Mr. Monus >> here. >> Miss Riley >> here. >> Miss Stewart >> here. >> Mayor Kugan, >> please rise for a 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 the public meeting or may transmit the meeting through any medium. Attendees are therefore advised that such recording or transmissions are
being made whether perceived or unpersceived by those present and are deemed acknowledged and permissible. We're going to move on to citizen input time. We have 22 people signed up. So, we're going to try to keep this to three at least three minutes each. And if you can do it quicker, that would be great.
But the first person to sign up is Sadi Asharelli on opportunity up. Good evening members of the Fall River School Committee and district residents. My name is Satie Lee Marelli and I'm joined by my classmates as proud seniors representing the cultivated Evolve
Academy. For those of you who aren't familiar with Evolve Academy, it is a project-based competency based program that supports kids who struggle with engaging in and attending traditional high school curriculum. These courses provide hands-on learning as well as teach us topics that not only keep us engaged, but are interesting and
relevant to the current events in our world today. Evolve has so much potential for upcoming scholars and teachers who truly want to help students for the next generations of the city to come. And I have watched so many of my peers experience academic challenges they never thought they could reach graduation while in traditional high school. Then after finding an
alternative option that suited them, they grew immensely successful. Yes, I could admit alternative education is different and a big change to our community. But change is good and especially a positive change. We have the opportunity to reimagine what education can look like and change the concept of alternative to mean positive
different option or opportunity. As a resident of the fallover community, I born and raised, I gained insight from my siblings, my family, my friends, and their families. and I can relate to their personal academic struggles. As a student who was diagnosed with ADHD in the third grade and one who was placed on a 504 plan in seventh grade, I can
proudly say I love going to school and attending this program. Not everyone finds success in a large capacity school setting with a distant support system. Some students need a different curriculum that is more student- centered where students have ownership over their educational needs and I consider myself one of those learners.
Many students facing social pressures or difficulties in traditional schools find success and comfort in an alternative setting. Evolve focuses on implementing transformative learning experiences, which we call TLES for short. Unlike the majority of my friends and schoolmates, I can confidently say I learn something new every day, and I connect what I'm
learning to my everyday life. I believe more students should have the opportunity to choose our online courses or personalized hybrid education options. This new way of secondary education deserves recognition more than ever because it has as much importance as in-person learning. Currently, Evolve
is one hallway at BMC Dery, holding six classrooms and 130 students, 16 in our hybrid pathway. All students in Evolve have personalized schedules and all of our seniors this year will graduate with solid post-secary capstone plans. Because graduation for us is not the finish line, it is the starting line for our future. With your help and support,
we will achieve our current goal to have 200 students enrolled using the same onboarding process we currently have by the end of the next school year in a better school location. We would better benefit from more space for more employment opportunities, elective options like arts and music, and most of
all potentially granting a better evening school, online school, and hybrid education options, welcoming more students as well. Once again, I appreciated this opportunity given by the school committee, and I am excited to see how this program grows in the near future. Thank you. Next up, an Anna Soua.
>> I think you said that CC, right? Would be better off. >> CC, that's a good one. >> Good evening, esteemed members of the Fall River School Committee and community residents. My name is Ania Souza and I'm honored to stand before you today as a proud senior representing Evolve Academy program. Thank you for
the opportunity to share my perspective on the opportunity hub agenda item. Evolve began in 2019 with just 25 students in the RPA building. Since relocating to BMC Dery in 2022, the program has grown rapidly, serving 75 students in the first year there and now
supporting over 120 students through both hybrid and in-person learning. This growth is something we are incredibly proud of. However, continuing to expand within the limits of just a six classroom hallway will make it difficult to sustain the progress we have worked so hard to achieve during my freshman.
Evolve has is more than just a program. It is a second chance. Many students come to Evolve after struggling in traditional schools environments. I know this because I was one of those students. During my freshman year at BMC Dery, I felt overwhelmed and lost. I was labeled as a difficult learner and began to believe it. I would leave school
after just my first class even though it was my easiest because everything felt too heavy. School became a place of frustration and it affected my life both in and out of the classroom. By the end of freshman year, I had only earned 22 credits even after attending summer school. That is when I was introduced to
Evolve Academy. I was hesitant at first. I did not think it would be the right fit for me. But through the program's onboarding process, I had the chance to apply, shadow, and truly experience what Evolve had to offer before making a decision. And that process made all the difference. Evolve did not force me to join. It gave
me the choice. And because of that, I chose to be there and I chose to try. Through difficult moments and setbacks, Evolve listened to me. The staff worked with me and my family to understand my needs. They helped transform the label of difficult learner into a 504 plan that actually supported my success. For
the first time, I felt seen, heard, and understood. That is why it is so important that we preserve Evolve's onboarding process, the application, the shadowing, and the opportunity for students to decide if the program is right for them. This approach ensures that students who truly want help are the ones receiving it rather than
placing students in a program they may not be ready to embrace. Choice creates commitment and commitment leads to success. As Evolve continues to grow, we must ensure that it has the space, the resources to continue changing lives like it changed mine without losing the
core values that make it so impactful. I am truly grateful for the opportunity to share my story and advocate for the future of Evolve Academy. Thank you for listening and thank you to Evolve for empowering students like me to believe in ourselves and to pursue a better future. Together, let's continue
building a brighter future for all students in our community. Thank you. Thank you. Next. Next up, Kaylee Souza. Kaylee. Hello and good evening to everyone. I really appreciate the opportunity to speak here in front of you all tonight.
My name is Kaylee Souza and I'm a senior at Evolve Academy. When I got to high school, I was lost. Lost when it came to my peers. Lost when it came to how to go through with my day-to-day life at school. All of my friends around me were being sent to RPA without a say, and I was absolutely terrified that I might be
next. What saved my education was being able to have the choice in where I went when it came to alternative education. I was the one who brought the idea of joining Evolve Academy to my parents and to my guidance counselor at Dery. I knew what I was doing wasn't working and I knew I needed to find a better option.
When I had my first shadow day at Evolve, I had absolutely no interest in joining the program anymore. I was bored out of my mind and the teachers actually held me accountable. I sat on it for about a week before I made the choice to shadow again and inevitably joined the program. That was the most important
part of my journey. The choice. So many students like myself are making that choice to find a style of schooling that works for them. That's why this move to the building on Rock Street is so important. We need the space to expand and the facilities to give students the educations they deserve. With that being
said, it is of utmost importance that we keep that element of choice when it comes to Evolve Academy. Being sent to RPA was like a punishment. Student students shouldn't be punished for needing an alternate style of education and extra help from staff to stay on track. By sending kids to Evolve involuntarily after the move to Rock
Street, we are essentially just renaming the alternative school that is already failing students in their needs. Students should always have a choice when it comes to their learning environment. If something isn't working, they should be able to advocate for themselves and find a solution that works for them. So, I leave you all with this question. Are you willing to deny
future generations a good education because you made that choice for them? It is up to you and to all of us in this room tonight to make the right decision. Thank you. Next. Next up, Ashton Morati. Hello. >> Hello. >> Hi.
>> Uh, my name is Ashton Miranda. >> Yeah, talk to the microphone, Ashton. Directly into it. >> All right, I got you. I got you. I got you. All right. It's a little weird hearing my echo, but um, right now Evolve is a small program that is separate in the back hallway of Dery's gym, and students and teachers have thrived in this environment, even with a
limited amount of space space. Now, when I say thrive, I mean you can walk into this place and hear happiness and learning accompanied by teachers re-engaging their students back into the back into their work. And I think that that's exactly what makes uh VV so special is the teachers. Um beyond their
curriculum is the teachers and the amount of attention they give you. You don't feel like you are inadequate because you are aren't conforming to what it means to be a normal student. For instance, like going to class every period or not being able to take breaks in between. Instead, they notice that you're falling
behind and try to help you in a friendly way instead of reprimanding you and expecting you to fall back in line like giving you ISS for skipping class where they, you know, remove you from your resources and put you in a classroom where, you know, you're by yourself and you don't talk to any teachers or anybody and you're just in a quiet room.
But in Evolve, the way they recommend you is they'll you can get detention. There's multiple other ways, but mostly detention just consists of sitting in a room with the teacher and getting work done and all that. I just think that's kind of cool. I think our Fall River community needs to recognize that there are many more
students like me who could benefit from a different type of school that is smaller and has more staff who can meet you where you are at and support you to be the best version of yourself. Evolve might not be Evolve might not work for everyone. So having that choice is what made it work for me. Even though we are a program and just a small hallway, we
have made it something special. It would be awesome to see what we could do with more space and resources. Uh thank you Next is uh Cameron Camber. Good evening, Fall River School Committee. My name is Cameron Camro. I'm a far river native and I'm ranked as the evolved student who strongly believes
that alternative education programs should be designed with flexible outcomes and that reflects the different needs, strengths, and goals of the students that they serve. Not any not every student follows the same path. An alternative education exists precisely because the traditional school system does not work for everyone. Some
students in these programs are balanced in work, family responsibilities or personal challenges. Other may learn better through hands-on experiences rather than standardized testing. Because of this, expecting identical outcomes for all students such as the same testing by March or timelines that can overlook the purpose of alter
alternative education. Instead, success should be measured in ways that are meaningful for each student. For one student, success might be earn a high school diploma or parent prep parenting for college. For another, it might be gain gain job skills, complete certifications, or proven attendance rates and stability. These outcomes are
not lesser, they're simply different and reflect real progress. In addition, I believe that expanding to the old RPA building would create more room for growth and opportunity. A larger dedicated space could allow for more programs, smaller class sizes, and a better learn environment tailored to alter alternative education students.
Growth should not be eliminated by the space when there is already available resour resources that could support students more effectively. It is al it is also important to offer a wide range of program options to meet students where they're at. This includes strengthen and expand pathways like
online learning, night school and evolve academy and also RPA. Also, each of these options serves a different group of students with different schedules, responsibilities and learning styles. Having multiple pathways assures that students are not forced into a single model, but instead can choose the one
that gives them the best chance to succeed. By inter by allowing for individualizing goals and expanding access to different learning environments, schools can better support the school system can better support students in building confidence, staying engaged, and preparing for life after graduation in ways are in ways that are
realistic, empowering. This approach recognized growth is not a one-size fit all and that education that education should meet students where they're at, not force them into a single definition of achievement. I encourage the school committee to encourage to consider these policies that allow alternative
education programs to define success more broadly and expand to places like the RPA building and continue more development and continue developing more multiple program pathways. Doing so would not lower standards. It would make them more fair, more effective and more aligned
with the diversity of Fall River. Thank you for your time and consideration. Next up is Michael Melo. Hello school. My bad. I'm Michael Melo, an evolved veteran on board in September 2024. Such a short time ago, but I'm already just around the corner from
graduating. I just broke into the 80 to 90 credit range and I'm working on my senior capstone. But when I came in, I was a junior for credit, I'm sorry, a credit equivalent to a freshman. I was a homeschool transfer
from kindergarten to my sophomore year. And as much as I enjoyed it, I really wanted to have my own high school experience before it was fully over. September 2024, I went for a meeting with Dery's head of guidance and was unable to have a smooth transition into the FRPS system. My homeschool credits
would not transfer. I had three choices. Go back to homeschooling or I could go to Dery as a freshman, graduating in 2028, or apply to Evolve Academy. From the outside, the program already looked grand. And now that I have been a
part of it for so long, I can confully say that's an understatement. One of the most important pieces of a school is community. And involved knocks it out the park. Hang on. Since the day I shadowed, I've always had consistent support from not only the
staff, but my peers. They knew I was homeschooled and all collectively came together to make sure I was welcome. With Evolve Academy being project based, we all get the opportunity to collaborate with our peers on projects. There's more students who are actually excited to go to school rather than
dreading it with, of course, me being one only having one absent in my whole two years being there. What makes Evolve students different from traditional public school students? We had to apply. It's our decision to come into the program and the students
know and appreciate it. You can visually see that students academic success before and after. The overwhelming majority of evolved students were already in the traditional public school programs. Every one of us went through the same onboarding process with the current
student to staff ratio being roughly one staff member per 9 to 10 students. Every student gets to be known, acknowledged, and build that personalized bond with their teachers. And you can tell the staff actually care and will have the extra effort to know
and cater to you. Right now, I'm going to be a firstg college student and staff involved has really been helping me take these extra steps toward my postsecondary journey. If I could go back and change one thing about my past, I wouldn't I would have joined this
program sooner. Evolve most I'm sorry. Evolve most definitely helped me stray from my important core life skills. Whether it's public speaking, discerning, interpreting college level law documents were
learning to properly argue and debate at a level that most grown adults could never. Evolve really makes sure they cover all the bases and do it well. And that's why I have the confidence to be here be up here today. And that's why even though it's my 18th birthday, I had to show up
and show my gratitude for this program. Thank you. Next up is Lily Santos. Hello members of the Fall River School Committee and citizens of Fall River. My name is Lillian Santos. I'm a senior at Evolve Academy. Thank you for allowing
me to speak today. I have attended Resiliency Prep, BMC Dery, and now Evolve. So, I have experience in multiple public school environments. At RP Dery, I didn't just feel disconnected. I felt overlooked. There were times students spoke up and weren't truly heard. Some class expectations
were low. It seems we weren't being pushed to reach our full potential. And it became easy to fall behind and feel like just another face in the crowd. When students are neither challenged nor supported, they don't just fall behind. They begin to believe this is all that's
expected of them. Evolve has been different. It's the first school where I have built genuine relationships with teachers who listen, support, and encourage me to improve. They don't just assign work. They ensure we understand it, refine it, and learn from it. As a single mother, that support has been everything to me. Evolve has provided me
with the flexibility to continue my education while I waited for daycare for my son. Instead of falling behind, I was able to keep moving forward because I had a school that worked with me, not against me. At Evolve, students were supported, genuinely valued, and that should be the norm. Moving Evolve into
the RPA building is not just creating more space. It's providing more students with access to an environment where they can be seen, heard, encouraged to succeed. Every student deserves that opportunity. Thank Thank you for your time. Next up, we have Erica Allise.
Hi, good evening. I don't know if this is right. My name is Erica Allardise and this is Anton. I'm not here, sorry. I'm not here to give a voice to myself. I'm here to give a voice to him. Anton is a second grader
at Spencer Bordon. As you can see, he is not your typical second grader. Anton has cereble palsy. He's wheelchair bound, non-verbal, and relies on the care of others for all aspects of his life. Recently, it was brought to my
attention to watch the last school committee meeting. I've never done that in before. It was mentioned in that meeting that the Spencer board and students in the medically fragile classrooms will be moved to Sylvia
This is this will affect Anton along with many others. What we are here to ask is what is your transition plan? In history, families like ours have not been notified about changes that will directly affect our children. For
example, last year extended school year was changed to four weeks instead of the typical five. We were not told until mere weeks before the school year ended. This does not give us a chance to find care for our children. These are not
children that can go to camp. These are not children you can have your neighbor watch. These are not children that you can have the local teenagers watch. Except one is my daughter and Ken. These are the most vulnerable children in our city. We have grown to trust and
rely on the staff and care team at Spencer Bordon. Have you ever dropped your child off at school after being discharged from the ICU and on a ventilator 48 hours beforehand? I can assume not, but I have. We are not just entrusting the school
system with our child's education. We are entrusting them with their lives. And we trust the Spencer Bordon teachers, powers, and nurse. Anton alone visits the school nurse three times a day for medical procedures and medication.
If we do not plan ahead, um my child along with others lives could be at risk. We are here to give a face to all the medically fragile children here in Fall River who do not have their own voice. These children have built a community that's been subordinated.
They have friends, caregivers, and caregivers who love them, who welcome them with open arms, celebrate their small milestones, and they do do not deserve to lose that. Thank you. Next up, we have Mattie Marie Salgado
Abrao. Dear school committee members, my name is Anna Marie. I'm here to represent the family of the Ne Nova Vista dual language program at Viver Elementary School. This is a program that has
changed my many famil family's life. Sorry, I'm nervous. I'm Puerto Rican. I am immigrated to Massachusetts at the age of four with my grandma in elementary school. I was placed in a bilingual program.
It was transformative transformative. It honored my heritage while giving me the tools to succeed in English. But when I reached middle school, the opportunity disappeared. The program ended for me. I
lost something valuable that I never got back. I cannot read or write in Spanish. the way I wish I could. The la the lo that loss stayed with me. So when I learned about the bilingual program
here, I didn't hesitate to enroll my daughter as I and I watched her progress as been extraordinary. Her Spanish development has grown so much. She she reads and writes in both
languages, Spanish and English. something I cannot do. Every day she becomes more fluent, more confident, and more capable in both languages. She does she's doing what she always wish I
could do. No, I She's doing what I wished I could do. But it isn't just about my family. It's about the opportunity. When my daughter enters the job market, being bilingual is a huge asset. Employees value bilingual
employers employees. It opens doors. It creates possibilities beyond careers opportunity. There's family connections. My daughter can speak with relatives who only speak
Spanish. She can maintain her culture identity while tri thriving academally. She can be a bridge between two words and this program serves students from around the world. It gives them access
to learning English while building on their own language they already know in rooted to in rooted in a qu in quantity and opportunity. So here's my concern. If the program is reduced to one one
classroom per grade level, will it will there be room for all the current students or will some have to be removed? Removing students from this program limits their future. It tells their it
tells them their languages, their culture, their potential does not matter. I understand enrollment numbers are a concern, but many families do not know about this program. We can help.
Our community will champion this program. We will share this information with our with other families. We'll advocate for it. We'll help fill these classrooms. I am I'm asking you to maintain this program, extend it and
protect it for every student who wants to participate. Invest in bilingual education. Invest in our students future. Invest in the idea that being bilingual is a strength. Thank you for your time.
We don't have uh we just said student group from VA. So I'm assuming somebody's with them. Good afternoon, dear school committee members. Our names are >> Nolani, >> Daniel, >> Zinga,
>> and Riana. >> And we're here representing the dual language student in program and community. We are here to discuss your proposal to reduce our dual language program next year. We disagree with the proposal and would like for our program to be the
same. >> Being by being bilingual and building we can give people more opportunity in their future and help them connect to people around the world. Being in this in the program has helped us communicate with our families who live here in the
United States and other countries like Puerto Rico, Ecuador, Hondura, El Salvador, Peru and other countries. Keeping this program the same will give us the students opportunity to continue building our skills English and Spanish.
Also, it gives opportunities for kids who has a Latina Latin roots to participate in this program. Families chose this program and dependent on it to help us become bilingual and biliterate. If you accept the proposal
to reduce classes to one, we'll be enough space for all of us. How are you going to decide who doesn't get to be in the dual language program next year? We have been together as a community
since kindergarten. Learning in two languages, we have built trust, family, and a space to be who we really are. Not this. Not only does it affect us, but it's but it also affect our teachers. How a teacher has been able to
work together to help us learn our language. It is too much to ask one teacher to teach all subjects in two language every day. >> We should not even be talking about reducing this program. We should be talking about expanding it. Being
bilingual is a superpower. >> We ask you to not accept this proposal. Do not separate us. Do not separate our family. Thank you for your time and for the space for us to express our opinions respectfully
dual language program students. >> Thank you. Next up is Cheryl Adams. Hi, I'm Cheryl Adams, one of the psychometrists. I can't think of anything that terrifies me more than public speaking. But here I am. I'm
willing to speak tonight because for 20 years, I've been doing a job that I love. And before it's taken away from me, I have some things to say. Every special education evaluation is as unique as each student. Students require support in different areas and that's
what drives the evaluation. So if the student has academic needs then they need to be tested in those specific areas. It could be reading, written expression or math or any combination. Testing a student academically isn't something random or unnecessary but as a
as an essential part of IEP development. It may be true that standardized testing doesn't always line up with the classroom curriculum, but it's one measure that compares the student to others the same age or grade across the country. It is only one piece of
information and should be used in conjunction with classroom assessments, work samples, teacher input, and district benchmarks. All of this information together gives you a better picture of the student. Especially now when we don't have enough certified
teachers to bring reliable data to the table, this carries even more weight. The evaluation is completed by a multiddisciplinary team which means each person can contributes in their area of expertise. The academic testing that we
complete is a valid piece of the evaluation. We offer another perspective that is valuable based on years of testing and years of classroom experience. It may sound like the role of a psychometrist isn't working in our district. Or at least that's the
impression you may be led to believe, but that's far from the truth. We test all students and write all reports within the timelines. Meetings are not being cancelled because the testing hasn't been completed. In fact, all the work has consistently been completed,
even if that means it is being completed at home on our own time. Just to give you a little perspective, 20 years ago when I started in this role, I completed academic testing for RIALS, but also for initials at the high school, I attended every meeting, completed observations,
and at times chaired meetings. Our role has become restricted over the years based on increased numbers. Instead of hiring more of us, we could so we could complete all aspects of our job. Our role has been narrowed to testing and
report writing. It's hard to hear how valued we are and what a great job we do while being told our position is being cut. And at the same time, we have not heard data or a plan that supports this change. Do the right thing. Vote to keep
the psychometrists in Fall River. Thank you. Okay, by policy this uh we've come to our 30 minute um limit on citizen input time. We do have half of the people still to speak. So is there if there's a motion to wave the rules motion to w the
rules. >> Motion's been made by Mr. Seconded by Mr. Corey. All in favor? >> Opposed? So voted. So, we're going to continue to work our way through. Caitlyn Belkkey. Good evening. My name is Caitlyn Bilki and I am the longest serving school
psychologist in this district. I have worked here for 16 years through six transitions of leadership in the special education department and I am as my short I sorry and my as my colleagues can attest to I am deeply dedicated and invested in this district. My reason for
speaking tonight was to clarify some points that were made Monday evening that I felt misinformed the public and the school committee. I will start with why achievement testing is needed. Achievement testing is done as part of a special education evaluation. It was mentioned how we would like to reduce
testing numbers which is something as a group we have actively worked on. However, it is the law that testing is done in all areas of a suspected disability. Meaning that any child with a learning disability does need to have this testing done. That is the law and
it is clear. I was also surprised to hear it stated that the testing does not reflect Massachusetts state standards. As a former school psychologist, the assistant superintendent should know that achievement testing is not designed for that purpose. It is used to help
identify learning disabilities. Those are two fundamentally different purposes. Now, due to the fact that Fall River does not have strong MTSS across the district, we must use a discrepancy model when determining if a child has a learning disability. A required
component of the discrepancy model is a cognitive assessment. This is what the psychologists conduct. And until better systems are in place and working, that required component will not go away. It's the law. For the entire 16 years I
have worked here, Fall River has talked about having stronger MTSS, and each leadership I have worked under has tried, but it has yet to happen. There was also some misrepresentation about the number of psychologists compared to other districts. We currently have 16
psychologists, but four of which are not used in a typical manner to divide work. The burden would fall on the remaining 12. Vice chair pointed out that New Bedford, who has a similar special education population, employs 10 school psychologists. Although this may be true
on paper, it does not reflect the reality of their roles. Psychologists in New Bedford do not conduct any achievement tests in Fall River. Psychologists do the achievement testing for initial evaluations along with out of district evaluations, Catholic
schools, public day schools, and RPA. To give an idea for the public, psychologists last year did roughly 560 achievement tests and this number does not include the ones we helped the psychiatrist with when their case loads exceeded the limit given in their new
contract. This is being done. This is not being done in New Bedford because special education teachers complete this testing for all evaluations. >> 10 seconds. >> So they have fewer psychologists because the psychologists have fewer testing responsibilities. Vice chair also pointed out we have other skills we can
offer. He's right. We are very skilled but those skills cannot be utilized due to our heavy case loads. By adding more testing to us, we will not have time to use those skills. The psychometrist >> position. Okay. Next up is Devin Fagan.
>> Good evening. I am writing to express the critical importance of maintaining and supporting social emotional liaison positions within our schools. These roles are not supplemental. They are essential to daily functioning, safety, and well-being of our students. In my work, I see firsthand how impactful this
role is. Every time it rains, I know I will have that same student waiting outside my door, soaking wet because she walks to school. She comes not just for dry clothes, but because she knows she has a safe place. I am there with fresh, dry clothes, a plan to dry her wet clothes, and ensure she can start her
day with dignity. While our school adjustment counselor is an incredible resource, their roles are stretched across many responsibilities, including significant clinical needs and administrative functions. The position fills a necessary gap, providing immediate, consistent, and accessible
support to students in real time when their sacks are attending this the grid C services and IEP meetings, clinical groups, risk assessments, admin meetings, or collaborative consult consultations with outside providers. Our sacks are incredible and they are
vital to the success of our schools, but our support is also critical. We are the boots on the ground, often first to respond to a classroom or be called to support a student. We are the first line of support, a steady presence that these students rely on. Without liaison, that
student may begin to miss school every time it rains. Not because she doesn't want to learn, but because she lacks the support to overcome a simple but significant barrier. I also think of the student who choose to sit in the community room at lunch instead of the cafeteria because it offers a calmer,
quieter space with fewer peers. That student knows that we will be there to check in after a difficult night at home. We help them process their emotions, create a plan for the day, and guide them toward making responsible decisions. These moments may seem small, but they are foundational to a student's
ability to engage in learning and succeed both academically and personally. Additionally, lison play a vital role in facilitating social groups that directly teach and reinforce the castle competencies. Through these groups, we provide students with
structured opportunities to build essential life skills such as self-awareness, responsible decision-making, and relationship management. We help students navigate their peer conflicts, develop healthy communication strategies, and better understand their emotions. These groups are not only preventative in nature but
also transformative. Giving students the tools they need to succeed succeed both inside and outside of the classroom. Removing or reducing support would significantly limit students access to this critical instruction and guidance at a time when these skills are more
important than ever. Social emotional liaison are often the glue that holds everything together. We bridge the gap between students emotional needs and their academic expectations. Without this role, many students would fall through the cracks, not due to lack of
ability, but due to unmet emotional and environmental needs. I urge you to recognize the value and necessity of liaison positions in Fall River public schools. These roles are not luxuries. They are lifelines for many of our students. Investing in SEAL and
investing in student success, attendance, and overall school climate. Thank you for your time. >> Thank you. Right. Next up is Carlen Fernandes. Carlen Fernandez. Okay. First and foremost, I'd like to say that I'm speaking on all the kids
behalf at RPA. So, it's come to our attention that you guys have decided that RPA will be getting shut down or could possibly get shut down and other programs will be involved such as Evolve
or online and other things. But one second. What was not talked about was transportation if other people's parents have the time of their day to be able to bring them from school from 11 to 6, which was one of the
programs and online. Personally, what I've noticed from school that the online option that they started last year has made our kids fail from being on there, which I believe that any student that does not need to be, if their personal life, you know,
doesn't stop them from being in school should be online because I believe coming to school would be a better thing. Another thing is that the credits at RPA we were um we were told that we only needed 80 credits to graduate and at Dery we need
100. They say that RPA has bad kids just because of what they've heard from others perspectives but I don't believe that anybody has took the time themselves to go to RPA and see how we are all together working together and
growing together. My personal experience at RPA, I say they help me right away. They understand and we are definitely heard and they help us in every way. Not everyone is allowed in the Evolve program. I do know that you have to get
accepted into that program, which I don't believe that it's fair for students to not have the full choice of what they want to do. And also on behalf of the teachers, not everybody will have a job guaranteed back. So what will happen to
them if the program comes into our school and RPA shuts down? Another thing is this was not brought to our attentions. This is just like all on the spot for us. Our parents were not informed or us at all except for this Monday when we
had a meeting with some of the staff from Evolve. students are already saying how if this happens they will drop out of school or whatever the case is which is already bad enough to you guys RPA may
not be all that and since it's an alternative school you guys may believe that all the kids are bad but I believe that us older kids sorry us older kids we're the ones who are influencing the younger kids to do better and I believe it does work and
for example my friend here. Aariah Grimshaw. She came to RPA freshman year. We are now juniors. And she is in the cosmetology program. She did not get in there from Derby. She got in there from RPA. And she is thriving in there. She
also won a competition. So I believe that the teachers do help us, do listen to us, and we all heard. Another thing is um >> 10 seconds. Another thing is I believe that if anything the schools could be merged
because RPA does have two floors that are not used and that Evolve could put their program into there somehow and find a way to work for us both. But to kick us out of our school without anything being said to us or hearing our opinions, I do not believe that is
right. >> Thank you. Next up, Lauren Remy. >> Hi, >> members of the school committee. On behalf of the green staff, I'm here to respectfully but urgently emphasize the essential role of seal leaison in Fall
River public schools and to urge that these positions not be eliminated or replaced by other roles. SEAL leaison are frontline professionals whose day-to-day responsibilities directly support student safety, emotional health, and a positive school climate. Some of our critical functions directly
include being the first responders to disruptive or aggressive behaviors, deescalating situations, and even preventing escalation into what could turn into crisis situations. Other parts of our day include facilitating small therapeutic groups, also known as
satchel groups, that focus on learning emotional regulation, coping strategies, and social skills. Some other structured social interventions that we run daily are lunch bunches which provide our students with consistent nurturing adult contact that is highly anticipated by
our students each day. The seal leaison at green myself, Bianca Dvald, Julia Cadiro, they didn't want to be mentioned but they were um have recently taken great pride in our new attendance bulletin board. The board is called the Gator and is set up as an Instagram
feed. Each week we update the board emphasizing and shouting out the classrooms that have had the best attendance. This is something we take great pride in because we are also attendance monitors for one grade level each. We work directly with our awesome attendance officer, Lisa Sullivan, to
ensure that our chronic absenteeism stays low and that our students are coming to school daily. Highlighting the importance of attendance is yet another part of our day. Our chronic rate at green is currently at 7.9% with close to 800 children because we were able to
identify the barriers that families have because of the relationships we build with not only our students but their families. Replacing liaison with positions would remove vital therapeutic preventative and restorative supports that contribute to our students academic
success and overall well-being. Research and our daily experience show that consistent SEAL supports significantly reduce classroom disruptions, help to improve peer relationships, increase attendance, and promote safer school environments. Eliminating SEAL leaison
would undermine these gains at a time when students social and emotional needs are significant and growing. We respectfully thank you for your attention to this matter and for your commitment to the social emotional welfare of all our fall river students. >> Thank you.
Next, next up is Wendy Wiznookski. Good evening. My name is Wendy Wnooki. I'm one of the behavior therapists at Stone School. I'm speaking behalf on behalf of one of my colleagues, Vincent Alli, who is also a behavior therapist
at Stone. He could not be here tonight. Um I'm so I'm just going to read his letter and this kind of represents the BT role. I'm speaking today because this is a ser there is a serious misunderstanding
about what some behavioral therapists do or BTS and how critical we are to the s success of Stone School. I've worked at Stone School for 16 years. I was brought in to help build a program for students with significant behavioral and
emotional needs. Students who would otherwise be placed out of district at a much higher cost from day one. This has not been an easy job. We opened with a limited staff and were immediately dealing with um challenging situations,
property destruction, daily assaults, and constant crisis situations. At one point, the program was um slated to close, losing critical support day by day, and um the program was in
jeopardy. The only reason it did not close is because leadership at the time recognized one thing. You cannot run a program like Stone without strong behavioral supports. That is what BTS provide. We are not extras. We are not
support staff in the background. We are the foundation that allows the building to function. BTS manage high level behaviors, respond to crisis, and most importantly, prevent crisis through structured proactive programming. We
make it possible for teachers to teach, for administrators to lead, and for students to safely access education. Without BTS, this program would not work as effectively. It's just that simple.
every day. We're the first point of contact for our kids. We're a safe place. We provide social skills, role modeling, and um we have kind of become a family under the leadership of Mary
Ellen Shaw. Despite all of the changes, the program has grown from a small middle school program to serving students from preK through 12th grade. That growth did not happen by accident. It happened because
BTS consistently make impossible situations work. We've adapted through constant change, new locations, increased class sizes, more complex student needs, and at times a lack of proper placement processes. While others
may leave due to the intensity, BTS remain the consistent support that holds everything together. Most of the BTS at Stone have been at Stone for a decade plus myself. >> Seconds, >> oop, sorry. Myself, 13 years. Um, the
impact is real. Students who come to Stone with poor attendance begin showing up. Students who can't regulate their behaviors, learn how students who feel unsafe finally feel like they belong. Former students come back years later to tell us that this place and the people in it changed their lives. That is the
work of BTS. So when comments are made questioning our value or reducing what we do to a number on a page, it shows a lack of understanding of both the population and we serve and the reality of this job. If you want to understand stone, come spend a full day there. See what happens in the classroom. See what
BTS do. Truth is, we take the students that others give up on. We welcome them. They become our family every single day. Thank you. Next up, Colin Aia. Thank you. Um, first I want to thank Jan for and the evolved community for
letting me speak on this matter. Um, my name is Colin Achilla. I have moved the Fall River um, in the summer of 2024. I've been a student of Evolve for five months now. I am here to discuss my viewpoint on the future of Evolve. F um
a little about me. I came from a small town called Lunenberg, Massachusetts, uh were unfortunately addicts and they've recovered since then. But during that time when I was a little kid um I was just curious about the world. I
wanted to know anything and everything. um that was taken from me because my parents made the wrong decision which left for DCF to come in my lives and pick and choose where I went and I didn't have a choice of where I went. Um
for my whole life until Evolve, I never was given the option to do and what I wanted what I wanted to do like school-wise. Um I I know kids everywhere around the district have probably gone
through the same thing I have. Um and they should have a voice and we should also have a voice. Evolve should have a voice. Before I joined Evolve, I was struggling in some dery classes, but I never thought I needed to go to Evolve because it wasn't clear to me that
Evolve was an option for me. When I joined, I felt welcomed with open open arms and I felt that I felt that was because everyone wanted to be there and they had the option to learn and learn and grow. The community
at Evolve was a huge part of why I stayed after my shadow day. Imagine what it would be like if students around the district could could have a choice to what they want to learn and like what they want to learn. Having a choice
impacts people like me and knowing that I am in the driver's seat of my life and other students should know what that feels like. In conclusion, students should have the choice and the voice on what what they want to on where they
want to go and how they want to learn. Thank you. Next up, Joey Ford. Thank you. Uh Joey Ford from Adabar. I'm the founder and leader of Parent Data Force, an independent educational watchdog initiative focused on accountability, transparency, and systemic non-compliance and public
education. Um the students did an awesome job tonight. Uh they made really good points and clearly believe in the programs. They have expressed support for uh their performance and energy should be indicative of the quality of these programs. We should continue them. Um I began investigating Fall River a
few weeks ago after being contacted by affected staff who described a culture of fear. They spoke about retaliation, fear of speaking up, lack of support, favoritism, double standards, and an administration that believes pun that believe that they believe punishes honesty instead of addressing problems.
Since that time, nine different staff members have reached out to me. Two appeared to be probing for information, but the other seven independently described very similar experiences that strongly corroborated one another. The message had been consistent. People are afraid. People do not feel protected. And people believe that bringing
concerns forward can cost them professionally. That should alarm every person in this room because when staff are afraid to speak openly, problems do not get solved. They get buried. They get normalized. They get passed down to the most vulnerable people in the system, which are the students. And let
me be clear about something else. For those who think staying close to power will protect them, tonight should be a warning. It does not matter how how much someone goes along with a broken system if that system is willing to discard people anyway. Compliance with dysfunction is not safety. Silence is not protection. That is why I'm calling
on staff, administrators, and every member of this committee to do the moral and ethical thing and confront what is happening. Root out the retaliation. Root out the favoritism. root out the fear because these conditions are driving resignations, instability, and deeper harm across the district. Speaking of dis of instability, there
are already serious issues tied to Sylvia. I currently have an o open systemic investigation involving that school and the state is requesting records connected to an affected classroom, including all student IEPs and documentation. That should tell you that this is not gossip. This is not minor. And if your child has experienced
service gaps, reach out. When resignations happen under these conditions, service gaps follow. And when service gaps follow, non-compliance follows. And when non-compliance follows, complaints follow. So this is the moment for people to come forward with what they know while there is still time to correct course. I will be
issuing issuing a complete report once additional public records and are received and the remaining documentation is processed. Two of three requests have needed to be appealed due to non-compliance with Massachusetts public record law timelines by Fall River Public Schools. One of which has already been ruled in my favor. The other is
still pending. But tonight, the warning is simple. Fear cannot be an operating culture for a school district. If a hostile work environment is not sustainable, nor will it be tolerated any longer. You can find me on Facebook at parent dataforce. Contact me at parent dataforce@gmail.com. And remember, you cannot see clearly through
a dirty lens. Have a great night. >> Next up, Keith Mishan. Yesterday, a member called me and told me she was feeling discouraged, disgusted, and defeated after the last meeting. I think a lot of educators feel that way right now. But let me be clear,
we will not be defeated. We're going to keep showing up and we're going to keep advocating for what we know to be right for our students and our schools. A year ago, I stood at this podium and asked you not to cut the library tech position at Sylvia. That's just one example. It's done this many times.
Today, we're asking you again. Do not cut the psychiatrist position. I also want to finish a point I didn't have time to make on Monday. We need more behavior therapists and leaison. I didn't expect that meeting to turn into a debate about leaison, but
let me be clear. I'm not saying we don't need sachs. What we need are full SEAL teams, Sachs, behavior therapists, liaison, all working together to support staff and students. And more importantly, we need joint labor management teams making these decisions
collaboratively, not one or two committee members dictating the direction of this district or any more staff at Rock Street, administrative staff. Clinicians matter, but they're not everything. If behavior therapists cost about above the average for their
rank, that's experience. That's education. That's stability. And you know what our students need now more than ever? Stability. There's real value there. I'm also not going to let the work happening at Stone be dismissed. That
program has been exceptional and it has bu been built around the strength of the behavior therapists. to ignore that is both inaccurate and disrespectful. And I was honestly stunned to hear middle school principles stand here and say they didn't know why there was an
additional leaison in their budget. Let's not pretend we don't know what's going on. With the closure of RPA, we know the needs in the middle school will be higher. And at the end of the day, this all comes down to as long as I am getting calls from members saying they
called for help and nobody came or they're calling me telling me they were injured or they're calling me and telling me that the behaviors are so out of control they can't teach their lessons. Our staff, we're not adequately staffed. The answer is simple. We need more
support. We need sachs. We need behavior therapists. And we need leaison. Thank you. Next up, Melissa Costa. Pass your time. Okay, that's the inclusion of all the people that signed up. We have four We have four members
that have Is somebody saying that they signed up that they didn't read? >> Did you sign up, sir? >> Come on down. And then after this, we have four people that we're going to read their letters at the end of the meeting so we can move on with the
agenda. >> Can you please just state your name, sir? >> Uh James Dupont, 118 Elm Street East, Ranham for the minutes. I have a copy of my remarks I'll leave for the committee for the minutes. Good evening, Mr. Chairman and members of the Fall River School Committee. I come with a message
of grave and immediate importance to the students of Fall River School System, the members of the Fall River School Committee and the administration staff of Fall River Rivers Public Schools. The issue is twofold. First, it concerns the decadesl long underfunding by the Massachusetts state legislature of the
several categories of local aid, including but not limited to chapter 70, which as you know is one of the biggest factors in setting the local property tax rate and hence how much the residents and businesses for were asked by you to pay. After Prop 2 and a half, the cities and towns were limited in how
much they could raise the prior year's levy. And consequently, many local services, mostly education, were annually reduced due to insufficient legislative appropriations to Chapter 70. This brings up the second point. Where does so-called state
revenue come from? In fact, and indeed, it comes from every resident and every business in every city and town, including Fall River, which in turn leads me to ask this. Why isn't the money being taken out of your municipality then appropriated by the state legislature and returned to you in
order to reduce how much the school department asked the city's property owners to pay. It's been my experience that our state legislature has never made full funding of aid education or local aid a priority. I've been checking every year since 1973 and it has never once for the record been fully funded. I
served 18 years on the Bridgewater Rainham School Committee. checked every year then for sure. Members of the majority party bemoan how tough things are this year on Beacon Hill and we're already hearing that while the minority party members shrug their shoulders and say there isn't much I can do about it.
Last year Ranham's budget process resulted in a failure to pay its requested share of the regional school assessment. After a failed Prop 2 and a half override, a large layoff of BR employees then followed 71. A resident I discussed this with said it
sounds like bad management. I responded that it wasn't bad management, but rather a shortfall caused by our state legislators not fully funding chapter 70. His response, it sounds like our local officials mismanage their relationships with our state legislators.
Mr. Chairman, the time has come for all local officials, including the members of the Fall River School Committee to demand that their state legislators change their vote on local aid in general and chapter 78 education in particular from the current here's what's left to here's what the city of Fall River
and its schools are entitled to as a matter of law. As long as our state reps and state senators lauded for getting half a loaf, then the local residents and businesses will be told to make up the difference. And you, you members of the school committee will bear the brunt
of the public's eye when taxes go up and educational opportunities go down. As the guardians of the educational opportunities for the young people of Fall River's time, each of you demand that the legislators who represent your city vote to fully fund all categories of local aid, including but not limited
to chapter 17, >> so the city won't have to ask the local taxpayers to make up the difference. After that, if the state then has a shortfall, let them raise taxes or do massive layoffs instead of forcing you and the city to do it. Thank you very much, Mr. Chairman. I'll leave a copy
with you for your introduction. >> Item item number six on the agenda we're going to jump to now because we have our student delegate with us tonight, Jack Rio. You're up, Jack. right into the mic. >> Absolutely. >> Jack Rio, senior at Dery, President of
Student Government. >> All righty. Um, we got a a few things here, a few uh a few fun things we've done over at Dery. Um, first off, we've done our um our skate aable adapted uh fizzad event at Driscoll. Uh, for the
third consecutive year, students from BMC Dery High School took to the ice at Driscoll Skating Arena for the highly anticipated annual skateable adaptive PE event. The event is a collaborative event between the Fall River Public Schools PE department. Is that what
what's going on here? It's fine. All right. uh schools department, adaptive PE teachers, special education department, and dery nursing staff with support from student athletes and staff helping nearly 100 students safely enjoy the rink using adaptive equipment and
teamwork focused on movement, friendship, and fun. The day is made possible thanks to the arena's generosity and providing both the space and specialized equipment. Next, the caught being awesome ceremony. Uh more than 30 Derfy students were
surprised as they received the COT being awesome award. The students were nominated by teachers, office staff, counselors, and even classmates for doing the right thing, showing kindness, character, responsibility, perseverance, strong academic effort, and for the hard
work it takes to turn things around. Next, credit for life financial literacy fair. Dury High School 11th graders in the early college program had the opportunity to take part in the credit for life fair hosted by Bay Coast Bank
and a group of volunteers. Students selected a career, received a simulated monthly salary, and navigated real world budgeting decisions using Imaginary Cash, Imaginary Cash Credit, and Savings while visiting interactive booths staffed by volunteers. The experience
gave students hands-on exposure to financial literacy and the challenge of living within a budget in a fun, engaging way. Big three sportsman uh sportsmanship summit. Student athletes from BMC Dery,
New Bedford, and Brockton high schools at the second annual Big Three Sportsmanship Summit hosted by the Dery Athletics Department. About 75 student athletes were invited to take part in the event, an initiative created by the three schools athletic directors to
bring students together around important conversations about mental health, sportsmanship, and overcoming adversity. Hilltop Career Summit. More than 60 juniors from BMC Dery High School participated in the third annual Hill
Topper Career Summit held at Whites of Westport. This full-day event organized in partnership with the Dery School Counseling Department and the Fall River Fall River Rotary Club and sponsored by Beakos Bank continues to provide students with meaningful opportunities
to explore future career pathways. The summit is designed to equip students with the knowledge and practical skills needed to make informed decisions after graduation. Throughout the day, students engage in interactive breakout sessions focused on financial literacy, uh,
resume building, entrepreneurship, and workplace communication. Finally, DECA state competition. 36 students from BMC Derby High School's DECA chapter recently traveled to Boston to compete at the Massachusetts DECA State Career Development Conference held
March 12th to the 14th. competing against students from across the state. Several Dery students earned top honors and will now advance to the international level of competition. Congratulations to all the students and advisers. The Dery DECA team now looks forward to representing the school, the
city of Fall River, and the state of Massachusetts at the International Career Development Conference in Atlanta this April. That's all I have. >> Thank you, Jack. Nice report, >> Mr. Chairman. >> Next item,
>> Mr. Chairman, Mr. Corey, >> I just want to commend Jack for his work and uh the entire staff at the high school for their uh leadership and garnering all of this teaching our young students to become the future leaders in
so many different areas. You know, there really there's a real Jack, I'm going to put you on the spot. Would you say that there's a lot of good stuff going on at school? >> Absolutely. >> Thank you. I yield. >> Okay. Next item up is a subcommittee update. First up is facilities and
operations. Mr. Agie, our chair. >> Very briefly, we had a a subcommittee meeting. We talked about some traffic issues, uh a review of the storm uh response, uh SRO's as well as a few job descriptions. Sub several of these items have been referred to the full
committee. Others are going to be on future agendas of the subcommittee. I yield. >> Thank you, Mr. Aar. Um next up is the technology subcommittee. Mr. Monus. >> Yes. Thank you. Um the committee voted to refer a request for quotes related to
our um district-wide copier services. The goal is to provide improved copier service across all of our school buildings. The committee also voted to refer um -ate forms to the full committee so that the district would be
eligible for over $1 million in funds for our infrastructure. The committee discussed the Chromebook policies as well as the protocol for what students take their Chromebooks home at the middle school level. The technology
five-year plan was um discuss discussed I'm sorry discussed and um I'm sorry and it's uh on the agenda to be approved as of April 1st, 2026 so that we have a current plan in place. Uh Mr. Gabraw
went over the details of his uh department or chart, budget requests, and capital plan. The meeting was very productive and it was adjourned at 6:15 p.m. And that's all I have. Thank you. >> Thank you, Mr. Monus. Next up is the
special ed alternative ed early childhood subcommittee. Miss Stewart, please. >> We discussed closure of RPA and the plans to open an opportunity hub in its place. While change can be difficult, the plan to create a space that better serves and supports our students in a new meaningful way. The conversation
focused on ensuring that this shift creates a meaningful opportunity for students and better meets the diverse needs. We will be hearing from the administration learning how this vision will come to life and best support our students later in the agenda. >> Thank you, Miss Stewart. Uh there are no recognition awards tonight. Item number
five is the superintendence report. Uh Mr. proposal. How about a hiring update and a Bishop Connley update, please? >> Absolutely. So, um hiring update, um we've had 22 new hires, nine par professionals, five teachers, two occupational therapists, two assistant
coaches, one JV coach, one instructional support liaison, one provisional custodian, and one clerk. During that same time period, we've had six transfers, 12 resignations, 10 retirements, and two terminations. In terms of Bishop Connelly, um right
now the summer second floor, uh projected construction, um fit out has been developed and we're currently in the process of pricing this phase of the project. Uh the ELC team uh conducted a walkthrough of the building to assess each floor and determine the scope, sequencing, and timing required to begin work on the second floor. Initial work
will include the removal of existing science tables and associated infrastructure including plumbing, gas lines, electrical fixtures, and drainage uh systems. Additionally, various electronic components will require demolition prior to the installation of new classroom configurations.
This preparatory work is necessary to support the planned classroom fit out and ensure the space meets programmatic needs. The Connelly property acquisition was discussed on Friday, March 20th at the mayor's office with council president um the mayor uh myself, Mr. Almeida and
corporation council. As a next as well as Mr. Pico as a next step, we will deliver uh develop and deliver a series of small group briefings for city council members. Following these briefings, a formal package will be submitted to the mayor for referral to the city council requesting authorization to enter into a purchase
and sales agreement. Thank you, Mr. Opposer. Uh, item number seven, >> Mr. Chair, Mr. >> I'm sorry. >> I was looking for recognition. >> Oh, Mr. Dice, >> thank you. Um, just very quickly on
Bishop Connley, um, when we're I know you mentioned we're going to be doing a small group proposals. Um, I just think it's important that we um just plan ahead of time because obtaining Bishop Connley is going to be very important for the district in terms mainly in
terms of um space size and many of the different programs, many of the different ones that are here tonight. Um it would be to keep those up and running would be very important that we obtain that land. So, just ahead of time, if we um can plan on getting just the right
people in um down to the floor that I guess I'll say are influential and can sell the narrative. That that'll be very important. I yield. >> Thank you, Mr. Chair. >> Item seven. Oh, Mr. A. >> On that same issue, I do think that it's uh an important piece for us on our
future. We do have a lease in the for the next school year, but when we look at budgets and we look at long-term planning and financing, we're relying on the administration as well as the city council to fund this purchase if it's not going to be coming out of the school department. So, taking all that into
consideration, I'd like to get a written update on what's the status. I had sent an email to everyone saying that there were several months that went by since the tour of all of us at the Bishop Connley site. And some of the answers I got from the city council was that they hadn't really talked about it. So, I'm
glad to hear that it's starting. But we really need to know if we're going to be purchasing that property or just leasing because when you provide the money for the infrastructure, we need to know whether it's for one year, is it temporary, or is it going to be full-time. So, I'd like to get an update within the week. Thank you. I yield.
>> Item number seven is a series of minutes 71 72 73 74. >> Motion to approve. Second. >> I have a motion u a motion a second to approve the following subcommittee minutes. Facilities and operations subcommittee on 12826.
The joint meeting of the city council and the school committee from 31026. The special meeting of the school committee on 31126 and the grievance subcommittee meeting from 31726. Having a motion a second. Deb would you please call the role? >> Mr. >> Yes. >> Mr.
>> Yes. >> Mr. >> Yes. >> Mr. >> Yes. Mr. Yes. Yes. Mayor. >> Yes. Item number eight is a series of travel requests. >> Motion to approve with a question. >> Second. >> All right. I have a motion to approve
with a question. There's actually just so we're all on the same page. 17 travel requests. Which one? Mr. Das. >> I'm just going to make I'm just going to be very brief and just generic on all of them. You don't have to hold any. >> Okay. Um just in terms of policy um when we um if
and when a new administration comes in I know my colleagues have mentioned it before the um travel requests that are same day and um that are going from very small distances I don't believe should even come before the committee. So that
could be a policy change at some point. Um, just when I went through some of the um some of these, some I understand that they have to be signed off by a principal. Some of these were um signed off by a director and maybe the principal signature was underneath, but
it was hard to tell. So, I just want to um make sure we're following the policy on that. And I had one specific question just on one of them. It was the um it's one of the dery ones. It was the ones to um Fox was the Hell's Kitchen.
Believe it said that they were using um the tips if that was correct. If you want to nod your head. Yes. Um just get an update on that. I don't know if um I guess it's different if the students or the staff there and the granite grill if
they're voluntarily giving out giving their tips, but I know there's um wage and hours laws on the issue. If we can just make sure we're up to date on that. I yield. >> Thank you. I have a motion in a second on all um travel. >> Oh, I'm sorry, Miss Stewart.
>> Question. Uh funding source for 83 and 84. We just don't have a funding source. I was just wondering who's our funding source. >> 84 >> 8.3 8.4. >> The counselor's breakfast and tour.
There's nothing on here. It'll get that to you. >> Thank you. >> Anything further to have call the roll, please. >> Mr. >> Yes. >> Mr. D? >> Yes. >> Mr. Cory? >> Yep. >> Mr. Monus? >> Yes. >> Mr. Riley?
>> Yes. >> M Stewart? >> Yes. >> Mayor Kan? >> Yes. >> Nine. We have two donations. Um any um >> motion approved? >> I have a motion on both. Do I have a second? Second. >> I have a motion to second.
>> Quick question. >> Mr. Dus has a question. >> Thank you. And we can get the answer to it. Um I see it was a donation that was used for um the unified track and field program. It looks like um uniforms and
shorts and um water bottle containers. The uniforms for um all the others. I don't know if that comes out what what account that would come out of. I just don't um I like I appreciate the donation, but I just don't believe this individual
should have um had to have donated. It should have already been um paid for. So, we can just get an update on that and maybe we could potentially reimburse them because I I just don't think that that's something that should be funded by us in my opinion. I yield.
>> Mr. Chairman, >> Mr. Thank you. >> I just in looking at that I don't see uniforms on there so I think it's an extra added thing. It's not just for uniforms. So I would agree under Mr. Boston's budget there's money for uniforms and replacement. This is just I think an extra-L
>> t-shirts and shirts that are extra beyond the uniform. Okay. Thank you. >> Thank you. >> Can I uh get a roll call on accepting those donations? Deb, please. >> Mr. A. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cor. >> Yes. >> Mr. Monus. >> Yes. >> Miss Riley. >> Yes. >> Miss Dor. >> Yes. >> Mayan.
>> Yes. Uh, superintendent reposer will read the donations. >> On behalf of athletic director Brad Bustin, request acknowledgement of a $500 donation from Natasha Natasha Mashado. This donation will be used to purchase t-shirts, shorts, metal water bottles for the unified track and field
program. On behalf of the Sylvia Elementary School principal, Patrick Lent request acknowledgement of 18 supply a teacher kits donation from the Kids in Need Foundation. This donation will provide teachers with additional school supplies for classroom use during the 2627 school year. Thank you.
>> Motion to approve all grants. >> Second. >> I have a motion to approve all grants. I have a second. Any discussion on the one, two, three, four, five grants? >> Hearing none. Deb, call the role, please. >> Mr. >> Yes. >> Mr. D? >> Yes. >> Mr. Cory? >> Yep.
>> Mr. Mus. >> Yes. >> Mr. Riley. >> Yes. >> M. Stewart. >> Yes. >> Mayor Kogan. >> Yes. Item number 11 is a approval of contracts. >> We hold balance learning center. >> We'll hold balance learning center which
is at the the bottom. And we have >> Oh, don't we we usually do these in blocks. I'm assuming we should just do the first two first. >> Motion to approve the first two. >> Okay. Corporation Buckley Elevator and Evolve Technologies. I have a motion, a second on the first two. Any discussion?
Hearing none, Deb, call the role on those two, please. >> Mr. Yes, >> Mr. Das. >> Yes, >> Mr. Cory. >> Yes, >> Mr. Monus. >> Yes, >> M. Riley. >> Yes, >> Miss Stewart. >> Yes, >> Mayor Coug. >> Yes. Um, balanced learning center. Um, Mr. Aguar's point was he must has to
abstain on that. Can I get a motion and a second on balanced learning center? >> Um, a motion to approve with a quick question. >> I have a I have a motion. Do I have a second? >> Second. >> I have a motion to second. Mr. Dus, >> thank you. Um this more of um this is actually a policy question on this. So
this is coming before us because there was a modification to the contract. So it was originally um 19,000 and there's an additional 18,000 to the contract. Is that the way
>> reading it? >> Okay. Usually the it usually has the entire um amount on the top right. So that's why I was just a little confused on that, but I yield. >> Thank you. Any discussion? Deb, call the role, please.
>> Mr. >> Abstain. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yes. >> Mr. Monus. >> Yes. >> M. Riley. >> Yes. >> M. Stewart. >> Yes. >> Mayan. >> Yes. We have two facilities contracts left. One for Northeastern Tree and one
for Carnegie Learning. Um, it's a miscellaneous one. >> Motion to approve. I have a motion on both. Do I have a second? I have a motion to second. Discussion on either one. >> Deb, call the role, please. >> Mr. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yes. >> Mr. Mus.
>> Yes. >> M. Riley. >> Yes. >> Stewart. >> Yes. Mr. Mayor. >> Yes. >> Mr. Chairman. >> Mr. Aguia. Before we proceed to number 12, >> y >> I would like to make a motion that we convert line item for human resource director to the line item a new line
item called line item called deputy superintendent in the current budget. >> Second. >> Um I just my question is do we have the authority to do that off the stage right now? >> Yes, >> we do. >> My opinion >> is that Mr.
>> I guess you could change the name at any time you you would want. Is it the same job description? >> No, it's a diff it's different, but you need to have a funding source just like we do in any budget. We create a a new position. We actually put the money as a placeholder and then you follow through with all the rest of the details. They
just need a money placeholder. >> You're looking to transfer the money, >> correct? >> Um I I you know, the title really doesn't bother me as much as the duties do. Um, and when um, Miss Riley and I were doing these interviews, we had kind
of settled on shoring up human resources right away because I believe that that's an area where we have had um, two of our last directors leave kind of quickly. And I want to I want to know what the intent of that or what the focus of that position will be. Miss Riley.
>> Well, that's why I was just going to make a suggestion to the line item. So why don't we just create a new line item for deputy superintendent, not replace HR director so that the interims can can work towards hiring an HR director. >> Either way, I was just looking it has to
be a funding mechanism. So that's all because of the next pieces. I just wanted to make sure we had a actual line item in the budget called deputy superintendent. So >> why don't we just add a line item that says deputy. >> I amend my motion to say add a line item called deputy superintendent. >> Second.
and then that position would do whether it's their focus is on human resources because we have an absent HR director that's totally fine >> that that's what my concern was and I okay that like I said it's the duties more than the job I have a motion no would you please read the new one you I
mean the one you just said Mr. Yes. I want to make a motion that we add a line item called deputy superintendent in the current budget >> and that would be under 123. Correct. >> Well, would should be under anything. >> Okay. >> Um I have a second on that. >> I second.
>> Mr. Das De call the role on that change please. >> Mr. A. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yeah. >> Mr. Monus. >> Yes. >> Miss Riley. >> Yes. >> Miss Stewart. >> Yes. >> May. >> Yes. All right. So, we're going to go back to 121 now.
Um, I'd like to welcome Miss Kathleen Smith, who's an applicant for the position of an interim superintendent um of schools for the Far Public School Department. Miss Smith is the school committee's recommended candidate for the appointment to the position of interim superintendent of schools and
she joins us by Zoom or whatever they call it today. I don't know what it is anymore. So, we'll go with you on the screen, Miss Smith. Um, good evening. Can you hear me? >> You want to make a little uh comment first? >> Yes. Can you hear me? >> Yes. >> Yes.
>> Yes. >> Um, well, I comment before your vote or would I be able to make a comment after, mayor? >> Both. I I think Miss Smith, we you can't see our agenda or or maybe you have it electronically also, but this is just an
ability for us to introduce you to the full committee. the mayor and I had an opportunity to interview with you and we'd just like to share a little general information about you with the rest of the committee and then we'll move on to the next portion of the agenda. >> Okay. Um that's fine. Thank you.
>> Sure. >> So, do you want me to start? I have a brief summary of your resume, but perhaps you you can um add to that information. So, um as mentioned earlier, the mayor and I were able to interview uh candidates for this position. Um, Miss Kathleen Smith stood
out as someone who had urban leadership experience. Um, she's also had some interim experience. She's been doing a few interim positions the last several years. Um, certainly an excellent communicator. Um, and also, um, an added plus, she has a legal background. And
so, we'll take all of those together. Uh, but Miss Smith, if you could, um, just add a little color to that for the rest of the committee, that would be great. >> Well, thank you very much. Uh it certainly uh is my pleasure to uh meet with all of you even though it is uh
through Zoom. Um and I will tell you as uh Anna just mentioned uh I spent 42 years uh in the Brockton public schools as a teacher uh administrator and finishing up as superintendent of schools for six years. During that time
probably many of you know I just heard a gentleman speak. You know, my resume was clearly about making sure there was funding for all our urban schools, for all our students. Uh, that wasn't what I thought when I came into the job, but it became a priority, and I was so proud of the work we did with the Student
Opportunity Act that was passed in 2019. I also had the opportunity to serve four communities as their interim superintendent and was not a role I thought I would do. I will tell you it was quite an adventure. I uh was in the
Salem public schools. Uh I end went to way uh do Sherbornne very different schools I'm sure as you're hearing and I ended up in the Newton public schools. In each of those uh districts I felt we were able to work together with the
school committee uh in the best interest uh you know of our students uh and school communities and I feel I left those districts in a very positive way moving forward each time. I'll tell each of you uh I am committed to serving with integrity. I serve with hard work and as
part of a dynamic team as I would in Fall River to bring stability and continue progress to your district. I would look forward to working with Mayor Kugan and members of the school uh committee to bring your vision of collaboration and strong communication
to all stakeholders you know in your district. I would be pleased to work alongside your principles, your district leaders, and most importantly, your teachers and staff who every day are committed to your mission of highquality educational
experiences for every student. The work will be challenging. I am prepared to begin researching your strengths and your areas for improvement so we can begin to develop what I call the big rocks or the goals and objectives to
showcase your large urban district. I will be present in your schools, visiting classrooms and getting to know your school community in the days and months ahead. So, thank you. >> Thank you, M Smith. Um, anybody have any questions?
Uh, Mr. Das. Um, thank you, Miss um, Dr. Smith. And, um, I just want to say when this was introduced um, by the leadership team, I I did my own research and I was very impressed in your background and I believe um, you'll be a
tremendous asset to the for public schools. Um the question I would have and the public um would be wondering um and I know um Miss Riley mentioned it at first that you're a unifier and um a communicator. Could you maybe just um
touch on some ways you've um in the past have unified a community or a district? >> You know, I I will tell you one of the most important things you heard me just say is to be present. So I would make sure that with all of your stakeholders, I am present in the schools. I am
present at events. I will work with district leaders bringing people together to share with me again some of the challenges, you know, that they're facing. Um I work with for let me give you a for instance with school committee. You know, we would have hard work ahead. I would make sure that we
are are doing retreats, you know, talking about how we can be a high functioning school committee superintendent school relationship in every way. Um, I spend a lot of time in and if you've done your research with students, I was so pleased to hear your
students from Dery High School just speak because students are why we're doing this job. I also find ways to communicate with your teachers union. very important that the superintendent sit with your teachers union on a very very regular basis to hear what is
happening in the school. What are the concerns as we continue to move forward with the goals and objectives ahead? I think you'd find me again a a strong communicator in every way. Um I have had much success in very different kinds of
districts and that is again a commitment from all of you that not only am I able to move forward with communication but we are able to to work together to bring that to the community. >> Thank you. Um last question I'll ask is
um and I'm going to assume the answer but I would like I'm sure you'll speak for it yourself. your work um your prior work on working on a strategic plans for districts and short-term long-term goals.
I'm sure if speak to your >> So you want me to talk about strategic planning? >> Sure. No. Um just your experience and in put helping actually in for full disclosure I actually uh presently am consulting with teaching learning alliance. So I have done a number of
strategic plans never mind in the four districts that you know I entered along with the Brockton public schools. It really is the backbone of any school district. Everybody talks about the strategic plan not collecting dust. You know it is something that I will bring before the school committee when we have
agenda items. It'll have to relate to our goals and objectives of our strategic plan. Making sure also that stakeholders understand what the strategic plan what is the mission? What is the vision? What are we doing each day? It does take a lot of input from
many of your stakeholders as you I believe you're entering the process, I'm told, because quite honestly, one of the first things I asked for in even deciding to accept the job was a copy of your present strategic plan so that I could see what you have accomplished, where you're going, what's ahead in the
next 90 days, what's ahead for the next year. So it is probably one of the most important things that any superintendent and their full team would accomplish for a district moving forward. So I do have experience with strategic planning. >> Any other question? >> Thank you. I
>> Mr. Corey. Mr. Corey. >> Good evening Dr. Smith. It's a pleasure to meet you. Tom Corey on the four river school committee. Uh, as a retired school adjustment counselor, social emotional learning is very dear to my heart and my advocacy. And I heard some
very strong opinions come to the microphone tonight during citizens input in favor of upholding the standards that we've built. Thank you to the student opportunity act and the extra resources that it gave us through the years to
hire added social emotional positions. Um we are at a crossroads right now with the budget confronting us where some of these positions are in flux and uh the state of our alternative education is in flux. So it's a very sensitive time for
us right now moving forward. What could you do to help us advocate or propose that we may be able to move forward positively? >> Well, uh, Mr. Corey, one of the things I'm sure you've seen on my resume that I
am a former uh school adjustment counselor. Uh I not only understood the importance many many years ago in a district like Brockton where that was a job that we secured for every one of our schools and continually added because of
the challenges we are facing throughout education. You know, as you said, it really is a turning point. And this is important in that you sit with your principles. I need to sit with your district leaders. We need to find out what we need to do in each of our schools and it may be different in each
school as to what the resources are that that particular population needs. You are also competing. I know that it is difficult to get BCBA. So sometimes you have to be very creative and start to develop your own pipelines to make sure that you are able to resource your
community with people in your community that understand the culture and the needs of your schools. So, it's difficult for me at this point to jump in and say exactly what I would do other than it's something that I've dealt with previously. I would be taking a look at your budget, you know, seeing what are
the priorities. Those are the items that we would need to make sure are our priority items to fund. But as I said, it is important you're competing, you know, statewide, you know, for these uh very particular jobs and the skills that these staff members bring to the
stability of each of our schools and to our students and families. >> Thank you very much. >> Uh any other questions? >> Thank you, Miss Smith. I'll be moving on to the next item, so sit tight. Um 122 is a discussion
>> a motion to approve the selection and appointment. Interim superintendent. >> Second to >> Kathleen Smith. >> I have a motion and a second to approve Miss Smith's appointment as interim superintendent. >> Any further discussion on that? >> Deb, call the role, please. >> Mr. Agatha, >> yes. >> Mr. Das, >> yes.
>> Mr. Corey, >> yes. >> Mr. Monus, >> yes. >> Miss Riley, >> yes. >> Miss Stewart, >> yes. >> Mayor Kugan, >> yes. Item 123. Oh, congratulations. >> Congratulations. >> Congratulations. >> Thank you very much for this opportunity. I look forward to uh
meeting each of you in person and actually spending time getting to know each of you so that I can hear what your goals and objectives are for the district. So, thank you very much. >> Welcome aboard. >> Thanks. Our next item is 12 I lost my spot. 123
interview Miss Elizabeth, applicant for the position of interim deputy superintendent of schools for the for public school. Miss Lalt is the school committee's recommended candidate for the appointment of interim um deputy superintendent. Um she's kind enough to
join us here tonight. Um just come down to the middle, please. Um Mr. G. Um as um Miss Riley said, we had the good fortune to um uh interview uh both of the candidates
at the Granite Grill at Dery and um both did a very professional, powerful job for us and it's uh it's good to welcome her in front of us tonight. Again, welcome aboard, Liz. Um, welcome aboard. Welcome for the interview. Who has questions for
Miss L? Mr. Corey. >> Oh, hold on. Hold on. Hold on. You >> want me to give a little over you? >> My fault. I'm jumping ahead as I always do. I'm sorry. Thank you, Dr. Riley, for grabbing me. Um, >> Riley, I'm going to train you. Mrs. Riley. >> Mrs. Riley. Okay. I'm sorry.
>> It's okay. So, thank >> Mrs. Riley. Go ahead. Mrs. Riley could do the intro. How's that? >> Thank you, Miss Lal for joining us tonight. As the mayor mentioned, uh we had the pleasure of interviewing the candidates, and I'll say that um Miss Lagalt also stood out to us with her experience and the um all of the things
she can offer to the district. Um she really showcased her found her solid foundation in district level administration and understanding all those parts and roles. And um when we were finished talking to her, Mayor Kugan and I really talked about some of the gaps that we have in the district that um we thought we needed a role to
support an interim superintendent and the idea of an interim uh deputy superintendent came into that conversation. Particularly, you heard uh one of our members sharing how we have a vacant uh human resources position, which certainly is not only an important role all the time, but especially right now as we have retirements and end of
year and hiring to do for the summer. So, uh, we'd like to be able to leverage the expertise you have in those areas. If you want to share a little bit about yourself and then I'm sure there are some questions from the committee. >> First of all, thank you so much for the invitation, uh, to come. I'm thrilled to be here. I was here about a year and a
half ago. I spoke to a few of you, uh, to be your superintendent and I stayed in East Bridgewater, uh, public schools where I was for 10 years as superintendent of schools. Um Kathy Smith uh was right up the street from me in Brockton for many years. Uh
so she was sort of a mentor when I first got uh when I first took my position. I think she was one of the if not the first telephone call that I received to wish me the best of luck uh in East Bridgewater. So I look forward to uh working with her. I think she's a incredible person and tremendous leader.
Um if I go back I I was spent 20 years in Central Falls which is a microcosm of Fall River. Um very much like the school system here in Fall River. Uh Central Falls is 100% free reduced lunch and a lot of MLL and we did a lot of MTSS 20
years ago. I heard a lot I heard so many great things tonight from uh staff and students. the that resonates the passion that everyone has for this school district. It's so
it's it's invigorating to hear it. It's exciting to know it that people love their school. They want to be here. They want to be part of the solution. They're trying to figure it out and we and we can figure it out. Um as Kathy said a a moment ago, um she took most of my notes
that I had written down to use. Um but uh I want to be part of the solution. I never want to be part of the problem. Um the last 10 years I spent in East Bridgewater as the superintendent. So I get this role. I understand the seat.
We've got a lot of work to do. It's at the end of the school year. Um Brian, I'm sure that you doing double duty. Uh it's tough. Um but there's things that we can do to get us there. there's things that we're going to do that are going to make us better and strategic uh
the strategic plan looking at that making sure that it's aligned with our mission and vision and what we want to do. Uh I want to get out, you know, Kathy said I'm going to go to the schools. That's one of my biggest things getting to the schools. I want to see the kids. Um I want to talk to the kids. I want to hear what the staff has to
say. Um, I want to work with administrators, principles, assistant principles, our directors, our assistant superintendents, understand where we're going, how we're going to get there, and what we're going to do about it as we move forward. Um, when I arrived in East Bridgewater, just something on my
financial side, we were $2.2 million in a deficit. We turned that district around uh in less than a year and a half. Um, and when I left the district, we had $2.8 million in revolving account. and we I have never laid off a faculty or staff member as a
superintendent of schools. Um I find a way we'll figure it out. Um I look forward to meeting with all unit presidents um for their associations and because if we can forge a relationship um from central office throughout the
district. I'm not the general manager. I'm certainly not the owner. Uh Kathy will tell me exactly what she wants me to do. So, um, we'll work together and we'll figure it out. But I'm part of the team. We walk in the locker room together. We walk out of the locker room together. And that's what I'm here for.
Mr. >> Chairman, >> thank you, Mr. Corey. >> Uh, deja vu moment. That's what I'm going through right now. But in order to clarify my point of view, I want to thank both of you for being here. It's a it's been a very difficult stretch in
the fall river public schools under the current you know temperature it's been pretty high and uh we all we all looking for stability and I just want to say upfront as one school committee member that I admire you for you were here in
the process 18 months ago or so and so was Anna Riley and I respect both of you dearly and some of our choices is are because Fall River is is kind of a unique place. We we have a tight
community here and there's a lot of passion around that tight community and I'm very proud of our central office because a lot of our central office have been people who have risen through our system. We haven't had to fish outside
of our system so much because of the growth and development that they all incurred and the ambition they showed to rise into the positions they're in right now. And I know each and every one of them dearly. I know them to be all
hardworking with real vision in their hearts to try to drive the wheel forward. I know just by listening to you and to Dr. Smith, that you will not impede that progress. So, I'm really looking forward to you both joining the
team and almost feeling like four river natives jumping into the soup and working really, really hard with us to drive it forward so that we could heal as a district and and show our people that, you know, our educators and our
students are our top priority. Thank you. >> Thank you. >> Thank you, Mr. Corey. Any any other questions for Miss Lagalp? Hearing none, now I'll move to item number 124. I'd >> like to make a motion to approve the selection and appointment of interim
deputy superintendent for the former schools, Miss Elizabeth. >> Mr. Agia was kind enough to read it for me. Do I have a second? >> Second. >> Mr. >> I have a motion to second. Further discussion hearing? None. Deb call. Oh, I'm sorry, Mr. Aar. >> Just a comment. So, I want to thank you
for coming. I do I appreciated your interview in the past and I appreciate your willingness to come and help us here. I think we need strong experienced leadership at the top of this school system and I look forward to working with both you as well as Mrs. Smith to show the system, the teachers, the
parents, the students and the public that we're on the right track. We're doing the things in the right way in the best interest of each and every student. I think we got a solid team here and I personally commit to work with both of you to take this district to the next level. Thank you so much. >> Thank you.
>> Thank you. Anything further? Deb, call the role, please. >> Mr. A, >> yes. >> Mr. Das, >> yes. >> Mr. Cory, >> yes. >> Miss Mr. Monus, >> yes. >> Miss Riley, >> yes. >> Miss Stewart, >> yes. >> Mayor Kugan, >> yes. Thank you. Congratulations, Mr. Call.
>> You're not going to let us down. Number five and is a presentation and vote to approve the great schools partnership. >> Motion to approve. >> Second. >> I have a motion to second. Any discussion on the great schools partnership? >> Yes. Uh Mr. Corey.
>> Yes. Uh I'm looking forward to uh um Miss Oenchain just discussing that concept with us. It I read through all the literature. It looks promising. I know that uh things have been in flux and I think I think that we're looking
for stability as well and if if the team could just discuss with us a little bit give us an overview to help an overview to help us understand it more clearly. Thank you. >> Sure. And just so that the public is aware um I'm going to do a little
introduction and then they they will speak for themselves. But on behalf of the interview committee, I am pleased to introduce the committee's recommendation for our strategic planning partner, Great Schools Partnership. Since 2007, Great Schools Partnership has supported
schools, districts, and state agencies in designing and implementing student centered equity focused systems that lead to meaningful and lasting improvement. Their work is grounded in collaboration, deep stakeholder engagement, and a commitment to ensuring
that every student has access to highquality learning experiences. Their expertise will help us create a shared vision with clear priorities, actionable goals, and measurable outcomes for the future of our district. And without
further ado, I'll turn it over. Good evening, Fall River School Committee and community. Thank you for welcoming us here tonight. Um my name is Paulina Mertin. I'm the executive director at Great Schools Partnership. Um it's an honor to be here to have had our bid received for this work. Um and
to have gotten here early and heard some of your incredible students share their voice. So thank you for having us. Um, I'm going to start with just a brief introduction of our organization and a slight kind of overview of how we approach the process of strategic planning and then I'll pass it to my
colleague Jose Bo, our director of school partnerships who will walk through the overview of how we'll approach this work. Um, so as Lori introduced us just as kind of a framework to begin, Great Schools Partnership has been around for about 18 years. We work across all six New
England states. We have 22 staff members who are former superintendent, former educators, um former school counselors and family engagement specialists. And our mission is really focused around ensuring students have an excellent and
equitable educational experience. We do that through working closely with communities, with educators, with leaders. Our school and district coaching typically takes the form of focusing on systems design, on teaching and learning, and on culture and
community. Our strategic planning work falls in that it probably spans all three, but it falls primarily in that systems design work. And it's a big bucket of work. Um, we've led strategic plans for the past 18 years um across all six states. We led the plan in
Springfield, Massachusetts. Most recently, we led the plan in Portsouth, New Hampshire. Um, and our focus is always starting with community voice, stakeholder engagement, deep listening. Um, we know and have heard tonight that the district is in a moment of
transition. We want to be partners in that. We want this to be an opportunity that is positive, that comes in at a moment where you can really engage those voices and listen and put that towards a direction for the future. I also want to note should this question come up that
we also want to be flexible um and responsive partners. So should we need to adjust the timeline as you have transitions in leadership of when we begin that engagement with the community, please know we are open to that and if that's what's best for the community, we are happy to make that adjustment. We want to come in at the
right moment. Our goal is for our strategic plan work to not be a binder on a shelf, but to be something that's living and breathing, that the community can see their voice in, and that becomes a guiding um force for the school committee and for the community as a
whole. So, with that, I'm going to pass it to my colleague, director of school partnerships, Jose Bo, um who will talk a little bit about the overview of how we will begin with um engagement with the community as well as portrait of a graduate work. Thank you, Paulina, and
thank you for the invitation. Um, I'm from Holio, Massachusetts, and I've gone to some schoolboard meetings, and I was impressed by the level of engagement already. Sometimes we think about some strategic plans, and we wonder, is this community ready? Are they are they going to want to lean into some of the
listening that they're going to do? And just even hearing you give an extra 30 minutes to folks to speaks to the listening. and the amount of people that are here and students in particular just speaks that you have the right folks. Um, what I'm going to do is just talk a little bit about the process. I'm happy
to answer questions. I get nervous and I talk a lot when I'm nervous, so I'll try not to talk through. Uh, please ask any questions and I'm happy to answer. We start this process is a two-part process with what we call a portrait of the graduate. Some folks calls it vision of a learner, portrait of a learner. I see
you have the pride here at Cus Middle School. I know that's also in other schools. um something similar. Where's the where's the pillars? What are the pillars that we're all kind of starting from? I heard um a little bit of you know there's some healing that we want to do and some like refreshing that we
want to do starting from the same place. So first thing we want to do is meet with a committee formulate a committee of folks ideally students families uh all levels of stakeholders that we can invite to start thinking about this
process. Um then we would want to hold you know up to six community meetings but you know we find that sometimes we put six and it's like we actually need 10. We need a few but we start you know with the idea that we want to do at least six
at the very least and think about how much input from stakeholders we can get in those. Um so that would be the community engagement piece and that's something we're really lean into. Um and we'll lean into you to think about and help us also. I'm I'm glad you have new
folks um joining today. Who is the community? What historically what parts of the community has historically not been heard, marginalized or haven't been listened to in the last, you know, so long, right? And we heard some students today. So,
I'm really excited about that. We take all that uh you know sometimes we take 2,000 to 3,000 uh points of data and then we have to do some data analysis and we'll work with our uh research and development director Brienne Whitmer and folks from the community to think about
what are the themes that are starting to elevate what are we starting to see um coming up from the community what are we hearing from people as we do focus groups family engagement and all the you know some of the things that we see here today and then we sit and We draft a portrait
of the graduate. It's like the first, it ends the first portion of the work. Um, we land on um a mission, vision, and core values. I heard that earlier today, too. Um, you may have some that are solid and have
been solid for the last 30 years or and we're not trying to re change them and the community decides we want to and sometimes there's some refinement of some things that are new. So we get to that to that point and then we start the second part of our strategic planning which I'm going to invite Paulina to
talk about a little bit as well. >> Thank you Jose. So I'll be brief in the second part. So following that deep engagement with the community um that data analysis both of newly collected data as well as existing data. So what already exists that we can pull from and
review we move into the strategic plan development. So that steering committee is really key to this work. Um we facilitate subcommittees to develop lead objectives so that there's both one-year and five-year outcomes. Each subcommittee recommends key performance
indicators. Um and one thing that we think is is really important. It's less fun than the community engagement part but is the progress monitoring component of strategic planning as well. So those KPIs, those um key performance indicators help us to develop a plan
that can really be a guide for the school committee for the next five years. Working groups come out of those KPIs and those are really engaged with the lead objectives, the strategies, the engagement steps. Basically, what do we need to do, who owns what and by when
are they going to do it? And that can become something that comes back again and again and really serves as a guide. drafting action strategies and planning for that progress monitoring is near the final portion of this. We would draft the plan alongside you. Um and we would
be bringing a draft to the school committee for review before the final approval and presentation to the board of that strategic plan. Um I'm going to pause there and see what questions we can help answer. >> Um >> yeah, >> Mr. Corey.
>> Yes. Thank you for being here tonight. Um it's it's it's a bit of a foreign concept to me, but I was very excited uh in the syllabus to see that there's especially when you just mentioned deeper listening and deep learning. A
big fan of that concept. But one thing that that makes me a little bit nervous in in the vision statement is leaning on uh on on what
equity looks like. And I see anti-racist in here. though when I see terminology like that I just get a little bit concerned because I don't see any of our teachers or students in any other light except a unified light. We're all
together trying to help one another and I don't believe we have a racism issue in Fall River. I really don't to to my heart. So I wanted to get that out there. And so let me ask you, ma'am. Um,
what does inequity look like to you? >> Yeah, thank you for that question and I appreciate it. I think it's an important thing to define in the work and not throw out there as a a vague term. Um, so at Great Schools Partnership, when we talk about educational equity, um, we
frame that in the sense of are we raising marginalized voices? So, we're ensuring that we're hearing from all in the community, not just the loudest voices. So raising marginalized voices, we talk about just outcomes. So when you look at your subgroups of students, are
all students performing well in reading? If not, why? How can we dig into that? Should that be part of the plan that we set to ensure that all students are having access to strong education and getting strong outcomes? So really, educational equity in our work is about
raising marginalized voices and thinking about just outcomes for all students. And um is is that in the approach? Does that filter down to uh in in your strategic plan to uh teaching concepts in in any individual classroom or
different programs? Is that what that looks like in our sped in our sped classrooms? >> Yeah. So our work as facilitators of your strategic plan process is to work closely with a representative steering committee. So the first part of the
process would be to put together a strategic planning committee that is representative of the community. So it has leadership, it has parent voice, it has educator voice and that we would be helping facilitate and support the subcommittees as they think about what
does our subcommittee on academic outcomes really need to focus on? What does our subcommittee on social emotional learning and mental health need to focus on? We see ourselves as kind of facilitators and supporters not as the writers of content for a
strategic plan. >> You also cite the use of a lot of data which uh which I know it's it's great for research. Data again is black and white. So what do you see in the gray areas? >> Yeah, that's a great question. Um so one
of the things that is core to our work is when we think about data, we're thinking about both what can we see as quantitative data. So, what are those numbers on the page? How do we look at academic outcomes from the standpoint of a test and a score? But we're also looking at some of the data that we're
getting from focus groups, from student and parent surveys, from those community engagement events where we're asking and listening to hear student voice. So, we'll often go and hold a community engagement event at a school library, or sometimes even off-site at a community
location. We're running focus groups. We're listening, taking notes, and then we're theming those responses to see what rises out of that data. Um that data is just as valuable and important as what we see in those quantitative um more numerical data points.
>> Okay. Yes. Thank you, Mr. Chairman. I yield. Thank you. >> Sure. >> Anything further on great schools? >> I have a motion in a sec. Oh, I'm sorry, Miss Riley. >> Thank you. I I just want the rest of the committee to know that um thank you to Mrs. Overchain for for running the the
search committee for this process, but that we did interview multiple multiple groups who do this kind of work and we chose um great schools because of the way they presented themselves and because of their commitment to working deeply with all of our stakeholders because this will be our strategic plan.
It's not great school strategic plan. It's ours and they'll build that with us um across the community making sure that all voices are heard. So, I just want you to know they were selected from a large number of folks that we interviewed as a a district team um led by Mrs. Overchain. >> Thank you,
>> Mr. Chair. >> Um Mr. Das, >> thank you. U more of a question on the process going forward in terms of a steering committee. You're you're um expecting like the district to help to form a steering committee to assist
direct like one-on-one with you all. >> Yeah. So, our first step in the process, and I think this may be a point where we actually want to connect and make sure we have the right timeline because we're already a little bit off from the timeline that was in the initial bid and proposal, which is fine. We can respond to that, but our first step in the
process is usually to meet with our point person and to share some best practices and some examples of how you assemble a steering committee um for this type of work. So, that would be the first um meeting that we would engage in. >> Point person. >> Okay. Um and assuming our point
individuals would be that would be our superintendent now. But I guess the question would be we we should um also I'm assuming this this will come out. We should also have like a member of the committee as well involved. That's
>> okay. I yield. >> Thank you, >> Mr. >> Thank you for the presentation. I just want to say that uh um we've waited an awful long time on this school committee to have a strategic plan and I understand fully and I've said it over and over. We
haven't had a strategic plan in years. We've been told that we were going to start it a year and a half ago by the prior administration and it never did. So, I want to give credit to this new school committee who was elected in January and right out of the gate, one of the first things we did was say we
needed to take this bill by the horns and get this process started. So, I want to say thank you to Mrs. Riley and Mrs. Stewart for coming in helping us to pick and Mrs. Oenchain, select you so that now you can work with our new leadership to make sure this process gets going. So, there's this member, I don't want to
back it up anymore because it's been woefully backed up way too much. So, welcome. Thank you. and I'm happy to help you in any way. I yield. >> Great. Do I have a motion to second on that? That you do. >> I do. Okay. Could you please call the role on Great Schools Partnership? >> Mr. A?
>> Yes. >> Mr. Das? >> Yes. >> Mr. Corey? >> Yep. >> Mr. Monus? >> Yes. >> Mr. Riley? >> Yes. >> M. Stewart? >> Yes. >> Mayor Kugan? >> Yes. 126 is simply an update on redistricting uh as presented by Brian Reposa. >> Wait one sec. Just you can meet with you
you can just email Lori from here and then we'll you can go from Thank you for having us tonight. We look forward to working together. >> Thank you. >> Um >> is an update from Brian Reposa, the acting superintendent of schools. If he could fill us in on the redistricting, that'd be great. Thanks, Brian. >> Sure. So, I'm going to invite um we have
um Mr. Michael, Miss Kudo, Miss Kavalo here, uh just to go through slides. Mr. Michael Lasic did drop off an updated copy. So, as he's going through these, it says updated April 1st on the bottom right. Um and so we'll provide just an overview of where we are at so far in
terms of redistricting plans and see you know if there are any questions that um arise that we can answer at this point. >> Mr. >> Thank you. We assume there'll be a lot of questions. So we're trying to jump right to the end and stay that say that we're at a timeline that we have the capacity to get this plan done once we
given the green light get it done before the end of the month. So we have something to you know bring to a subcommittee then bring to a full committee for the May meeting. That's our our goal right now. We have been meeting regularly as a team, not only with uh Deb and Cindy, but many other peoples, including Brian and um other
district leaders on redistricting as a whole over the past year. Um ideally, we would have got to this stage sooner, but this is where we are. So, I want to go over some of the things including the first few items, which are things that the subcommittee uh last week asked us to put into this new prop uh
presentation, which I will not read side by side. First was uh a background on redistricting that we've done in the public schools. So over the last 15 years or so, we have done several different redistricting some starting with the opening of the three. >> Michael, are you on page two? Just the second page.
>> I'm on page two. Yes. A small number. Page two on the bottom right. I wanted the big number, but Cindy wanted the small one. But um so the red we starting back with the three elementary schools that we opened up in the early uh part of the century. We had that followed by drawing becoming our first uh community
school. Then um you know followed by Lord and then the demographic study which I'll reference again in a minute followed by the biggest one which is reopening Westall Elementary School to really alleviate the overburing burdening Fansa district. Um and then
that leads us to what we hoping to you know get the green light for today. Speaking of that demographic study that was commissioned uh uh in in recent years uh that along with NASDAQ which also gives out annual projections for school districts
they were widely off by over a thousand students both of them in different ways. So as you can see on page three that our current enrollment literally in our seats from October one was 11,184 and each of those were about a thousand
less. So, uh, we're going by what we actually know and who's actually in our schools for a lot of the playing that we're doing. Um, speaking of population, just touch on that briefly. We've grown as a district in the last 10 years immensely. So, by over a thousand students in that,
uh, 10-year period. Jeffree High School itself grew by, you know, 400 students in that time period. Um, and it's at a point now where it's a little bit above what we had anticipated when we opened the new school. So, um our enrollment in general you know
demographic areas you know ELLL has also exploded in the last 10 years so our English lang learn learner population has gone from basically 10% to now 27% meaning 3,000 kids um students with disabilities has also grown by uh 7% in
the last 10 years and more importantly in that category our students of subsearate placements um has grown by uh 300 kids from 6% of our total population to just over eight. And another category that's often overlooked but is very
important because they actually need more support than any of our students are what we call spell students that have an active IEP but also need ELLL services and that population has grown by 500 kids in the last u 10 years. So that gets us to where we are. We're using these, you know, the current data
where we are to start going through um you know, we rose as a district over the last several years, you know, greatly in increased uh, you know, by leaps and bounds the number of kids each school year in recent years and now we're seeing the plateau of that. So on slide
six, which has changed to for a registration pattern, you will see that we've been tracking regularly for the last, you know, two years or so. Every month we do number of students that would draw uh enroll into the district with completed registrations whether they're active for that school year or
for the uh upcoming school year. And we also track the withdrawals everything but the graduates. And you'll see that the last two school years we had uh a growth of uh you know 400 almost 600 students and now uh we have a decline for the first time
in many years of uh almost 800 students and that's only taking the July through April 1st. I updated today with April 1 numbers for basically the month of March. So we are seeing that decline that we're starting to go down in population again and obviously that's important to us because in recent years
we've had the growth which is extra students more foundation money. Now, we're going unless the state changes the formula, we have we have to be mindful of that because it's obviously going to go in the the other direction now. And that brings us to in line with other districts across the state in the last 5
years, Massachusetts alone has gone has uh lost 11 almost 11,000 students while we've gained almost 1,200. and other um gateway communities like New Bever and Brockton, uh Springfield, they've seen a decrease and only a few other districts,
you know, um had an increase. So, we we we've actually been able to uh stay out of the the decline business um where others are are already, you know, going through that process and uh decisions making. Which brings us to slide eight,
which is mainly the point of how we're attacking our redistricting plan. We're trying to return more students back to the neighborhood schools whenever possible. So, of our population in general, there's 11,000 students. I said 3,000 of them have uh an IEP. Uh almost
3,000 have ELLL services and many of those are subsequent within those categories. So there is a need for students to be placed at other schools besides the neighborhood school because we don't have uh some type of programs in every school and we don't have uh ELLL foundation programs in every
school. So we're mindful of that but we're trying to stick with the the students that are neurotypical which are the ones that are not in those categories and trying to return more of them back to their neighborhood schools. And I sort of have the blue lines there on purpose because we're sort of treating the redistricting in those
chunks where we're you know the middle schools obviously one thing but you know Sylvia Tandy Spencer Warden we're sort of treating as a group that you'll see in the next few pages just like Watska Watson and Westoall. So I won't read every single little slide there, but you know many schools have you know a good
30 to 40% of their of their students currently that aren't from that neighborhood zone like Tanzy for example is basically 300 kids right now only 127 or 43% of them belong to the Tanzy neighborhood and we hope to make some changes with our boundaries to sort of
correct that and get more into that neighborhood as an example that I'll see next. So, um, our objectives, like I said, are aligning school boundaries to within neighborhood proximity to get more kids back to neighborhood schools that's closest to their home, increasing program continuity across grades spans where we spent the last few months
having district programs uh like subsell trying to realign where their programs are. So that way we have we don't have students changing, you know, they're in one school for two grades and then all a sudden they change to another school for three or four grades. We're trying to keep them in their school um to have
that continuity across the grade spans. And so we've evaluated those programs and you'll see with the duel as one of example that decisions with duel will dictate what road we take with uh the redistricting um as a whole. Um we're always mindful of the economic uh
backgrounds and u demographics of our students. We have the software called forecast 5 that anything we do we can use that software to figure out we make changes we can see how it looks and make sure that we're not having you know too many uh that we're evenly trying to you
know address where students are going to in their backgrounds. Um I know class size has always been an issue and we're trying to make some changes that will hopefully try to eliminate uh reduce class sizes in some uh some grade levels in some schools. um ideally in the in
the early grades. And so we're always using the, you know, projected data that we can come up with as well as, you know, um, anything else like new building complexes coming on board. Like for example, you'll see on the next page. Um, well, actually, this is basically example of the software we use
with the internal goal of having it done by the end of the month. And that uh, the three of us will be the one doing a lot of the the work and presenting it back to our internal committee that usually meets every week. But on page uh slide 12, you'll see that there are at least four new housing
complexes coming online in the city uh in the coming years. And we have to account for those in what we're doing now because I mean on on one level most of these are onebedroom units. They're not many multi uh bedroom not many two and threeb units in these facilities from what we can see. So but there will
be students in those fac uh um complexes. So we have to account for that what we're doing. So slide 13 or 14 pretty much I I will defer to uh Brian Raposo to handle because one of the things is the dual language program we have you know
currently at Various with uh two classes per grade level and we have a proposal some several options we can take with that which is slide 14. I'll let Brian speak before we go on with the rest. So on slide uh 12 in my copy uh you'll see redistricting tasks dual language
program. This slide outlines the current enrollment in the program. Um I want to make sure everyone understands that there was a real concerted effort to um enroll um in kindergarten this past year. And so you'll notice that in kindergarten we have currently two
cohorts, you know, uh per grade. And in kindergarten we have 46 students enrolled. So an average class size of 23. as you go up the grades one through five, um there is obviously a decline in enrollment, right? So, we put a lot of efforts last year into our recruitment
efforts and that accounted for having um you know, being able to fill many of those seats, right? We're not quite at capacity, but having 23 students in the classroom. If you look ahead, um currently in fourth grade, your average class size is about 17. In third grade, your average class size is about 15. We
know that as we've looked at um our enrollment patterns, we have many students who um would potentially be neighborhood viver students um who um historically have had to go to other schools right now due to the fact that
we have the dual language program housed at Viver. Um we're currently looking at all options, right? So I I believe um in the power of dual language education. I think it's a strong program and we're also trying to balance that with the reality um that we have neighborhood
students who could potentially uh attend the ver if there were space. Okay. So our current proposal um would be as presented you know on uh at our last at our budget meeting presentation would be to um maintain the two classes in
kindergarten, roll them up to first grade as we have 46 students enrolled, but then really took it take a close look at grades two through five and potentially potentially condense that um into one unit. Um I want to be clear that this will impact some students in that program. Um because our class size
is typically around 28, you know, so at some grade levels there will be some students impacted. That's a decision we obviously have to to to make and to weigh. Um as we think about this um the team and I met today and we've been, you know, meeting all week. We are looking
at all options and so um we are also looking at what other schools do we have as we look at enrollment patterns. Is there a different place that would be better suited to house the dual language program? Um and so we are exploring that as an option as well. Um I also want to
name that you know we are thinking about because there was such a concerted effort to uh recruit the kindergarten does this give us an opportunity um although you know it's it's not a perfect solution but does this give us an opportunity now to rebuild this
program? So, is there a way where we could potentially still onboard two get two two kindergarten classrooms uh next year, right? Given that we had strong recruitment, we know and we believe in dual dual language education um as a pedigogy, uh we may have an opportunity
here to lean into that and say, okay, even though we have to maybe make some decisions around condensing in the upper grades due to enrollment, is there an opportunity to put some concerted effort into rebuilding and recruiting two kindergarten classes um for next year? Right. to continue that trend. Um, so
that's some information I have right now. Happy to take some. >> Mr. Chair, >> Mr. Das, >> sorry. Were you done, Mr. Reposal? I mean, okay. Um, >> so what I guess the main issue I have with
this, and this doesn't fall on you, Mr. Rapos, for obvious reasons. You were just placed into the role for a short period of time. However, we know that there that some of the lines need to be drawn. There need need to be changes. This should have been
done a year ago. This should have been done two years ago. And we are in April 1st and we're proposing changes now. And and for obvious reasons, the public
should be concerned about that that this is happening last minute. Um >> I don't think it's last minute. >> May I just make a sure brief comment? So I think it's important that >> this conversation around redistricting
has to be aligned to the budget process as well, right? Because there's an impact around decisions. And so, yes, while I understand that this is something that's been going on and I can't necessarily change, you know, what's happened in the past, um, I do think we still have an opportunity to think about what is it that we can do
right now that may make some impact for the fall to be able to return students to the neighborhood school, right? So, that's why we have this proposal. >> I I fully agree with you. It should go around the um budgetary process. But in terms of notification, we heard from a parent earlier who had
valid concerns that they're just hearing now they're hearing through through a meeting that they're that their school where their son is might get moved. I I think um there's nothing wrong and this is just my opinion as one member for warning individuals, forewarning the
community that this is what we might be proposing is something that would mitigate impact going forward. Um, I know Mr. Michael Isac stated that this would be coming before um, subcommittee and going to the full committee. Something that I believe we should do is
put the maps. It I'm sure the community would just love to see the maps. I I know um, when I go to Rock Street, it has the map as far as I don't think, correct me if I'm wrong, I don't believe that's publicly posted like the map of where >> um, students are assigned based off
their address to go. So that's something that we should publish even before the subcommittee meeting. Here's the current map. Here's something that we're proposing. So again, residents could give input. Again, it's of course the administration decision, the committee's final decision
to make decisions around that. However, just so the public's prepared, something we should um do going forward, my opinion. I yield. >> U Mr. Ragel, Mr. Cory. >> So I would I would concur with um my colleague, Mr. to dis that we are behind
on the redistricting. Uh we have been talking about this for a year and a half very similar to the strategic plan. We had a situation in the past where we had administrative central office um decision-making paralysis where
decisions couldn't be made. So we have individuals like the folks that are before us now that have worked tirelessly to try to do these numbers over and over. So I for one appreciate the fact that you all are here doing this. But we've had a situation where we just have administrators that cannot
make decisions. So we can't go backwards. We need to move forwards. We're moving forward with two new administrators. We have to move forward with the recommendations as soon as possible so we can do some of these things. What I'm hearing is Mr. Repose is asking for I'm not putting words in
your mouth, but I think you're asking us to do option two. and what would that mean as far as moving the programs? And I think we just need to make the decision one way or another because we can't go backwards. We have to move forwards. But Mr. Das is right. We had
some problems. We're moving forward in the right direction. So, Mr. Reposa, what would your recommendation be for us to do right now? >> Thank you. Um, so, um, I want to make one comment and then respond as well. So, on the parent notification piece, I appreciate that feedback. Um, I I think
it's important to get some guidance whether myself or the administration in general um with new administration around um you know the what the committee would prefer in terms of um engaging the community. I think it's important to speak to families around proposed plans. I also
want to name that that would mean that families would have that information maybe prior to committee members. Right. So historically we've utilized that budget presentation meeting as an opportunity to share plans. But I certainly agree that I think it's important for us to be transparent with families around potential proposed plans
that have not necessarily been approved yet, you know, um by by committee members. And then in terms of option two, um yes, the preferred option would be to look at determine the best location, which we had some conversations um about the last couple
of days as we've looked at enrollment trends um and what percentage of students are currently in neighborhood schools. Um and so uh we are looking at uh potentially moving the program in addition to being able to onboard two kindergarten classes next year. So that
that is something you know we would like to explore as an option. Um and this would enable uh the Vivera school to be able to fill um those classrooms with more more neighborhood students than are there right now.
So my la my last comment or question on that is I in looking at the budget and different locations if we have six classrooms in the dual language currently never just in that one class we need expansion if we're going to have those two be in every grade. So we have
to put the program in a school that allows for that expansion and some based on some other pres presentations in the budget report we have some schools that might have some room for expansion. And I think that's important for people to understand. So if we want to commit to do language, it does make sense to do
the K the one, but then next year it's going to be two, three, four, right down. So I think we should move forward with that and recommend make a motion. I want to make a motion to approve option two as recommended by Mr. Reposo and the team. >> Well, I'm not done questioning it.
>> Oh, hold on. We can >> I have I have I have a motion. Do I have a second? I don't. Can you state the motion again, Mr. Vice Chair? >> My motion is to take Mr. Reposo's recommendation of option two. >> Uh, could you restate option two,
please? >> It's the one on page 13 right at the bottom where he just indicated he would like to look at having two kindergartens so that instead of one, they could onboard more students into the program as they go forward. >> Yes. >> Second.
>> I have a motion to second. I'm going to let Mr. Stewart talk, then I'll go right to you, Mr. Corey. Miss Stewart, >> I understand the the reasoning behind in putting more children back in their district school. I'd rather keep it the exact same. I think the dual language
program is perfect. I not perfect, but I think that it's needed and it's necessary and I'd rather keep it than do option two. So, I will not vote yes to that. >> So, okay, Mr. Corey, then Miss Riley. Okay. Um,
Mr. M Mr. Chair, thank you. Um, I'm a bit confused about option one, option two. Uh, first of all, I just wanted to state that I'm very proud of this program. I was one of the early advocates when it was being formulated. I sat in on some of the early
developmental meetings for the dual language program and there were representatives from other parts of our country that were uh helping us to understand the viability and the benefits of a program like this. But even more importantly,
I heard a couple of young students come to Citizens Input today and speak about their love of this program and and for them to get up and do some public speaking on that behalf was inspirational to me. I don't want to see this program go anywhere, but my
specific question either to you, Mr. Reposo, or to you, Mr. Michael AAC is as far as our uh demographic numbers look like they're shifting downward, but what about in this particular demographic
with the dual language with the ELLL? What's that number looking like? What are the projections over the next four to five years? >> So, I just want to be clear. Um, Mr. Corey, I'll jump in and then Mr. Maza can add. In the dual language program, the profile of students while some
students may be English learners, there are also students um who are uh native English speakers. And so the beauty of the program is that students can enter, they may be native Spanish speakers or they could be native English speakers. Um and the goal is that they leave the
program fully bilingual. Um so it's important to note that I think there's a lot of power in that. This program is not simply a program that only serves English learners. And in fact, some families um would elect to send their child there even if they don't speak Spanish so that they could leave having
learned Spanish. Um so I just want to name that as an important piece. And if you look at the enrollment trend, the you know, the district and and really credit to the dual language team, you know, Miss Pyers, um Miss Kudo, uh had made some strong efforts to really
recruit last year, which is why you see um the enrollment in kindergarten sitting at 23 students per class, right? So I I just kudos to them um around that work. >> Thank you, Miss Riley. >> Thank you. Um so one of the things I
think we need to think about because I agree that there's so many benefits to a dual language program in reading and writing in two languages. And I certainly want would not want to see students squeezed out of the program because we had to downsize classrooms. So I agree with Miss Stewart. It it's
about maintaining at least what we have today. And I heard someone say this at Monday's meeting, which is they're getting better at branding themselves and sharing the info about what's happening in the dual language program. That's why our kindergarten is full for next year. That's why our kindergarten
this year is so full. So I think what we need to think about in our demographic study is where are we going to put this school as it keeps expanding? At some point we might need a full building for a dual language program where kids are doing that K to5. So h how do we think about that in this demographic? I I know
you probably haven't gotten that far, but how do we think about that in this demographic study so that we grow a program that's so powerful and is is good for kids? >> We have thought about that and Brian proposal has volunteered to be the principal of that school. >> Excellent. >> So, excellent. >> Well, we have talked about that where
that in two years we have to bring it to a sixth grade which will probably mean we have to move into one of our middle schools and then hopefully expand. But um in terms of the EL numbers that Mr. Cory asked for we have grown by uh 15% in the last uh 10 years. I expect us to keep growing because the registrations
that are coming in you know regularly have more and more ELLL uh you know their ELLL students and the students that are leaving are not leaving at the same you know proportionate numbers. So I expect us to grow maybe not you know to 35 40% but maybe 30% in the next five
years for sure. And I think you know you've already invested a lot of money into ELM services and I think that's you know the question on the duel whatever decision is finally made we have you know that'll shift how we do the redistricting in some way some it could
be bigger in some areas and smaller in other areas. So once that's done and we get the green light on the plan as a whole, we will start mainly with Visa, which is basically going to side 15 so I can get to the uh end here of trying using that school as our main school because as of now that's the school that
has the most movement. Um and also has the most students is 800 kids that live in that zone even though they may go to other schools and only about uh 28% of them 28% belong to other other zones. So, we're trying to get more of those students back into that school zone and
that'll be done by looking at the Henry Lord zone as well as the Dorman zone and trying to make some changes to those boundaries that it will help us fill for various with um new neighborhood kids if you want to call it that. as well as trying to return kids at other schools like there
may be a handful of kids like three or four at Sylvia, two at Sansy, one at you know Sylvia that we're trying to return them to the uh Sylvia when possible and you know obviously parents will always have the right that they want to stay at Sylvia because their grandmother lives across the street on Meridian Street. We
get that and that happens you know we'll hand that through the normal transfer review process that we always do every year. Um so that would be with uh Bavarious LNO will be a similar thing with you know we looking at uh green school as well as LNO to try to shrink
LNO to make it uh a smaller footprint for our new community school which will phase out um over a couple years at the middle grade level by adding in a grade six this year coming up and leaving three grades in grade in the elementary grades. So we will be assigning portions of LNO back to green zone where they
were before the new elementary schools opened up in 2009. And that change will also allow us to change the footprint of both CUS and Talbit because those kids in grade six will now be Laterno middle school kids versus Talbit or um CUS.
>> Mr. Chairman, Mr. Can we just get back to the dual language motion because I think Mr. M is going on to the next, but I think it's important. >> I'm sorry I misunderstood the uh flow of the problem conversation. >> So what I think is uh if we could have
Mr. Repo explain once again what the options are because there is no if we go to the one class that was the original uh recommendation there would be only six classes total. Averis from what I understand is every
other classroom would be filled with students that reside in that neighborhood to reduce the class size at that neighborhood school from 28 to 30 down the best we can. If we moved it to a place that has open classrooms that
would allow for the expansion of if it's the kindergarten and if some whatever as the budget process went and we said you know we get a lot of in uh second or third there is no expansion the way I understood it if we do what we wanted to do originally at averis we were going to
lock in to one class per grade only what you're recommending now is that in order to provide some options for expansion. We have to move the program to a school that isn't filled up like Rivera is with 700 neighborhood kids. So my motion is actually a
situation where it's providing opportunity for expansion. So if anyone's in favor of expanding the program ever, you should vote yes to this motion in my opinion. I yield. >> I have I have the motion to accept uh >> option two by Mr. Aguar and seconded by
Mr. Corey. Mr. Das. Yeah. Can I'm sorry, but option two reduces those last three grades to one of every class. So then the students who are currently that's what it says. Two two then one one of each room. >> So and I can give you the numbers. Um if
we if we proceed with um closing the program in grades two through five and reducing to one, there would be currently 23 students um that we would have to move out of the program. So it would impact 23 students across those grade levels from grades two through
five. >> Mr. Chair, >> Mr. Das, I'm sorry. >> Can you just answer her question? >> She just he just told >> So he's saying kids would have to be kicked out of the program if we went to the 22111 >> current students in the program. We would be able to regrow. >> So that's what we're saying we don't
want to do. We want to keep the current students in the program. So you can't shrink it to one room. >> That's right. But that's their recommendation in the budget. So what I'm suggesting is there's reasons why they've made that recommendation that are different that I haven't been articulated
appropriately to determine why is it that they're reducing it to one. It's because it's housed at Vver. So if we were able to say and we had the money to do it and say we want to keep the current program and have 10 classrooms, you can't do it at Vver because
pressures are coming from the children that go there. So if we as a body said we're going to fund 10 classrooms, keep it exactly the same. We have to move it to a different location that has those 10 classrooms. >> That's fine. But that's not option two. Option two is to shrink it and keep it at I agree. That's
>> No, no, no. Option two is to move it. >> No, no, he's saying no, it's not. Option two is to keep it there, but keep two K's and two ones. >> Mr. proposal. >> Yes. So option, the original proposal was to keep one kindergarten, two first
grades, and one of every other unit. I came to you tonight with a revised option because, as I mentioned, we believe in the program and we wanted to grow it. The option two here presented would still close grades 2 through five to one unit and allow us to regrow the
program. What I'm hearing tonight, which I would also support if we're able to do it, is to maintain the program as is, which would involve, to your point, we would need to move it to a school where we feel like we could fill that program and it gives us the opportunity to fill
the ver with neighborhood students >> and that's an equity issue for ver students that the class sizes are 28 to 30 at that school. Agree. So the reason why I made that motion was because I thought that was assumed that you were going to move the option two to a school
that has those that many classrooms. So I apologize for my >> we have a school that has 10 rooms. I can hold it. >> Mr. Reposo says yes >> then motion should motion to do whatever the motion to do that. >> Wait wait wait Mr. Chairman.
>> Okay hold on hold on. >> I'm going to slide a few things in that. >> Just just kidding. >> Mr. Chair, we did have a motion. You withdrawn that motion first. >> Can I amend it, please? >> Go right ahead. I just want to get >> I just want to clarify the motion is to go to option two and move the program to
a school that Mr. Reposo and now Miss Smith and >> everyone else. >> Not option two. Option two shrinks the last three grades. So, we want keep the program intact, but move it to a place that fits. >> There you go. >> Correct. But I >> correct. My motion is to keep to move
the program so that it can be the recurrence amount of staff, a recent amount of classes. But if we have one that has let's say um a number that can be held in one and we don't have the students, the administration should have the ability to reduce that down
>> and I think that's what was happening. >> Second, >> but none of them do. >> All right. >> But yes, I understand your motion. >> Yeah. >> Move it to a school. >> Well, >> that can happen. >> Right. is a possibility for instance if the program moved that a family may say I'd like to stay you know at Varis which in that case there could be a
possibility to say we're going to run one cohort absolutely >> we have if you look here and you said and I don't have those numbers but if we have 25 students or 26 students in two classrooms it's an equity issue but those classes are 13 each but the other kids are in 28 right
>> so I think we should do it but also have them have the flexibility to reduce down like you would do in any class you >> Mr. Cory, >> uh, just for clarity purposes, I'm a bit confused with all this number thrown around. Mr. Reposo, what is it? What
option should we be looking at? >> So, the option on the table right now, the proposal would be to keep the program in its current iteration, which would be that next year it would grow um to fifth grade. We would maintain a full
twounit program. We would work at the district level to continue to recruit and fill those sections that are low enrolled. And then we would just need to reserve the right to make a decision if for some reason when we move the program to a new school, if there's a class that can be consolidated because there's only
let's say 24 students, >> we would reserve the right to do that to make sure that we have one one room of 24 rather than having, you know, two classes of 12. >> This would enable us to put more neighborhood students at Vava. >> Let's vote on this. Um, >> I make a motion.
>> I think Mr. Agri made the motion. >> We already have the motion. >> We have the motion in a second. De, call the role, please. >> Mr. >> Yes, >> Mr. D. >> Yes, >> Mr. >> Uh, is is is this the emotion that was just described to us? >> Yes. >> Yes. >> Mr.
>> Yes. >> Riley. >> Yes. >> Stewart. >> Yes. >> Yes. >> Well, yes. Okay. Vote. >> Are we done? >> 127. Yep. >> We're done. Chairman >> discussion and vote. >> Thank you. Thank you for your work. Appreciate it all.
>> Mr. >> Do we have to do we need to vote on this? >> Mr. >> Mr. in the package of various moves. What other motions are needed by the full committee to provide clear direction to you and your team since it's already
April 1st. We can't wait till May 1st to take votes. So if it's not now Yep. Yep. By the end of this meeting, come back to us with it because we have to take some votes or allow you the authority to make some decisions relative to lines and how we're going to tell uh parents and
families whether their students have to go back to their neighborhood school. We need to make some motion. >> Sure. The only um so I will uh work with Mr. Michael Lasic on coming you know providing some written communication around what those are. The only other major move I want to name would be the
expansion of grade six at Laterno which was proposed in the budget um to add two sixth grade classes with the goal of creating another K to8 community school LNO. >> So moved >> second motion second discussion on the grade six hearing none. Deb call the role.
>> Mr. Chair, can I ask one question before roll call? >> Go ahead Mr. Das. >> We still going to get a um presentation at subcommittee just on what the updated maps are going to look like. Yes, I want to touch upon that if you allow me. Um, about the parents not seeing the maps online. We used to had them on the p
parents at the web page. Up until recently, we took it down on purpose. I mean, I took it down on purpose because I didn't want to be confusing the parents that are registering, looking it up, saying, "Oh, I belong here." And then we do all this redistricting and then come back with a different plan and now they think differently. What they actually do now is when they come in,
they actually meet with the uh a PACE center team member and they review the options what it is currently and we preface it by saying these are up for subject to change. So it may change so they are well aware at that meeting they may change but if you if it means uh you
want me to post uh >> PDFs of the map >> with a header just saying this is um map for this school year versus >> we can we can put up maps and do that. We can do that of each school zone and make it easier just so they can see it. But like I said, when they look it up,
they do it with a member of Cindy's team >> right now. >> Thank you. >> We'll put them back up after this is all done. >> Are we all set? >> De call the roll, please. >> Mr. >> Yes. >> Yes. >> Yep. >> Yes. >> Riley. >> Yes. >> Yes.
>> Yes. >> Mr. Yeah, >> I I'm sorry to believe the point, but I do feel that we need to make some give we have to give some provide some direction to the administration relative to the redistricting that the folks just talked about. There's decisions that are
made. We take the votes on where the lines are and when they're not. They can look at the numbers and figure it out, but without a motion, they don't have the authority to do such a thing. So now we're waiting till the next meeting. So I'd like to make a motion that we authorize the superintendent today, Mr.
proposal tomorrow, the next day, you know, Miss Smith, to be able to make that decision on redistricting so that it doesn't have to come back before this committee. >> Second. >> I have a motion, a second on giving the superintendent the authority to make uh
the changes needed for redistricting. Deb, call the role, please. >> M. >> Yes. >> Yes. >> Yeah. >> Mr. >> Yes. >> Miley, >> yes. >> Stewart, >> yes. Yes, we're going to try to move this along a
little bit because we have a lot to get through yet. Number 127 is a discussion and vote to approve the early release schedule for final assessments at Dery. >> Motion to approve. Second. >> Have a motion to second on changing this the final early release schedule at the end. Discussion hearing none. All in
favor? >> Opposed? Unanimous. >> Mr. Ch, >> can we just go to a few quick ones? >> Go ahead. 129 discussion to vote to approve of revised academic calendar. Motion to approve. >> Second. >> I have a motion to second. Discussion hearing none. All in favor?
>> I. >> Opposed. Unanimous. >> 1210. Motion to approve the academic calendar for next year. >> Through first read. >> Second. >> First or second. >> First read. It's first read. >> Motion to approve through all readings. >> What? >> Just a first read.
>> Wait, wait, wait. What happened there? 1210. >> 1210. We can either do it first read or we can wave all the motions because we don't really have anything to make it solidify it. >> Go ahead. >> Solidify it. >> Who's got the motion? You, Mr. Aguar. >> Yeah. And Mr. D. I made a motion to go through all reads.
>> Okay. Mr. D. Seconded by Mr. Aguiar. >> All in favor? >> I. >> Opposed? Unanimous. >> 12:11 school committee calendar for 2627. >> Motion to approve. >> Second. >> Discussion hearing. None. All in favor? >> I.
>> Opposed? Unanimous. 1212 is the copy machine RFQ referred by technology. Make a motion that we approve. >> Motion to take items 1212, 1213, 1214 and 1215 together. >> 1212, 1213 and 1214 all together >> and 1215
>> and 1215. So 1212 to 12:15 all together. I have a motion. I have a motion to second. Any discussion on 1212 123 124? >> Mr. Aguia has a comment. >> I'm sorry Mr. Mr. D made the motion. >> Mr. Aguia, I made the second to go 1212
to 12:15 as a block, four units >> for the edification of the public. 1212 is a copy machine RFQ to get copy machines for all of the schools and do it under one uh bid. E-Rate is in we get money back from that was referred from technology technology five-year plan.
We've been out of uh compliance. We now will have it effective April 1. And the last one was the usage of the Martin School for MBTA. >> Roll call. >> Okay. Call call the roll on those four. It It's better. >> Mr. >> Yes. >> Mr. D. >> Yes.
>> Mr. Cor. >> Yes. >> Mr. Mus. >> Yes. >> Mr. Riley. >> Yes. >> Mr. >> Yes. >> Yes. >> 1216. Motion to table. >> Second. I have a motion and a second to table 1216, which is the district review
report. >> Any discussion? >> I would just say I think it would be good for um our interim superintendent to be able to review that and do that. >> Fine. >> Yeah, >> your first assignment there, uh, Miss Smith, >> thank you.
>> Okay, impacted. >> We got a motion at the table. Deb, call the role on the table. >> Mr. Dragon, >> yes. >> Mr. >> Yes. >> Mr. Yes, >> Mr. Mon. >> Yes, >> Mr. Riley. >> Yes, >> Stewart. >> Yes, >> yes. Okay, so that's 1216. So, we're going to
go back now to 128, which is a a discussion and vote to approve the alternative pathways redesign as referred by the sped alt education and early childhood subcommittee and presented by Dr. Amy Burnernhard, assistant superintendent of student services.
But that's everyone we've done to 1260. >> Good evening everyone and thank you for the opportunity to be here tonight. Tonight we are here to talk about something very difficult and I want to mention that from the start of this item on the agenda but
critically important. The future of alternative education in our district. We know this conversation isn't easy. We know that change is hard. Any conversation about closing a school or rethinking how we serve students
brings complex emotions. It brings uncertainty, concern, and valid questions. It impacts students, families, and staff who have invested deeply in this work and to the vision of what alternative education could be. We
approach it with respect for that responsibility and with a commitment to doing better for our students. For the last decade, we have had glimmers of hope through attempted RPA redesign efforts. But we also have have
to be honest with ourselves about where we are currently. Right now, our alternative education model is not working for the majority of our students. And as we dive deeper into budget season, we need to examine the
impact of our funding. We invest close to $3.95 million dollars each year to staff a building that is currently serves less than 200 students in a given year. That $3.95 million investment is spent
maintaining a graduation rate of 33%. Sustaining attendance rates of 60 to 65% and retaining only 50% of staff each year. While the graduation rate has increased, it is not yet something to celebrate. It
is 40.4% lower than the district average and at least 20% below other alternative schools in the area, Brockton, Taton, and New Bedford. And while there are pockets of success, the data shows that we are still failing
to meet the needs of the majority of our students. Beyond structural challenges, the school's reputation has become a barrier. Many in the community see it as unsafe or punitive, not as a pathway to success.
I personally invested time meeting with 38 different students and families through the RPA appeal process last school year, trying to repair trust and listen to concerns in a reactive work. Instead, we should be presenting
families with uplifting choices and opportunities grounded in outcomes. Families want options, and clearly so do our students. And historically, we haven't provided much choice. Since 2018, the number of students leaving the
district to pursue virtual schooling has more than quintupled. Additionally, the number of high school students transitioning to homeschooling has doubled over the last three years. and over 300 students have dropped out of our high schools with 40% of them
leaving to school leaving school to pursue work or a GED in the last several years. These are not just numbers. These are young people who needs whose needs are not being met. If we maintain the status quo, we risk
prolonging the same outcomes. Low graduation rates, declining enrollment, and students disengaging from school entirely. We risk continuing to lose students to other districts and other systems. This is what is at stake. The
opportunity hub, our response to this reality. When we look at neighboring districts and even across the Northshore and Western Mass, it's clear that most districts offer multiple alternative schools. We are one of the only districts still relying on a single
standalone option aside from Evolve's current school within a school model. The lack of choice matters and it comes at the detriment of our students. The opportunity hub proposal for 290 Rock Street would transform one
underperforming school into three distinct research-based schools, each designed to meet the needs of students where they are and move them to graduation and beyond. In summary, for those of you that are not aware of our three proposals, Evolve
Academy expands on a model that is already working. High demand, 750 applications in the last five years, strong student outcomes with an 84% graduation rate in a proven competencybased and project-based
approach for students who need a different curriculum to succeed. By relocating Evolve to the opportunity hub, we can grow enrollment, provide dedicated spaces for counseling, collaborations, and specialized programming.
Ascend Single District Virtual School builds on the work of our virtual pilot where 65% of students are making significant progress since their enrollment. It would also allow us to meet the demands in our community for virtual
education by retaining students and families within the Forva public schools. All while also developing students skills for a technology advancing world. And lastly, the Compass afternoon Evening School would address a reality
we cannot ignore. Not every student thrives on a traditional 8 to3 model. Others have responsibilities. Our students have responsibilities outside of school that take precedent over attendance. Opening an al afternoon evening option would offer personalized
educational experience for students who might not persist in high school otherwise without a more flexible model that meets their needs. Together, these three schools provide choice, flexibility, and personalized pathways, allowing them to do high
school differently while also reducing course costs by over half a million dollars. We believe this three school model is the strongest path forward. It is grounded in data from successful district models across the state and is
what we believe would provide the best student outcomes for our kids. Each school as a standalone option can align can have aligned staffing and structures with professional development to deliver highquality instruction
tailored to students needs in that school. However, it should be noted we have also listened closely to the feedback from the subcommittee and RPA staff and students specifically particularly concerning about the
concerned about the launching of the compass afternoon evening school as a separate school. Taking this feedback seriously, we could consider a second option of expanding evolve into a day and evening model rather than opening Compass afternoon and evening school as
a separate third school. This approach would create a school within a school model again at Evolve and require budget shifts which would include the reallocation of funds for what was proposed for Compass to be aligned with Evolve.
Keep in mind, we still believe one size does not fit all and our students tonight made it clear they are asking for choice. I am not sure if evolve as the only other choice would meet that need, but we are mentioning what we heard after
the meetings. Our students deserve systems that inspire confidence, deliver strong outcomes, and provide a clear path forward built on choice. Tonight, we are asking for several votes and I'd like to call those votes to the committee's attention.
We are asking for a vote to close the current RPA middle high school. We are asking for a vote to approve the application submission and continued planning for Ascend Virtual School to serve students in grades 9 through 12.
a vote for the relocation of Evolve Academy to 290 Rock and permission to apply for its own school code to serve students in grades 9 through 12 and a vote for our original recommended three school model with compass.
afternoon evening or if the committee wishes to extend evolve into an afternoon evening model. Also serving students in grades 9 through 12. So the question is no longer whether
change is hard. The question is what type of change do our students deserve? We envision a bold shift with the opportunity hub where students can find their fit and f fuel their future here in Fall River.
I shared uh today a memo was shared with the committee that outlined some of the requests for information that were stemming from the meetings that we had. It has come up within the planning sessions around the need for us to look at transportation particularly to serve students who would engage in the
afternoon evening school recognizing that safety is forever our top priority. I'm happy to report that we've been able to identify three distinctly different transportation modes that the comm that the committee would need to make a vote on at some point, not today.
The first would be that we produce a shuttle bus because it's often it's also important to note that part of the current evolved model that we are looking to sa to sustain is to be able to create the opportunity for students to continue to take elective classes at Dery High School periods 1 and six as
that is not a widely sought after feature of Evolve, but it is a feature that some of our students take advantage of and we want to make sure that that stays intact. In addition to allow students to access the afterdock programs at Dery should they be
interested to be able to attend. That would require transportation and that would for a shuttle bus for that to occur that would be about a $43,000 price tag. The compass the another approach to the
transportation is to take a look at the current Dery late bus. For those on the committee that know Dery has a late bus that leaves Dery High School at four different times in the afternoon and it goes on a loop around the city and it has distinct stops across the city so
that all areas of the city students have an opportunity to still stay at Dery and have transportation home by adding the opportunity hub to that circuit. >> Point of information. >> Yes. Wait,
>> it's a late bus. Is that um through a bus company or is that STAR? >> Through a bus company. >> Thank you. >> Yep. >> To be able to add the opportunity hub to that circuit and allow students to get on at multiple times in the late in the afternoon and evening. That would cost
us an additional $12,000. And as we do know, we have access to the SERTA bus schedule. and the bus stops that are on the route around the RPA building provides a third
opportunity to transport students off campus at the later hours of the e of the evening that was brought up in concern. In addition to that, we had the DOJ investigation. I shared with the committee the legal opinion from Michael Joyce that shared with us what the next
steps would look like in regard to our communication with the DOJ and our roles and responsibilities in doing right by our students to close out that report and investigation. There were staffing considerations that were brought up at a number of the
meetings along the way and it was recommended that a special education paraprofessional be added as a support staff to the ascend virtual school as well as looking at the point at the FT the FTE that is currently um in the
evolve budget for an MLL teacher that we could split 0.5 between the ascend virtual school and the evolve program based on current enrollment. And last, I think it's important to note because this goes along with what Mr. Mishan mentioned earlier and what our
principles were a little taken back by on Monday night at the budget meeting when they were asked about an additional SEAL liaison. Within this proposal, we are recommending the elimination of the middle school RPA program. We believe that we can do better by our middle
school students and it will be our aspirations to plan forward for different opportunities for middle school students in the future year. But with that, there are four seventh graders currently within the RPA middle school program and we will be looking to
return those students to a middle school within the four public schools after meeting with those students and their families to find the best fit. But one thing we are requesting is that those three seal leaison positions, one at
CUS, one at Morton, and one at Talbot, our three large middle schools, that we add that seal leaison position back into the budget because I do believe it was removed on Monday. Those positions in that budget are specifically to attend to the students who have tier three
needs in our district. One thing we cannot do and I beg you we cannot do is strain the resources in our building because a a smaller number of students need direct support. We have just built seal teams. I
appreciate Mr. Aguiar's questioning on Monday night around the seal work and the numbers of staffing and the and the case loads per student. But if we are not adding a position to support the tier three needs of students, I am fearful that those structures and
systems will be drained and the larger groups of students their needs will not get met. And so that when we and and so I would say, you know, with a vote, what would be our next steps? On the bottom of the one pages that we shared with you in our
planning sessions and at the subcommittee meeting, we shared with you a timeline. I want to be clear the the ascend virtual school we have a deadline of April 11th to submit our initial application to the department of
education. We will rece we would then receive feedback from the department of education and it would require a vote of the school committee to adopt the school. The department of education doesn't approve the virtual school. They provide support. They provide feedback
on our application. They will monitor along the way, but it is up to the school committee to vote on the establishment of that school. So, our priority would be with the stakeholder groups that we've already put surveys out. We've got some teachers, we've got students that are interested in participating. The first line of
business would be to complete that application and meet the deadline with the department and then continue to plan forward depending upon how the committee votes with the other opportunities that we are proposing so that by May we are
able to come back before the committee, share with you our proposals, and then begin meeting with students and families so that every student and family who is currently at RPA gets a one-on-one personal meeting with as much of the
information spelled out as possible because in our original plans that we shared at the subcommittee, we pretty much built the house. We built the the frame and we built the structure. We did not paint the walls. We did not pick the furniture and we did not pick the carpet. That is where we need the
stakeholder group to weigh in on the specifics. And so the goal would be to bring those fine details back to the larger committee so that when we meet with families, we have as much information around the specifics to be able to meet with them and they feel
confident going into June and the exit of the school year knowing where they are returning in September. And I would also note, I'd be remiss if I also did not note we have been in very direct conversations with Dery High School because Dery High School would be the fourth option. There are definitely
students at RPA who may see themselves at Dery High School and we will engage in that opportunity as well for all students finding a fit for their future success here in the city of Fall River. And so with that, um, I am joined today
by the team who I could not be here without and I would be remissed as well if I did not give credit to my team. um Drew Woodward, sorry guys, but Drew Woodward, um director of guidance, Stacy Monae, the current principal at RPA, and
Jan Schwitzer, who is the lead, um and the Evolve program over at Dery. >> Mr. Jim, Mr. Corey, I appreciate the uh your presentation. I want to thank you all for your vision, your hard work. It's uh it's not an easy
decision for any of us up here to make. It's a critical decision. Um I for one have been um really uh trying to wrap my head around what an alternative education may look like here in Fall
River. It hasn't worked out well for many years and we've gone through lots of headscratching around the concept itself. So I appreciate your hard work and I I I believe um as um in in the
postcoavid era that everything changed during co and that uh virtual learning became pretty much in vogue and and and people could see the merits of virtual learning. So I I see that this program
that you're proposing uh is a move for the future which I really like a lot. So, I like the entire concept, but I do have some very deep concerns about um some of the student transfers from RPA
and what that might look like. Uh I hope that every student is considered with sensitivity and and uh and justice uh if they have to move. Are they going to be uh candidates for your program uh with the new proposed
structure? Uh so I don't know. Uh and I'm also a a bit concerned about our staff at RPA and I want to make sure that our staff is handled in the most humane way uh in any transitions that may occur. Can anybody
answer those questions? >> So I can start with the staff piece and I will tell you that we will be working with the collective bargaining agreement because there is language in the collective bargaining agreement that speaks to a process that we have to follow. Um and and I would agree I we'd be remiss if we did not speak about any
staff who are involved in this. Um but at this point in this moment we are truly looking you know at our students and the needs of our students and how can we support all parties involved and as you know as we know there are open positions across the district. There will be more open positions as we enter
into the endofear cycle and we would be able to offer teachers opportunities in other schools if they do not see themselves within the models we're proposing. And as it relates to our PA students finding themselves in our programs, I do believe that we have the
flexibility across these programs to be able to meet the needs of all of our kids. And so I would also recognize that we'd be fools to think that any one program or any one school is ever going to meet the needs of of every single kid. But that is what we are charged to
do is to find a way and find a fit. And when we understand students stories and we understand their needs, I do think we can be flexible and innovative to make it work for all of our students in these programs. >> I I I thoroughly respect the uh the amount of thought that went into
formulating this concept. Uh how what's the uh current enrollment number at RPA? Right now >> we hover right now between 160 and 170. between 160 and 170. We're looking at redistricting 170 potential students. Would that be
back to Dery High School? >> No, we will be graduating ideally this year. We have 25 students uh who are seniors. So, the goal is obviously we're going to get those students across the stage and help them graduate. And then we will look to re- just find a path,
find a program, whether it is one of the four options we're proposing or whatever the school committee chooses as those options for students to be able to transition into. So whether that is Dery High School, Evolve Academy, hopefully an afternoon evening model in some
capacity or the Ascend virtual school. So four different options for students and families to make choice and decision about. May I ask the principal what's the u what's the vibe at the school right now? What's the vibe?
>> Confused, scared. I think they're all trying to figure out I think there's a lot of questions about and they're just trying to figure out which path >> the mic. >> Oh, sorry. Did you hear that? >> Yeah. >> Yeah. So, there's there's a state of
confusion. >> Yeah. A panic. Yes. It's these are these are kids that all a sudden they just come in and it's announced it's closing and they're all like where where do I fit in with this model? So, >> are they being g uh are they seeing counselors at school to help them try to
make those decisions? They're having a lot of discussions. >> Yes. And there will be further there will be further discussions once this is all solidified and we can sit down and have onetoone. You know, Dr. B is right. Once these kids know what their options are and where they fall, they're they're all going to fall somewhere. It's it's
it's it's been a little bit of a downer in the last week or so. >> Yeah. So, part of the pressure with this whole idea is that we have to determine this before April 11th, it seems, or else it goes by the board. Is that correct?
Well, for all the same reasons connected to the redistricting discussion that we just had, I would say this is a high high urgent matter because planning would need to occur and we would need to be able to share with students and families what their options truly are. And so, yes, the ascend virtual school
application is certainly driving the initial next steps, but as Mr. Das had mentioned even at a previous meeting, we we potentially are even behind the timeline of when this we should have brought this forward. But recognizing that we this is all part of the budget season as well and recognizing that the
big piece of this plan is the distribution of the staff across the three schools. It felt timely in that way. >> Would you be able to retain u most of your staff if not all within these three
alternative programs? Again, I will refer to the collective bargaining agreement and we need to stay in line with what has already been contractually negotiated with the union as it relates. >> Okay, I yield. >> Okay, I I got to go down this end first, Mr. M. Mrs. Stewart and then M Riley.
>> So, obviously I already asked my 27 questions at the subcommittee meeting, but I'm going to tell you what I my thoughts are on it. Obviously, I think Evolve needs to grow. So I think Evolved should move over there regardless. I think
the student they were forced there most of them to RPA. So to leave something that they were forced to have to go somewhere else that they're to them they think is forced because now they they have to go somewhere. They can't stay there. Some of them do. I think that
maybe right now they could go to Dery. Yeah, maybe a handful. Sure. But now there's three other places that they're going to be forced to go. I personally think that should they should stay and have a roll out. We should not put any more kids there. Yes, send the children that um are in middle school back.
There's five of them. But let the rest of them roll out and we just don't put any more there. It'd be better to do a roll out and then put the children that you want to do for the virtual at Dery. So you still get everything still comes but you just do it a little differently.
That's just my thought process. I'm one person, one member. I yield. >> M Riley, >> thank you. I I do feel like we talked a lot about choice and flexibility, but these 160 or 125 after graduation are
the only kids not getting a choice here. And I don't think it's fair to do that on April f April 1st. That's where we are today. Evolve has to grow. There's room at RPA for Evolve to go. I don't think that that stops evolve from growing and moving. But I think that we
have to give it's the a fair thing to do to the kids. All we heard tonight from every group of kids from elementary and the dual language all the way through to the evolved students was what was important to them was choice. And I just feel like these kids are going to have no choice. They'll be forced into one of these spots, none of which might be a
right fit for them. So then what? I just think giving them time, whether it's a roll out or an additional year, to be able to plan and think about if one of these programs is right for them. I just think doing that in April is just not the right thing to do for kids. I I
would not support that part of a vote. >> I yield. Sorry, >> Mr. So, there's a lot going on. This is very complicated and as you know I have some concerns about a lot of the stuff that went on here but ultimately we have some motions that we may have to
make and like we did last time with the redistricting we have to move forward with some things. So I'd like to make a motion that we move forward with the virtual school application because of the time sensitivity of it. >> Second.
>> I have a motion to second on one piece of this uh puzzle the uh application before the April 11th. I have any discussion on that or do we want to do that? Deb, give it a call on the April 11th deadline meeting. >> Is this for uh the virtual program?
>> Yes. >> Mr. >> Yes. >> Mr. D. >> Yes. >> Mr. >> Yes. >> Mr. Morris. >> Yes. >> Mr. Stewart. >> Yes. >> Yeah. I'd also like another concern is
the um we all know that the middle school model at RPA is just not working. It's not successful. Uh the staffing can't be pro, you know, uh kept uh certified people, whatever for a variety of reasons. We just know it's not working. So, I'd like to make a motion
that we close the RPA middle school and send the students back to the regular school. >> Can you state that again? I couldn't understand. I couldn't understand you. >> We need to because RPA middle school is not working well. Mike in a motion that we do what Dr. Bronnhhat suggested and close the RPA middle school.
>> Yes. >> Second. >> Okay. I have a motion and a second on closing. >> One question. Was that Did you say that was four students? >> Yep. >> It's not many. It's It's only a handful. >> Uh motion and a second to close the
middle school program at RPA. De call the roll, please. >> Mr. >> Yes. >> Yes. >> Mr. >> Yes. >> Mr. >> Yes. No, >> yes.
>> I'll go with no on that one. >> Mr. So when I look at all the options that we have here, it's quite simple. I visited uh today I was at the evolve very impressed with the uh level of students uh the teaching the um it was
just a good environment. The atmosphere was great. Uh all the students were there. They had 90% attendance. 90. That's unbelievable. And when I talked to the students, I had nice interactions
with them. The questioning, the it just was a great environment. It's working well for children that are at the Evolve. And we know it's been working well and we've been saying it for years that they need to expand. They're stuck in six classrooms in a hallway and
they're making it work. But that's not what we want. We want to be able to expand it for the options that those kids had. And I would be remiss if I didn't go back to 2019 when we had an alternative school at RPA that we got
grants and spent three or $400,000 in sending people away to look at other programs and to model the type of programming that they recommended. And that type of programming was supposed to be evolved in its current uh system in
2020 at RPA. RPA was supposed to be turned into evolve, the type of program like evolve at RPA in 2020. Let's not fool ourselves and to try to
think, well, how did this not happen? We had a superintendent at the time who chose to say we were going to move Evolve down to Dery. We got rid of all the alternative programming at Dery so that they had nothing to deal with the alternative children and we went
backwards at RPA for the last five years and it's just not working. There's pockets of things that are working well in all programs, but if we're being honest, it's not working well right now at RPA. I think the students from there will benefit from having an
individualized plan that would might be evolved. It might be some other variation thereof. But before us right now, we have to make a decision. Like I said before, we have decision paralysis in this administration sometimes. So tough votes had to be made, but I think
ultimately we have to make it. So I'm going to make a motion that we move the Evolve program from Gury High School to 290 Rock Street. Second. >> All right. I have a motion and second on that. Um, >> Mr. Chair. >> Um, first up is Mr. Corey, then Mr. Das.
>> Okay. So, um, I still I still I I believe that we need to give the students currently at RPA the choice that they fully deserve. >> Mr. Chair, point of order. >> So, >> point of clarification. Go ahead, >> Mr. Mr. Agua's point of clarification.
The only point of clarification is my motion was specifically just to make the decision to move the evolve to 290 Rock Street. Has nothing to do with APA. That's a different discussion. >> Okay. >> Are you done, Tom? >> Done. >> Oh, done. Mr. Das,
>> thank you. So, I I can ask it after this motion if it's not on the motion, but I'll I'll ask anyway. So, I know um um Dr. A you stated that um that students were consulted through the counselors, their guidance
counselors. Have all students have all students been consulted and given their options? >> No, not yet. That was based on what was happening tonight. not going to get those kids. I >> I guess my concern with that knowing that >> this was going to be coming up and I I
do see students that seem um confused that in the audience today and puzzled and they should have been notified ahead of time that this might be the plan because we >> they were Dr. be spoke with every >> but as you just did I don't believe they
were fully consulted on their options and I know that we that you need a vote from this committee I fully understand that however as some of my colleagues stated um this does seem like a rush process so I will support moving
involved I I'm undecided right now about RPA I yield closing RPI yield >> any other discussion on moving being involved. Deb call >> calls. >> Yes. >> Mr. D. >> Yes.
>> Yes. >> Mr. Mo. >> Yes. >> M. Riley. >> Yes. >> Stewart. >> Yes. >> Yes. >> Mr. Chair. >> Mr. >> So my last comment is trying to go through this in a process where we actually give some direction but also
allow for further discussion moving forward. I think at this point we do not know exactly how many students you might know. We as a committee don't know exactly what the profile looks like, how many students and the like. So I think based on the decisions we just made here, we should table any other
discussions until we get more information about where to what programming are we going to have for the children at RPA so that we can figure out where, when, and how because this vote never didn't say anything about the RPA at all. So I don't think that's needed right now. So I think with these
motions we have given direction. So with that say with that said I yield. >> Motion to table or I second Mr. Agar's motion table. >> I had a couple of questions. >> Sorry I return my motion. I was I was just meaning in reference to Okay, we can move on. I
>> I just I just want to um I I know I've talked to one of the young ladies. If they if we leave if we move Evolve down there, the kids that are there could have potentially the opportunity to opt into Evolve.
>> If the kids are in the afterchool program at Dery, like in cosmetology or something, will they be allowed to stay in those kind of programs? >> Yes. >> Okay. All right. Go ahead, Mr. You have a motion. I just had a couple questions. I just wanted to make sure.
>> I really don't think we need a motion. I just think we needed to give direction and at this point >> this will affect staffing. So I do need the committee to understand that because all of these decisions and pieces were made based on staffing and so just keeping that in mind without having a clear definitive piece around RPA. Are
you recommending that we plan forward to keep the current model open to support the students who are currently there and then staff it accordingly for that piece? >> I'll speak for myself >> and know and and one additional piece. Are we talking about just the straight daytime program at Evolve? Because the
funding that we were looking for to create the afternoon Evolve program to further expand will be contingent upon the staffing that is or isn't connected to the current RPA model if we keep that model similarly. >> Yep. >> So, I just need some guidance on that.
Yep. >> I'll give you my own personal guidance, not for the committee. I don't speak for the committee. We are taking on a lot and I said this in our meetings uh briefings. This is a lot. There's all kinds of things going on with a tremendous amount of moving parts. My
personal feeling is we need to take it as slow as we can. But when we know something's working like evolve, we do more of it. When we have something that's not working, we do less of it or something different. the evolve model that was always recommended was options
within that model for hybrid online egeneuity uh after some different hours flex hours different things. So I think the evolved model coming down provides a successful established program that we should be able to look at and then in
the future if we want to do something different so be it. But we're trying to do too many different things in my personal opinion which is why I think we did enough and I think we should move on to other pieces. The other question was about the staffing. We as a committee have received no information relative to
the staffing what it is what's the contractual obligations or not. We have received none of that. So what I'm suggesting is we go back after these votes, you all get your team and look at what does that look like and when then when we next meet maybe April 15th when
we are meeting again then we can discuss it. But I for one think that we've done that we've taken on enough today. I think we should wait a couple of weeks figure out what happened. We're going to have two new uh administrators on and give them an opportunity but I think it's giving at least a little bit of guidance to what's going to happen. My
personal opinion I yield. Anything further? Thank Thanks, guys. Grab me in the hall. 1218. Oh, I'm sorry. 1217. We're going to go back to the budget.
Uh we had three schools that we did not get to to the other night. Um per the uh superintendent asked us to start with the Talbet Middle School. I actually have two left. Talbot and Fza.
Any questions on Talbot? Anybody hearing? None. I'll entertain >> I have a question on I was just looking for my notes. >> Go ahead. Mr. Mr. Aia on Talbot. >> How you doing? So uh looking at the uh
number of students I have 585 roughly or something like that. >> Mhm. >> Is there any special populations that like I had asked other folks uh to either have uh pull out of that number um do you have any strands of any kind of >> Yes. So Talbet next year will be the
only middle school to keep the foundational strand of multilingual learners. And is there staff um specifically for them or >> we are adequately staffed for ESL? >> And as far as guidance uh school
adjustment counselors uh they just service all children not any specifically for >> so guidance serves I have a sixth sixth grade seventh grade and then they split the eighth grade. There's two guidance counselors at Talbot. So one does six
and half of eight, one does seven and a half of eight. I have four sacks. So my four sacks in the current iteration, a sixth grade, a seventh grade, an eighth grade, and one that works with the stride program. >> You work all the time in that or is it
>> that sack specifically works with the stride students? Yes. >> And how many students is that program? >> That program has approximately 48. So just I've asked these same type of questions. I think it's important. So
that takes you to about 540 students. The way I'm seeing the uh seal staffing if you have two guidance counselors and three sacks, >> four sacks, >> not counting the one from the stride, >> correct? >> Would be three. So that's three, four, five. And you have three leazison.
>> Correct. So we're at three, four, five, six, seven, eight um seal folks at the Talibet for 530 students. >> Correct. >> So I I well I think that might be a um that might be a good number or an
appropriate number, but it it's a lot more than what we have in other places, especially at the middle grades. Now I'm concerned about all of the middle schools achievement, accountability, all that stuff. So I just think it's it's something to point out that we are still
having issues when we have that many staff in UCLA. So um the other piece of it is I think do you have three ISLs? >> We do. >> I'm just going on my notes so >> those positions can you explain what they do?
>> Sure. They support currently um they are supporting a lot of the students with disabilities which you know Talbot has a high number of students with disabilities. So they push in and support um the students with disabilities in classrooms where there are no co-teers. Also now that we're at
the point of um seeing which students are not being successful we are going to be able to utilize them to provide additional support to students who maybe are not meeting the expectations and might be landing in summer school. We're going to move them to an earlier
intervention and hopefully be able to mitigate some of that um before we have a very long failure list at the end of the year. >> And you on the instruction side have department heads or >> I have two department heads. Yes. And I have coaches. Correct. >> And how many coaches
>> there? I have an open position for an ESL coach. I have a science coach. I have an ELA coach and I have a reading specialist. Two of those are grant funded. >> Yep. So just speaking for myself, I think Talbot is pretty well staffed. >> Absolutely. >> You know, so all I would say to that is
um the expectations of improvements and I'm sure you share that vision. You know, whatever the I think you're at you're a 7% accountability for the state. >> We are not where we need to be. Yes. >> Yeah. So all I'm saying is we really need those numbers to go up in my personal opinion. So I just think
>> I think that's a shared opinion. I would agree with that. So fair enough. Absolutely. >> Thank you. With that, I yield. >> Mr. Corey, now >> I appreciate you taking over a, you know, a situation that's challenging. Um, I'm concerned about the counseling
efforts at the school and what the groups may look like, like the satchel, that kind of thing. I want to know if the group talk is impactful, if the students are hearing, you know, what's going on between, you know, the culture
of the school and in society. I want to know if if kids are like adhering to what they're listening to. >> I think that our groups um are a work in progress. I think that we have some students that have some have had some ongoing conflicts. We work tirelessly
every day. I have to say that not only do my sachs take groups, myCEL liaison also take groups. I'm not sure where we would be without those groups. Um we are working to keep our suspensions low. We want to keep students in school. And so
we really need those counseling efforts, those mediations. We're working towards making sure our culture is restorative. Um that we have restorative components built into our day. And as you know, having done that work, Mr. Cory, that that's an ongoing um an ongoing puzzle
that we're trying to put together. Different kids connect with different adults and we're trying to make sure that the needs are met in the best way possible. >> I'm just hoping that the kids feel impacted by, you know, hearing their own voices and and knowing that their voices
are being heard. >> We really hope to expand on that. Student voice is something that I'm very um aware of, cognizant of, and really among my team, we talk about how can we get more student voice, how can we get more student choice, um what can we do
to really, as you know, Talbot used to be an innovation school um way back and we had a lot of latitude. We did a few things differently back in those days. And I really want to think even though we're not still an innovation school, how can we embed things that really work
well for a middle school population? >> Thank you. I yield, >> Mr. Chair. >> Mr. Das, >> thank you. Um, first I just want to confirm um and I'm happy to see it on a facilities standpoint. Believe there's um new grid. I believe there's been some
um upgrades in facilities. I know myself and Mr. monies were going around and we're torn some of the outside of some schools and we saw some improvements there. Um there's some other things we saw on the outside, but um we can talk about that another time. Just a quick question on
special education, what the process will look like. Um we we heard today in citizens input that um some parents and um are at a surprise when they're hearing some of the shifts and um not sure I guess whatever
happens in this budget I just believe is really important that we're getting that message out there to parents letting them know um what the changes are right away right away. So um we can commit to that. this budget stays as is that >> in terms of Talba as far as I know I'm
keeping all my children and if you have more for me I'll take them so I don't know I'm happy to have as many students um >> you're losing two teachers um a par and um
but you're g but you're gaining some inclusion so I guess um I don't know if this is shifting in the classroom terms or some classrooms are leaving. I don't know if Mobuchin still here. If not, I can ask my question at a later time on that. It's just um just making sure
whatever the changes are, we're just um keeping parents notified. Thank you. I yield. >> Miss Riley, >> just a question. How many teams do you have at each grade level? >> Two teams per grade level. >> So, I'm just looking at currently we have three sections of inclusive math and ELA where we're over the ratio of
students with disabilities. That's how we got in trouble with the DOJ. So, do we have a plan to rec? >> Yes. So, um, next year I Talbot, I I'm not sure how we got back to only three sections. We were housed in previous years and we had four sections that
included um students with disabilities. We included our multilingual learners in the other four sections. As you know, although students with disabil and yes, there are kids who I see you shaking your head. There are kids who are dy identified that require we hand place
those students so that they may not be in a house per se. They may need to move across classes. Um special education and students with disabilities. This was my unfinished CAGS dissertation. They don't need the same accommodations. Um, so we
try to make sure that they are included at a ratio so that we do not have kids with lots and needs all in one class. And we are able to balance and have the teachers really focus on giving kids the student the scaffolds and the things that they actually need, not just um
overgeneralize and saying kids need help um because that's not special education or multilingual education. So >> anything further on Talbot hearing? None. Thank you. Second. >> Thanks for that dual language vote, guys.
>> Next up is Fanzika. >> Uh, Principal Cobb is uh was unable to be here, but um I can answer any questions potentially. >> Who has any questions for Fansa Elementary School? Miss Stewart, >> I'm just pulling up their sheet.
>> So it says fourth grade right now currently is 124 kids. Projected it's going to have 120 kids. Divide 120. >> Let's do it. Let's do it. >> If you divide 120 divided by four, that gives you 30. She's only asking for one more classroom. You're going to have 30 kids in each
class. Have 30 kids in a class. Hang on one second. Sorry. >> That's the way I added it up. I could be wrong. Can you tell us where you were looking at those numbers? I know you showed them
to me, but >> yeah, >> fourth grade. >> This is the fifth grade. Are we projecting an additional fifth grade, Mr. Alita? >> We are. Yes. >> Right. So they're asking she's asking for one additional
but that's not >> I do wonder though about the as we do the redistricting if we'll gain a little bit of space there because we're very close. So I understand I think that this particular change could potentially be impacted by what we're doing okay with
other zones because it comes down to >> um maybe two students per class approximately. Um, I also want to name that at Fonsica, um, that's where we'll house our foundational program. >> Um, but those projections are very low.
So, we are keeping a close eye on that to see, um, if there's any opportunity there, um, to make some adjustments because we have very, very low numbers projected for foundational right now. Of course, that doesn't account for students that move in, but we have not
seen um the same uh increase that we have in the past of students moving in right now. And because of the way we um are programmed around ESL, students are not staying in foundational classrooms for as long either. >> Okay, that was all I have. >> Anybody have Mr.
So my questions would be around the same as what I've asked other folks but um Fansa is I know it was u under review by the state but they're really fun the funding in positions are tremendous
is that I mean other schools don't get that kind of those kind of positions so yes I know there was a need there but I think it's just probably a little more Then um if we compare like for instance there's 630
students they have three vice principles two department heads four co intervention coaches an elelll coach four sacks five le liaison and other little other positions. So when I
just look at it equity wise across the board they're really staffed up. >> Absolutely. Yeah. I mean, I do want to name that in in two years they exited underperforming status in the last two years and are now in the 16th percentile which is a huge gain. I do think that
the staffing um really reflects that accelerated achievement in a short time. So I completely understand. I think you know I I would agree that they're well staffed and I think that's you know the the improvements they've made have been directly related to the staffing that
they have there. My last just my last comment on it is, you know, we have to um we have people that come to these meetings sometimes and watch and say things that are just not accurate that this committee or I'll speak for myself
does not support does not support leaison or any of that. And that's nonsense. So that's nonsense because here's the proof in the pudding. We this committee as well as the last committee and I've been on this committee for a long time
have made a priority of seal work leaison look at this we have five at an underperforming school and there's no recommendation from you from us to cut liaison but it it bothers me when they
go out in public saying that we're cutting liaison that's totally not true and fabricated this is an example of what we do when we make commitment to seal work. What I did say at a meeting was we have seal le liaison as a position which was supposed
to be a temporary transition to become a certified school counselor bonafide school adjustment counselor. That's how these positions were created so that we could pay somebody that was in the middle between a paraprofessional little less than a teacher and then move into a
school adjustment counselor role to grow our own. It's morphed into a totally different environment and we have to sit here and look at the budgets and when we have most of our liaison in the current budget are making $67,000
and a first year school adjustment counselor licensed whether they're an LMHC LICSSW or a license the first step is $54,000. There's something wrong with that picture. That doesn't mean I'm opposed
to leaison. I think it's wrong and I really didn't like it the fact that the teachers union wants to go out and pass on misinformation once again. So this is proof in the pudding. We support. I support. But if you ask me if we're going to pay $67,000 for anal liaison or
potentially $52,000 for a licensed school adjustment counselor, I'm going to side with that because of the finances and because of the actual uh certification of the of the people. For that I yield. >> Anything further on Fisa? Miss Riley.
>> Just Mr. Reposo, you said some of the foundation classes might not exist, but they're all in this budget. Does that mean they're going to come out of the budget? >> Well, right now the numbers are low. I can share with you as an example. Um, let me just pull up our projections. We
do need to keep an eye on it. Um I again this is a moving target because I can't predict exactly who could move in right but right uh next year as a as a projection in grade one 10 students that
we have that we know would move based on um what we're thinking in terms of their data right now. Of course we need to wait for access to come out which is the end of April. Once that happens we'll have an even better idea and then provision for any students moving in. But in some uh grade levels, we're projecting four students, seven
students, eight students. And so it's something that we, you know, we do need to keep an eye on right now. But I can say based on our current data, that's what we have in front of us that we can make decisions based on. >> Anything further for Panza? Mr. Yeah, >> Mr. Poso. So I know I asked most of
these programs, Talbet, uh various if they have specialized programming. Has there ever been a recommendation to have specialized programming at FONSA under special education and has was it denied or was it approved? >> Um I don't know if we've had a
recommendation for specialized. We were looking at some other iterations. Uh Fonica is one of our schools that has a very large neighborhood. Um and so I know that we can fill several neighborhood uh seats at Fonsa. Um, I don't know though to my knowledge if
there was a recommendation around specialized. I'm looking at Miss Obenchain right now. It's sorry. It did come up um early on in the redistricting and the budget um process about considerations of um if
there was some kind of shifts with fifth grade, which was the initial discussion at Vonsa that would make uh four available classrooms for some of our programs to move in. But then the changes that were made did not allow for
the space to be there. So it was, you know, not we didn't move forward with the planning on it because the it was um it was contingent upon >> fifth grade. That's why >> I'm not sure what that means about
>> Yeah. They were we were considering whether or not fifth grade would join a middle school at one time again. So that was internal. That wasn't from >> that was never Yeah, it was we never went any It was just a discussion, internal discussion. Never went anywhere. It didn't make sense. >> You know why I was confused, but like
Thank you. I appreciate it. Thank you. I yield. >> Anything further on Fza? Hearing none, we'll move down to the departments we have left. First one being athletics. Anything on athletics? Going once, going twice. Thank you. Parent and community get Mr.
>> I just want to ask just want to ask uh >> you have everything you need. >> Yeah. Yeah, we're doing we're doing well. Um we've been in need of a assistant athletic trainer uh for a while now. We've been it's been posted for a while. Um I think a lot of people
when they saw athletic trainer they thought it was like a strength and conditioning coach kind of thing. um not understanding what the qualifications were. Um but we actually have a qualified candidate coming in on Friday for uh Friday for an interview. So if we
can get that, that would be very helpful. U but we it's been a struggle to get a qualified candidate. >> How's enrollment with all of the sports programs? >> Yeah, it's it's a it's a struggle. It's um it's it's something that's going on nationwide. Um especially in urban
schools. Um, I'm on an urban athletic director committee and we talk about it all the time. The numbers are, you know, numbers are tough, especially in certain sports. Um, but right now we're doing well. We have softball back, uh, JV softball, which we haven't had JV
softball in four years, so we're we're excited to have that back. Um, and all of our other sports are are are doing well. >> Thank you. I yield. Thank you, Mr. Bustin. >> Um, next up is parent and community engagement. Any questions for parent and
community engagement? I don't see Cindy here anymore. >> Yeah, I think she left. Okay, hearing none. How about human resources? Obviously, we're looking to uh Miss L to
help us there a little bit. So, report to work tomorrow at 5:42 in the morning. That would help us immensely. Um insurance. Oh, Mr. I'm sorry, Mr. Yeah, we um we need to do a lot of work in human
resources. So, what I think because this is a budget hearing, we um we really need to figure out what we're going to do and I'm sure the um Anu um administrators are going to assist with
that. But when I look, we have a position called uh for investigations and uh individual contract. I think that we need to allow the folks that we just brought on come up with some ideas of what we're going to do it what we're
going to do with that. Um I brought up last year 2018 we did a human resource study. It indicated that we should hire a um recruiter human resource recruiter. been saying that for three years
falling on deaf ears because as I said we have decision-making paralysis sometimes in our administration. Thankfully we we're going to hopefully move in a new direction but I think that position is such an important spot that we need to all lot some funding for it
and and let uh the new people come in. But this is a budget. So I'd like to make a motion that we put a placeholder in of $75,000 even though it might not be enough. It's the same exact motion I made last year. And at that time, we asked the human resource director if he could use such a thing, and he said no.
And then we had a mess on our hands for HR. So, I want to put a placeholder. No. Acknowledge and full well that we have new people coming in. $75,000 in the HR department >> that's coming out of that $500,000. Okay. >> Is there a name for >> No, just a position as recruiter.
>> Human resource recruiter. Placeholder. >> I have a motion. Do I have a second? >> I second. >> Mr. Mr. D. Second. Further discussion. Call the RO. Deb, please. >> Mr. >> Yes. >> Mr. Das. >> Yes. >> Mr. Corey.
>> Yes. >> Mr. Mis. >> Yes. >> M. Riley. >> Yes. >> M. Stewart. >> Yes. >> Mayor Kan. >> Yes. >> Mr. Chairman. >> Mr. >> Just a point of a question to the superintendent. So, we took a mo a vote earlier to move the dual language
program uh to, you know, to attend classes. So, I'd like to know what is the amount recommended in order for us to pull it fully fund that in the current because we do have to have a placeholder for that as well. >> I would say approximately four
positions. Is that accurate, Mr. Alamita? >> Um, so what what would be your recommended uh placeholder for four FTEEs? It's got to be 300 by >> 200 280,000 >> 280. Yep. >> Make a motion that we put 300,000.
>> Second got some experience. >> Who's down there? >> Miss Riley. >> Thank you. I just Those could come out of maybe those foundational positions if we don't use them. So >> the only reason why I ask is because we're we're doing some things here with
the budget. So there may be hypotheticals. I get it that needs to be some movement, but we shouldn't I just want to acknowledge the fact that we did add those positions. So, I think we should put a placeholder of 300,000 just to be safe. Um, and that's at least
given us the right placeholder. So, then we would be at 380,000 because we spent 10,000 before. So, out of our $500,000 kitty, >> we're down to >> getting almost 400,000. >> All right. >> Thank you. >> The dual program
>> that would be Yep. So, I have a motion and a second. >> And so, just just so everybody knows, what I'll do is I will after today's meeting, I'll put together a document that shows all the changes that have happened over the last two days, and I'll make sure everybody gets it for tomorrow. >> Okay. Thank you, Mr. Alita. I have a
motion. >> Can you uh reiterate the motion, please? He's got a motion to put $300,000 to hold in case we have positions to fill with with when we reinstated the programs. >> Deep
under facilities operations >> Mr. Chair, can I ask a question on human resources? >> Sure. >> Thank you. Um, contracted services. You want to jump back security >> if uh Mr. allow me to contracted services. Just a brief overview of what we're looking at. Is that legal? Is that
outside? >> Was that the outside form? We had help for the interm. >> I'm I'm sorry. I don't know what you're referring to at the moment. >> Attractive services and HR. Just a quick overview with that. >> Sure. That so that pays that pays for
the uh frontline system. It pays for um I believe school spring. It pays for Teach for America uh for the service that they provide to provide us with teachers. Um and yeah, I recently
>> No. Any legal? >> Not out of that line. No. Thank you. I >> Next up is insurance. Any questions on insurance? Hearing none. Student services. Any questions on student services?
>> Sorry, I just >> we're down to the Oh, go ahead. >> I was trying to get to the >> Go ahead. >> Yeah. No, uninsurance. >> Mr. Almea, the um placeholder for unemployment
>> in insurance. Mr. Almea, >> I was just trying to get to the page, but yeah, >> it's $300,000 for unemployment. Yeah, that's >> historical >> historically that's been roughly the average of what unemployment's been. This year we saw a bit of an uptick. We we're we're projecting just slightly
over 400,000 this year, but I'm keeping the $300,000 placeholder just because that's historically what it's been. So, it's all depending on what happens on a yearly basis and if we have to modify it, we can do an adjustment in the >> Was there things that happened this year that were an anomaly >> this year?
>> Yeah. To get it to 400,000. We we did see more people um there were there were more people that were over the summer were kind of either not certified or were let go or that kind of thing. >> I and basically what you you've given us
and I've asked you this before is every line item spent. >> Yes. you know, so personally based on 400,000 this year, I think we should up that because there's things that are going to happen that naturally we might have more unemployment and if we don't have money in the budget now we're going to just take from somewhere else.
So if you're saying it's historically three, but this year was four, we're probably going to be closer to four than three in my opinion. Is am I really off or >> poss possibly? Possibly. >> What do you recommend? I'd say we keep the 300,000 and if we do have to go over
that we just transfer the money in the future. I think that that's what we should do. But >> but from where if everywhere else is full >> the budget changes every year. So you know every year the money fluctuates there positions that are open that you
can cover vac you cover different positions and things happen. >> Is there a contingency line in this budget outside of the 500,000? >> There is $200,000. We build that in every year. >> Four. What is that for? >> Just four transfers that happen over the course of the year.
>> Sorry. >> So, I'd like to make a motion that we put the unemployment at 100 uh 400,000 and that would reduce the contingency line by 100. Just speak truth in advertising. >> Second. >> Motion and a second on
taking the uh unemployment to $400,000. Um Deb, call a roll, please. Two. Yep. Two. >> Mr. D. Second. >> Mr. >> Yes. >> Yes.
>> Yes. >> Yes. >> Mr. Stewart. >> Yes. >> Yes. Next up is the school committee. Any questions on the school committee? >> Mr. Das, >> thank you. I'm not going to make any
motions or anything like that. Just in the future, I believe we should build in a budget for um training. I I know we're covered through MASC um for most of these, but if we ever looked to our training for outside and as well to
reduce our cost on legal having the um trainings for um any staff beneath us to um handle all um public records requests. That's something I think the new administration should look into in the future. I yield. >> Anything further on school committee?
Mr. Aar. >> Uh Mr. So the dues memberships is that just strictly for the Mass Association of School Committees? >> Yes. Is there anything in the budget or has there ever been for I'm not sure which lines it would go for um
professional development for school committee members, uh leadership training, anything like that. If anyone like in the superintendent's lines we put they want to go uh to a conference or they want to go. We don't actually have that professional development opportunity. Y
>> because 20 years somebody did something stupid and we took it all out of the budget. Just being transparent. So ultimately I do think we need to have some if we're going to professionally develop ourselves. We also need to have some opportunities for school committee members to
go on certain things or to conferences or in working with the superintendent sometimes going to a conference with them builds rapport with us as well as professional development. So you want to say something? I think I did you Mrs. Smith? >> No.
>> I thought she was trying to talk. That's what >> Okay. >> We can't hear you. earlier that I do think it's important for professional development. One of the things that we will do as I said to be a high functioning school committee, you
know, superintendent relationship is to make sure we have retreats, we have support of MASC, but we also might need to bring in some other supports along the way. So, I I I haven't looked at the budget, but I think it's important. >> I'd like to make a motion we put $10,000 into the school committee account.
>> Second >> for professional development. taking from the 100 left. >> I think we still have some on the five. >> Do we? >> Yeah. >> Okay. Out of the five, uh, add add $10,000 to the school committee line for professional development. I have a
motion to second. De call the role. >> Yes. >> Yes. >> Yes. Next item up is the superintendent's office. Do we have any questions on that right now?
On the superintendent's office? >> No, we did that and then you went back to insurance. >> Yeah, >> Mr. Chair, >> Mr. Das, >> that administrative intern position, is that an S9 position?
Yes, it is. >> It is an S9 position. Um, has that been filled? >> Not this year. It was filled. It was filled in the past fiscal year. >> The past fiscal year being 2025? >> Yes.
>> Do we ever vote? It's an contract. Do we ever take a vote on that? >> Do you? Yes, you do. >> We we we vote. I just don't I really don't recall. >> Yeah. So, so the last time you the last time we had it in place was an individual that was over at Vavveris and that was back in fiscal 2025 and the
contract was voted on. Yes. >> And Okay. All right. I yield. Thank you, >> Mr. >> Several years ago, I as I recall, we had a program called Retiree Intervention where we were able to pay some retired teachers to come in to do tutoring and it's 25,000. Did that program get used
at all this year? Like I'm just trying to figure out >> we we what what's happened over the last last several years is that we've been able to fund it through title one. So we haven't had to use operational money to fund it. So we've been funding it through title one. >> And you're going to fund it through title one again? >> Yes.
>> But it's here in this pot. >> It's just there as a placeholder. >> Yeah. So I would make a motion that we reduce the $25,000. >> Second >> out of uh superintendent line. >> Yeah. Because we're taking money from You know what I mean? It's a here. Why
would we not just put add it? >> Motion to reduce the uh superintendent line by $25,000 and in essence move it over to where it belongs in the grants. I have a motion to second. Deb call the roll. >> Yes.
>> Yes. >> Yes. >> Yes. >> Yes. Anything further on superintendent Miss Riley? What is the tiveran tuition? >> So it's that line is for the kids that
we have that live in the Saudi pond area that are fall river students that attend Tiveran. We have an mo we have anou with them that outlines what the cost is every year. And so we get to claim them in our foundation enrollment and in turn
we have to pay tuition uh for those students to attend every. >> So how many students does this represent? >> Five. >> Five students. >> Yes. >> Thank you. >> Next item up is techn Oh, I'm sorry. I'm sorry. Mr. D or you Mr. A first.
>> What is the net roughly? >> I'm sorry. >> The net for the positive >> I don't have it in front of me but it's but it is positive. Five kids times. >> Yeah. So, it's uh so it's about it's about $100,000 a kid. So, >> we're making over at least 50,000 on that. Thank you. I >> That was my question.
>> Okay. Uh next item on the agenda is technology. Do we have any questions about technology at all? >> Mr. Cory, >> the only question I have is uh uh on
yonder pouches and u and and and how that's going um the yonder pouches that are destroyed. What what are the numbers there? >> Mr. Chairman, >> Mr. >> Just a point of clarification. I don't believe that Yand Pouch should have
anything to do with Mr. Gabraw. >> Well, it's technology, isn't it? >> No, that should fall under the principle in my opinion. school. >> Currently, we just prep the yonder pouches for the schools and they take care of them on their own.
>> Yeah. I just wanted a little cl I just want >> Okay. Believe me, I think they're great. I just want to know how it's all going. >> Miss Brown, >> do you like to >> You're gonna >> What was the What was the exact question? I just came I just came up because I heard y pouches, so I knew. >> No, I was just concerned about the ones
that are being destroyed. That's so I just want to know how how we're dealing with the yonder pouches that get abused. >> The ones that get abused, K per the policy, kids are paying for those pouches. Uh and then we replace the pouch. Sometimes students don't have the funds in the moment to replace it. So
their account gets charged. We've taken that approach. And so for the last couple of years, we've done a decent job with being able to recoup some funding as a result of the $26 fee for the pouch. Um but we are also right now planning forward at Dery High School. As you guys know, that's the largest place
of the yonder pouches. Um, and they are they do get the most wear and tear because our kids at the high school do not have lockers to put them in. Um, at our middle schools and at our K to8s, they have different systems because they have lockers and so they just don't get as same amount of wear and tear. And so,
we have been able to reuse pouches over the years. Good. >> But we have also bought new pouches for our incoming freshmen with the last year with the goal of those kids keeping them through the four years. the same way the same approach we take with the Chromebooks. Um I just met yesterday with the Dery team. We came up with a
plan to do some yonder pouch auditing in the next couple of weeks to get a real pulse on what the reorder needs to look like for this school year coming up so that we can get ahead of it. Um and hopefully be able to come to the committee by May with a yonder pouch order contract so we can be on time and
ready to go for September, August. >> Thanks for the update. I appreciate it. >> Yep. >> Okay. >> Something to that. Stewart >> legislative just passed some stuff on yonder pouches and helping the cities pay for some. So I really think we need to look into that so we can get some
funding for that. Just to let the committee know as well because we were the trailblazers in this neck of the woods. We are also able to get an um a second year of a really great price. So, we are going to look to purchase at even a higher amount because we're getting a
prime rate uh because we were the first early adopters and then have since gotten other districts on board and obviously with the state stepping in that's going to reinforce the project for them as a company. Um and so they are continuing to work with us. They've been great partners and have really
financially supported us at that lower reduced cost per pouch. So, we're in good shape with that. I look forward to coming back with a contract. >> Mr. Chair, >> Mr. Das. >> Thank you. Um, two two questions for technology, not the yander question. Um,
and I just want to confirm, I think this was stated at the subcommittee. The overtime for um >> um Brightly um school dude that did not the overtime that was issued for that did it not come out of your budget? >> It did not.
>> Thank you. Um, last question. Oh, it just came to me. Oh, yes. The um so I understand you put in for the I I know it's not funded. It's a wish list item, the um cyber security
um position. Um I I guess looking at the need to that the way um I'm I'm assuming you're going to explain it this way is we had a situation um >> Mr.
if if I could and if you don't mind, I'd rather not speak about that nature that should be done in executive session. >> I wasn't going to go I wasn't going to go into um I'm just saying we had a situation a district >> um without going into detail that
position that you're the cyber security coordinator position. How would that assist in preventing what happened? Because I'm looking at the cost savings, costbenefit analysis. We don't want another situation to happen like that again. So, >> so I've I've actually sat with um Mr.
Almeida, the CFO. I'm going to take a different approach to that because I do believe that there are vendors, some vendor support that we can use. Um and I'm actually looking at a software platform now. Um AI based, we're going to be hearing a lot about AI. Um
personally, this is something that I could do on a day-to-day basis. I do check logs. However, as a CIO, I am involved in meetings and such. So there is a quite a big load on the security side of the network. So we were trying to come come up with a way to secure
that network and have somebody watching everything. However, knowing it's not going to work that way and I'm not sure that I can get a candidate in that price range. Um, so I'm looking at other avenues uh with the software and the vendor and I will come back to the technology subcommittee and
we'll talk as a group and we'll finalize a decision together. >> Thank you. Thank you. >> Nothing further on technology. Mr. Raga, >> just the only comment I had was throughout the budget the middle schools all were asking for $11,000 for
Chromebook carts and stuff. you understand we the district made a decision without the school committee to just bring them back into the buildings in the middle of the school year. So I saw that throughout what is happening. So I'd like from you or the
superintendent what is the protocol for charging uh turning them out because it was a midyear change but there's no money that I can see in the budget. You know we don't have $50,000 for for carts. I don't see a placeholder anywhere, but now they're in the
building. So, I don't need an answer now. I just if you and Mr. Poso could get us something. Um the um the piece about the um department and I just want to ask the superintendent to please clarify what each position does because
I said about the pro uh yonder pouches, Mr. Cabbral's people in his technology department have plenty to do. Writing numbers at the beginning of a school year with technology folks on yonder pouches is not a good use of the time. So that's why I was upset about it.
That's why I asked what it was and we just keep on getting bills for yonder pouches over and over. Last year it did. So all I was asking is it shouldn't be Mr. Mr. uh Cabell. It should go to the principal of the school in my opinion. I yield.
Anything further on technology? All right, we're going to move down to the last department. We have facilities and operations. I've been asked to move security to the top of those uh what is it? Six subsets. Five. Six. Um first security. Any questions on security? Mr.
A. Yeah. >> Yes. So, just trying to just trying to get to the um the tab, but basically um I was intrigued when we talked earlier about in some of the schools where
certain schools had uh security officers and some didn't. I think just as an equity piece, we need to either say we're going to do it all or we're not going to do it because we shouldn't have one elementary school which has some needs, another one with the same needs or similar needs and they don't have
one. So the rhyme or reason between and it's not your fault, sir, but as a body we either have to say we're going to do it all or we're not going to do it all. >> So my my question is just to you is what is it? What was the proposal in order to get you to the point where you can have
a security officer at each school? >> That was where I asked for seven officers total. >> And what would that uh is it Mr. Almeida maybe? Where is the facility? She said,
>> So, so the additional officers, it was five, it was five others that were requested and it was $248,290. So, are we adding some? >> We're adding We're adding three to the budget >> currently.
>> And Mr. Ventura said he needs seven. >> So, not counting those three. >> The three I was talking the three the three officers would have replaced the best security officers that the city no longer paid for. So, we lost three officers that that
were we were using through best security. So, I asked for three officers to replace them and then I asked for one additional officer at Dery because we have 500 cameras at Dery and currently we have no one that watches
them. Um, and then the additional four would be for the elementary schools. So, that would be the five. >> So, I did have a question on the how does nobody watch the cameras because that was what you stated in here. Yep. And I think you probably don't mean
exactly what was written. People are watching cameras. I'm sure if they're out No, I see you're saying nobody watches cameras all day. >> Not not on a regular basis. No. >> After after we have incidents, we have officers that watch them. >> I I haven't had the staff up until So, I
have I have 39 full-time FTEEs. And in my three years here, I've had 39 full-time FDEEs for one month. That's it. I've I've been wofully short of that. When I first started here three years ago, we had eight officers at Dery.
So, I just didn't have the manpower to cover to have one officer just sit in the I fully understand what you're saying. Just >> my concern though is somebody is watching the cameras like whether it's
the myriad of Vice principles like not your security, but when I read that I was like, well, nobody looks at the cameras all day. uh you know like >> so yes I'm sorry so at various parts of the day somebody is looking at them but it's normally after after a situation
what I want is someone dedicated to the cameras so they can call out to the security officers hey we have three kids in this stairwell uh we have two kids that are going down the back music hallway uh where where normally we don't have officers standing and to me that
will do a couple of things it'll get officers to these areas before problems start. Um, and that will that will just reduce our incidents that we may uh have in those areas. >> The uh I mean I I I just think how many do you
have at Jeffy right now? >> 15. >> 15. And the trajectory over the past has been we've increased pretty substantial of those. So my concern is just the equity piece of the elementaryaries and
I don't know which schools don't have them and what was the rationale for so Sylvia Tany Spencer Bordon's one >> lerno sorry >> to any work in like two buildings >> no
>> with your current fleet Is there any thought to >> currently? No. So when I originally started, we had one officer at each middle school. As I worked in those schools, there was a much need for two officers
in those schools. So that the 39 I originally had, I could have placed an officer in each elementary school, but the need was much higher in the middle schools. So that's where that's where I placed those officers. >> And you just said you had three schools
without. So >> yes, >> if we gave you three additional security officers, you could have one in each element. >> Latero, Sylvia, Spencer, Bordon, and Tany. >> I make a motion that we approve four security guards. >> Second. >> I have a motion, a second for security, >> Miss M Riley.
>> There's three in the budget, >> right? >> Yes, there's three currently. Yes. So we only need to add four. >> No, it's four. >> It's four more on top of it. Yes. >> Where is that money going to come from? >> So we had uh Mr. Ventura talked about
the best not meaning the best. Yeah, >> it's actual best that they used >> security contract company. We were paying for three officers for there. The three I asked for would have replaced those three >> that we were already paying for. >> Mr. Chair, >> but where's the four coming from is what
Mr. Riley said. Yes, >> Mr. Almea. >> Is it about 40,000? Like what is the number? >> The the co the cost is about 48,000 for a brand new for a brand new officer. So before it would be I had calculated
about 190 $196,000 or $198,000. >> Thank you. >> But where's that coming from? We don't have that in that 500 anymore. >> I don't have the number. What is where we at right now with the 500? >> Are we at 140 right now of the 500
>> and the 100 in the contingency? Yeah. >> I'm just trying to I'm just trying to do >> contracted services for 100,000. >> 100,000 in the security budget for for contracted services. >> What is that for? >> He needs 200,000.
>> Miley raises a valid question. >> I'm sorry, Mr. Riley. Could I hear your question? I didn't hear. There's a contracted services for 100,000. I'm just asking what that pays for. It might be something we just don't know about. Just says contracted services. >> Yes. >> That's the evolved system for the evolved system that we have.
>> The evolved systems at um Dery and RPA. >> Okay. >> I'd like to amend my motion to have two additional >> use 100,000 surplus. Okay. We the motion has been amended to go to two for
100,000. I have a motion. Second, Mr. Sorry. >> Uh, in regard to that, um, with the proposed changes at the RPA campus, uh, Mr. Venturo, are we going to be able to retain those security guards?
>> As the vote went tonight? No. I mean, as the vote went tonight, I need the security that I have. >> What are you telling me? If if we if we went with the proposal that was made with Evolve moving over the um the
afternoon program and the virtual program, I believe I could have reduced RPA by two >> from six to four. >> We we >> if if the RPA students
remain then I will I will need the the same amount of officers there. >> So So Mr. Point point of clarification. >> With all due respect, Mr. >> We did not vote >> on the RPA. >> I know >> situation. No, I'm saying we didn't vote. >> Yep.
>> So, it shouldn't be speculation on what's going to happen with RPA, >> right? >> And it's not your fault, sir. We as a body did not vote. All we did was say we're moving evolved down. >> Yep. >> So, at this point, you have what you have and >> reduce it. >> We didn't reduce it, but we had we didn't act on RPA is my point.
>> Yeah. So I'm just say he was asking me if the changes at RPA allowed me to reduce the as it stands right now. No, I need the officers I have there to stay. >> Understood. >> Okay. Thank you. That's that's the only clarification I needed. >> Thank you,
>> Mr. So I get the motion to add two. Deb, call the role, please. >> Mr. >> Yes. >> Mr. D. >> Yes. >> Mr. Cory. >> Two. >> Yes. >> Yes. >> Mr. Morris. >> Yes. >> Mr. Yes. >> Yes.
>> Mr. Chair, >> Mr. Das, >> thank you. So, um, school resource officers, do we expect, um, the police department going to have a fully staffed SRO team this year? >> Yes.
>> Um, so my question being, is this 800,000? Is this the same coming from last year? >> Yes. And is this covering the 15 uh the 15%
raises that were or is it five or 15% raises that were given out by the police chief? Is there enough money in the budget for it? >> Yes. >> So my I guess my question would be if we already had budget before the raises,
was there ever an overage or did it cover just enough? It covered the salaries and the overtime. >> The So this school resource officer line item also covers overtime. >> Yes. >> I guess there should be a little bit
more truth in advertising in terms of um should come out of the over maybe there should be a separate overtime budget just having school resource officers 800,000. I look at that and just say it's salaries. It should be um a separate line item.
>> If I could, not to interrupt um but it's an outside agency and it's it's not um employees. So although the number is there, it we would do this with contracted services. When we were necessarily going with a
with security company, we didn't itemize the amount of employees with the company. We just had the line item. So that's why it's done that way. That's my my uh my two cents on that piece. >> And um just for the new committee and
the new administration's um edification, what what was the quagmire with the overtime? Who approves who approved the overtime? Like how did that work for the SRO's? >> For the SRO's, who approves the overtime? >> It it goes through the channels. We we know that there's a certain amount
of overtime that we've agreed to um based on start and end times and um of the schools where it fits and where it doesn't fit to do it on on the regular hours. So that piece is done and then items that are not necessarily
included in there may come out of other budgets if it's sports related um event. I understand there is a new um uh joint agreement. I know it's supposed to be renewed every year. I know the um the prior administration just recently
brought it forward. I'm not I believe it's actually going to be coming up um on next week's um facilities meeting. I'm not sure if um that was an update or that's going to be something the full committee would approve. Um I will be taking a close look at it. Um, with that
being said, I am happy we um have a um full slate of SRO officers coming in this year. Student safety and staff safety is extremely important. I will say this in terms of the communications and I mentioned it a few times throughout this budget process and just
um touring schools and um speaking with principles, speaking with staff, we need to do I just hope the police department helps a little bit more, especially with the traffic issues. With that, I yield. >> Anything further on security?
Hearing none, we'll go back to the top. Custodial >> under facilities and operations. Any questions on custodial staffing hearing? None. Second item down is campus services. Any comments or concerns on campus
services? And next the third item is nutrition. Any items on nutrition. >> They have no presentations. >> No. Okay. >> No. No. I get it. I didn't know if they were going to present. That's all.
>> How about maintenance? >> Anything on maintenance? >> Yes, >> Mr. Uh, Agia. I'm just going to say the um same thing that I said last year. We um made a decision to eliminate all
leads from the school department, teacher leads. So, we made a motion at that time and we also said at the same time we um explained to the superintendent that if we're going to cut educational leads, we
need to cut all leads in all departments. And for whatever reason, we didn't do that. Just keeps on going on and on. I find it totally not okay in my book that we cut our instructional leads with all the instructional issues we
have based on the recommendation from the central administration at the time, but we still left leads in the budget. So, I'm going to make a motion that we cut all leads from all departments. >> Second. >> Any discussion on leads?
>> Mr. Mr. Pico, >> I well I I think that that's a mistake. Um I think that the leads play a vital role and um whether or not there was push back on the um on the teaching
side. Um I don't know. But I I believe that they um they have a role. They weren't just put there um obviously they weren't put there by me, but this the lead piece has been around for quite some time. That goes way back.
um to in the old building in the old building at grounds building on Hotwell Street where there were leads. So that position has been around for a long time and it played a vital role back then and it plays a vital role now now. So I would
respectfully disagree um that they're not needed. >> Mr. So, in the past, I've had this discussion with the prior superintendent, and some of the questions I asked were, "Where's the lead job description? What do they do?" It's very generic. Doesn't really
they're not a a foreman. They're not a working foreman, and they issue work, whatever. I got random answers. At the same time, as I would ask, how do they get determined? And it was, oh, well, it's civil service, it's automatic, this and that, the most senior person. And my
question to the superintendent at that time was what if the person couldn't lead? Did they just automatically get it? And that's basically what I got. And at the end of the day, we need to reform how
we're doing some of our supervision and some of the things in those departments. I was opposed to the reorg that the superintendent at the time said wasn't was she wasn't going to bring it forward because unless something changed to make sense. Three four months later we got a
reorg before us that nothing at all changed by the superintendent at that time and we still have had issues since we had that reorg. So I'm asking my colleagues to support this because it's not working. we need to do something different and I would encourage if we do
our vote on this that the new superintendent's assistant deputy superintendent look at it and come up with a plan to how's the best way to do it but just continually just saying we're going to cut the educational leads but not every other lead doesn't make sense I yield >> I I do believe that the reorg had
nothing to do with the leads there is no correlation the leads were there before the reorg no leads were added after the reorg so one has in in my opinion and one has nothing to do with the other. >> Mr. Aaron,
>> with all due respect, Mr. Pico, when we were told about the Rio, >> yes, >> what we were told by the then superintendent was when we did a Rio and had a division where we were going to have leads, if we did the Rio, we were going to eliminate
those leads and save that money across all of those things to try to help us with the funding for the other administrators that we hired. We were told that by then superintendent I was opposed to the Rio for a number of reasons but even now when I look at it
we didn't cut. So we added administrators and then we kept leads. It doesn't make sense in my opinion it didn't make sense then but with all due respect superintendent told us at the time if you if the vote went through which I voted against but the vote went through we were going to eliminate those
leads and therefore have some savings. We didn't get the savings and we got five more administrators or four more administrators. I'm just opposed to it. I I yield. >> Okay. >> I don't know how many leads there are. >> How many leads are there right now, Mr. Uh,
>> we have a carpenter lead and a lead in grounds. Two. >> Two. >> Thank you. >> Anything further on leads? We have a motion to second. Deb, call the role. Yes, >> Mr. >> Yes, >> Mr. Cory.
>> No, >> Mr. Mon. >> Yes, >> Mr. Riley. >> Yes, >> Mr. Stewart. >> No, >> no, >> Mr. uh Mr. um proposal. Sorry. >> I just want to ask a clarifying
question. So, my understanding is we do have leads the I think the motion was all departments. I believe we have leads in um special education. >> Um and I I believe also in in CTE and I'm seeing someone else raised their hand.
>> Okay. So is it all including special education including or is it pertaining to facilities? >> Personally, I was meaning what's before us. I didn't want to expound upon it but all of the departments under facilities and operations needs. >> Okay.
Anything further? Last item to come up on the agenda is transportation. >> I do have a couple other items. >> Can I go first, please? >> Of course. >> That motion did pass. It was >> Yep. Before transportation, I just had one on I missed it when I uh
>> What was it? >> So, we've added I just explained why I'm opposed to the um was opposed to the Rio. And we have to at some point uh streamline and get back to doing what um looking at the budget almost like a zero base where we determine what we should
have and what we should not have. We currently have a situation where we have uh a lead groundskeeper who's retiring in a position that I wasn't in favor of from the beginning. So I'd like to make a motion that we cut the um whatever
that position is called. Uh >> you mean the director, not leads. >> The director. Yeah. What's what is it? A director of what? >> Campus services. >> I would like to make a motion that we cut the director of campus services position which is vacant which will allow us to have $70,000 to increase our
uh available funds. >> Second. >> He's retiring, you said? >> Yes. >> Okay. >> Could I comment on that? So, um >> that department will be without without a director.
So all of that work will fall where >> Mr. >> So I think we're just going back to what it was pri pre- Rioorg so that work can get distributed appropriately to either the maintenance director who has a variety of different options. I believe
that u you had pigeon holed uh the those groundskeepers out so they actually reported directly to you and not the maintenance director but at one point they were under I believe the maintenance director just historically going back. So I would say that that's a situation that we have to look at and
then we can also talk to the new um deputy and interim superintendent to discuss what's the best way to move forward with whether it's a different type of uh position but right now it's a vacancy. I'm making the motion to remove that so that we actually can use that utilize that money to help us pay for
some of the security or anything else. >> I if I could I would I would suggest and just a suggestion while we're talking about it so it's fresh in everybody's mind. What I did I wouldn't do again because I'm not going to take on that kind of work again. So, we need to make
sure that some of the funds that we're redirecting is going to go to the maintenance director or whoever else everybody decides to to saddle that particular work. It is a full-time job and someone made a full-time job by doing the work that's being done. It's
not just cutting grass. Um, is awful lot. The playgrounds were all the responsibility of that particular department and all of the building of the playgrounds that everybody loves, but there was a lot of hard work that went into that particular piece. And the courtyards and the buildings that was
all the responsibility of campus and the parking lots, the curbing, all of that work was all part of this job. So, it's not just a group of people who cut grass and plow snow. There's a lot more work to it than we're making it sound.
Mr. Chair, >> Mr. Corey, >> as far as the motion is concerned, uh I I don't agree with it because I think when you look at private industry, you look across the board, every department has a foreman and that's equivalent to a
lead that we talk of. Beyond that, I have a a deep regard for uh chief operation officer. And if he's saying uh he disagrees with the motion, then I would rather trust his judgment in running his department. And so
therefore, I I I will vote no on this. Thank you. I yield, >> Mr. Monus. Um I disagree with that 100% just because of the way overtime's been allocated and everything else. Um I
don't think we need a lead in that position, especially when we have a director. Um I just feel that I agree with Mr. Aguia and I think we need changes in that department
and um that's how I feel. I yield >> Mr. Agar. >> Yeah. So the the vacancy is in my opinion something where we need to just understand that we don't have enough money to do everything that we have to do but we have to look at budgets. We have to look at line items. I've said
this before. We're currently paying in this budget. I don't have it in front of me, but I think it's $69,000 for every for eight groundskeepers. There's no variation of anything. It's they're all at $69,000. And then the lead got I think 8,000. So
that 78,000 and then we had a director that I think was on in here for 70 or whatever it's listed as. So there's plenty of resources, financial resources that went into that department. What I'm suggesting is that we cut the director's position because right now it's going to
be vacant. If under the um new administration, they come in and look at it and say, "Okay, maybe we have to shuffle one of those positions to create something else." We can be open to that. But right now, we're trying to do a budget where we're moving forward and we need some extra funds and some things
have to get cut. That's why I'm recommending this as a vacancy. It's not, nobody's going to, you know, he right now it's open. So, I make a motion that we uh I I I ask you to vote for it. I think it's the right thing to do. And um >> let's uh call the RO De.
>> Yes. >> Mr. >> Yes. >> Mr. Cory. >> No. >> Mr. >> Yes. >> Mr. M. >> Yes. >> No. Anything further? >> Mr. >> I'm sorry. We on transportation.
>> No. No. >> It was for nutrition, but we'll go to transportation because I think this uh >> Oh, we've been through nutrition. I know I dismissed it. I apologize. So bad. So under the nutrition department when I talk about the reorg um that I don't think was working uh correctly and this
was on one of the I was trying to get a subcommittee meeting to discuss this further but ultimately we have a situation where we have a director of nutrition who doesn't work for the school department. So he's on the side of a private vendor, but in the ORG
charts and in the day-to-day operations, he's sort of like the the go-to boss supervisor. I think there's a duplication in programs. And I was not in favor several years of adding a supervisor in the nutrition department
in addition to the director. So we have 18 or 20 utility workers which really were custodians in the past. We had just added another prison. So we have three administrators in the custodial department that actually watch the
custodians. So we added a position to actually go and supervise those folks. And I think that's another additional position that we can eliminate. And at the end of the day, we still have a director. I think we got to address that either through a subcommittee or some
other way that we can't have people reporting when they are at work to somebody who's not a an employee of the school department and the situations that have happened where I'm very well aware of that people come back to work and it's told to them by the human
resource department to actually say we want to uh report to your boss or your supervisor Mr. Cutting who doesn't even work in for the school department. So with that being said, I'm going to make a motion that we cut the supervisor position in that department. >> Second.
>> Okay. >> So there are more than one supervisor in that. >> So you're talking about cutting the nutrition people? >> The supervisors that are working Well, it's all in the No, >> you just talked nutrition though. So >> I apologize. >> I need to know who you're referring to.
>> The position is the uh nutrition supervisor that was added in the Rio. >> The utility supervisor. >> Correct. That's the position. >> And who would supervise the utility workers then at that point? >> The custodians. Like they had many >> I don't think that works. It's two
different departments, two different rules. >> The same. >> Can I ask a question, please? Can I ask a question? I'd like to know why you feel like the utility department isn't working. What What factbased evidence do you have that it's not working? >> May I? >> Yeah.
>> So, we have a situation where we've had custodians. So, we've over the years had had custodians prior to that new position being added. We had a director, we have an assistant director, and now we have a a supervisor second shift for that department. So, we have three
administrators that are working supervising custodians. In the same exact union, we have the custodians and the utility workers are in the same exact union. So, those >> they're not in the same union. >> They're under the nutrition. They're not in the same union.
>> They're in a separate union. >> They should be in the same union. Sorry, I apologize because >> I thought there was a financial stipulation to nutrition money being spent anywhere else besides the nutrition department to improve it. So when you take money from nutrition and pay a custodian with it, that is against
the law. >> Correct. And it's also against the law to pay a salary of the director of the supervisor 100% out of nutrition and have that same supervisor do work for for other departments such as a software package walking around doing solar
arrays and doing other projects. That's also illegal, sir. >> All right. Hold on. >> So the same. >> So at the end of the day, I don't believe we need that extra position. We need to reorganize that department so that we pay a director of that which is Mr. cutting and make that position be
part of the school department so that that person can do any of the supervision that they need to do. We currently have a situation where if Mr. Cutting has to discipline somebody, he can't really discipline them or do anything. He has to go to Mr. Pico to do it because of the convoluted screw-up
that we have of where how we do it. It's an extra position. I wasn't in favor of it three years ago and I'm not in favor of it today and I make a motion that we cut it. My my only counter is the position is not funded by the city of Fall River or the school department. It's funded through the nutrition department which is a revolving account.
Correct. >> I understand. >> So this doesn't hit your bottom line at all. So it's not you're not coming at it from a financial angle is my point. >> No. What is the push to get rid of the utility supervisors specifically? >> It's a it's a position that's not needed
in our budget which we have budgetary authority and it's a position that we do not need in my opinion. I have a motion in a second on um Mr. Macho. >> Yeah. I I mean the argument doesn't hold water because it's not a financial argument. So is it an efficiency
argument? I I don't know what the argument is. I understand Mr. Agie. With all due respect, we've known each other for a long time and and the utmost respect is always there and it it goes both ways and I know that. But this is not a situation
that makes any sense because we are not getting complaints from people. We are not getting complaints whether there are people behind the scenes having issues with the situation that maybe there was some overtime taken away from custodians. Maybe that piece is part of
it. But there is no complaints coming into the office about who's doing what and where. That's not happening. And the kitchens right now and the cafeterias right now are as clean as they've ever been. It is no comparison. And and part
of all of this deal, the the nutrition side took on those extra employees 100%. But the custodial side got five floating seniors and going back to the campus side, the work was taken away from the
custodians. up five extra five extra employees when work was taken away. No work was added. Work was taken away from those two departments from that one department and they were given employees
to make up for the work that we took away and we still have an issue. H how does that make any sense? The department is paying for itself more than anything. As I say, the summer, the kitchen cleaning,
those schools never shut down. So, both sides are feeling the the pinch of having three and 4 thousand students in our district in the summer. I don't know how people are expected to clean and do all the work that they have to do, but we couldn't do it going
backwards. And it takes supervision to do this work. So it is a much better situation than it was before this happened in my opinion. >> Mr. >> So I understand what you're saying. The problem is >> I wasn't in favor of the program the
from the beginning and at the end of the day we have situations be a collective bargaining that we shouldn't talk about in detail here. But we have issues with the fact of what does a utility worker do and what does a custodian do in buildings. And we have situations we
where we have utility workers that don't wouldn't go to clean five feet outside if something happened because we got some territorial issues relative to a contract >> and vice versa. >> So be it. But my point is if we put them under the administration of the custodians, it's a better situation to
try to figure out what's going to happen when and where. When we have situations in the summer or anywhere else, we have two different separate divisions. He should be all hands on deck to work with the schools and we have three administrators now in that department. >> We only have two. >> Well, we have
>> there is no third shift person hired yet. >> Well, that's been that should have been advertised for over a year. So, that's not my problem that we didn't fill a position. >> A lack of interest. >> But at the end of the day, we have three positions that can do that work. So, at the end of the day, I firmly believe
it's just not the right thing. We need to have We just can't waste money because we say we have nutrition. >> You're not wasting money. It doesn't come out of the city's budget or the school department's budget. What's frustrating is I'm going to speak openly for a moment, which I promised my wife I wouldn't do, so I apologize.
>> When you have senior custodians in specific buildings who have ulterior motives, but then they go around and tell those ulterior motives to other people. I.e., If my friend on the school committee gets rid of the utility department, I'll
have more employees under me and I'll go up. Jim, >> that's not like >> that's and I will go up in my stipen. >> Okay, hold on. >> Which is what I get paid for the amount of custodians that I apologize. Go ahead, Skugen. >> Just talk about yourself. >> Sorry,
>> I got nothing. I I really don't. You You're You're asking me to sit up here and justify my job to you? >> No. It sounds like a program that's not working bad. I have no idea why would we're going to vote on this. >> I would invite any any member of the school committee to please come out and
see the program for itself. >> I mean, the program runs well. It really does. >> Yeah. >> All right. Let's go with the vote. >> Mr. >> Yes. >> Mr. D. >> Yes. >> Mr. Cory. >> No. >> Mr. Mus.
>> Yes. M. I'm sorry. We voting on this line item as a budget item. >> No, we're voting to eliminate a position. >> Yes. >> No.
>> No. Anything further, Mr. Transportation, Miss Stewart. >> Yes, transportation. >> I'm very confused on van. In January, we said buy two vans. I'll
wait because he's talking. Okay, Vans, I'm confused. >> Mr. Chair, hold on. Hold on. Hold on. Order. >> All right. Hold on. Order. Order. Please. Order. >> Mr. Ventura. Mr. Ventura, could you just
please >> address that please? Mr. Ventur, >> Miss Stewart. >> Okay. >> Van in January, we asked I we gave you $200,000 to buy a
van to buy two vans. We But here I see school committee requested we have a wheelchair van to accommodate students for field trips. Number one, let's start with it's not for field trips. That's number one. It's
>> that is way more than that. It's part of community based. >> Correct. >> And that's my mistake. >> So y stop there. That's number one. Number two, I don't understand how it can be in a budget for next year when it was budgeted for this fiscal year. So, how can we have something in here that's
for a budget for this fiscal year and it's in here and we asked for it in January? So, I guess my ultimate question is where are my bands? >> So, first of all, it takes sometimes 30 weeks, 40 weeks to get vehicles
built. These built these are not sitting on someone's lot somewhere. It's not a regular purchase. So, a wheelchair van is built to specifications and it's put in as orders. There are times not quite as co bad which was a year and
a half to wait for a vehicle but the time on ordering vehicles special vehicles 7D vehicles again are not vehicles that are come through as they are. They get built as you order them. So neither vehicle is ready right now.
Neither vehicle will be delivered before the end of the school year. I really doubt but they will be hopefully available for the start of the next year. That mistake is my mistake. When the conversations were happening with the budget, that was an item that got
past me. It's nothing to do with um you know, Miss Cavalo. It's my error for letting that go through that way. >> So, there's backup that shows that we've already started this. There's stuff that's bought. There's we've have orders. We have three quotes. We have all this stuff. So you can send me all
that stuff that says we've started all this and we bought So I've bought vans. I've bought many vans. I have plenty plenty vans. I know they take time, >> but I I don't understand why we're here. I don't understand why we're back in
this for next school year because you still have to there's so much more you have to do with it. Yes, I understand you have to retrofit it, all that stuff. Of course, I know all that, but I don't understand why we're back here. Why would you ask for more money? We've already >> That's a mistake. I just said that. That was a mistake. I'm not asking for two
more. We have two coming from a different source and these two which have been ordered. >> So it's >> four vans. >> So you're ordering four vans. >> The two that we've ordered >> and two that are coming from a different
source >> for the same program. uh to be used for students and not necessarily the same program. It could be if the need is there for four. Dery has a lot of needs. Dery has needs in the CTE program
>> for students to be moving around some. So the 7D vans that we currently have, the four vehicles that we have >> can't always manage everything that we have to do. And when we can't manage what we have to do, then we hire buses to do that. This will give us some
capacity. The reason why you don't see drivers is because my ultimate goal would be to use part-time personnel who would come in separate times of the day, mornings and afternoons, just like bus companies, not necessarily work for us for an eight
hour day. So, we would hire part- timerrs to do that kind of work for us four hours a day doing those extra vehicles when it's not an instructor who has a 7D license and can do that. Yeah, that's that's the ultimate goal. >> Absolutely. That's I can understand
that. Um, can you send me what you have, what you're doing and all that other stuff so I can understand and see where we're at in this because I'm just so confused on how this information is in here, where we're at because it just doesn't make any sense to me. And please
understand that it's it's way bigger than a field trip. That actually hurts my feelings. >> Thank you. >> It wasn't meant for that at all. I know. And it shouldn't have been done that way. And >> all right, >> thank you. We have Miley. >> So, I'm just I'm just reading the sheet and it says current van mileage is
between 79,000. So, are these replacing two vans or will we have eight? >> We'll have some spares. We'll we'll we'll keep the vans because they would work when we have downtime, when we have repairs, um things like that. But ultimately, they would not be firstline
vehicles, the older ones. >> So, we'll have eight now instead of four. I just want to be clear. So, we'll have four brand new And then the four older ones that Right. >> We'll use them all, but if something happens to one of the older vans. Okay. >> Yes. >> Thank you.
>> Anything further on change, Mr. >> Just trying to see uh I'm looking at the uh the budgeted lines and there's no additional u money and I'm trying to figure out just uh the two vans that the additional 7D vans
were. >> So this the additional 7D vans was through um um a I'm not sure if it was an appropriation from the state um from the representative had promised a certain dollar amount to the district.
>> So that's why it's not here. I'm saying that's >> exactly it's got nothing to do with >> and that's vans. That's not >> vans. There'll be seven there'll be courier vans. They won't be curry vans per se. There'll be seven >> similar in structure to a curry identical. And then in here it was talking about replacing some courier
vans, but that takes care of that piece. >> Well, because the the the vehicles that'll be used for during when they're not being used will be also doing that. >> So the two Yes. >> We had talked on email about this uh when we had made the motion in January
for uh programming for community based programs and the like. My impression of that vote was to take what's I would call it a not a van. I call a van like like a 10 passenger van. I was thought
we voted for two larger mini bus type things where you can fit 10 or 12 students in a wheelchair and you wrap it in your colors and whatever. You know, that's what I thought we voted on for that hundred those other two. So, I just want to make sure. That's not what my my
misunderstanding was that those were going to be 7D vans which would re allow a 7D driver to use those vans. Those other vehicles would not be >> we can only transport up to eight students, >> right? >> At any given time. >> No, I understand. I'm just looking at
when we have um internships and the like with students and we have a student in a class. So if I had a classroom of seven children with a a teacher and one child was in a wheelchair, what I was envisioning was that van type of thing
would be for that class. They could go to a uh workshe they could go to different things. that type of thing. What like a combo where >> So the wheelchair vans can either be used to transport two wheelchair students at the same time in addition to
I believe three walk-ons or you can um put the seats down and you can have just all ambulatory students. >> But maybe I'm I'm not sure what the thing is I'm talking about, but >> I think you're talking about like a a mini wheelchair bus. >> Yes,
>> that's a different kind of license. It's a different license. It's not anything we have. >> So when um I don't know, Bishop Connley had one at one time, you know, to go to uh >> I used to use one at Diamond. >> You know what I'm talking about to the
house. Exactly. So >> at some point we needed to get licenses >> and that's a school bus license. >> Yes. >> To drive a >> any vehicle that transports more than eight >> students. Eight students >> to anything. >> Yeah.
>> After school. uh coaching, anything? >> Yes. >> I mean, I would say so. >> Yeah. If it's if it's >> you can just get clarity on it. We we put the money there to say it's $200,000. >> I just felt like we need to get the best bang for our buck with that. >> If you're saying it's only this because
of the legal piece and nobody can drive it. We don't want to get a van that nobody can drive, right? >> But at the same time, I think we got have to look at >> if there is such an option, we should buy one of those vans because in a district with this many kids, with this many programs, we need that type of services. So, That's not really for this
just I just wanted to clarify. Thank you, >> Mr. Chair. >> Mr. Das, >> thank you. So, I I recently in um one in preparation for this meeting because there was um a part in there I wanted to clarify on um Derby High School. But in
preparation for this meeting, I watched rewatched the joint meeting um of the school department, school committee, and the city council. And the questions the count and we have that meeting next week. And the questions the council asked were mainly around
transportation. And as you know, as this is an item that is funded by the city, um I asked multiple times and I'll ask the chair directly in preparation for this to just get an update on the unfunded mandate petition
because we're going to be getting asked about this and I believe it's on the city and the city council to take all steps necessary to help the taxpayers, which is going through the state auditor.
and looking at all ways that we can um cut the costs. If um the auditor comes back and they notice that transportation certain transportation line items aren't being fully funded by the state, I see that as a benefit to Fall River and the
school department. So with that being said, I just ask for that update at the joint meeting and I yield. Thank you. >> Anything further on transportation? >> Almost there. With that being said, 1218,
we've gone through the budget. I want to commend the finance team and um our interim or acting superintendent, Mr. Reposa, for guiding this very difficult task through us. I'm going to ask for a vote to approve the for public
schools fiscal year 2027 budget draft operational budget in the amount of $212,582,416. >> Motion so made with a question. >> Second >> for the purpose of public release in preparation for the public hearing scheduled for Wednesday the 15th. Mr. Das,
>> thank you. Um, last year the public hearing and I've stated this before, we didn't get anyone. I suspect that I I see a lot more public engagement this year than last year. So, I see that changing. I just ask that the
administration just look into not only the newspaper, go with the newspaper if that's what's in there and that's what the law states perfectly fine. However, explore additional avenues. Some of these might not even have any cost associated with it. I think it's important that we receive public engagement and I think
some of the public engagement helped us today making some of the votes we did. So it's just important that we get the message out there. >> So can I just speak? So um the plan the plan is to put it in the paper. I've already had to with the timing of the way it works with the paper. I already
had to give it to them as of Tuesday afternoon to to put it in for Friday. Uh in addition to that, we're going to post it on our social media and we'll pro more than likely put a message out on Parent Square that will say that the public hearing is on that day. So that's
kind of the plan right now. >> Thank you, >> Mr. Corey. Um Mr. Almeita, uh according to our vote Monday night, as we were listening to uh different schools, um when u the Storm
Therapeutic School presented. I believe that we we lost one of the positions, the stone therapeutic. >> So, we converted a school adjust uh a BT into a school adjustment counselor. Yes. >> It wasn't It wasn't >> It wasn't There was There were
>> Did we lose an >> four? There were four. >> No, it was it was the behavior therapist. We We converted a behavior therapist into a school adjustment counselor. >> Behavior therapist to a uh school adjustment counselor. We we converted the behavior therapist to a school adjustment comp, but they so Mr. Report,
we did not lose any positions there. >> No, what I recall is the principal's position was to maintain uh original request was to add a 0.5 school adjustment counselor. Um there was um a motion made I believe to convert an
existing BT to a school adjustment counselor. I know the uh principal's position would have been to I think leave the current BT as is. Um but I know that I believe the the the motion pass to convert from a behavior therapist to a school adjustment council.
>> So my position my position on that is is I would like to furnish the principal of that school with all the necessary resources that she could use. um because the whole concept of that school is saving our district hundreds of
thousands of dollars in out of district costs. And so I I just hope that we before we actually vote purely on the budget that that idea gets revisited and then maybe uh we make an appropriation
uh to have the behavioral therapist as well as an an additional school adjustment counselor. And uh I was in touch with the staff there last week and it was a crying need for a second school adjustment counselor which I'm happy that we approved but I just want to make
sure that the principal is furnished with all the proper resources that she needs to move forward. Thank you. I yield. I have a motion and a second to approve the budget as written. 212 582416. Deb call the role please. Mr.
>> Miley has her hand up. >> Oh, I didn't see Miss Riley. I'm sorry. Go ahead. You going first. M >> Miss Riley, >> everyone's done an excellent job on this. So, I don't want you to think that my no vote reflects your hard work. I just don't think minimum net school
spending is enough money. So, I cannot support that. >> Listen, I support you, too. I I do. But more money into the school district is great. >> But I don't want you to think it's not because I don't appreciate your hard work. I do. So, I just want to make that clear. >> Thank you, >> Mr. Red. Yeah. The only uh further request that I had and I understand that
it's been a busy time but I've asked now before the meeting as well as earlier in the last hearing. We do need to get a forecast before this is official to say what are we going to do in the subsequent years when the student opportunity act money goes away and the like. So everyone
knows the question. All I would ask is that between now and the time when it actually gets official that we get some for more solid documentation to know that we're adding a bunch of things in positions over the years. We can't now a year from now. I can't imagine that we're going to get more than 100%
advanced school spending. I agree with Mrs. Riley. It's not enough. But we also don't want to have a fiscal cliff where we do all this stuff and then we have to lay off. So it's only a request between now and the time when we actually vote again. With that I yield. M cabal, would you please call the role?
>> Mr. >> Yes. >> Yes. >> Cory, >> yes. >> Mr. Monus, >> yes. >> Mr. Riley, >> no. >> Miss Stewart, >> yes. >> Yes. Finally, vote to approve the Florida public school fiscal year 2017 draft transportation budget in the
amount of 13,850,48 for the purpose of public release in preparation for the public hearing scheduled for Wednesday, April 15th. >> Motion to approve with a question. >> Motion with a question and a second. Mr. Aguia, >> just a brief question on the the number
here. Is that based on uh projections with the new contract with increases? Are we going up for beta? Is this a >> Yes. So just just so you remember the number is actually$ 177 million but we fund part of that number you know outside of the budget. So >> but as far as the contracts for know how much it's going to cost us to do the
same work is that's not going off bid. >> No it's locked in so you know what it is. Yes. And you feel this is comfortable. >> Yes I do. >> Thank you. I yield. >> Deb. Would you please call the role please? >> Yes. >> Yes. >> Yes. >> Yes. >> Yes.
>> Stewart. >> Yes. >> Yes. for your information. We have a number of retirements. >> Motion to accept and place on file. >> Um I have a motion. Do I have a second? >> Second. >> Have a motion to second. All in favor?
>> I >> opposed. Unanimous. Any new business to come before the committee before we go to executive session? >> Oh, do we read? >> Okay. Um we do have three leftover um
public input messages we have to read before we do our motion to go into executive session. Uh >> can we clarify the other one just so for the record of public >> there was a there was a note Mr. uh Agar had a note that I he gave me when I came in that said a young lady from RPA we
don't have anything here um that was submitted so I don't know what >> but it said on the form it said to be read so I assume that that meant we had a letter to be read. So, if somebody's watching, if that young lady, we can contact her principal to get us the letter. >> Thank you. I yield.
>> Um, again, uh, we're going to go with our threeminut rule. I think most of those are under three minutes, though. So, if you want to, uh, go with the longest one first, that'd be great. Thank you. William Trial
um team chair special education uh Jury High School to the members of the Florida public schools committee. My name is William Tri and I serve as an evaluation team chairperson within the special education department at BMC Dery
High School. I have worked in the district for four years and have greatly valued the opportunity to collaborate with my colleagues particularly Melinda Rafen who is one of the psychometrists in the district. Melinda has been an essential member of our special
education team consistently producing high quality academic achievement reports in compliance with state and federal federal requirements. She excels at interpreting and summarizing scores in a way that is clear and helpful to both our team and families. She is
always available to answer questions from team members which ensures that potential re-evaluations are based on accurate understanding and interpretation of her reports. Her expertise and reliability make a significant difference in the time
timeliness and quality of the services we provide to students. More broadly, all the psychometrists, including Cheryl Adams and Kristen Gford, perform a critical role in our district. Their work allow allows school psychologists
to focus on cognitive assessments, ensuring that evaluations are thorough, timely, and compliant with the state requirements. Eliminating these positions would create a significant backlog for school psychologists, slow down evaluations and risk the district's
compliance with state timely timeliness timelines. Most importantly, it would delay timely services for students eligible for special education. For those reasons, I respectfully urge the committee to retain the psychiatrist
position. Their cont contributions, particularly in the three mentioned above, are vital to the efficiency of our special education department and the success of our students. Thank you for your time and consideration. >> Uh, next,
>> David Aloa. Good evening, school committee. Start off by saying it is a shame Paul Kugan lacks the attention of these meetings. All he cares about is shutting up school committee members just to move the meeting quick so he can
go home. Sorry, Mr. Mayor. If the hours are too much for you, then maybe you should do what the former superintendent did and just resign. Stop wasting this city and school district's time. Why don't you be a part of the conversation rather be that incompetent and for
someone who cares so much about the students? Stop stealing from them and give the school district the money you owe them. So try to be more respectful for the ones that do care about the students and stop trying to rush the meetings and being a child and laughing
at members when you don't get your way. And finally, watching Monday night's school committee meeting, I was very impressed with how Brian Raposa handled himself. I think the school committee tonight should make a motion to give the superintendent's job to him. It's a
no-brainer. Thank you. >> It's a norainer. Thank you. >> One more. >> Okay, that one get three minutes. Okay, ready? Go. >> Yep. Taylor Perry. Hello. My name is Taylor Perry. As a mother, I want to begin by saying that I deeply respect
and believe in this school committee and the officials we have elected. I know you care about our children and I thank you for the work you do every day. I am here because I want to share my experience as a mother of a child who has received special education services
at LNO Elementary since preK. Watching my child face challenges has been one of the most emotional journeys of my life. There were days I didn't know if he if he could overcome them. But thanks to the incredible dedication of the special
education staff, I have watched him grow in ways I never imagined possible. His confidence, his independence, and love for learning have soared, and that progress is directly tied to the support he received. It is because of my experience that the discussions about
potential changes to the special education services weigh so heavily on my heart. Even small changes like shifting programs, reassigning students to different schools or reducing paraprofessional support can have a profound effect on children who rely on
stability and individualized attention. Parap paraprofessionals are not just assistants. They are lifelines for students and essential partners for teachers in creating classrooms where every child can thrive. Without them, class sizes become harder
to manage. learning learning suffers suffers and safety and emotional well-being can be compromised. As a mother, I also worry about the broader ripple effects longer bus rides if programs are consolidated, reduced access to therapists or specialists,
distruptions in familiar routines and the strain on teachers that can lead to turnover. Early intervention programs, which lay the foundation for success, are particularly vulnerable and their loss can create challenges that last for
years. I I also worry about equity. Every child deserves consistent access to support and consolidating programs may unintentionally leave some behind. I want to say from the bottom of my heart that our district should never settle for the bare minimum even if the face of
budget challenges. Cutting or reducing essential services is not just a line in the budget sheet. It is a child whose potential may not be fully realized, a teacher stretched too thin, a routine disrupted, and a parent worried about
what the next day will bring. My hope is that the committee will consider a real life impact of these decisions and keep class sizes, prior professional support, specialist access, transportation, early intervention programs, and stable placements as top priorities. The growth
I've witnessed in my child shows that shows what is possible when support is available, and I hope every child in Fall River has the same opportunity. >> Thank you. Is there a reason to go into executive session? >> Yes, there would be. Uh, can I get a motion? A second. >> So moved.
>> Second. >> I have a motion, a second. You want to read the reasons, please, Mr. Mass General Laws, Chapter 38, Section 21 A7, to review and approve the executive session minutes for March 4, 2026, regular school committee meeting. National Laws Chapter 38, Section 21A7
to review and approve the executive session minutes for March 11th, 2026 special meeting of the school committee. National Laws Chapter 38 Section 21 A7 to review and approve the executive session minutes for March 17, 2026 grievance subcommittee meeting. National
Laws Chapter 38 section 21A7 to review and approve the executive session minutes for March 25, 2026 special meeting of the school committee. National Laws Chapter 38 Section 21 A3 to discuss strategy with respect to collective bargaining including grievances relative to all
administrators and employees represented by the for administrators association as the chair has determined an open session may have a detrimental impact on the bargaining position of the committee. National General Laws Chapter 3A section 21A1 to review the open meeting law
complaint dated March 8, 2026 filed by Colin Das regarding the March 4, 2026 school committee meeting. The complaint alleges that certain complaint that certain complaint brought against certain members was discussed in executive session and another member of
the committee leaked the information relative to this executive session in the commun communication to social media. National Law Chapter 38 Section 21A1 to review of the open meeting law complaint dated March 12, 2026 filed by Melissa
Panchley regarding the March 4th, 2026 and March 11th, 2026 school committee meeting. Uh complaint alleges that both meetings had lengthy executive sessions where she left and came back. The complaint stated that upon returning to attend the meeting, the doors were
locked and was unable to enter the building to return to the meeting. National Laws Chapter 38, Section 21A1 to review the open meeting law complaint dated March 11, 2026 filed by Taylor Perry uh regarding the March 4th, 2026
and March 11, 2026 school committee meetings. The complaint claims that her citizens input that she submitted was not read at either meeting. National Law Chapter 38 section 2183 to discuss strategy with respect to litigation regarding the department of labor
relations in the matter of fulver school committee in ASBY local council 93 local 118 docketed with the charge number MUP 2611918 as the jur has determined that no possession may have a detrimental impact on the litigating position of the
committee national laws chapter 38 section 2183 to discuss strategy with respect to litigation regarding the department of labor relations in the matter of the for school committee and ask me council 93 local 118 docketed with the charge number MUP 240309
as a jurors determined that no possession may have a detrimental impact on the bargaining position of the commit or the litigating permission of the committee. Mass General Law chapter 38 section 21A1 to discuss complaints brought against school committee members. National Laws Chapter 38
Section 21A2 to conduct strategy sessions in preparation for negotiation with non-union personnel and/or to conduct contract negotiation with non-un personnel specifically the new interim superintendent of schools to be selected and appointed by the school committee no
possession at the April 1 2026 regular meeting of the for school committee Kathleen Smith is the sole recommended candidate for the appointment of interim superintendent of schools national law 38 a section 212 to conduct strategy
sessions in preparation for negotiation with non-un personnel and or to conduct contract negotiation with non-un personnel specifically the new interim superintendent of schools to be selected and appointed by the school committee in open session at the April 1 2026 regular
meeting of the for school committee Elizabeth Lul is a sole recommended candidate for the appointment of interim deputy superintendent of schools we will reconvene the mayor may be At that time, >> I have a motion and a second to go into executive session. Deb, would you please
call the role? >> Yes. >> Yes. >> Yes. >> Yes. >> Recess. Mr. >> Here, >> Mr. >> Here
>> Anything further to come before the commission? >> Mr. Mayor to review and approve the executive session minutes for March 4th, 2026 regular school committee meeting. Motion made >> second. >> I have a motion in the second. Any discussion on those minutes? Deb, call the role, please. Mr.
>> Yes. Mr. >> Yes. >> Mr. >> Yes. >> Yes. >> Stewart. >> Yes. >> Yes. Anything further? >> Yes. To make a motion that we uh approve the executive session minutes for March 11th, 2026 special meeting of the school
committee. >> Second. >> I got a second. Can I call the please? >> Mr. >> Yes. Mr. Cory, >> yes. >> Mr. >> Yes. >> Yes. >> Stewart. >> Yes. >> Yes.
>> I'd like to make a motion that we approve the executive session minutes for March 17th, 2026 grievance subcommittee. >> Motion still made. >> Second. >> Any discussion? De call the role, please. >> Mr. >> Yes. >> Mr. D. >> Yes. >> Mr. Cory. >> Yes.
>> Yes. >> Miss Riley. >> Yes. >> M. >> Yes. >> Yes. Mr. May I'd like to make a motion to approve the executive session minutes for March 25th, 2026 special meeting of the school committee. >> Second. >> So moved. >> Motion to second. Any discussion? De call the role, please.
>> Mr. >> Yes. >> Mr. >> Yes. >> Mr. >> Yep. >> Mr. >> Yes. >> M. >> Yes. >> Stewart. >> Yes. >> Yes. Anything further? >> Yes. One more. Mr. May, I'd like to make a motion that we ratify the contract with Elizabeth Lal as negotiated.
>> Second. I have a motion to second. Any discussion? Have call the vote, please. >> Mr. >> Yes. >> Mr. >> Yes. >> Mr. >> Yes. >> Mr. >> Yes. >> Riley. >> Yes. >> Stewart. >> Yes. >> Yes. >> Motion to adjourn. >> Second. All
>> in favor? I >> unanimous.