Mr. Pacheco needed a couple supplies because this week he's got X projects going on, you just go buy those projects, you put them in, and the money comes out of this.

So really, this is just sort of a blanket, but not necessarily a problem as far as procurement doesn't really exist here in my mind, the way I'm seeing it.

Am I accurate, or is— Correct, because you're basically— what you're doing is you're pre-approving companies that you want to do business with.

So if you're going to buy one item, let's say a boiler, and it's going to cost you from one of these supply houses, that boiler was going to cost you $51,000.

Now you want to say, well, wait a minute.

We can't just accept what we have here.

That we're going to do a special procurement for.

We're going to go out and we're going to go out and get bids for that particular item.

I understand.

Thank you, sir.

Sure.

Just one quick thing, Mr. Diaz, um, on my colleague's line of questioning.

So out of the $90,000, $90,000 that we are going to approve for a blanket, how much do we expect on, at a ballpark average, um, How much do we expect to spend out of that $90,000?

Well, I, I, again, my hope is that I spend $10,000.

Uh, I mean, I, I, I don't know, unfortunately, by— I'm going by past experience, right?

So we're trying to buy what we think we're going to need for the course of the year, but there could be some expenses, um, that are going to go over that amount.

How much did we spend last year?

That'll make that— I think that'll answer my question.

I don't have that off off the top of my head, but these numbers were put together also in cooperation with, um, with our finance department so that we would see— we did take a look backwards to see what we did say, but my guess is, is that we probably spent this amount of money in each of these supply houses, or close to it, last year, and that's why we did it, you know, this way.

So, um, Mr. Petronio, so if The local— so if the local ordinances of the City of Fall River requires us— so if we end up having to spend in total $50,000, and local policies of the City of Fall River requires to get a sealed bid at $50,000, then we would have to go out at that point?

Correct.

And even if— If your local ordinance was $10,000 and he'd get permission right now, he's pre-approved $30,000.

If he was going to make a purchase of over $10,000, he'd have to come through and meet your requirements.

Thank you.

I yield.

I have a motion, a second on Metropolitan Wind Supply, Secong Supply.

All in favor?

Aye.

Opposed?

Unanimous.

Now we had a hold on Parent Square number 10.

Mr. Aguiar, we had a program that I had asked about.

Back in March called EDIA that I think was affiliated with ParentSquare relative to attendance or something.

Parents were getting emails or something about this EDIA.

Those are, those are 2 separate platforms.

ParentSquare is used for parent communication and school communication, and EDIA was a demo of an AI-based software that would make phone calls, text messages when a student was absent or out.

And it was demoed at the high school only.

Middle schools as well, I'm sorry.

But that went through ParentSquare?

So they utilized ParentSquare as the vehicle to do that, or?

No, they utilized their own process to communicate.

And that's not on the record?

We're not using that anymore?

We are still in the process of vetting some of the pieces.

Dr. B, if you wanted to touch on it.

Um, well, we don't need to.

I was just asking if it was part of this.

It's not part of— no, ParentSquare and EDR are 2 separate.

That's the only question I had for today.

The— my comment would be, we as a district typically have subcommittees, technology subcommittee.

Any software that we're going to add, trial, spend $45,000 on usually goes to the subcommittee first.

And then they kind of vet it.

That's a good use of the subcommittee, in my opinion.

This other program didn't.

That's why I don't know what it's all about, because we just started getting parent calls saying, what is this now?

So I guess for technology subcommittee, we should probably have further discussion.

I yield.

Thank you.

Motion to approve.

I have a motion.

Second on Parent Square.

Any further discussion?

Hearing none.

All in favor?

Opposed?

Unanimous.

I have one more question on contracts, a request.

How about the 2 that he asked for?

You want to go to them first?

Front lines?

Yes.

Okay, um, Mr. Diaz had both of the front lines.

Thank you.

So, um, I guess, and, and I understand we have a new HR director coming in, um, but just from the administration's I guess first glimpse at this, has this been— how's it been working, Frontline in general?

Well, I mean, Frontline works in isolation, I think.

But what we— what I mentioned earlier is we're looking in to see if all the databases we use, if it's the best combination of those databases.

So we are going to be reviewing it.

In fact, Scott and I are setting up a meeting to meet with Frontline in the next couple of weeks.

And we have to look at all the databases that we're using, not just them in isolation.

At this point in the year, we would not be able to change.

To change to a new system would take staff training, data, merging data.

It's a big process.

So we are going to— we do hope to stick with these for for the upcoming year.

And, you know, we will come back to you with recommendations.

Is this, um, this— is this exempt from procurement?

This, um, the service, is it exempt or you have to go through procurement?

No, you don't have to go to procurement.

So it's exempt from procurement?

Yes.

Yes.

Okay, okay.

I yield then.

Motion approved.

Second.

Both front lines.

At both front lines.

Uh, motion to approve both front lines.

I have a motion and a second.

Hearing any further discussion?

None.

Deb, call the roll, please.

Mr. Aguiar?

Yes.

Mr. Diaz?

Yes.

Mr. Corey?

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yep.

Um, Mr. Aguiar, I have a question on scenario.

It's not a question, it's a request.

So the Vector Solutions, we were told it's the certified and staff evaluations for clerks, custodians, paras, and security officers.

All I would like to ask the superintendent is to submit something relative to completion percentage by each of those categories when it, when it's possible.

Simple request.

Thank you.

I'm sorry, can you just repeat that request please?

To get us the completion percentage by category for all the people under the vector Solutions software.

We typically get it after we've asked, but I see it here and I think it's valuable to look at.

Okay, the next group is the special education contracts.

We have 7 of them.

They cover 2 pages.

Motion to approve.

All right, I have a motion to approve all 7.

Any discussion on any of them?

Hearing none, all in favor?

Aye.

Opposed?

Unanimous.

The next batch was 2 grant contracts, Center for Responsive Schools and Linda Mood Bell.

Individual?

Excuse me, I have a question on one, so might as well just take an individual.

The first one?

Yep.

Uh, Mr. Aguirre, Center for Responsive Schools.

So my only question is, I guess I'm curious to What are we utilizing for responsive classrooms currently across the district?

And I thought that we were already, already doing that.

I don't know if this is just to supplement that, but they're just looking for— yeah, are we utilizing that across all?

Yes.

Yeah, so I think mixed.

Um, we have several staff— so you may recall several years ago we trained several staff members.

Obviously with staff turnover, what this proposal is, is to train another cohort of up to 30 educators.

So we've, you know, put out an interest survey, and we actually have— we're going to run a cohort.

That interest is nearly full already, which is great.

And so really, this is an opportunity, you know, might be new hires or people hired in the last couple of years that have not had the formal training in responsive classroom.

But we are— one component, obviously, probably the most recognizable component is like morning meeting.

So we have those structures in place.

But this is really the formal training in all aspects of teacher language responsive classroom for like our Tier 1 support.

And so all of our schools are told by the administration that we expect you to be utilizing the techniques, you know, from responsive classrooms in your teaching, in your, in your schools?

Our goal is to get back on track with that right now, which is why we're bringing this forward.

We have not had cohorts of training in quite a few years.

With just one year.

Okay, so I would just, uh, I guess you, you answered it without— we need to get back on track, which means we kind of got off track, which is what I was getting at in some cases.

And I think we just sometimes, uh, people would be like, well, what's that?

You know, you shouldn't do that when you're asking a teacher or principal or whatever, what are you doing?

But you need to know if that's what we're utilizing.

Yes.

So that it's consistent.

So yep, so this is an opportunity for us to become more consistent and train folks.

Thank you.

I make a motion to approve.

Second.

Both.

Mr. Aguiar has made a motion to approve both the Center for Responsive Schools and Linda Moodbell.

I have a motion and a second from Mr. Diaz.

Any further discussion?

All in favor?

Aye.

Opposed?

Unanimous.

We also at the bottom have 6 miscellaneous contracts.

Uh, are there any holds on them?

I'd like to hold the first 3 in Lakeshore Learning.

Well, let's go with all of them then.

Mr. Diaz, you start us off.

The first one is a citywide glass.

Thank you.

While you're looking, can I find the— trying to find the— while y'all looking, can I ask my question?

Miss Stewart, um, my only question that I have for this is We absolutely need it.

I understand exactly what it's for, for the stairs.

But once we own the building, will we end up doing something completely different and taking this down and it would be worth the money?

We won't.

This is a permanent solution.

Okay.

That was my question.

Thank you.

Mr. Diaz.

Trying to find the backup.

I don't— the backup.

I don't see the backup for citywide glass need to.

So give me one moment.

Was procurement followed in this same?

Yes, there were three quotes.

So there was some three quotes.

Wasn't just procurement.

Yes.

And the other ones are blankets, the same as we talked about.

Exactly.

You know, my only question would would have been on the some of the wording when we get a the memo.

It says something's ready for bid, or you know some of that like specific terminology, and then it's not necessarily a bid; it's off state contracts and.

Whether this one's or not.

I think some of that is just a confusing piece for us looking at it.

Sure.

So maybe just to clarify more in the paragraph, we utilize state bid on this, we didn't— it would just help us to avoid some of the questions, I would say.

Sure.

Just trying to remember what the, um, exact question— can you just remind me what this Um, what this was for, citywide glass.

Was this the— oh, this was the stairwell.

Oh, I remember my question was.

This was at Bishop Connelly.

So my concern is, as one member, we made a presentation to the city council, to the city, explaining what funds were— what needed to be fixed, what funds were going to be used.

I went through the presentation, and maybe I missed it, However, I didn't see anything for this project in here, and it seems to be new.

So I guess just going forward, I don't— is there anything else that wasn't in the presentation to the City Council that we should expect to be fixed, used, and operating?

So Mr. Dias, this was— we don't own the building.

This was going to be done whether we were buying it or not.

We won't own the building before this work needed to be done, so this was the only way we could utilize the second floor of that building.

So as part of our lease agreement with the diocese, we're now utilizing the second floor of the building for all of those classrooms.

I could not let students climb up and down those stairs without protecting them from sliding out the sides.

It would have never been on that presentation because this work was going to get done whether the city decided to purchase that property or not.

That's the only reason it wasn't on that presentation.

Fair enough.

Um, and last question, is the turnaround time for getting this done will be good?

This will be— so the project should be finished before, um, before school starts.

Yes.

Before— yes.

I yield.

Motion to approve.

I have a question on Lakeshore.

I have a motion to approve.

Citywide.

Just this one.

Just citywide.

We're gonna do— I think we can do them all.

If you just have a question on that, we can ask it.

So, Mr. Diaz, you're ready to bundle those first 3?

Oh no, I was just doing citywide.

I'll withdraw, I'll withdraw my motion if my colleague— I was going to go down, I had questions on Everon and FirePro.

Well, let's do citywide glass first.

You got any more questions on that one?

No.

No.

Okay, do you have a question on citywide glass, Ms. Wright?

I have a motion and a second on citywide.

All in favor?

Aye.

Opposed?

Unanimous.

Everon Solutions.

Mr. Diaz.

I have the backup for this one.

Oh yeah, that was a procurement question.

Was just curious, who did the— this is a new contract.

Who did the work?

Um, I was just curious who did the work last year as well.

And I, I didn't see any, um, I didn't see any state contracts, so I'm assuming we had to— this, I don't— I'm assuming this isn't exempt.

No, this went out to bid.

Okay, so the, the bid was basically for 3 services.

It was for fire suppression, It was fire extinguisher, and then it was fire alarm.

3 different procurements.

Okay, so I guess I'll just say for the administration— It was one procurement, but 3 different parcels of it.

So a company may have been a low bidder on one, but not on another.

So fire suppression may have went to one company, fire extinguishers could have gone to a different company, and the fire service general maintenance could have went to another one.

And, and that's, and that's fine procurement-wise.

Just like if, um, like we can get 3 bids for what Mr. Pacheco just explained, um, and it— we're covered under 30B.

Yes.

Thank you.

And then, um, and this is something— this is a recurring every year, just something we need to Okay.

Yes, my last question.

I'll bundle FirePro together.

Um, my only question, okay, separate for procurement on FirePro, is there subcontractors for this work for FirePro?

Do they have subcontractors?

FirePro may have subcontractors, but if they did, it would have been listed.

Okay.

Um, just going forward, if, um, for any contract, this isn't just facilities, but if there's sub— contractors, that we should get that— we should get both the backup, and we should get both the backup in our packet.

And I think that should also be something that should be on the agenda as well.

With that being said, I'll make a motion to approve— Can we just take all of them at once?

—Ameron and FirePro.

Well, let's take the other— no one put a hold on Home Depot or Open Resources.

I have Open Resources.

I'm sorry, open up.

I have— that's me.

The last one, open up, is yours.

And, um, and Miss Riley has a question on Lakeshore.

Motion approve Everon and FirePro.

Everon and FirePro.

I have a motion to second on Everon and FirePro.

All in favor?

Aye.

Opposed?

Unanimous.

Home Depot, motion approve.

Second.

I have a motion to second on Home Depot.

Any discussion?

Hearing none, all in favor?

Aye.

Opposed?

Unanimous.

Lakeshore Learning Materials.

I'll let Mr. Riley— Miss Riley.

So I see there's a bid number on here, but there were no bid docs.

But because there's a bid number, can I assume you just forgot to put those in the attachment?

I did.

So it was MHEC, uh, which is contract.

There is an MC, right?

So it's a state contract.

It's, um a recognized procurement contract.

Yes, I just— there was nothing beside it, just that highlight, so I just wanted to make sure it was just— yes, thank you.

Motion approved.

Second with a question.

I have a motion, a second on Lakeshore.

Mr. Diaz.

Thank you.

So, um, I guess— so this is the furniture that's going to go in for the pre-K at Bishop Connelly.

Um, are we utilizing the furniture, the existing pre-K furniture at the school that are— that we're moving the— yes, anything in the classrooms that are moving over that were pre-K specific furniture are being moved over with the classrooms.

Many of the things— desks, chairs— were existing kindergarten, first grade furniture that we were utilizing for the pre-K classrooms that were there.

That furniture is all remaining in the schools and will be used by the classrooms that will now be occupying those rooms.

So this is just to fill in what we are not bringing over from the schools.

Understood.

Motion— do we have a motion to approve?

We do.

I yield.

I have a motion.

Second on Lakeshore.

Any further discussion?

Hearing none.

All in favor?

Aye.

Opposed?

Unanimous.

Finally, open up resources.

The only question I have on that is on the quote, it has tax.

Can we just make sure that we, we're not doing tax?

Just paying attention to that.

That, that was all.

Sure.

Thank you.

Um, do I have a— I have a motion.

Do I have a second?

Second.

I'm sorry, who made the motion?

Um, Mr. Diaz made the motion.

Miss Stewart seconded it.

Any further discussion on open up resources?

Was this discussed at the instructional subcommittee?

There's nothing on the agenda for this Right?

This was that instructional subcommittee.

Instructional subcommittee, yes.

But this is only under the contracts.

I guess as— it's here under contracts, but I— and I didn't watch the instructional subcommittee, but I would assume that you articulated the need for this based on the science of reading, early literacy, like all of that stuff.

But this is only here as a contract.

So we're not seeing— the full committee is not seeing it.

Public's not seeing a presentation on something that I am in favor of.

Yes, but I don't know the why it wouldn't be here as a presentation, I guess, to say we're going to utilize this to do more of science of reading or whatever.

So that was my only pilot, I believe, Mr.

Yes, this is a pilot, a small pilot.

We're just trying it this year before we buy it.

And we did go into detail at subcommittee around the need for it right now and why we're choosing to move forward with it as well.

So with that being said, I read this and we definitely have a need for reading instruction, no doubt.

My personal opinion would be put it as an agenda item, but also to go bold.

Like, we have to do something different.

We can't— I've said this multiple years, we just can't keep doing the same thing over and over saying our scores, the kids can't read, we're not doing whatever.

So my concern would be that we're not going Like, I— you probably have a rationale for why you want to do a pilot.

I'm encouraging you to, yeah, go forward quicker, probably, I guess, is my point.

But you must have a reason.

There's two.

If I can just, um, add some information.

So there's a couple things that are coming forward.

Um, this is a pilot, and, uh, really what we're doing is we're exploring PRISM II, which is a DESE grant.

Um, we don't know if we're awarded that grant yet.

If we are awarded that grant, then we we're gonna go into more of a formal pilot and come back to you and say, hey, listen, we want to explore this plus maybe, you know, 2 other programs.

And we would actually go through the same process we used at middle school ELA before adopting Amplify, where we had pilots going on in buildings and we studied that.

So we'll be much more in-depth, but we wanted to act.

We went— you may know we went to an EL conference, and that was the learning that we took away So Steph Kennedy and I, the ELA director, came back and decided that we wanted to move quickly with at least exploring some of this, particularly in kindergarten.

But yes, I agree with you, you know, and I think you'll hear back from us as we study this and say, hey, listen, we either want to really expand this or we want to explore something else.

But we have— and when is the grant?

You're waiting to hear.

So we're looking— we— if we get PRISM, I believe it's maybe in August or or in the fall.

But what that is, is that is for schools to look at an adoption of a curriculum.

And we would be exploring that at an elementary track to look at what's happening in K-5.

But we'd come back to the committee and say, hey, listen, we were awarded this, this is what we want to explore at this time.

But I guess, do you know the amount you're asking for?

Is it like, is it similar to this?

No, it's, it's much larger because I believe PRISM covers up to 50%, and so I don't have that in front of me right now, but it's much larger.

This is just a small pilot right now for us.

I just— I support it.

I support going further, spending some more money instead of waiting for grants.

If they don't come through, the need still is going to be there whether we get the grant or not.

So you got one member that'll vote for it.

A lot more also bringing forward— I think maybe it was passed already— iReady ELA is an assessment platform, which we discussed at subcommittee, because we feel like we'll get much more meaningful data that we can act on, uh, you know, which is important to us.

So that's something we just brought forward, which was also supported at subcommittee as well.

And is Lexia on here?

I read something about— Lexia is on here.

It's on the agenda, or what is— Lexia was on here as a contract.

Um, we, uh, have really studied usage, and we made some recommendations around reallocating the resource.

And so that was actually reduced contract based on what we've studied in terms of actual usage of the platform.

You know, I'm a stickler for in the past over paying for software that we don't utilize.

So what I would ask the superintendent, you through the superintendent, to get us the data on that.

I didn't watch the meeting to know what it is, but you're making that decision, I think, based on not lack of use.

Yes.

And it's— that doesn't sit well with me when I've asked for 3, 4 years in a row now that if we're going to pay for something, we need to utilize it.

Yes.

And we were told we're going to correct it and this and that.

But I'd like a detailed listing because if it's— it makes no sense to say why we wouldn't utilize it.

And if it wasn't working, we shouldn't utilize it at all.

Right.

But to say that we paid for seats and we didn't utilize them, is there pockets?

Is this— I'm not asking for an answer, but like, this is the data I'm asking.

Is it certain schools?

Is it— why is it that we're not utilizing it with fidelity?

So, you know, it is what it is.

I get it.

But I approve.

And we did— sure, we did go into detail that our usage is strong in grades 1 and 2.

That's where we're recommending that we continue.

We're seeing good gains there.

I think in grades 3, 4, and 5, with departmentalization, the demands of the content, we're not seeing as much usage there.

So I agree with you.

We, you know, with the directors and I, we look at the platforms, and we want to make sure that if we're investing in something, we're getting a return on that.

I might have missed this too, and I apologize if I didn't, but am I asking you questions that you gave us copies of stuff from the subcommittee that I didn't?

Yes, everything should be included because I'm trying to figure out why I never heard of this before.

But everything should have been included.

Access to see— other than diligent, are we seeing the data and the information presented at subcommittees to every member?

We received it.

Yes, they did.

Right.

So if I don't go to diligent, I don't see what happened at the meeting, you know.

But what I would say is, just as a good practice, would be if there's documents that are handed out or given to any subcommittee, share it out— that share it out on a separate after the meeting with the rest of the committee.

So I probably wouldn't ask you those questions if I would have got that.

Sure.

Thank you.

I yield.

Can I just add to that, Miss Riley?

Then Mr. Diaz.

And I I appreciate what you said about the EL program.

I just want to share a little feedback why it's a pilot and what we talked about at instructional subcommittee.

EL is rated on EdReports at the same rating as our current Wonders and also as ARC, which we're using for our MLL students.

My pushback to the team was we can't hop from curriculum to curriculum when they're all rated the same.

So we need to find what works for us and invest in the professional learning that goes along with those programs.

Because you can buy 4 hammers, they all work the same.

It's the person using it that makes the difference.

And so I think what my recommendation to the team was, pick one, stick with it, and provide the professional ongoing professional learning to support it.

So they are piloting this.

I was one of the folks that recommended not going all in until we're sure this is what we want.

This is also— if we go full K-5 on this curriculum, it is a large expense, and we want to make sure that it's what we need and that teachers are ready to use it and that we're ready to provide all the professional learning that goes along with it.

Makes sense.

Uh, Mr. Diaz, then Mr. Whitman.

Thank you.

Just, um, very brief question off of what my colleague just said on the data.

So I saw the data I did preview the data.

My understanding, the data that was provided to the subcommittee was just for the past year.

Am I correct?

So I guess we first implemented the Lexia program in 2024.

Have we plateaued?

Is it something where the numbers have just gone down, or was the numbers already not good from the start in terms of usage?

What was the— What was the issue?

Yeah, I think we've seen, as I've referenced, we've seen strong usage in grades 1 and 2.

We made a decision around kindergarten really due to screen time with young children.

And we, you know, we chose to move that out of kindergarten for the amount of time that kids were on screens.

And we feel like, you know, that's part of the reason we're coming forward with this pilot, which includes 23K classrooms.

3, 4, 5, you know, we've seen some usage, but in 3rd, 4th, and 5th grade, you're also— you have math, science, social studies class.

So the demands of the content are a lot higher.

So when we think about putting a student on a device with Lexia, what are they not getting during that time, right?

So we made some decisions to really focus on grades 1 and 2.

So off of what you just said, it sounds like the usage from the get-go of 2024 would just never— I'd have to look.

I can't say that.

We've had Lexia prior to that.

We even had it at the middle school level for some years.

Was a middle school principal.

Um, I can certainly look, you know, and share some historical data, you know, if, if you'd like.

I yield.

Thank you.

Stuart, I was just letting Mr. Aguiar know that the backup that we got for the subcommittee is in here under Lexia, so it shows the numbers just if you wanted to look at it.

Okay, so, uh, we have a motion, a second on open up resources.

All in favor?

Opposed?

Unanimous.

The Committee of the Whole— I'm going to ask the committee's indulgence to go to the addendum.

Under the Committee of the Whole, we have a discussion.

The first item that we'll take up to clear the addendum is a discussion and approve the amendments to the BMC Durfee High School program of studies.

Procedural question.

As referred by the Instructional Subcommittee and presented by Dr. Jessica Stevens.

Durfee Principal, Mr. Diaz.

Thank you.

So this was something that was referred out of your subcommittee, uh, subcommittee.

So I guess my concern is this is not something that was publicly posted, and it's something that we reasonably would have foreseen within 48 hours.

So I think this is something that we should just, for open meeting law purposes, just table to August and then vote at it in the, um, in the August meeting.

If, if I may, it was amended, right?

Yes, that's what I'm saying.

We amended it for the public certification.

It's an addendum.

That's what I'm saying.

But this was posted.

No, it wasn't posted, because when I spoke with the city clerk, she said that we would have to repost— we have to revise the agenda.

Her recommendation was to revise the agenda.

When I sent that over.

Are you talking about posted during the subcommittee meeting?

No, he's saying posted.

So, so on the website, as far as I'm concerned, it was an error.

It was a mistake.

It was my oversight.

At the end of the day, we have— Durfee needs to get their stuff done and do what they need to do.

And that's why I made the recommendation today to say, no, let's talk about this today Without going into diligent and having to change it.

But in my mind, I was saying we're going to repost the agenda, and then you put a parenthesis of whether it was an error or something, just something to the public would have covered us.

And now we got the city clerk telling us how to post a meeting.

Well, quite honestly, I don't care what the city clerk said.

We should have posted it so that we can at least say we posted it.

I'm wanting to go forward with this regardless, and if they violate it, so be it, because the people— the stuff that's in here needs to go so they can start their work.

It's already July 22nd.

So I'm not in favor of— Mr. Diaz?

Um, I, I, I think it's just— again, I think it's philosophical.

I've always been a strong advocate for the open meeting law, so I'm going to make a motion to table to the next meeting so we follow the law.

I have a motion to table.

On the motion, discussion?

Ms. Riley?

No motion.

Oh, I'm sorry, I'm sorry, no discussion.

Is there a second?

Is there a second on this motion?

I'll second that.

I have a motion and a second.

Roll call.

Deb, call the roll on this one.

Mr. Aguirre?

No.

Mr. Diaz?

Yes.

Mr. Corey?

Mr. Moniz?

Yes.

Ms. Riley?

No.

Ms. Stewart?

No.

Mayor Coogan?

No.

Motion to approve.

I have a motion to approve.

Second.

I have a motion and a second.

Further discussion?

I just have— Miss Riley, maybe our attorney could help us.

We already voted and approved the program of studies.

This— these are 4 minor changes.

Do— does that even have to come back to the committee?

I don't know what the changes are, so if they're minor changes, then probably not.

This is probably just a vote to ensure the document is whole, as was voted here.

That was what Chip Motion did.

Yeah, I don't believe they're substantive, but I wouldn't ask you on the spot to review them.

There are 4 changes.

I'll be happy to share them with you, but I don't think these are substantive changes.

Just to make you feel better about this, we already voted on the program of studies.

These— one amendment's splitting a class into a semester instead of a full year.

The other one isn't even a change.

I argue they didn't even have to do this one.

All it is is letting kids know that if they take a particular course, it counts as a math It already does.

They just wanted it to be explicit.

So we already voted to approve most of this.

These are just tweaks, I would say, to the one we've approved.

So just if that helps with your worry.

Mr. Diaz, I guess I would say if they're small tweaks, I don't see the, um, the issue of just holding this off until— what would be holding this off until August?

Is there going to be If I may, yes, they take this and it's half a semester, they need a second course.

This is really— this has schedule implications, and right now, um, really we're in the place where we need to wrap up scheduling.

And so it's imperative that, you know, this— these are very minor tweaks, but they do have some schedule implications.

And so, uh, the reason for bringing it forward now, and we had that discussion earlier, and not August, is because we really need to move forward with that scheduling process, as you can imagine, at the high school.

Attorney Spadafore, I don't mean to put you on the spot, but what would you recommend?

You can add things to an agenda if there's an emergency, and this, to me, hearing what the administration is saying, unless there's an interest in calling a special meeting between now and then, I think it seems reasonable to make this amendment now, and you can always take this vote additionally at the next meeting as well when it's publicly posted.

I yield.

If I just— just for the public's edification, my no vote on this will not be on the substance.

It's just making sure we're in compliance with state law and regulations.

I yield.

Mr. Hagia.

I don't personally think there are minor scheduling implications taking classes from full to half.

Like, you know, so I'm not concerned about any of the other pieces, but the question I had was on the actual document where it says adjusting the schedule for CTE so that students can have authentic workplace experiences.

And I think, is this— is the schedule static?

Uh, is that what this is for?

So that they— the director's here, so she'll come down then.

And if somebody can just explain why is wasn't this done when we did the full?

There must be a good reason.

Like, what's changed since it was done?

Was it an oversight?

It wasn't an oversight, but, but what it is, is when we were looking at a better way to get more kids involved in co-op, we were throwing out all different things, and this was a later suggestion.

And it came, and it would help the schedule, and it would help our students if we split the classes in half.

So when they went out, unlike a vocational school where they're one week on, one week off, our kids have a 6-period day.

So if second semester they were going to go out on co-op, they've earned credits now in the first half, first semester, and now they can go out on co-op.

And it's almost like 2 separate classes, as opposed to now where it's all under the guise of like culinary, one class, 15 credits.

So we just thought that this was a better way to encourage more students to be able to participate in co-op.

So you're going to only get half the class as opposed to what you used to get?

They're going to get, let's say, construction.

They would go to construction for the first half of the year, and then they're going to go out on co-op on construction for the second half of the year.

7.5 credits in the first half of the year, 7.5 credits for co-op second half of the year.

I guess my question is on the learning.

So if they were going to learn a curriculum last year, numbers 1 through 20, whatever it is, units, whatever, because they were there the full year, are those 20 units going to be all taught to those children in the now half of the year?

So you're doubling up the amount of coursework?

No, when a kid goes on co-op, when a student goes out on co-op, they're actually doing the curriculum out in the workforce.

So it's not like they're not getting half of the year, it's they're accelerated.

No, I understand that.

I'm saying if they never had co-op— take co-op off the table.

Yep.

Kids learning electrician, whatever the thing would be.

So there's 20 modules that they would learn, or 20 units.

Mhm.

And last year they got 20 units of time for the whole year.

I'm asking you if those 20 units were so-called like learning opportunities to learn 20 different things.

Are they going to learn only 10 things now because they're in half, or are they going to learn all 20 of those in the same— in the first half of the year?

Like, well, it doesn't really go quite like that.

What it does is, is it could take things that they learn sophomore year, go more intensive junior year, senior year even more intensive in whatever it is that they're learning, so that it isn't new things that they're learning per se but it's going to be their mastery of what they're learning.

So just because you learn to frame doesn't mean that you are gonna be a master framer your sophomore year, but you're gonna learn how to frame your freshman— your sophomore year, you're gonna continue to learn how to frame without guidance your junior year, and hopefully by senior year, you're gonna be working on a construction crew and you're framing.

So you're gonna be able to take that skill concept and you're gonna accelerate it.

So no, they're not missing out on it.

They're, they're achieving a higher level of mastery of that concept.

The kids that did not go out on co-op can still learn that concept of framing, but now they're gonna need a little bit more guidance to get to that mastery, if they can even get to that high-level mastery that they would get out on co-op.

Yeah, so they're like, if they're left in the classroom they're not gonna get the higher, the experiential part of it, but they're still in the classroom for that whole semester.

Correct.

So I'm just trying to figure out, like, what do they do if they don't go out on co-op, you know, because they were otherwise— They're in class.

They're gonna do it half a year instead of a full year.

So they're gonna stay in construction first half of the year, and they're gonna stay in construction the second half of the year.

The other kids are gonna stay in construction first half of the year and then go out on co-op second half of the year.

So the classes split come January depending on what career path.

I understand better now.

So they're not gonna be only cutting it in half, they're gonna be in for 40 weeks still.

The whole year.

They're just gonna call it 2 different sections.

Correct, A and B.

And what is the schedule at Durfee for co-op opportunities?

Is it a static schedule where, because when you say authentic workplace experiences, I find those, when you can be consistent over a longer period of time with hours, not 2 hours here and then rush back?

Like, is it the end of the day, earlier in the morning?

Like, it depends on what it is.

So if you're in health assisting, our co-op usually is in the morning because that's when they're going out to the long-term care facilities or hospital.

That's when residents need to get up, they need to get showered, they need to get fed, all of those things that are— that our students learn, uh, learn to do as CNAs.

However, it doesn't make much sense for them to go out at the end of the year.

On the flip side of that, we have students who are going to go out at the end of the year because they're going to start their co-op at, let's say, engineering is going to start at 1 o'clock.

So they may come in for the first half of the day and then leave for the second half of the day.

So it really depends on which CTE program we're talking about and which is going to be more advantageous advantageous to whatever placement we're able to get them.

Is the schedule at Derfy static?

Yeah, that's all I'm trying to get.

Oh, sorry.

Yeah, it is 6.

You're not going to miss another class.

So at 1 o'clock you can go out and work for 4 hours?

Yeah.

And that, that's what was my question.

So yeah.

Oh, I, I thought that that— No, I appreciate it.

Thank you very much.

Yep.

Anything further?

Um, Mr. Dias, um, on the first one, the, um, heritage learner language learner courses.

I'm assuming this is some sort of— was it like a world language program?

Yes.

So heritage language would be that this is in the student's native language or heritage language.

So for a student who might already speak Spanish, this is an opportunity to take a course with other students that speak Spanish as well to accelerate their native language proficiency, which in the end would support us as kids are looking to earn the Seal of Biliteracy, um, in Massachusetts.

Do you see— what's the rationale for moving this to a semester-based?

Drew, do you want to— or Miss Fanaco?

I don't know if— yeah, yeah.

So, uh, really to get more students involved in the Heritage Language Learner program.

So it gives flexibility within the master schedule.

So for example, if they were taking Spanish Heritage Language Learner period 2 in the first semester, but it worked better in their schedule to have it in the afternoon in the second semester based on their other requirements and courses, they could shift.

So it's a way just to build flexibility in the schedule so more students can progress towards their language proficiency.

Just looking at the data, you don't see that as something that will stop any student from getting their seal?

No, the seal is based on the proficiency in the language.

So I think the intention here is to be able to provide the flexibility rather than having a student that has to have that course at the same time all year long.

It may be that in the first semester it happens at this time, and in the second semester it happens at a different time.

Thank you.

Anything further on those changes?

I have a motion and a second on the addendum item.

Uh, Deb, call the roll please on this one.

Mr. Aguiar?

Yes.

Mr. Diaz?

No.

Mr. Corey?

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yes.

Now to the regular agenda, discussion item 9.1, point of information.

We also have 2 contracts on the addendum.

She— that was just the amounts.

It was already voted on the funding source.

The amounts are correct, it's just the funding source.

Oh, these are just— OK, I see the same thing, it's just a funding source.

Thank you.

Item 9.1 is discussion and vote to approve the following athletic handbooks as referred by the Policy Subcommittee.

Move to approve.

Second.

I have a motion and a second on the handbooks for elementary and middle school athletic and middle school coaches.

Any further discussion?

Mr. Aguirre, has anyone in the administration reviewed these relative to the other high school ones?

Are they in synergy?

They're— we had them in a subcommittee.

Mrs. Garvin came in and spoke to us, um, and gave us copies of it, and we, we looked at it.

And but I'm saying relative to the one for the high school.

Or is there things that are in these elementary and middle school ones that are going to be more strict, strict or structured than the high school one?

You know, food for thought.

That's— I don't think there was a chart comparing the 2.

No, is that what you're saying?

I support these, but food for thought is like one of these in elementary says fighting removal.

Yeah.

Okay, so at the high school one, kid fights, does he get removed from sports?

It's just an example that I saw here as I was going.

So that's the nature of what I'm suggesting.

I agree with this.

It's a good thing to have elementary, middle school sports are a good thing.

We're making a commitment there, but we shouldn't have something at the elementary level with little ones have higher expectations than we have for high school students.

So that's all I was asking.

Thank you.

I yield.

All right, so I have a motion, a second on the 3 handbooks.

And further discussion, hearing none, all in favor?

Opposed?

Unanimous.

9.2 is discussion and vote to approve the revised Evolve Academy graduation total credit— credits as referred by the Special Ed, Alternative Ed, and Early Childhood Subcommittee and presented by Dr. Janet Schweitzer, Evolve Academy Director.

I think Ms. Brownhouse, it seems like she's going to talk to this.

Sure thing.

Yeah, Jan's not here.

She's hopefully enjoying a great, deserved vacation.

But we did come before the Alt Ed Special Ed Subcommittee in June to bring forth an adjustment to the Evolve graduation requirements.

With Evolve move— Evolve always had 100 graduation requirement credit total being under Durfee.

With them moving to 290 Rock, we are requesting to shift the graduation requirements to 80.

It should be noted though that those graduation requirements The lesser credits is really just in the elective category for students.

The core academics remain the same across the rest of our secondary schools.

Any discussion or questions on the change at Evolve?

Mr. Aguirre, did you say Evolve has always had 100 credits or 110 credits or something?

100 because they aligned with Durfee being in the facility.

So if I'm a student at Evolve, we make this decision today and they have 80 credits currently, they can graduate?

Only if they have met the specific graduation requirements, because when we look at graduation requirements, it is like a double look.

There are requirements based on core academic requirements within the overall total, and within the total is elective credits.

And so the reduction in credits is really in that elective credit category, not in the core academics.

So in essence, if a student has met all of the academic requirements Um, maybe they could be.

I do not believe we have any students who fit in that category currently, but ultimately at the end, the majority, you know, the students who come to our non-traditional pathways have oftentimes struggled in the traditional pathways, and so their credit totals are not always aligned having passed everything along the way.

So if they— if we change this and then they start school in September and say, I need just 2 maths in order to graduate, and they take the 2 maths and get done by— because they go by quarters, right?

Semesters or quarters?

Well, yeah, semesters, quarters, whatever it is, depending.

And they can earn those 2 credits, do they graduate early?

I guess it's like they could.

And there is an early graduation, um, component within Evolve as we look to get kids across the stage and successfully, uh, through graduation as early as possible, especially if they're in the senior year.

I'm not passing judgment on it.

I just When we lower it, it creates a whole nother dynamic of things.

The other piece, and I mentioned this to the superintendent in a meeting with her, that when we do lower the credits, we've always been told, uh, we want to have the same as Durfee so that kids can actually go back to the school and make it easier.

And then we did at one point alternative schools, so it was semesterized so that they could do a semester here and then transition back in.

When we lower the credits to this, I'm not concerned about it, but I think it's an issue that there's no longer going to be as much of a, you can go back when you're lowering credits to 70.

I think it's just something to be cognizant of.

Yeah, and just to that point, I think when kids are approaching senior year, those are not traditionally the students that are seeking to go back to Durfee.

But if a student is in their freshman or sophomore year and they are attaining credits on track, those have traditionally been the students that would seek to go back to Durfee, not so much at the point of graduation.

So electives for younger students are mandatory?

Well, electives for all students are mandatory at some point because there is an elective category within the graduation requirements.

So if a student goes to Evolve and chooses not to take the optional, just takes the 4 academics, they're going to be credit deficient even in the first year.

So when they're not going to be able to go to— they're going to be behind if they ever go back to Durfee.

So I think when we look at this, we have to look at it with a lens of— you got to be very clear with the student, then you can't— it's not optional to take credits.

If everyone should be individualized in the alternative setting, but it becomes a real issue, it could become an issue that is— we think we're doing one thing to benefit certain kids, we might be doing something in that same decision to not let kids go back to Durfee.

That's my only concern with it, but I yield.

I, um, I have a question.

I'm sorry, sorry, Mr. Mayor, I didn't mean to interrupt.

Oh, I'm making a motion.

I— oh, you have a motion to approve?

Motion to reject.

Reject?

Hold on, the proposal.

All right, let's hold on one second.

My question is, I'll ask Dr. LeGault, didn't the state set a mandated group of— a mandated core curriculum that every high school student has to pass, whether they're in Evolve RPA or, or Durfee.

Did that pass yet?

I know it's been proposed.

It's been recommended, recommended by DESE, but it didn't come through yet.

Okay, it has not.

All right, so on this one, we have a— do I have a discussion and vote to approve?

Did I get a motion?

Okay, Mr. Dyes made a motion to reject.

We could ask for a second.

If there's no second, then we can move on.

All right, let me do it that way.

I'm just Little— I had a question and I lost it.

Mr. Diaz, motion to reject.

Do I have a second on the motion to reject the changes?

Hearing none, I have a motion to approve.

Do I have a second on the motion to approve?

I have a motion to second to approve.

Ms. Riley.

Thank you.

So I, I just— and I, I think I understand the purpose of this, but we have all we've talked about is the success at Evolve Academy.

So what was the reasoning for changing what we were doing now that we're moving Evolve?

I believe when we were at the subcommittee meeting, it was really about being in the facility of 290 Rock and not having different graduation requirements for students to be able to maneuver across schools within the 290 Rock facility.

As, uh, Jan had noted at that time too, we typically do not see students accessing the Durfee High School credits on the period 1 and the period 7.

I want to say the number was 6 students last year.

And so once students choose to go to Evolve, we have not seen students looking to go backwards and reconnect with Durfee.

Oftentimes they've come from Durfee and not found success, and when they get to Evolve, they do find success and then they continue moving forward.

And so in order for students who are at RPA to see themselves as eligible for Evolve, the concern was having 2 different graduation requirement requirements for 2 schools within a building that we are truly in.

For that matter, the virtual school as well, they are under the 80-credit umbrella.

And so the goal was to have all of the schools under at 290 Rock with the same graduation requirement totals so that at a minimum kids could fluidly go between those programs to find success.

I get the idea of the moving between.

I guess I'm just— as a— and again, it's a minimum graduation requirement.

Just like here at Durfee High School, we have a number of students that oftentimes could sell credits to to other students because they've earned all of their credits.

And so I want to stress to the committee, this is a minimum threshold.

The goal will always be to keep kids fully scheduled, engaged in community, engaged in workforce development.

And our goal to really bolster the programming that is immediately and readily available at 290 Rock, that is a focus of the task force and will be a focus of the task force moving forward as we think about those extended educational opportunities.

I hear your methodology.

I guess I'm just wondering why we took something that was successful and we're dropping the requirements.

We're lessening what, what's expected of students.

I, I just, I don't know that, I don't know that we want to think about it in the reverse.

So I just throw that out there while you're still exploring what these programs look like, but I understand your theory behind why you want to move it.

Thank you.

Mr. Anguillar.

So I have a theory on it and When we were looking at which programs are successful and which ones are not, I was an advocate for Evolve to move to 290 Rock and expand.

And I made a statement to the superintendent, Dr. Bronhardt, anybody that would listen, that if a student was finding even marginal success or whatever their profile was, which I was trying to get to, what is the profile of the students, those students would be successful in Evolve typically.

Because we can't have like, like programs, you know.

So with— we wouldn't be able to have a student at RPA go to Evolve and increase the enrollment of Evolve, which is a successful program for a number of reasons, if they were going to be credit deficient.

So it would have been like a block to those students to be able to go to Evolve from RPA.

But as we've been progressing, we've now just kept RPA open.

So it kind of makes that point moot because when I was saying, well, you can stay in RPA rather than go to Evolve as this one type, and we forgot about the students that we really should be focusing on are the ones that are not successful in either one of the programs, which was a minority of students, a smaller number.

If a student was at RPA, and I'll say it again, and they were being moderately successful, they can thrive in an Evolve program at that school.

But they couldn't do that if they were going to be 20 credits short, would be my logic for supporting this, to say why they would be successful.

The same thing with the 1 period and the 6 period, where we— parents have been complaining about, well, how do they now go for electives?

So we're finding, and I told the administration this the other day, so now we're going to bus kids, or we're going to move kids from Durfee to take a 1st period elective over there then go down to 290 Rock and then leave there and go back to there because they're being told that's where the electives are for Evolve.

Another problem.

I don't think that's a good thing.

We don't have elective teachers, I guess, at Evolve.

I'm not sure that that's an accurate statement.

The kids in Evolve are not coming to Durfee High School simply for their electives.

There are electives built into the schedule of Evolve through the TLEs, and there are elective teachers built into the budget that will be shared across the programs at the 290 Rock Building, but not every elective on the Durfee Program of Study is replicated down at the 290 Rock Building.

So if there are students who are interested in specific electives, then they will have access to those electives up here, but we can certainly also give the committee an update as we finalize student schedules at the start of the school year to be very specific around the number of students who are in fact accessing period 1 and period 6 electives up here.

But just as a point of clarity, there are electives down at 290 Rock for all students in the program.

And that was also part of our safety and facility walk to make sure that the common spaces could be accessible to all of the students there.

I would just— my last comment is I don't think it makes sense to have kids going to Durfee High School period 1, back to 290, and then back there at 6th period.

Okay, I yield.

I have a motion and a second on approving it.

Deb, call the roll, please.

Mr. Aguiar?

Yes.

Mr. Diaz?

No.

Mr. Corey?

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yes.

9.3 is discussion and vote to approve the restraint, timeout, and seclusion policy as referred by the Policy Subcommittee and presented by Lori Obechain, Assistant Superintendent of Special Education.

Mr. Diaz, actually, Miss Obechain, do you wish to present first?

I can wait to— sure, one second.

I, I yield.

I'll let Miss Obechain present.

Okay, so just for a little background for the public, in June of 2025, the Department of Education took a vote to amend their regulations around restraint, timeout, and seclusion.

Because that vote passed, districts now have to align their current policies with the new regulations.

Specifically, nothing has changed as far as DESE goes with the restraint guidance.

However, it's looped into the same policy, so there's no changes to that.

The area that is changed is clarification on the definitions of timeout and definitions of seclusion.

And I think it's very important— I've said this too when I presented at CPAC, when I presented it to our principals— we have to not think of timeout and seclusion as punitive, because DESE's guidance is really using these terms, if they're used properly, as behavior support strategies.

So that's what we have to think about.

It's not saying to a student, you didn't do X, now you're gonna go take a timeout, like I have said to my own children at home when they were little.

That's not what this is.

This is about helping students gain regulation, help students take space when they need to, and return to the learning environment.

So the key changes with the definition of timeout: they have added that the students must be permitted to leave the space as, as they request it.

So staff cannot say, nope, not yet, you're not ready.

We can certainly help a student become regulated and in a space where they can leave.

But once a student requests it, they have to have permission to leave to be— for it to be considered timeout.

As far as seclusion goes, the changes are students are alone in a room with or without supervision where they are not permitted to leave.

So the clause of with or without supervision is what DESE added to the definition.

Then they made it very clear that seclusion can only be used in an emergency situation.

So what they did was they gave us specific criteria that have to be met prior to the use of seclusion, and I'm just going to read that so the public is aware.

First criteria is there has to be documentation from a licensed mental health professional that there are no underlying psychological or behavioral situations with the student that would make this a negative experience for them.

The next one is documentation from a licensed physician, same thing, that there are no known medical conditions that would make this experience negative for them, and then written consent from a parent or guardian, and if a student, if appropriate, so if they were older, and then written approval by the principal.

Again, all has to happen before the use.

Once, if you were to use the seclusion, there are specific requirements for reporting.

Parents have to be reported.

There has to be written notification, and you need a doctor's note, correct?

I'm sorry?

You also need to have a note from a physician.

So that was what I said first, right?

Those 4 things: documentation from a mental health clinician, documentation from a licensed physician.

Every effort should be made to notify families within 24 hours, and then you can follow up with that, the written piece.

And then the monitoring requirements.

Again, spaces, these are spaces that are used for seclusion.

These are not timeout spaces, but this is seclusion-specific.

We have to walk them on a regular basis.

They have to be inspected to make sure they are safe and there's no wiring or nothing the kids can get hurt on.

They have to have right light and air circulation.

And then the school teams must review the data for seclusion.

Um, I just want to make sure it's weekly.

Sorry, it's weekly.

I have a motion to approve.

Do I have a second?

I have a motion and second.

Uh, and any further discussion?

Mr. Dias.

Thank you.

Um, when this was referred to Policy Subcommittee, um, this was, this is one of the policies that was referred up to the one I was opposed.

And I understand the administration is presenting a policy to comply with the DESE regulations.

I think it just should just be stated, and again, this is coming from one member who, when I saw the report out of South Coast Collaborative about their use of seclusion rooms.

I was the first one under the former administration, Ms. Oberchain was there, to go visit those rooms.

Use of seclusion timeouts, improper use of seclusion timeouts is entirely inappropriate.

What we have here is absolutely crazy, and if you look at the individual view, and I took the time, and I took hours just going through the different criteria that needs to be met.

And I think some things we need to consider here is the training and the increased pressure on staff.

Make no mistake about it, this policy that is being recommended by DESE is going to put students and staff at an increased risk.

No doubt in my mind, my main focus as a member of the committee is to the students first, and I'm not going to support this policy based on that, just for the fact that students are being placed at risk.

I don't know what DESE was even thinking by making this, putting the increased strain on our district.

I don't know what Pedro Martinez was thinking when bringing this forward to the Board of Education.

I'm just concerned going into the next year, and for that reason I can't support this.

I yield.

Ms. Stewart, I don't disagree with you at all.

I think it's terrible.

The problem is, is if we have to follow DESE, unfortunately.

I don't disagree.

I think it's a terrible idea all through and through, but we can't say no to this.

Well, obviously you can as one person.

Yes, you can say no.

I know, I know.

But what I'm saying is, is at the end of the day, we have to follow it, because then we'll be in more trouble if we didn't follow it.

But I don't disagree with you at all.

I, I don't like any part of it, and I've seen the presentation a few times.

And just so that you know, Mr. Diaz, just— I want to say, maybe last week or the week before, DESE sent out further guidance to clarify with what the seclusion piece is, and we've got some clarification that as long as a student is not alone in a room, it is not seclusion.

So if I am in the room with the student and I can have— we have, you know, materials that they can use, so if they want to trace an infinity sign and do some deep breathing, they can do that, right?

If they a student was highly dysregulated and was aggressive towards staff, we do have methods that we use through safety care that will help de-escalate but also keep staff safe, and we have ways to block and all of those pieces.

So I understand, but now it's a little bit— we— it— the seclusion definition was clarified a little bit further from DESE because initially it didn't matter.

They were saying with or without supervision, but now they're being very careful to say if you're in the room with them, it is not seclusion.

Mr. Diaz.

Brief follow-up question.

What staff, if you, so if I go to a school, what staff in that school are safety care trained?

Any school, just positions.

Yes, so most administrators, so meaning principals, assistant principals.

I mean, we have a whole list of staff, but all of our substantially separate teachers, paraprofessionals, we train some SACs are trained in safety care.

All of our teachers, it's very common for someone from my team like a BCBA that goes to a school during a staff meeting and presents the beginning part of safety care, which is all about de-escalation, because the second part, when you're actually certified, you go into restraint.

So we do have teams in every building that are trained in the full SafetyCare certification, but there's plenty of other opportunities where staff learn some of those same skills of de-escalation, learning how to block, and all of those pieces.

So not all staff members are SafetyCare trained to the point that they can issue a restraint if needed?

No, I think that's something— because we do have some staff who are unable to do that, like they have medical reasons why they're not able to do that.

So there's no schools in Massachusetts that have every person— point of information, Mr. Aguiar— there's just no school in Massachusetts has every single staff member trained.

So just, just saying that for the record, I think we want as many people to be trained as possible, but For clarity, not every school has every person trained.

So I don't think it's— I think it's a moot point relative to this.

I think we have to go by what the DESE says, and then we're doing the guidance, and we have professionals that are making this decision.

We have an attorney who's going to make sure that we're following the law.

I don't think it's a matter of if everyone's safety care trained.

Personally, I yield.

I yield.

Okay, so I have a motion and a second.

Uh, Deb Colavo on this one, please.

Mr. Aguirre?

Yes.

Mr. Diaz?

No.

Mr. Corey?

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yes.

9.4 is discussion and vote to approve the lead BCBA job description.

I have a motion and a second on the job description.

Any discussion?

Hearing none, all— yeah.

Oh, I'm sorry, Mr. Aguirre.

So my question is, this The union has agreed to this job description as written?

The union?

Yeah.

Yes.

So I just think it's a lot for one person.

Is there a reduction in caseload for this person?

No.

So we, we're going to create something, in my opinion, that was bargained, but the reality of it is for, I think it's $4,000 or short money, this person is going to do yeoman's extra work.

And I just don't know realistically how we can even present this, that this is what we're going to have one person do, because they have their whole caseload.

How many BCBAs do we have?

We have 11.

11.

So they're going to evaluate 11.

Right now they evaluate no people and have a full caseload.

Now according to this, they're going to do all of the stuff they used to do They're going to evaluate 11 people.

They're going to have monthly trainings with all these folks.

They're going to— like, I just don't see the reality.

It's not realistic in my opinion.

I'm not sure how they would have agreed to this, but we're going to be back at a point, in my opinion— not saying there's not a need for it, trust me, right?

It's just that we're not being realistic with what it is because now you're going to get no one to apply, or the person who applies is going to get burnt out, and then you and your administration is going to be coming back to us saying, We need to reduce the caseload of the person because they're doing too much.

So I personally don't— I'm not going to vote for this for that reason.

I don't think it's realistic for one person to do all of those things.

Just my personal opinion.

I mean, to be totally transparent, our lead psychologist does a full caseload and fulfills the duties, same union, same unit in the union.

And fulfills all the case— all the duties of the psychologist and gets the stipend to do the additional work.

The BCBAs helped me write this.

There was no one that expressed, we can't do this on top of our regular, if they were interested.

To your point, I don't know because obviously it hasn't been approved yet, so it's not posted yet.

I have heard that we do have BCBAs interested in applying for this, but I won't know until we do that.

Well, I think it's also whoever's managing them, which would be you, yeah, has to acknowledge that they're doing all of those.

So the expectation has to be you're going to continue to do all these things.

You really might not know that they're doing evaluations when they were supposed to be doing some other duties, you know.

So it's an awkward position for you to be in, for the person to be in, but I'm just a realist and say even the one with the psychologist that you're quoting There's just no way that they can do all of the things they would have done as a psychologist and still do all of those other things, because you're only one person.

You're only getting a very short stipend.

So it might be that they're taking it all on, but they're probably not able then to take on an extra 10 or 20 cases.

So I'm not going to support it for that reason.

Nothing personal.

I yield.

Anything further?

Do I have a motion and second?

You do.

You do.

Deb, call the roll on this one.

Mr. Ige?

No.

Mr. Diaz?

Yes.

Mr. Corey?

Mr. Moniz?

Yes.

Ms. Riley?

Yes.

Ms. Stewart?

Yes.

Mayor Cogan?

Yes.

9.5 is a discussion and vote to approve the request to explore a day school as referred by the Special Ed Alternative Action to approve with a question.

I have a motion and I have a motion and second.

Presentation, Mr. Diaz.

Presentation, please.

I'll hold off for a presentation.

Okay, Mrs. Aubuchon.

Okay, so really this is for informational purposes because we're really not, um, asking this— the committee to commit to anything right now.

What we're looking to do is— we have done a great job because of the special ed department's hard work, the school committee support, the administrator support We have really grown programs in Fall River for our students.

And I will say it publicly, I want to keep as many kids in district as we possibly can, because that's where we know we have the oversight and kids are with their community and it's just best practice for kids.

One area that we have not focused on is our most significant students, students with what is defined as level 3 autism, so the most significant form of autism, and our medically complex students.

Not only are the costs of the programs over $100,000 when they go out of district, but these programs don't have related service providers like speech or PT or a BCBA.

In fact, they're coming back to us more and more asking us for additional funds because we have to pay for speech to go into the programs to provide the services.

So just a question, I don't want to cut you off, but I was just trying to get some clarity on what are we actually voting on.

So it's just a free feasibility study done in-house.

It's not a contract, it's not a consultant or anything like that.

No, we're going to do it ourselves.

I gave you some, just some background of why I want you to.

I understand.

I, I apologize.

I, I thought there was more to it like that we had to vote on.

This is a good idea, and I apologize for interrupting.

Mr. Diaz.

Thank you.

I agree, um, this is a good idea overall as well.

I'm not sure if I mentioned this at the subcommittee.

The only thing I would ask for as far as a feasibility study is also just looking at facilities of the building as well.

So if we're going to open up a program in the Pace Center, if there's any— just getting updated on if there's any work that needs to be done, who will be paying for that work, right?

Because it's not— I don't believe this is owned by the school department.

So just an update on conversations we've had in the past on the Pace Center from there.

However, I think it's definitely a great idea that we have this, wherever it is, this come back.

And I think overall be good for the financial health of the Clover Public Schools and just having important staff that are in, in the district helping our students.

I yield.

All right, let's do it.

So I'm just gonna put it all out there real quick.

I have a daughter that's out of district and she is level 3 and she has medical.

So for a student like my daughter to not have left district.

She drives to Walpole every day.

It's a very, very long drive.

So to have that program here would be great because people don't realize what you miss out on is like the community piece when your child is far.

So she's not going to— by the time she gets home from school, she can't go and do the sports that's here at Derfus Live.

It's just too far.

So this kind of a program would be fantastic because I wouldn't— she wouldn't have to drive an hour there and an hour back every day.

So that's just one example, and we do have many kids that's like that.

So It's a two-parter because she has— my daughter has medical too, so she would require— she comes back to Durfee today, she'd be— she'd require a nurse and a one-on-one.

She comes with a lot of significant needs.

But if she— we had that program already, we wouldn't have to, you know, do all that, and it would save money.

So I just want— do I have a motion and a second on this?

Mayor, I just want to say one thing.

I want to say, when you're looking at a program like this, and I've been involved this previously.

As you look at your numbers and you talk about a feasibility study, you also, as a large district looking at some of the smaller districts that may benefit when you talk about closer to home— see, I mean, obviously you want the space for your students here in Fall River, but you may open up the doors to tuition in a number of students.

So that's another part of the study.

Thank you.

So on the vote to approve the exploration of a day school, all in favor?

Aye.

Opposed?

Unanimous.

9.6 is discussion and vote to approve the Stone expansion for additional rooms and staffing as referred by the Special Education, Alternative Education, and Early Childhood presented by Lori Obechain, Assistant Superintendent of Schools.

So, Obechain.

So with the pre-K being all housed at Bishop Conley now, we have some availability within our current therapeutic day school to do some expansion.

What we're looking for this coming school year is to open up 2 classrooms, and then the following school year, if needed, an additional 2 classrooms.

Make a motion to approve with a question.

Second.

I have a motion and second.

Mr. Aguilar, question?

Can you please highlight then what the needs are for additional staff?

So at this point, because when we open the new classrooms if the committee supports that.

They will not be full from day one.

So we are only asking for 2 additional teachers, one for each room, and 2 paraprofessionals, one for each room.

We will utilize the existing support staff within the building for all the other pieces.

Because again, we're not going to— we're not talking about filling the rooms right off the bat.

So as the grow— as it grows, then we will need to reallocate.

Thank you.

Any further questions?

I have a motion and second.

All in favor?

Aye.

Opposed?

Unanimous.

9.7.

Is a discussion involved?

Second.

I have a motion to approve and a second.

It's just to request a contract with Agency Staffing.

Any questions on the contract with Agency Staffing?

Hearing none, all in favor?

Aye.

Opposed?

Unanimous.

9.8, discussion and vote to approve the revised school committee meeting calendar.

Make a motion to keep the schedule as is.

Second.

I have a motion to keep the schedule as is.

Any discussion?

Hearing none, Mr. Dias.

That does not— does With this vote, I just want to encourage the superintendent, if there is a need for a special meeting, we should utilize special meetings if there is a need at the full committee level.

And as I have stated, we stated in the retreat, we need to be utilizing our subcommittees more, which includes finance committee as well.

So I am hearing that there is something in the books, so I am hoping we can have a meeting starting in August.

I think that will— utilizing our subcommittees and effectively utilizing the agenda-setting process, I believe we will be able to have efficient meetings.

I yield.

Can I address that, please?

Yeah, of course.

Obviously, I have had some discussion with school committee, and I think it was really interesting, uh, tonight when we talk about the 2 meetings a month, the first and the third Wednesday.

You know, one of the things I would have liked to have looked at was a meeting a month where you look looking at a lot of the business practices.

And interesting, this evening, and I believe, Mr. Aguiar, you were talking about the presentation of the reading.

My goal was to populate the calendar with the 2 meetings a month all year long for that second meeting to be about our reading programs, our curriculum, to highlight departments, to make sure we're hitting on our— and again, we can do this with 1 meeting a month.

I just thought it would be clearer, much more efficient, and to be able to look at your school improvement plans, making sure that we're populating the calendar as we go along to have a very solid calendar, um, and a process that may work in better, more efficiently than the process you're working on now.

I understand there's no appetite for that, but I want people to understand why I was requesting that.

Sometimes it's lengthy, and thank you, Mr. Diaz, because you're correct, we wanted a special meeting at the end of June We had that.

We were able to take care of business.

I understand that's available.

It was looking at the practices, and I know where in retreats we're having discussions.

I know at this time you don't have an appetite.

Maybe it's something we can bring back and take a look at.

All right, so I have a motion, a second.

Um, uh, Deb, call the roll.

Mr. Agnew?

Yes.

Mr. Diaz?

Yes.

Mr. Corey?

Mr. Moniz?

Yes.

Ms. Riley?

Yes.

Ms. Stewart?

Yes.

Mayor Coogan?

No.

9.9 is discussion and vote to approve the deputy superintendent job descriptions presented by Kathleen Smith, interim superintendent of schools.

Right, so this is a job that you created, I believe, last spring.

Um, you know, our deputy superintendent, uh, Liz Legault, has come on board.

Uh, we've seen how critical it is, and I know many of you advocated for this.

I'm also in the process of looking at the org chart.

As we start to populate and look at different offices.

For instance, you now have an executive director in your human resource office.

We're starting to look at the practices.

We're looking at the areas of concern.

So I've put together, and I believe there was support from many of you in sharing some of the different jobs ads and the duties and responsibilities.

I'd also like to review this in a few months with you.

We have somebody in place.

Not going to be advertising anytime soon, but I'd like to look at that as I look at the org chart.

So this is what you're presently getting this evening, but there may be corrections as I go along and look at the oversight of the deputy superintendent, looking at the assistant superintendents, and looking at our overall organizational chart.

Mr.

Chair.

Mr. Dias.

Thank you.

So, um, 2 concerns I wish to highlight, which I've, um, I have asked previously in an email is, um, first, we have subcommittees in here that do not— that the deputy superintendent would be responsible, um, with working with that do not exist.

Can I please get an explanation as to why, specifically negotiation subcommittee, which we do not have?

And I— my concern is we're placing the cart before the horse.

I understand superintendent and you have an appetite to, um, change, reorg some of our subcommittees, and I may not be in disagreement to many of those changes.

However, we have here a vote to approve a job description where we have subcommittees that don't exist currently.

So if I can just get an explanation.

Well, you know, as I said, you know, your, your deputy superintendent is in a position— we have negotiations You know, we will have certainly a committee together, what, if it's not a committee presently, it's something that we would be bringing forth if that's a best practice.

As we go into negotiations this year, as we start to develop a human resource office, as we start to, you know, focus on those, where presently do you do your work for your negotiations?

So maybe it was titled, where do you presently do that work?

What's it under?

You're asking who does our negotiations?

No, not who does the negotiations, but where do you do preparation for your negotiations?

Oh, that's an excellent question.

I agree with you, there's been an issue with negotiation.

Executive session.

So as I said, this is a work in progress.

You know, we're really looking at a job that came about very quickly.

I understand what you're saying.

When you say negotiations, that's with union, with With S-9s, it's been the same thing, but we never really had a firm negotiator, someone who was the negotiator for the S-9s.

It was always just the unions, my understanding.

The mayor's shaking his head no.

It's usually Mr. Assad, Attorney Assad and Human Resources.

Human Resources, yeah.

And then they would come to us with a proposal in executive session.

OK. Not to get into the back history, but on a separate note, in issue I— OK. Point of information.

Can you tell us where are you reading that there's a subcommittee name that's not negotiated?

Yeah, I'm trying to like look— I'm looking at it right now, the draft, and I don't— just don't see it.

I didn't see it either.

I thought I was missing some information.

It said work with subcommittees, but not all subcommittees.

No, there's, um, yeah, collective bargaining, serve as management member for the negotiation subcommittee under human resources labor.

Oh, I see.

Okay, thank you.

Um, so my second issue is when this was first presented before the committee, I believe in our June meeting, this committee took an affirmative vote.

I believe it was 5 to 2 to give alternative education the duties over to the deputy superintendent.

Which I do not see here, right?

What it is is and other duties as assigned by the superintendent.

But we took a vote to make that clear.

Yes, within this job description.

Well, as far as the job description goes, it is in there under other duties.

You mentioned that to me.

Liz and I work as a team.

We're both overseeing the process right now of the alternatives.

I don't believe that was the— my issue is I don't believe that was the vote of the school committee.

The school committee took a vote to give alternative education over to the deputy superintendent.

It should be clear it shouldn't be under other duties.

That's not what the school committee voted.

The school committee voted clearly to give those duties to the deputy superintendent, and the deputy superintendent reports to the superintendent.

I heard that the committee, and clearly we're working together on that.

I'd have to ask legal if you're able to put in any of the duties that you so choose.

Why is this before— Superintendent, you report to the school committee.

This school committee gave you a directive to add in a job description, which is before us tonight for approval.

I didn't hear the words add to the job description.

I understand there's this radical interpretation of ed reform However, it's clear to this member the school committee gave a directive and it's not in here, and I have an issue with that as one member.

I yield.

Mr. Diaz.

Mr. Hackius.

Yeah, so I have no problem with this as is except for the piece that Mr. Diaz just mentioned.

So at the last meeting, this position is duly created by the school committee, and we approved the job descriptions as we have for the last 20 years or more.

So in it, we said after the first read at last meeting, it was voted on by the full committee that said we— whatever comes out of this job description, the deputy superintendent position that we voted to create has to oversee or supervise, whatever the word was, with the alternative education programming.

That's what we said as one of the essential functions and duties.

It wasn't meant for under any other duties.

It was a clear vote to say this deputy superintendent that we created, that was needed, and I think she's doing a great job, needs to oversee alternative education.

And that should have been in here, in my opinion.

So, um, I'll make a motion to approve with that again in here so that we articulated that the deputy superintendent's position whoever that is, oversees alternative education programs.

Second.

I have a motion and second.

On that though, I believe that the superintendent has the ability to assign duties to anyone in the district within their contract, particularly with the teachers and the— but the administrative team, I think she can tell people what she needs them to do to make the 4 of us Florida Public Schools perform better.

I don't, I don't have any doubt in my mind from what I've seen of Dr. LeGault and Dr. Smith that they're both gonna be tackling the alternative ed programs.

So I think that is gonna be part of her duties.

I don't know if we have to codify it in the job description 'cause I, I've already seen her down there tackling issues, but to tell her that you must do this is a bit of a stretch, I think.

Go ahead, Mr. Aguirre.

So we have a job description that we've had in the past that we created for assistant superintendent for SEL integration, whatever the wording is.

In said job description that we approved, it states in there something along the lines of oversees— there has to be a point person that oversees the alternative education.

It's in that job description.

Which we duly voted on as a body because it's a position that falls under us, as well as the general— we approve job descriptions.

So we have it listed in one job description already.

This motion, when we created a position, a high-level position, was to take the— that oversee of the deputy.

On the org chart, the deputy is above the assistant superintendents.

So the intention is we're justifying a $230,000 position by saying, in addition, she's going to supervise with, amongst other things that are in this job description, oversee alternative education.

So when it came down to us to say, how is alternative education going to be promoted or not promoted, positive, negative, better, or worse, we actually articulate in here that the deputy was going to be the one that makes that decision.

So at some point in the past, it was like, who's gonna make the call if there's a debate?

Durfee wants to send the kid to RPA, RPA wants to not do it.

We would have to articulate somebody to do that, to be the overseer, to make that decision.

It was the assistant superintendent.

Now that we have a deputy above them, the only intention here is that now she's going to be the one to say— well, obviously the superintendent has a say, but the day-to-day stuff that needs to be decided would be by the deputy.

We already voted on it before.

We voted on it 5 years ago when we created the other position.

So it's not telling the superintendent what to do.

And this is a position we've created.

So we're going to create a position and not say what we need, what we require that to do.

But let's just create a $230,000 position and let the superintendent come up with whatever she wants.

That's not okay either.

This is not doing anything other than what we've done in the past for a new position like this.

With a deputy superintendent, and it's justifying in one way what the duties are going to be of the deputy superintendent.

I clearly understood what the committee mentioned at the last meeting, that you wanted the deputy to oversee alternative ed, and clearly I do have a disagreement.

I believe the job descriptions are managerially under the superintendent of schools in In every district I've been in, I would question in every district around you, the superintendent is the one that puts forward to the committee job descriptions and the duties and responsibilities of those members.

Now, you have an attorney present here.

Obviously, we have a disagreement, and I think it's something that needs to be looked at as we move forward.

I have no question.

I'm pleased that position has been added.

I talked how positive it was.

We're working very closely together.

There are many duties that we share together, but I have oversight of the deputy superintendent and the assistant superintendents and should be allowed to develop job descriptions, hold them accountable for whatever I deem that is needed in the district.

Now, you have legal counsel, and I think it should be referred to her.

You want to have that out now, or— Go ahead.

I mean, I just don't think it's a healthy thing to do to say let's talk about this right now.

I'm willing to do it.

I already articulated my point.

But at the end of the day, we know this situation's come up, so I don't want to get into an argument with you right now over this, or the superintendent over it.

But what is a fact is we made a vote and the superintendent refused to put that into practice.

Now we could go into detail on what do we do now.

I'm not looking to have an argument with her about that right now in this public meeting.

This has to be addressed, I'm sure, but I don't want to go get into a tit-for-tat over, uh, whether she didn't follow a directive of the, of the school committee, which is clearly what we voted on.

We can't go to the minutes because the minutes are not done yet, but at the end of the day, we voted and it didn't get— it didn't happen.

So it's not a good situation.

If we want to debate it in public, let's— I'm willing to do it, but I think it should be taken offline personally.

Well, so to that end, motion to table.

Motion to table.

On a motion to table, I'm glad I was second.

Second.

A motion to table.

Uh, no discussion.

Deb, call the roll please.

Mr. Aguiar?

Yes.

Mr. Diaz?

No.

Mr. Corey?

I abstain.

I missed the Babe.

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yes.

Next item up, I'd like to make a motion to table 9.10, the public comment policy, until the August meeting.

Second.

We just tabled 9, didn't we?

9.10.

Oh, sorry, 9.10.

910.

Okay, I have a motion to table and a second, um, to public policy.

All in favor?

Aye.

Opposed?

Unanimous.

911, discussion and vote to approve the expense reimbursement policy.

Thank you.

As referred by the policy subcommittee and presented by Mr. Diaz.

It's my understanding, um, just, um, just prior to this meeting that the administration would like to review this further and might want to add, um, some additional details to the expense reimbursement policy, perhaps some procedures that were implemented in another municipality.

So that being said, I'll make a motion.

Wait a minute, are you done talking?

Yes.

Okay.

Mr. Diaz, is that accurate?

Are you asking, is it— who told Mr. Diaz we're going to add some more stuff to the expense policy?

I did.

After discussion with, um, our new CFO and the superintendent at the meeting, at the policy subcommittee meeting, it was referred that the policy be referred to the full committee but with the IRS guidelines.

And with discussions that I've had with the CFO, we're going to create guidelines.

I'll make a motion to table.

I have a motion to table.

Do I have a second?

Second.

I have a motion to table and a second.

Uh, Deb, call the roll.

Mr. Agnew?

No.

Mr. Diaz?

I withdraw my motion to table.

I, I, I didn't think it was, um, a— we're already voting on it.

No.

Mr. Corey?

Yes.

Mr. Moniz?

Yes.

Miss Riley?

Yes.

Miss Stewart?

Yes.

Mayor Coogan?

Yes, next, line 12, Mr. Elia.

So there's a system in place that we have for agendas and setting the agenda, and when we set the— we sat for the agenda, which I spent several hours this week doing, nothing like that came up.

It was basically we were going to use the IRS and it was done.

There's a system problem here of communication in that how this would come up with no information other than the secretary telling Mr. Diaz and I, because we happen to be here early, that, oh, this is what we want to have happen.

That's not the way it should go, and that's why I voted no.

Okay, 912 is the second read and vote to approve the following policies as presented by Mr. Diaz: the fraternization policy, the field trip policy, the student overnight policy, and the public complaints motion.

Approve all.

Second.

I have a motion, a second on all.

Any questions on those 4 policies.

Hearing none, Deb, call the roll since we're doing 4.

Mr. Aguiar?

Yes.

Mr. Diaz?

Yes.

Mr. Corey?

No.

Mr.

Bonus?

Yes.

Ms. Riley?

Yes.

Ms. Stewart?

Yes.

Mayor Cooper?

Yes.

913 is discussion— the table, 913, 914.

I have a motion to table 913, 914.

Do I have a second?

Second.

I have a motion, second to table.

Deb, call the roll.

Mr. Aguin.

Yes.

Mr. Diaz.

Yes.

Mr. Corey.

Yes.

Mr. Moniz.

Yes.

Miss Riley.

Yes.

Miss Stewart.

Yes.

Mayor Coogan.

Yes.

Item number 10 is an update from our chief financial officer.

He will provide an update on the transition into the district.

Go ahead, Aldo.

Good evening.

So I've been splitting my time between Acushnet and Fall River while we make the transition.

I've been coming in every afternoon.

I've set up my schedule so I'm here all day on Thursdays.

I'm working towards getting here 2 days a week full-time, but I'm here every afternoon.

While I've been here, I've been referring— familiarizing myself with the system that's in place, with the budget that's been created, especially the transportation budget.

Gone through and really worked on that.

I've met with the city CFO to go over the transportation budget.

We are now going to be setting up some bimonthly meetings with myself, the city CFO, the city procurement officer, and the city auditor so that we can be basically in step on having all of our work here that we produce go to City Hall basically and have a smooth transition as far as payrolls, accounts payable, contracts, and such.

So we're working on that.

I've been currently going through all of the new hires.

The folders come to me.

I've been reviewing the org objects, making sure that they're coded correctly, they're hitting the right accounts, and I sign off on those as they go back down to HR to complete the onboarding process.

The— I'm working on the budget transfer.

So it's the end of year.

So as you go through all the different line items or all the different cost centers, some line items might be a little over— overspent, others underspent.

So I'll be working on a budget document for this committee for the next meeting where basically we balance those all back out.

Those adjustments will then be made in the system to complete the fiscal year FY26.

So now that we're in FY27, again, we start off clean.

In learning the budget, I'm going through identifying myself with the various schools, the various programs.