--------- Um, I'd like to call to order the November 10th Monday finance meeting. Deb, could you please call the role? >> Mr. Agua, Mr. Bailey, Mr. Das >> here. >> Mr. Corey >> here. >> Miss Laravey >> here. >> Miss Pereira, Greg Kugan
>> here. Salute to the flag. I don't know where it is. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and
justice for all. >> Pursuant to the open meeting law, any person may make an audio or video recording of this public meeting or may transmit the meeting through any medium. Attendees are therefore advised that such recordings or transmissions are being made whether perceived or unpersceived by those present and are
deemed acknowledged and permissible. Uh Deb, do we have any citizens input? >> We do not. >> Committee of the whole discussion item 3.01 um finance policies and processes. I'm
assuming that's Mr. Almea. >> Oh, sure. >> You want to go? >> Yeah, I mean I can start. >> Superintendent Curley. So, um I had shared with the committee um in preparation for this discussion um a
packet of information that offered um basically all of the policies um the finance policies from our from our policy handbook um as well as truly an AI generated overview of each one of those for a quick reference for folks.
Um we've talked a lot in the last year about um any potential opportunities we you know we would take to review all of the policies um in the handbook and and I had suggested at times that we take
them kind of as um as groups and you know as we're entering into the budget season uh and certainly getting a lot of questions around our spending um I've gotten some questions from time to time you know what's the policy on this what's policy on that. I thought it would be a good idea to share all of
these policies um in their entirety along with the little snippets so that folks could get an overview of uh where we are in terms of our the policies that um kind of dictate our operations around um finance and get some feedback. Um my
hope is um potentially that we could put a working group together um you know that is comprised of members of the administration as well as members of the committee um not necessarily through the um a subcommittee or even the policy
subcommittee but just a subcommittee of people who have you know an interest in taking a look at these policies um and making recommendations potentially to the policy uh subcommittee for recommendation to the uh committee of the So that's where we are in terms of this and I would you know invite any
questions or commentary because I think that people probably took an opportunity to look at this over the weekend and then I and Mr. Almeida can answer some questions. >> Okay, Mr. Das >> right um just before we begin I understand it's important to um start
the meetings on time but I do know there's um three members missing right now and if this is a feedback meeting I know two members are currently on their way. I think they just got caught up. So, I think we should just um hold off for 5 minutes so we can get feedback
from the entire committee. >> Um you think that they'll be here within 5 minutes? >> I think so. But I think that would be fair. Just give it five minutes. If not, then so I'd like to make a motion we table for five minutes. >> No, we'll recess. Uh >> motion to go to recess.
>> Five minutes. Let's go. >> Recess. >> Mr. Mr. Aguia, we just uh got the overview on the policy that um the superintendent outlined and before we got into anything related to money, Mr. Almea was just taking the forum and uh
we called for a recess to get you in here. Mr. uh Mr. Almea, >> as a superintendent stated, uh we provided the uh finance policies as they um as we have them. Um >> excuse me. Excuse me. Excuse me. Kevin, could you eat maybe eat the microphone?
I'm not able to discern or is there another monitor? No. >> Okay. >> Okay. I'm sorry. Go ahead. >> Can you hear me better now? >> Yes. >> Okay. >> Um the superintendent stated that we provided the uh finance policies as they
stand currently. Um so I at this point we're just going to open up for uh questions. >> Mr. Chair, >> Mr. Das, >> thank you. and I was able to go through the backup and I'm happy we're having this opportunity to give um feedback to your your team and to the
administration. So, I'm going to first start with the financial batches. Um just as myself as one member um we get multiple copies of the same batch per day and if you click on like an older batch um it sends you a link to a new
batch and it gets a little bit confusing which one is which. And um if I think if we could also label the batches um a little bit better, I think that would go a long way as well. Especially when we have questions on the batches, we know which one we can pinpoint to um attach
the qu the questions to and um >> and what and what particular what kind of information are you looking for or what change? So for example um the when you send when the batches get sent over they have like um like a
different different names to them maybe just saying this is more clear and concise name I I could think of something better offline to give you but >> okay >> again not really big issues but I think just little things that would be um
helpful and I think the questions need to be answered sometimes more in a timely fashion so therefore I can sign them in a more timely fashion as well. Um, that's what I have on the batches. Um, start with the go forward with the late
fees. Um, do we have an update on what we're going to do to crack down on late fees? >> Get closer. >> Get closer to the mic. >> Pull it up closer. It's hard to hear down here. >> Can Can you all hear me now? >> Yep. >> Okay. So, in terms of late fees, um what
are we doing to crack down on the late fees? Um just for an example, I re I this the batch I received yesterday going through it. One of the facilities batches um was already received was already late and I just received it
yesterday and it's already late and it said that we would get like some sort of like minor monetary fine if we're past 30 days, which it already is. So, um I don't know if again that has to be a conversation we need to have with the city, but what what can we do to crack
down on the latencies? >> So, I I mean I can't answer as to why we are where why you or I or anyone else would see a batch um where something was already late. I do my understanding, however, is that the only late fees um
we have really ever assessed um is through utilities. And we did have one that had recently been assessed and then um forgiven um this past spring and into the summer that was outside of utilities, but I know that a lot of
these say, you know, within 60 days, within 90 days. Um some I think have been a little bit shorter, 30 days, we've been able to get extensions on those. Um but to my knowledge, we have not been assessed late fees. That doesn't mean out of respect for these companies, we shouldn't look to pay
them. um in a timely fashion and within the time frame that's been agreed upon, but I don't believe late fees have been assessed for any of those. >> Okay. And I and I'll send you the individual one that I'm talking about send a question tonight or tomorrow, but
in terms of the utilities, what what are we I know that was a topic of discussion earlier in earlier meetings. what what are we doing to um I kind of know I know you said um I believe you said you would all look into it and see what like some of the root causes are
>> and I'm not sure if it's something to do with um procurement on the city side or if it's something that is on our side that we could do better. >> No, there's things that happen with the utility companies. Um just just today
I've I've pretty much taken on the utilities myself and um I've been dealing with the utility companies to ensure that we're paying things timely. And so um you know we we were able to extend the time frame on the utility
bills from their general 30 days to now 55 days for National Grid and 45 days for Liberty Utilities. We were trying to get the same window for Liberty Utilities and they would not they would not honor it. In addition to that, we've had a lot of issues with National Grid
in regards to how they post payments to the point where we are we are issuing individual checks to National Grid to apply to accounts correctly where before we were just issuing one check for a series of of bills. Um, and you know there there's always issues. There are
issues over and over and over again. And once um I've just in the last two weeks I've submitted uh three different emails for corrections that are needed on their end on the way they're applying things. Uh the the fortunate part about it is they've put a hold on any late fee for
us um until like January 1st and they're going to they're going to back give us back they're going to credit us back the late fees that were charged for this past year. >> Well, that's good to thank and thank you for disclosing that. Um, is this something we're working on with legal
counsel in any way to if they're, you know, not honoring contracts or they're not following fiscal? >> We I I we're on top of it. We are very on top of it right now and, you know, we're we're continuing to work with National Grid to ensure that these things are getting done on time.
um what's the process of um when a expenditure or a bill gets transferred from the from the school department after we sign off to the city um is what's what's the process after that? >> So you know so the warrants the city
city will print the warrants on Monday. So, as of as of Friday, um typically Friday morning, if we've submitted anything anything through Friday morning, typically sometimes later in the day, Friday, it'll get on the
warrant for Monday and then the city will fund the warrant uh that week and typically the checks are usually issued on the city end by the Friday of that following of that week. Would would you know like specifically does it have to be signed off by like say their auditor
or their treasurer, the CFO? >> Typically typically the auditor signs off on the on the on the warrant and the mayor signs off on the warrant. >> Okay. Um few last questions. Um in terms of the processes for because I just recently
saw this in the financial batches for the um cyber incident. who who's responsible in our indirects for for paying that? >> I'm sorry. >> For for example, for for legal like I saw some recently some legal um bills come through the through the batches.
Who's responsible is it in our indirect cost agreement for paying the >> we we pay the legal fees on for our side. >> Okay. Um um for
I don't know if this is more of a general question, but I think it goes into the policies and processes. Um are we cracking down on what we're using Michael Joyce's law firm for? because I
think there needs to be some policies in place in terms of having either some sort of contract with Michael Joyce's law firm. For example, I just saw um I believe a $1,000 um bill from Michael Joyce for handling one public records
request and it's my understanding that Mr. Joyce was should be or at least it should be only for instances that involve his expertise. I think my opinion is that public records request should be
handled by the city's corporation council and not going to the big law firms. My opinion, I think that's something we need to crack down on. Um, last two questions is um, and I saw this in the Collins report is the financial
reporting is um, said something finding about financial reporting not being available for facilities. Um do you do you know what that's about? >> Yes. So typically we don't we don't provide the reports but we are going to provide them moving forward.
>> And in terms of procurement on um the facility side um they don't who would it would just be your office who actually who handles the procurement in the district. So that the procurement typically will come from the department head. And so the department head is
tasked to if if and when needed to get free quotes, you know, for any purchase and that information is submitted to our department um handled through typically our procurement specialist uh who will review all the documentation, send back any information if more information is
is needed, and then once all the information is fulfilled and and we have that, we'll move it forward. >> Okay. Um I do know that set that report also made um some references in regards to um the procurement policies and if
there and made a recommendation that we should review our procurement policies in terms of that. Have we been running into issues in terms of procurement? >> Uh we've been very on top of it this year. I will I will say that. >> Okay. I yield for now. Thank you.
>> Anybody have >> Mr. AIA? >> Thank you. One of the it's a question through the entire uh package on the bottom of all these policies. It says something like a note and it says something like uh check on it from towns
or cities. It almost looks like as if we are taking what MASC submits to us but not adjusting it for city for the city. Did you notice that on Yeah. >> Yes. I I think we probably wouldn't need
that in my mind if we when we're adopting the policy, we say we've tweaked it to match what city needs. >> What I I've complained about this for a while about the way we did policies. So my recollection in the past was we would
get a hundred different pages from MASC with stuff like that on the bottom. we would go to the policy subcommittee and say here's the list of all these policies motion to approve or not and that's not a good that's not good practice I don't think anybody thinks it is but this was just telling because it
basically proved to me what I was trying to say that we have to have each policy looked at and voted on for the merits of what it is to fall river doesn't run our policies we can do the generic thing which I'm not in favor of
is just say oh MC said these are the policies so therefore that's what we do. We've done that over the past 10 years probably eight years. We had some tremendous policies here related to fiscal accountability uh fiscal controls and the and the like. We got rid of
those and I for the life of me can't figure out where the heck they went. I think what happened is at one point before I got back on this committee is we took all of the policies and said this is the MASC's recommendation. So these are all our new policies. Not that we threw out the others, but I think we
threw out the others. So, however, you can look back into that. It's more of a Mr. Almea thing where with the finance pieces. >> Yeah. I'll just I'll just repeat um a little bit of what I said um before you arrived and we recessed. But um you know, the intent here was to pull these
policies together. You know, obviously just pulled them right from our policy um manual. I actually I said used AI to give a little overview in case people didn't want to read through like every single mass general law so people could get an overview of what each policy spoke to um to kind of get a flavor for
what we do have as policies with an eye on revisiting all of them kind of as a group and inviting um folks from the committee to get together as a working group members of the administration um folks from the school committee to just start going through all the policies. I
agree that um there are as as you read through them and it comes up I mean some of it's kind of this help language that's built in there like by MASC like don't forget to check your charter. We published it with where it still says that note check your charter kind of
thing. So I do think all of them need to be revisited and then brought through policy subcommittee um and brought to the committee um as a whole. Some of it might just be around a little bit of um cleanup. Others I think as people read through them um might speak to for some
folks uh the need for complete revision or an additional policy or something like that. Uh but that was the invitation um at the start of the meeting and something that I hope we can you know start doing in the next month or two. >> Thank you. So uh we if you go back to the minutes of the last finance of one
of them maybe a year ago >> the most of these things were brought up that time >> and some of the comments have been the same like we need to do it. So that will just lead us to why didn't we get something done with some of these policies including some may be able to
be combined some might be able to they're redundant some might be things that are not accurate uh as we change uh one of which I was looking at the quarterly budget transfer authority we made motions that change this policy
uh and I don't see it on here uh other than does say chief financial officer quarterly report, but we've made a change to to call it anticipated, which is a big big change. So that when the
transfer authority is quarterly anticipated, we should have a lot more transfers early on and not wait till the end. Um, I am a proponent of making sure the school committee has as much authority as they can related to the
budget. So that's just one uh of the policies which was uh DBJ that I think we should look at sooner than later. The other one is DBG budget adoption procedures which I think is pertinent to this discussion tonight. Um in it it
says all revenue sources are subject to adoption by the school committee under the um cost center line item authority. I think we need to get a clear answer to what is what does everyone believe that that is because I certainly know that my belief
is not what is actually happening. So we need clarity on u what does DBJ uh DBG mean related to cost centers. I'm of the belief that call center also means line items within the call center so that
when we do vote on the bottom line of the call center, we're actually seeing the line items that add up to that end number. I don't believe that that's happening uh throughout the but the district including budgets, title one, title two,
all those things. I don't see that we're we're getting a chance to actually vote on those line items. Um, so I think that one needs to be certainly looked at. An example of of that would be last meeting Mr. Faras came up and explained to us that we had
$2 million in additional title one funds. That title one number came in several months after we already approved the actual budget. So that there implies to me that when we were told when we did the budget, let's
say June, middle of June, all those line items didn't necessarily add up because we since received $2 million in additional title one funds and that never came before the committee to vote on those line items where that 2 million was. Mr. Mr. Almea indicated that was
used to pay raises, but we as a school committee should have had a say on what all of that those line items would be within the cost center. So, that's sort of my two cents on that. The procurement is still I I still wonder uh what's been
going on with procurement in the city. I've heard too many times that things were held up in city hall without any backup or any information coming from the school administration as to that being the case. So, we still are looking for an answer on that.
But in a general question to Mr. Almea or superintendent, why does it take so long to pay the bills in the school department? Why >> you wanted My question is, why does it
take so long to pay bills in the school department? I'll give you an example. If you talk to anyone in contracting, for instance, and some it might be a city issue as well. If a job was going to cost me as a
contractor $50,000 to pay prevailing wage and the like, I want to do that job, I have to tack on 35% to that cost because I'm going to have to wait six or eight months to get my money. So, if I know I'm going to have
to take $50,000 out of my account to put in to pay prevailing wages for jobs and I'm going to wait six months, I have to recoup that money at some point. So, we end up paying whether it's not a quote unquote late fee. We have to create a
takes a long time to pay fee. And I I just I I can't figure that out. I'm open to any any thoughts, any ideas. But >> in that in that situation, it depends on the timing of when we're notified that that's going to happen. Um depending on
the dollar amount. If it's over $25,000, we have to bring it to you to approve. Um once we get that approval, we try to push it through as quickly as we can to get a purchase order generated so the contractor has a purchase order and as soon as we get a bill, we process it.
That's typically the process. I we what we can't control is the time the time from when a bill is when a bill actually happens or the service happens and we get we get an invoice. So it all depends on when it's coming from the department to us to process. Um, but when bills
arrive in in my department, they typically take a week to a week and a half to be processed. Once they're processed, they're put on a badge for that week. The batch goes out for for approval. I sign, the superintendent signs, four members of I'm sorry, two members of the school committee signs.
Once the batch is signed on our end, the batch is then turned over to the city. Um once it goes to the city, depending on when during the week it goes to the city, it'll go on the warrant for Monday. Check will be issued on the Friday. So it all depends on the timing
of when that invoice comes up. >> Yeah. I mean, everything you explained sounds like a, you know, 30 45 day like a normal, >> you know, thing, but I've heard that explanation multiple times. The reality is it's still not happening for some reason. And I'm not saying it's
necessarily on your end, but I think at when we have things that are taking way too long, if we don't address them, they're just going to keep happening. So, I'd encourage you and the superintendent to get together to figure out how does this happen? As you were talking, one of the things that makes me question some of it is
do we allow people to to incur all kinds of bills before we assign a contract? >> No. >> Are we supposed to do that? >> Are we supposed to supposed to do what? So, under the case where you just mentioned that a person's doing the job and then we have to if it's over 25,000, we got to get a an approval from the
school committee. Do the people start the job before the school committee actually signs? Because I I I I could see that being uh if I'm working on a job and it's taken me 60 days to get the work done and then
we don't get it until 60 days later. Now, the person's already out 60 days. Like, the process is 60 days or 30 days or I I don't know that anybody should be doing any work for any amount of money without knowing that all the sign offs are on to get paid.
>> I agree. >> Do you think that that is happening? >> I can tell you it's happened in the past. Yes, >> it has. >> Has it been corrected? >> We continue to improve. >> Yes. >> Got it. you you know what my stance would be on that.
>> I understand. Yep. >> The um the last one was about the um the core centers what I mentioned. So I think just heading into planning for next year I do think that we do have to when especially when the new committee comes forth to know what does that mean
for u cost centers. We sit in front of MASC who comes down to give us training and they actually try to get the school committees even though they're supposed to represent the school committees and I'm saying this in a public meeting no one full well they can watch it. They
come down and recommend that school committees provide little oversight to the superintendent and the administration. That's what our union or our bargaining consultant, whatever you want to call them, comes down and advocates. So they say, "Oh, no, no, you
can't do that. You can't do this." And we say, "Well, we can as a school committee. We can set up as many parameters as we want at budget time to pass the budget." They say, "Oh, no, no. We recommend this because you shouldn't be involved in this. You shouldn't be involved in that." So, I'm just laying
it out there. Doesn't need an answer. I just know that for me, I'd rather have more approval and more authority on the budget as a member of the school committee than less. So, we've been lately going to less and less less
transparency, less um documentation. I'm of the belief that we need to do more. We'll see what the new committee says when they come in because they're going to be the ones to actually pass the budget, but I'm speaking for myself. I think we need more uh rather than less. One of the last things was Mr. D
mentioned public records requests and um I do think that's an issue we've asked for at least 6 months of uh asking the question. Michael Joyce's company still two years later after being notified
still does not have a contract. We have no set control over how much they're making. We pay that firm over $200,000 a year. We still have no contract with them. I've asked the question, do we actually have them do everything or do we do
specialty cases like Mr. Das said and then we get, well, they're the person that does the freedom of information requests. Well, in my mind, if you're paying an attorney, a specialized attorney to deal with pupil personnel issues, you might have to pay a good dollar for you to get the quality that
you need to. If that same person is paying the we're paying the same amount for public relations uh public records requests, something's drastically wrong with this picture. And I've personally sent emails that said the following.
Michael Joyce builds us every time there's an email, we get one quarter of an hour at $250 an hour for every email he sends. I I defy anybody to tell me that that makes any sense whatsoever.
That's $60 to send one email on a case with no controls and no contract. We definitely have a problem there. So, I would encourage the superintendent to look into uh changing it. Um when we are we going to go into the
second? You didn't go to the second one about the timeline, right? That's after. >> Good. I yield. Thank you. >> Yeah. Thank you. So, Yeah. So, my question is on uh DBD and maybe just a recommendation about DBD.
Um, as we all know, we have three newly elected uh school committee members coming in. Uh, what I'd like to see is some some training uh understand the budget, know the budget, how to read the budget uh before the actual budget time
uh comes. Um, it's something that never really was offered to me and a couple of my uh colleagues. We had to go out and and ask for the assistance. What I'd like to see is um an official uh you know, it says right here in the in the
the sentence, advanced planning. I think this should uh also be part of the advanced planning is getting uh these newly elected officials ready for the uh 26 27 budget process. Um I yield. >> Mr. Das,
>> thank you. I just want to very quickly piggyback on my colleagues um comments. I for one as well support amending our policies for full transparency. And just two ideas to do so. One, I believe the threshold should be lowered. I believe
it was raised to I believe, don't correct me if I'm wrong, 35,000 for a 25,000 for a contract to come before the school committee. What was it prior to that to it being raised? >> 10. >> I think we should go back down to 10.
And um I also believe we should go back to wet signatures with the pen. And I really my my personal opinion is I don't think you'll run into the issues I think you're expecting you will run into. my opinion. Um, but I think there can be
ways that we could um work it out so you don't run into the issues. That's my opinion. Um, one last Oh, on the MASC, I also believe and I've been very adamant about this that they do not support the interest of the school committee and I
think we should leave the MASC at some point. Um, one last question I wanted to um follow up on. Um, so could you just remind me again how the um indirect cost works in terms of
legal fees? I thought it was a certain amount the city pays or if it's under a certain amount. >> So it's it's up to it's up to $40,000 of work uh for the attorney and anything over we pay for and then anytime they consult with outside legal we pay for that.
>> Okay. Um, last question. In terms of um I in terms of financial policies, um, if there is an independent investigation that's um, ordered and we start getting the bills in, shouldn't that come from a vote of the school committee if it
involves um, parties within our purview? >> You tell me. I should I think that's the prudent thing. So I just saw um certain batches come in and I guess there's um some sort of investigation that I my opinion should
have came before the school committee for a vote. I think the school committee was bypassed by the city by corporation council and that's just not okay and that's something that should be included >> within the policy. >> Is that budget? >> I don't think that's budget Mr.
finance finance policies and processes. There's nothing about budget in here. >> However, I think that in terms of financial standpoint, if it's something within the purview of the school committee, the school committee should be ordering the use of those funds. That's my financial standpoint. Thank you.
>> Okay, Mr. Hager, >> just on that question, so the um the policy of that 20,000 is that per case or is that per year? >> Per year. per year. >> per year. So the first $20,000 of services they'll give us
>> free and then we have to pay otherwise. The um question that Mr. Das asked. So I don't I didn't see that batch but how much is budgeted for outside legal and if you don't know if you could get it to us. So >> I will get
>> it has to be a budgeted line item for outside legal. Mhm. So technically speaking, if that if that was within let's say the budget's 50,000 and we had 50,000 in there, I would say, okay, my gut tells me that we're we don't have
that much money in a specific line item for outside legal. But if we make the expense, we just got to transfer it somehow without the authority of the school committee. That's I think where Mr. Das is going with it is that we have to look at, you know, how many of those things can we do? So, if the
superintendent is authorizing outside investigations, which as one member I'm totally fine with, once it gets to the point of it's going to go over whatever the amount of money is, just come back to us and say we need to replenish that account. That to me is good checks and balances on it's not an issue of whether
she has the right to do it. I I do think that it's something that uh you know, we ultimately have to look at. Um, when I look at policy as well, we have a budget and we I think somebody else just mentioned it that we have three new
committee members coming on board. And I think that out of respect to those individuals, we have to be careful with what we what we vote on over the next two months or six weeks so that we're not binding them to decisions that we made
for the next year, two years, three years, or whatever. For instance, if we have contracts that are up, I don't believe anybody should be getting any increases until the next committee comes in so that they have a chance to weigh in on what they feel along with the new
committee feels, not just try to put a whole bunch of salaries and requests on now when we know there's three new members coming in and they might have different opinions than what the current people have. So my vote would be for no additional contracts up until January
when we get the new committee sworn in. With that I yield. >> Okay. 3.2 budget priorities. That's our next discussion item. >> Superintendent. >> Yes. So I provided um I provided the
committee with just you know a reminder some background information around the timeline that's been used in the past. um what our budget calendar looked like, our last year's priorities, and then also a um you know, what the data looked
like coming out of um a community survey that we did last year with staff and um members of the community, you know, sending things home to parents and then also offered a survey draft because
I'd like some feedback um in terms of kind of the budget process overall and then specifically um talk about some ideas to get some stakeholder feedback um you know potentially you know maybe using a survey but then some other means
because I you know I've said to a couple of people on the committee and certainly people on my team know this I do think that year after year um we use the surveys we get the same kind of information over and over from folks whether it was through the S SOA
prioritization or then just local budget prioritization um outside of um the S SOA surveys and just looking for maybe a different way to get some feedback from people. Um and then also I know that since you know at
least since I've been um working in central office we've seen budget priorities that really look the same from year to year and we have we end up you know setting the same kinds of priorities around instruction and support for students and um professional
development and hiring and recruitment and things like that. And I know that during the process last year, we got some feedback about different kinds of priorities, um maybe kind of philosophical priorities around things like, you know, we're going to
prioritize uh you know, maintaining level service or we're going to prioritize um you know, sound fiscal management, whatever it is. And so I just want to get some feedback from people before we enter into um this process in terms of
any ideas that people have to improve it. >> Mr. Corey. >> So Madame Superintendent, as far as the uh the uh stakeholder feedback is, um who you looking for? I mean, are we looking for like school teachers as well
as administrators as well as people who maybe uh run some programs or is is that what you're looking at? as far the stakeholders are concerned. >> Yes. And so we generally do get feedback from folks who work in our schools and
then we send one home to families. That's generally, you know, principles get a version of the um same survey that goes out to families that goes out to other staff members. So you're looking for a cross-section of uh you know
comments coming from outside the realm of the ad building and uh to try to figure out you know where the priorities may lie. Is that what you're thinking of? >> And also just some thinking around um you know maybe a different lens when we
when we think about what we're prioritizing. Again, just different themes that lie outside of asking people, do you prioritize, you know, before and after school care or do you want us to prioritize um school safety? I I mean, I
think generally speaking, we do the kinds of surveys that say, "Pick your top four out of this list. Is there anything else you'd like to recommend?" And then we look for themes. But the truth is, year after year, the themes are the same. And maybe that's okay. And maybe that makes sense because we have
to keep, you know, moving forward um with the kind of work that we're doing or not. Maybe maybe people in the community would say, "No, I think you have to change your focus. It really needs to be this other thing that doesn't quite make our list every year."
>> Yes. Thank you. I yield. >> Mr. Das, >> thank you. Um Superintendent, in terms of um we did a survey last year, correct? after last budget and um what was the response like to that? I don't know if
>> you mean the number of people who responded. It's generally it's generally fairly low. I would say maybe you know I honestly can't remember but I feel like generally speaking if we can get 10% of people to participate that's a a good
thing. Um, but I I don't remember offhand. It might actually say in the backup that I gave you. Um, we had we heard from 599 families. I was going to say 700, but we heard from about 600 families and 213 staff members. >> Okay. I guess um I figured it would be
low. So, my feedback would be I don't believe we utilize um all our technological resources. I think we should partner up with um either news organizations or um different partners
to spread the message. And just for an example, I thought a good um survey that went out by the city was um believe it was um the CDA director. He I remember he was for years pushing the survey and he used different platforms and I could
have sworn that got a good response. So I think that's one way we can start. Second way is for example I think we can do a better job at advertising the public hearing. Um last year there was absolutely no one there and not many
individuals knew this was even going to take place. So again using media, social media to um advertise that as well or even if we have to um send something home to the to the parents like to the kids some put something to give to their
parents I think would be one good way to increase I guess the only thing I'll say for actual budget priorities I think it's just important that the administration just take a review of all the programs that we have see which ones are effective see which ones aren't
effective. ive and go from there on which ones to fund. That's all I have for now. Thank you, >> Mr. Aia. So, the question I have for superintendent is the current budget cycle which we're going to be going into, are we implementing zerobased
budgeting during this cycle? >> No, I don't I cannot promise a a zerobased budgeting at this point. >> Okay. And is there a reason why? >> Um I So for me personally, I think that
what we've called zerobased budgeting in the district um in the past isn't quite that. Um, and so I guess I would say like I'm not saying we won't do it, but right now we have not like put forward the planning
that is likely necessary to do that in terms of getting everybody um of that mindset to literally build from nothing up in terms of student needs. We ask every single school, you know, we sit with every single school leader and
every departmental leader and we review um their populations. We review the need. We review what the staffing and resources looks like in those buildings. We have very good discussions with every single school. Last year, admittedly, most of the a lot of the discussion at
least was around there wouldn't be more, right? that we would look for people to repurpose the resources um in their buildings and make some decisions around, you know, if they really thought they needed one thing, is there something else they would give up? Um I think that has been the spirit um of
things in the past even when it was identified as zerobased budgeting. >> Yeah. So I can just give you my weigh in on that. So for many years now, we've had we're struggling. We're struggling academically. We're struggling with a
lot of different things. We keep doing things the same way, which is what you just described, and I'm agreeing with you that in the past they said it was zerobased budgeting. We weren't really doing with fidelity zerobased budgeting. U but that doesn't mean we shouldn't.
And I think it's time now where we have a lot of resources. We've had a lot of revenue come in that we need to go to zerobased budgeting. a true zerobased budget. At that point, everyone starts at zero and we're going to determine what's needed in every single department
as well as each school instead of just having it be sort of carried over. I know I said last year there was winners and losers at the budget and it wasn't taken too kindly I guess by some. But at the end of the day, I want to avoid that again. We shouldn't just have to kick it
down and say, "Well, you already had all this, so tell us what's working, what's not." We can tweak around the edges. The time for us in for public schools to keep tweaking around the edges should be over. We now have $15 million more per year for the last 6 years. We have the
money. We just need to do something different. So when it comes time to a vote, I'm going to vote for a zerobased budget with fidelity. Personally, um, as the survey goes, I read the draft survey. I think it's a little uh too
long and too cumbersome for we want to get some feedback but I feel that uh you know parents I think want what's best for their kids. They want their students to have high academic achievement. They want them to be safe. They don't necessarily know the
intricacies of what does special ed law mean? What does special ed funding mean? What does it staffing mean? So to try to say, well, what parents maybe didn't say or community members didn't say, well, special education um programming needs
to be the focus. They might not know that that's really what they would say if we explained it to them. So when I read it, I was sort of saying, what would I personally say? And if I was a parent, I might not say if I wasn't as intimately involved in all this, I wouldn't necessarily say some other
things. So I would just caution any surveys to be more concise to the point but also that the committee and yourself and your team need to work together to know what is truly needed. So it might not be the popular thing and we just have to make sure that we allow that uh
to be said that we at some point might not just take the you know like for instance you mentioned after school programs everybody wants after school programs but we got a hell of a lot more issues than just after school programs. So, I just think if you're going to do a survey, I would try to narrow it uh so
we get something out of it that we could use. >> Sure. >> Thank you. So, I I do think that there's something to be said in um you know, for us in terms of our understanding, some of it I do consider to be perception
data. So that if if folks said we really need more of this thing where internally uh we know we've got so much of that it does signal to us that we have to do a much better job of communicating that to families um and and being much more um
you know transparent just sharing more information um throughout the community. So, I think some of what we gain from the questions is that. But, um, but I I don't I I did I agree with you that um we can certainly shorten the survey. I
gave um you a sample of what it could be and if this if the spirit of this kind of survey um is what folks in general think is going to get us some of the information that we need from families, we can move forward with this. And um I would agree that we could do a shortened
version of this. Um, I just want to go back to the zerobased budgeting. I I do want to say that the um I don't you mentioned that you know you would vote for zerobased budgeting with fidelity. Um I would say that if that is going to be something that is comes out of this
committee as a vote. We would want to know that um sooner rather than later uh because I do think it it it's a lift. it would be a lift um for this school community and and one that we'd want to um pay attention to most
immediately. Um but yeah, that's >> yeah, my only suggestion on that uh is the timing is not so great for uh we have three new members and we have a current group. Uh what I would recommend that you do, Madam Superintendent, when I'm sure you're going to meet with all the the new folks as well. They're not
bound by the open meeting. They can't come up and vote on these things, but I would raise that question with everybody, including us. I gave you my opinion in public meeting. Sure. So I think if everybody gives you that impression and it says, "Oh, this is what we'd like to have." You'll have a unofficial vote, I guess, is what I'm
saying. If we wait for an official vote by January, you might be a little late for >> No, I understand that. >> I think that would be a good idea just to reach out to them and ask them what they think. >> Okay. >> Thank you. I yield. >> Mr. Das, >> thank you. Just very, very quick followup. I was actually going to take a
vote. Um, I was actually going to introduce a vote until my colleague just said that. So maybe that's the better course of action. I also support implementing a zerobased budgeting for this cycle. Um, I was again, like I said, I was going to make the motion, but I think that what my colleague just
said was the best way to go. Um, this and I also agree on the survey as well. I think we'll get a lot more of an impact by having a short survey that can grab more attention from parents than having a long survey where many questions may not be answered. So, >> okay, >> I yield with that. Thank you.
>> Any further >> hearing? None. Uh, any new business come before the committee? Mr. Das, >> um, I believe this committee took a vote earlier last year to have quarterly finance meetings where we
um, report out on what we've done to make um, our finances more efficient. And I think that's so my question is one why haven't we done that since we took a majority vote and two just want to again reinforce the idea of how I believe it's
important and transparent just to report out on ways we've um made our finances more efficient not just for the committee but for the general public as well whoever has the answer to that. I missed the second part but um so for
the first part I would say that we I I don't I do remember a discussion about this and I take your word for it that there was a vote um I thought there was also a vote um to put together a calendar for quarterly um meetings for
all of the subcommittees um which I did bring to the committee and the committee didn't move forward with that um with the proposed calendar for the call which I think had um a quarterly finance meeting on it. So
we we can move forward with um with scheduling those and um and we will >> I just thought those were two separate issues but >> I think that they were but I think that when we brought forth the potential dates for this fall um we did agree we I
had suggested at that time that with a new committee members coming on in January, it only made sense to bring forth a calendar you know through December and um I believe that when that conversation, I don't want to say fell apart, but when we didn't move forward with what was recommended or suggested
or put together, um I think that's where it fell by the wayside. And I'm sorry, but I did miss the second question. >> Uh there wasn't a second question. I'll just reinforce my my um why I support the um the updates. >> Okay. >> Thank you. >> Okay. Oh, Mr. A, I'm sorry. On that
note, in light of the fact that we're not going to have the meeting, could we ask the superintendent, Miss Delmea, to put together any efficiencies that have happened over the last quarter and just send them to him under separate cover? Thank you. >> Uh, I'll entertain a motion to adjurnn. >> Motion to adjurnn. >> Second.
>> Second. >> Uh, Deb, could you please call the role? >> Mr. >> Yes. >> Mr. Bailey. Mr. Das. Yes. >> Mr. Corey, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira, Mayor Kugan, >> yes. adjourned finance meeting. We'll come
back to the regular meeting in four minutes. Thank you. Part: 2
of the for school committee for November 10th. Deputies please call the role. >> Mr. >> here. >> Mr. Bailey >> here. >> Mr. Das >> here. >> Mr. Cory >> here. >> Mr. Larby >> here. M Pereira. >> Mayor Kugan >> here. Salute to the flag please.
To the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Pursuant to the open meeting law, any person may make an audio or video
recording of this public meeting or may transmit the meeting through any medium. Attendees are therefore advised that such recordings or transmissions are being made, whether perceived or unpersceived by those present, and are deemed acknowledged and permissible.
Tonight we're going to go straight to recognition awards. So I believe we go down in front of the stage. We have some very important people to acknowledge. Good evening. I actually have two groups of students
to whom we will um be offering awards this evening. Um the first are three students who are being recognized by the Massachusetts Association of School Superintendent um who have been designated for this academic excellence award. The award
goes to students who have shown distinction in the pursuit of excellence during their high school career. The first student to be recognized is Nadia Kazamel. So, I'll have um Nadia stand here while I get to say some very nice things about
you. Nadia Cosml is a sincere, brilliant, and exceptional young woman and student. She exemplifies the highest standards of academic excellence, leadership, and character. Currently ranked first in her graduating class
with a weighted GPA of approximately 4.9 to 4.92, Nadia has consistently pursued one of the most challenging academic programs our school offers. By the time she graduates, she will have successfully completed nine advanced placement
courses and eight dual enrollment courses through early college programming. demonstrating an extraordinary commitment to academic rigor and intellectual growth. Her performance across disciplines from AP courses to college courses and engineering and design reflects
creativity, discipline, and persistence. Her leadership within the Dery community is equally remarkable. She has served as the vice president of DECA and the Muslim Student Association, president of the French club, and an active member of the Interact Club and the People of
Color Unity Club. She also contributes her voice to school government as a member of the CTE student leadership council and the student advisory council where she works closely with administrators to strengthen student programs and inclusion efforts. Nadia leads by
example with empathy, integrity, and an unwavering commitment to making her school a better place for all. Beyond her academic and leadership accomplishments, Nadia has completed over 100 hours of community service volunteering locally and abroad. From
crocheting clothing for the homeless to volunteering on farms overseas in Egypt, she brings compassion and global awareness to everything she does. Balancing these efforts with a part-time job and meaningful family responsibilities, Nadia consistently demonstrates resilience, humility, and
maturity well beyond her years. Nadia's intellectual strength, empathy, and determination serve as an inspiration to her peers and teachers alike. Nadia is currently a QuestBridge finalist and is hoping to continue studying engineering at MIT next year.
>> Congratulations. Thank you. Next up is Reagan Melo. Hello. Okay. Reagan Melo is an intelligent, ambitious, and community oriented young woman. Those who know Reagan describe her as kind, humble, and deeply empathetic. She uplifts her
peers, approaches challenges with maturity, and exemplifies the integrity and grace that define true leadership. Ranked number two in her class, Reagan has distinguished herself through exceptional academic achievement, leadership, and service to her school community. By the time she graduates,
she will have completed 10 advanced placement courses and several honors level courses, demonstrating remarkable intellectual rigor, discipline, and dedication. Reagan's leadership is evident across all areas of the school and community life. She serves as the
president of STEM abroad and also founded and served as president of the pickle ball club. Additionally, she has been an active member and leader in numerous organizations such as the French club, Portuguese club, national honor society, orchestra, outdoor club,
and animal alliance association club. Reagan is also a de dedicated tri-season athlete in volleyball, swimming, and track, further highlighting her ability to persevere and be a team player, all while staying committed to her academically advanced schedule. Reagan's
achievements also include real world experience through a paid internship with Johnson and Johnson, as well as work as a lifeguard and a dietary aid. Her commitment to community service, mentoring young young musicians, volunteering at school events, participating in fundraisers and
teaching Sunday school reflect her deep sense of responsibility and compassion for others. Looking ahead, Reagan plans to attend a prestigious university to study premed with a goal of becoming an orthopedic surgeon. Our third student tonight is Omar
Mahmud. Omar Mammud is an exceptional scholar whose dedication, resilience, and commitment to excellent have earned him distinction in academic achievement. With an extraordinary 4.84 GPA, Omar has consistently challenged himself with the
most rigorous coursework available, including completing AP Calculus BC as a sophomore. An achievement that highlights both his academic talent and his passion for mathematics and science. Omar's intellectual curiosity extends far
beyond the classroom. As a participant in Derphy's early college program, he has already earned nine transferable college credits through the health sciences pathway at Bristol Community College with the potential to earn 12 more by graduation. His willingness to
pursue college level study while excelling in his high school courses speaks to his remarkable worth work ethic and drive. In addition to his academic accomplishments, Omar has been a dedicated member of the swim team for four years, building on more than a decade in the sport. He also serves his
community as a certified lifeguard, demonstrating maturity, leadership, and responsibility. His involvement in the National Honor Society further reflects his commitment to scholarship, service, leadership, and character. Omar's achievements are even more inspiring when viewed in the light of
personal challenges he has endured. After experiencing profound loss three years ago, he has shown extraordinary resilience, continuing to excel academically, give back to his community, and pursue his passions with determination and grace. Omar is motivated by his interest in the human
body and his desire to help others recover from physical injuries. Next year he plans to attend college to pursue studies that will help him to become an orthopedic surgeon. The next set of awards is for students who earned national recognition awards
from the college board and they are in a couple of different categories and we do have some students who earned um in more than one category. I'm actually going to start by reading the names of students who couldn't be with us tonight and then I will invite the remaining students
down as I call their names. The first is the first um is Joshua Almeida who received a school recognition award and a first generation recognition award. Daniel Bogan, a school recognition
award. Keith Bucher, Harmony Caribelloo, Jacob Koreah, and Michael Harrington, who all received school recognition awards. Nadia Cosml, oh, she's actually here, so I won't read her name right now.
Nicholas Moss received school recognition award as well as a first generation recognition award. Emmanuel Angelo Ojadi, a school recognition award. Mason Pacho school recognition award in first generation.
Kyle Rose a school recognition award. Christopher Santos and Kendra Sherry school recognition awards. Solanise Vasquez Pina first generation and school recognition awards. And Kelani Villim first generation in
school recognition awards. So, our first student who's with us here tonight is Avery Antunes, receiving a school recognition award. Next up is Joshua Battello with a school recognition award. Laniah Hegs Barbosa School Recognition
Award. Fam Lind Dan Hun First Generation Recognition Award and School Recognition Award. Naya Johnson, first generation recognition award and a school recognition award. Kendra Manzo School recognition award,
first generation recognition award. Reagan Melo, first generation recognition and school recognition. and Micah Ross School recognition award. and Nadia Cosml School recognition award. So, while they get together for a
picture, we can get a round of applause for everyone, please. I think this is all That's all. I think Mr. Thank you very much. That's an excellent show. Let's get another round of applause for all those young students. This next nomination we received from uh
the Miss Fall River scholarship organization. They had a student who worked with us last year as Miss Fall River and she worked for one of our schools. I want to read to you the nomination. Throughout the year, De Linda spread awareness for her community service initiative entitled NextGen
Navigators, which promotes the power of mentorship for underserved and marginalized youth. The program was born from the belief that every young person deserves access to mentorship, guidance, and opportunity, no matter where they come from. Dolly worked with students
throughout Fall River Public Schools in workshops and mentorship sessions to share the importance of emotional wellness, confidence, and teamwork. Most notably, meeting with a group of fifth young fifth grade young women weekly at the Westall School to make sure that they knew they had someone in their
corner cheering them on. The Linda was truly an incredible representative not just of our program, but of Miss America opportunity as whole as a whole. truly embodying every point of our crown and creating her own unique lasting legacy within the Fall River community. As an
organization, we are so thankful for the school committee support and we look forward to continue to partner with the for public schools in the future. So, congratulations Dear Linda. Let's get a round of appause. Applause for last year's Miss Fall River and this year's Miss New Bedford.
Mr. Chairman, Mr. Chairman, >> comment. Mr. Corey, I just want to say thank you not only to the kids that got recognized. Really, many blessings to all of you, but especially to their parents and guardians who have made it
happen for them and their school teachers and their school staff and their schoolmates. right here in little old Fall River. Right on. Let's just hope the whole meeting goes like that. That was very positive. We
don't have any uh student comment or student delegate with us tonight. Uh there is no citizens input. So, we'll go right to item number five, our subcommittee updates. And first up is facilities and operations chairman Nimi Laravey.
>> Thank you. Uh we had a facilities and operations subcommittee and on Thursday October 30th everybody was in attendance. Uh Mr. Pico presented a truck driver organiz organized labor job description uh to us to work collaborative collaboratively with admin
teachers maintenance teams to ensure timely and successful completion of assigned projects and daily operation needs. The committee voted to refer the job description to the full committee tonight. Mr. Pico also uh presented a revised field supervisor nutrition and
food services job description. One of the job description revisions is for a supervisory change from the reporting to the assistant director of nutrition's nutrition and food services to the COO or uh his or her designate. The other
revision changes was uh the length of work and other duties assigned was added. The committee voted to refer the revised job description to the full committee tonight. Uh Mr. Pacho presented a service a service provided
by CMRK uh to the full committee. Uh, CMRK is a business focused on keeping items such as used clothing, footwear, textbook, textbooks, books, musical instruments, and more out of the landfills and
promoting secondhand sustainability. Um, each school will have a bin on their property if approved by the committee, and a school employee will be responsible by uh contacting CMRK for a pickup. CMRK would uh works with buyers,
suppliers by providing items collected to wholesalers, wholesalers, sorry, or re retail distribution. The revenue collected from CMRK uh will be going to school PTO's. The committee had concerns relating to the
school collection bins being used as dumping grounds uh for items that are not recommended or accepted. Uh the committee agreed it had the potential of something positive turning into a negative but it was uh agreed and referred voted and referred to the full
committee tonight. Uh the committee also at the facilities meeting uh voted to refer the extension and lease extension of the lease for the national guard. Uh Mr. Pacico presented a second amendment to the lease agreement uh with the Roman
Catholic bishop uh the over at Connley. Uh the amendment will cover uh the FY2627 period. This is so the district would have an option to add more classrooms if needed at the former uh Bishop Connley High School. The committee voted to
refer this item to the full committee for discussion tonight. Mr. Pico presented an update on the district's air quality and operating systems. Uh he reported Spencer Bordon Green Sylvia and Laterno schools. Uh while there have
been many improvements and attention to preventative measures, there is still work that needs to be done. Mr. Pacho mentioned the district still needs more of the upgraded HVAC systems. Mr. Agie, I made a motion to recommend to the full committee that the
district purchase uh the 10 more that we we do need. Uh the meeting was adjourned at approximately 5:30 p.m. >> Mr. Chair, >> Mr. Das, >> just a quick question. What was the vote on the um job the refer the job
description for labor position? Was that unanimous? >> Thank Thank you. >> Okay. Uh next up is the policy subcommittee, Mr. Corey. >> Yes, Mr. Chair. So, we met a week ago, November 3rd, and uh there were two
items on the agenda. On the first item uh referred to a title N item, sexual harassment grievance procedure, and there are just some minor changes in the language of the policy. And um later on,
uh we voted to refer the policy for full review by the full committee tonight. And um I'm sure Mr. I will have something to say about it a little bit. And the next item we had was uh title nine civil rights grievance procedure.
So both items were um referred for deeper discussion tonight for the full body and Miss Lai will speak to that as well. Couple of line item changes in each policy. Thank you, >> Mr. Chair. >> Mr. Das, >> just one one quick question on that one.
During that meeting which I was president um I advocated for a fratenerization policy. Uh do we have any update on when that would be presented if the administration supports it? >> Mr. Das could you speak in the m I I missed what you said just there. >> I apologize.
Um I during the meeting um I advocated for a um fraternalization policy. Um I didn't have an update. I was looking for an update on whether the administration will be bringing that forward if and when. I I don't have a date for you. Um I would say that with this and other
policies, if there are any um recommendations you would like to make as a basis for our drafting a potential policy, I would be very open to that. Um and then it's something that we can, you know, move forward with um in the next couple of months in terms of getting it
through a policy subcommittee and then to the whole committee. >> Okay, I'll pass that along. Thank you, >> Mr. Chairman. Mr. Aguar, >> just on that note, I do think that's an important piece. So, I'd like to make a motion that we have a policy sent to the full directly to the full committee on
fratinization in 30 days. Second. >> I have a motion, a second on a fratonization policy. Um, I guess you mean the next meeting, right? >> Yeah, just a draft. I mean, it's something to put on paper, but rather to go through the process. I think it's such an important piece. We should go
directly to the full uh >> to the full committee. >> Um Deb, call the role, please. >> Oh, I'm sorry. I'm gonna >> I'm gonna ask all the members to just kind of yell out a little bit down the end. I'm sorry. Go ahead. >> Sure. >> Um Yeah. Yeah. Yeah.
>> Okay. At the meeting though, were we talking about were we not talking about um it being I just want to make sure we're not duplicating policy because there was a lot of talk at the meeting about duplicate policies as I recall and one of the things I believe we spoke about was sort of tasking the
superintendent to begin looking into duplicate policies. I just want to make I agree with it. I agree that we need we need one if we don't already have one. So, I guess my question is before we write one, maybe look into make sure that we're not duplicating
um something that we potentially already have. >> Sure. >> Yep. With that, I >> Okay, we're going to go on um the motion. Deb, call the role, please. >> Mr. >> Yes. >> Mr. Bailey, >> yes. >> Mr. Das, >> yes. >> Mr. Cory, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira,
>> yes. Mayor, >> yes. >> Uh the instructional subcommittee, Mimi Laravey, chair. Thank you. Uh the instructional subcommittee uh we just met this past Wednesday uh November 5th.
First agenda discussion uh was about the uh competency determination in regard to high school graduation requirements. Uh as everybody knows in lie of students no longer having to pass the MCCAST uh to graduate uh for public schools must submit a graduation competency
determination policy to DESIE. Uh the administration presented a uh the CD policy template with graduation requirements for ELA, math, history, and science. The policy template states all students must satisfactoryy
uh complete all coursework identified uh in the program of studies for all four subjects and also show some sort of mastery in all four subjects to meet the graduation requirements. The draft policy uh presents offers well presented
offers uh multiple opportunities for students to show that mastery in accordance with the grading system. Uh the policy includes compet competency determination for specific groups including students with disabilities, English learners, and late enrolling
students. the community uh the committee voted to refer the graduation competency determination policy uh to the full committee tonight. Uh second discussion uh was that uh the admin presented a middle school CTE exploration policy to
the committee. Uh the board of elementary and secondary education recently uh adopted uh regulations governing the recruitment and admission to CTE schools and programs across the Commonwealth. uh FRPS
is not a member of a regional school district. Therefore, as de ha we have to develop a policy that outlines the district's middle school pathway activities to ensure all middle schools students are made aware of and gain
exposure exposure to CTE uh opportunities at Dery Diamond and or uh Bristol Aggie. The policy will have a heavy focus on CTE program opportunities exploration.
I got to go back up. Uh, and information to all four of our public school middle school students and their families. Uh, the committee voted to refer the CTE the middle school CTE ex uh to exploration
policy to the full committee. Uh the third item on the agenda was a discussion to vote uh to refer the dery CTE admissions policy for the FY26 25 school year. Uh this policy describes
the procedure for APO applying to the CTE program at Dery called Dery Discovery. The administration stated, "A CTE admissions process is necessary as space, resources, and safety considerations create limits on the
total number of students who can be accommodated in each program. As a result, it's not always possible to accept all eligible students. Um to ensure the CTE exploratory program is fair and equitable, Jery uses a
lotterybased admissions process to provide equal opportunities for all students who meet the qualifying guidelines to apply. The lottery system was discussed in length, especially the fairness and transparency of the process. The CTE admissions policy was
voted on and referred to the full committee tonight for uh a discussion. Uh the last agenda item was an update on the district's instructional priorities as it pertains to college and career curriculums for sixth through the eighth grade students. Uh the sixth grade
curriculum when will introduce students to key concepts along with the admission and career seeking process. uh they'll have an understanding of self- advocacy and begin the academic profile exploration. The sixth grade series was developed as a high energy and engaging
curriculum for them. The seventh grade curriculum will in introduce Navvian to get a deeper understanding of different careers, goal setting, build time management skills and be begin exploring high school options based on their goals and interests. And the eighth grade
curriculum will be a strong focus on decision uh decision making exploring their educational goals gaining an understanding of their strengths and in interests through reflection college and career exploration. College tours are
offered to these students as well. Uh meeting adjourned at 5:30. >> Mr. Chairman, >> Mr. Aguia >> on Madam Chair on the you said the CTE lottery. I did not get a chance to watch the meeting. >> What is it? the CTE lottery. I'm
assuming that just means uh whoever applies they pick out of a hat or some some way. Is that similar to how Diamond selects their students? >> I'm not sure what Diamond does. >> I think going forward Diamond's supposed to go to a model similar to that. Mr. Heg, >> but I think that I just when I heard
that, that's the first thing that came to my mind is that we shouldn't be doing a different process than Diamond does. So I for one when it comes time for that is going to say if Diamond's doing a straight lottery then we should do a straight lottery and if Diamond's not set on what they're
going to do we shouldn't be dealing with it today. Just my two cents. Thank you chair. >> Mr. D Mr. Das >> it is on the agenda. >> Yeah it's on the agenda. >> Just want to quickly state for the record I was um in opposition to referring this to the committee. Um similar to um the concerns of Mr. Aguar
as well is um I don't think and I'll go into it when it comes up in terms of the process. I think there's more things we could be doing but I'll save my comments for when it comes up. Thank you. >> Okay. Thank you, >> Mr. Chairman. Yeah. >> Lastly, just I'm not sure if I missed the meeting or I think we were supposed
to do both instructional last meeting. We didn't do it or did we already do that the subcommittee updates? I think we postponed the instructional last month. No. >> Or was that already? >> No,
>> the one we didn't have >> recent meeting. We just had it. >> No, I know this one, but I thought there was one that we postponed, but if not, and it's already been said, I yield, but I thought we missed one. >> Thank you. >> If I did, I I'll go back and if I didn't, I'll I'll bring it forward. But I think I
>> Item six is the superintendent's report. Is the superintendent's report, Dr. Curley? Um the first is around um the fact that the Fall River Public Schools is proud to once again join uh the city of Fall River and Fall River Art Recreation in the annual children's
holiday parade which will take place this year on Saturday, December 6th at 1 p.m. um beginning at Kennedy Park. Um this is a community tradition that draws thousands of families each year and celebrates the joy and spirit of the season. And once again this year, Fall
River for public schools will have a visible presence um in the parade with all of our schools represented as well as members from central office staff and students representatives will walk together um to showcase our schools and spread holiday cheer. We are inviting families to be on the lookout from
invitations from your respective schools and then we invite everybody else to participate by um getting out on South Main Street and joining the festivities from the sidewalks. So um hope to see everybody there. The next piece is um
our hiring update. We've had 18 total hires since um our last meeting. Eight pair of professionals were the um highest representation with eight hires since then and um only one teacher in that time period and um various other
positions. Among those were three rehires to the district. We've had six transfers within the district and nine resignations and five retirements during that time. Next up is the redistricting survey. So earlier this year, we offered um a
survey to families in um of students in grades K to 7 as we started exploring different options for redistricting for next school year. And I just wanted to share tonight some highlevel um takeaways from that survey. and then I'll send out a more comprehensive overview um later this week to u the
grade levels that participated. Um I just wanted to highlight some key um considerations that came up, some trend data that came up um from the feedback. Um parents really emphasized that our redistricting should keep peer groups and sibling continuity intact. So, um,
folks are really looking, I know some of the kind of more narrative comments really spoke to folks wanting to make sure that their siblings, uh, their children remained in the same school and that we weren't splitting families. Um, and that we consider safety, transportation, class size, and access
to programs. Certainly, I think folks said, "Yeah, we're open to it as long as you're able. It it means lowering some class sizes and that um transportation is going to be provided if my student um has to change schools." people are asking for um clear communication around the goals and the criteria and the
timelines that we expect um to be adhering to as we move through the process and then that we continue to offer family voice where possible. So I will get um more information out to families this week but wanted to just give that general overview.
The last um piece for my update this um for this meeting is around the Collins Center report. Uh folks might remember that I think um you know it's been a couple years now um but we entered into an agreement with um the Collins Center to review current district operations
specifically within human resources in our facilities and operations departments um through surveys and focus groups, interviews and document review. The research team gathered information related to organizational structures, staffing, and general workflow um to identify potential improvements to
efficiency in these departments um as well as identify procedural gaps. Research was completed last spring and we did receive the final report last week. We shared the full results with the committee on um Friday, I think, or maybe it was Saturday. I think it was
Friday. um as of Friday um they were in possession of that but I just again wanted to give some general themes that emerged and then I'll look forward to do doing a full presentation at our December meeting. So the first piece um
was around communication um and it being uh the leading area for discussion that was documented throughout interviews. The second piece was um cohesion um specifically around building protocols, norms and an overall shared operational
vision in the district. Organizational charts um in terms of clearly um identifying um a reporting structure for folks um so that people knew who to tell and when in general responsibilities.
We had a theme around um general business operations as well as um professional de development. So specific to human resources and facilities and operations but then also um some trends around more generalized professional
development throughout the building. So uh throughout the district. So again um just a general overview and we will do I will do a more formal presentation at the next meeting. >> Mr. Chair, >> Mr. Das, >> thank you. Um on holiday activities and
on the column center report for holiday activities um very quickly are we do we have any plans on marching in the like as a the far public schools in the Veterans Day parade? Is that something we usually do? >> Um I believe that we have representation
but we don't have representation from across schools. >> Okay. >> And I don't know that um I can't speak to whether or not this body um participates. >> Sure. And the last thing on holiday activities um for the Halloween event, but in general, I just think it's
important to um let individuals know the rules around holding of political signs um on school department property. Um, when we have events, I think that should just be something when we have events, if we know there will be certain individuals in the crowd or if we have
to send out like a general overview, I think that's something that should be advertised ahead of time like the rules or just in general the rules around um using our facilities when individuals use them. Um, on the Colin Center um
report, I had a brief statement I wanted to make. Um um the column center report highlights what we already knew which is HR and facilities need a lot of help and highlights the concerns myself and my
colleague at the end Mr. Aguar have been voicing for months now. The report highlights the issues. However, it does not go into specifics as to how it happened and who made the issues. I believe and I would like to ask the superintendent to order said audits. I
believe audits are going to be are very useful for this right now and I will not be supporting any contracts brought forward by facilities nor HR until there is a new school committee. Thank you,
>> Mr. Hagar. >> Superintendent. So, uh you mentioned the hiring, but can we just get an update on the vacancies? Are we still do we still have a lot of vacancies? >> We do have a lot of vacancies. Um I will get a number out to you. I don't have um I don't have the totals right now. We
were um we're in the process of taking a look at um and making sure that all of our vacancies are posted and um I will get an update to you uh in the Friday update. >> The u my concern is in special education we continually see they have a majority
of the cases. So if we can get data on whether we have vacancies, do we have uh teaching teachers being filled by par professionals which is sometimes the only thing that we actually can do which I'm supportive of but we have to come up with something to figure that out and
every month that goes by that we don't have special educators in those fields. We have more compensatory services we have bigger problem like it just kind of snowball. So the sooner we can figure something out with that the better. uh on the redistricting survey. I would
like to get a an end date of when we're going to be getting the full redistricting report so that we're not up against June and not addressing it. So, I know we've talked about this for years. There needs to be a full redistricting of the Fall River public
schools uh across all schools for class size, transportation, and and the like. So, if you could send us a date or a timeline on when the process is going to be completed in the Colin Center report, I'll echo what Mr. Dia said. It was it was certainly concerning reading some of
the things in there. Even though that report is not what we asked for, we had been promised that we were going to get an audit of those two departments. That's not what we got. That's not a reflection on you, madam superintendent. You went to superintendent at the time, but we were promised that we were going to get an audit, find out some reasons.
This just pointed to a lot of concerns and things that shouldn't be happening, but no real effect on it. No details. It left it a little bit more vague than what I would like. So, that's also another reason why I do not believe we should be voting on any raises for anyone until the new school committee
comes in because the things that were in that report are concerning to the structure, the job uh or charts and various issues between both of those departments but across the whole district. So, I think we need to take a pause on any raises for anyone at this present time. I yield.
>> Uh, I I just have something quick to say on um the holiday activities. Of course, we have the u the Far River City Con uh concert at Dery on the 19th, but there are so many other uh events that go on in our middle schools and our elementary
schools from Thanksgiving on. I'm just asking if uh if some of the members could make a chance to get a chance to swing by some of those and if uh Deb could compile a list to ship to us so we know uh who's having what where and
when. That would be great. Thank you. Item number seven. We have four sets of minutes to approve. >> Motion to approve all minutes. >> Second. >> I have a motion and second. Discussion on the minutes hearing none. Deb, call the role on item seven, approval of
minutes. >> Mr. Drag, >> yes. >> Mr. Bailey, >> yes. >> Mr. Das, >> yes. >> Mr. Cory, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira, >> yes. >> Mayor Couan, >> yes. So, we just approved the minutes of the special ed alternative education
early childhood subcommittee from 10:14. Number two, we we uh approved the minutes for the regular school committee meeting on 10:20. Number three, we approved the grievance subcommittee meeting from 10:27. And finally, we approved the facilities and
operations subcommittee from 10:30. >> We have four sets of travel requests tonight on the agenda. >> Um, Mr. Chair, >> Mr. Das, a second just um actually just had a very quick comment on the minutes. Um, just want to throw a suggestion out
there. um believe we recently received a determination from the division of open government in part relative to the minutes provided some different options that we could do in regards to approving minutes. Some of them suggested approval by the chair and approval um for the
open minutes not the executive session but for the open minutes approval by the chair and and or approval by the um unanimous consent of the committee. I think going forward just one idea that I have is um the minutes should be sent to the committee and if there's any
objection put them on the agenda if not I think it should be left to the chair my my opinion but it's something to be considered thank you I have no question on the >> chair thank you Mr. Mr. Cory. >> And so, um, I'm I'm every time I read
travel requests, I I get really excited when I see some of the requests that are coming at us because I know that it's our district reaching out and and and really they're availing the ch our students with so many life experiences.
The travel request um for Camp Sunshine really intrigued me and I just would like if if Dr. Stevens uh could come down and and just tip me off on that because I got really excited when I saw it. Volunteers at
Camp Sunshine to support families experiencing lifealtering diagnosis. When I see this kind of stuff, I get really really excited to know um what the kids are working on.
>> Hi everyone. So, um, Camp Sunshine is an opportunity that our DECA advisor has kind of spearheaded in conjunction with our other CTE programs. Um, basically they go they volunteer with um, you know, obviously they're in a very needy,
vulnerable place, those um, children and families and they do all sorts of different things. They use the skills that they learn through the CTE programs to contribute to uh, those young people and their famil family's lives. So, cosmetology, you know, brings what they bring, culinary brings what they bring,
marketing brings what they bring. And we have actually gotten some feedback from families who have been in um attendance there who have benefited from our kids services who have said that they've just brought an incredible amount of joy and reprieve to their lives and really tough
times. So, very cool. >> Yeah, very cool. I mean, we gave student recognition awards out earlier tonight. That's some of the highlights of our meetings because we see how excited these young faces are and the experiences that they're learning
especially at the high school level really broaden their life their life skills and this fits right into that and that's you know having experienced that myself in my past when I when I know that this kind of work is still going on
it really excites me. I just want to let you know that and I'm glad that you had a chance to let us know what that program's about. Thank you. I yield. >> Absolutely. >> Mr. Das, >> actually um just had a very quick comment. Um I I've heard from families myself great things about Camp Sunshine
and I know um some families send their students out there just um throughout the year. I think this is something we should consider um making it an excused absence if they go for like a day or two or over the weekend if we don't already because I know um they have a lot of
good services there for students that again have life alternate diagnosis for example diabetes I think is a big one that um students go for and they have great programs there so I think that's something that should even be considered in um even if it's in a minor sense be
considered in a curriculum or just as an excused absence so we can get more students to see it. Thank you. >> Yeah, it would always be an excused absence for whatever it's worth if it's turned this way. >> Thanks for that. >> How many years have >> uh few two to three but I don't want to
speak out of turn. So maybe >> don't quote me. I'll get the answer for make sure that it's factual. >> Okay. That was just one. Thank you chairman. >> Okay. Um >> tech just a technical question. It says funding source school provides transportation but I believe that's
funded uh somewhere. So I think we should just correct that. So it's a worthwhile expense but it's certainly not zero. Um even though they there's a number that we should be able to put to it so that we know if they're going up to Maine for the weekend. Is that are they coming back and forth? Are they going
overnight? Like >> yeah they are overnight. So you're right that there's like >> I mean I'm not I'm in favor of it but I think just truth and advertising saying what it costs. so that we know where that money is coming from for transportation because it's not an ordinary school transportation piece. Thank you. I
>> can I get a a motion a second on the four? >> Oh, I do. Could you call the role, please then, Deb? >> Mr. A? >> Yes. >> Mr. Bailey? >> Yes. >> Mr. D? >> Yes. >> Mr. Cory? >> Yes. >> Miss Laravey? >> Yes. >> Miss Pereira? >> Yes. >> Mayor Cougen? >> Yes. Uh, number nine is acknowledgement
of donations. We have a number of them in front of us. Um, can I get a um motion, a second on accepting the donation? >> Motion, chair, can we hold the first one? >> Okay, >> motion. >> We're going to hold the first one. Uh, >> Mr. Das to have a discussion on. So, all
the others, I have a motion for Mr. Cy. Do I have a second? >> Second. >> I have a motion to second on the other. >> Do you want to go to the first one right now or you want to just >> I had a quick question generically on all of them and but um and then I'll vote to vote and when we talk on yours, you can talk about it then. Is that
okay? >> I go ahead. >> It's relevant before we vote. Um and I meant to bring this up at the last meeting. So when I recently went for um MASC training, they actually provided training um and um some feedback around donations
and I and I know we had a a discussion at the prior meeting around um just making an acknowledgement. There's not much the school committee has to do in terms of accepting donations. I don't think that is entirely accurate and I think that's something we should take a
second look at and um just to make sure because there's laws around um conflicts of interest in accepting donations and so I'd be concern I know we talked about prior there might be some donations that aren't getting acknowledgement however I think they're actually supposed to all
come after a certain dollar amount come before the school committees per MASC so I think that's something we should get a second look at and tighten the belt on if we're not receiving all of our donations. I'm happy like we are receiving all the donations. Um,
however, I mean the donations that we have like we should acknowledge them, but at the same time, I believe there are some requirements around accepting them as well that I think we should look into. That's that's my question on all of them. So, I'm ready. >> Why don't we vote on the others so we can go to Mr. Das's question. I have a
motion to second. Any discussion on the others? Deb, call the role, please. >> Mr. >> Yes. >> Mr. Bailey. Yes, >> Mr. Das. >> Yes, >> Mr. Cory. >> Yes, >> M. Laravey. >> Yes, >> Mr. Pereira. >> Yes, >> Mary K. >> Yes. On the first one, Mr. Das, and then
you can read them all when he's done. >> Go, Mr. Das, please. >> Thank you. Um, this one, um, CTE director is not here today. No. Okay. Um, whoever can answer the question. Um, so this $200,000 donation, um, just it's
a big amount of money. Is this something that we were awarded or is this something that was um just get this something that they give multiple districts to try and improve them? Well, I'm just trying to understand why a organization donated $200,000.
>> I I can speak to it. It's in the it's in the backup. Um and I can read some of it for you. The Laborers International Union of North America generously donated a full construction craft laborer curriculum to the program. The curriculum is an industry recognized
training resource developed by um the Lyon's training division in the department of labor. It includes instructional materials, lesson plans, student workbooks, and safety modules that align directly with OSHA workforce readiness. >> Thank you. I for the I apologize for the
donation. I did not look at the backup for the donation. Um my question would be is what is this going this going to be go towards like um like hard hats or like what >> Nope. I just said what it was. They
donated a curriculum to the program. >> Right. Does that include So that doesn't include any like physical like it just was that books. What would be in the curriculum? >> Um there it just says it includes instructional materials, lesson plans, student workbooks and safety modules
that align directly with OSHA and workforce readiness. >> Okay. I I could reasonably assume I I could be wrong, but it's worth the question that that could include hard hats. So, I just would ask the administration make sure our policies
around what goes on the hard hats, make sure there's no profanity or anything inappropriate on them. I'll just make sure we double check on that. We're going to be accepting donations from prestigious organizations. Thank you. >> Can I get a motion, a second on yours, then
>> motion to approve? >> Second. >> All right. Can we call the role on the um labor laborers international union? Mr. uh Aguia has a question first. >> Yeah. The only question I have is uh and I might have missed this and I apologize if I did. When this got brought to the
instructional subcommittee, what was the discussion and the vote? >> It was not brought to the instructional subcommittee. >> So, I make a motion we refer it to the instructional subcommittee because for this sounds like a good thing. I don't know what it is, but if we're going to
adopt a new curriculum for any other department, we would be sending that through the proper channels and then say we're going >> disagree. Second. >> We have a motion and a second to refer the um laborers international union curriculum to the instructional
subcommittee. Deb, call the role. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> No. >> Lar. >> Yes. >> Yes. >> Yes. >> You want to read the uh donation?
>> Sure. On behalf of Dery High School principal Dr. Jessica Stevens. We acknowledge various glassware for labs. Um a donation worth um $10,000 from the Rhode Island Department of Health. Um the donation will be used in science labs at the high school. On behalf of
the health um of health and physical education director Dan Fitzgerald, we acknowledge a $1,200 donation from Lamachia Realy. The donation will be used to purchase referee kits and umbrella insurance that graduate that graduates of our program um are properly equipped and insured when they begin
officiating for the MIAA and other sports agencies. On behalf of the Henry Lord Community School, Principal Pam Chico, we acknowledge a $1,000 gift um of gift cards. A donation from RNC Restoration. The donation will be help
um will be used to help families in need during the holiday season. On behalf of Dery High School principal Jessica Stevens, we acknowledge a cla a classroom supply donation valued at $1,000 from John Logger. The donation will be used to support classroom operations, student well-being, and the
maintenance of an organized and effective classroom environment. On behalf of the Green Elementary School, um Dr. Liz Dunn, we acknowledge a $438 donation to pay for a bounce house. Um the donation was made by Primo Party Rentals um at Primo Party Rentals from
Highland Fence. The donation will be used for PBIS rewards um for students following expectations of being safe, respectful, and responsible. On behalf of the Fall River Public Schools, I acknowledge um donations from the United Ways teachers closet. Six schools
received donations from the following sponsors. Green Elementary School, AMP Academy, Laterno Elementary School, Bakos Bank, Resil Resiliency Preparatory Academy, First Congregational Church, Watson Elementary, Collins Construction, Westall Elementary, Corporate Image
Apparel, and Varis Elementary, Tech Etch. Thank you. >> Thank you, Superintendent. Item number 10. We have four grants for approval. Does anybody have a hold on any of the four grants? >> Number one.
>> Number one. Mr. Aguiar. The other three. >> Motion to approve the others. >> I have Mr. Das made a motion to approve the other three. Do I have a second? >> Second. >> Deb, why don't we call the um role on the other three and then we'll go to Mr. Aguier. >> Mr. A. >> Yes. >> Mr. Bailey.
>> Yes. >> Mr. Das. >> Yes. >> Mr. Corey. >> Yes. >> Miss Laravey. >> Yes. >> Mr. Pereira. >> Yes. >> May. >> Yes. the IDA part B Mr. >> So just a financial question to the superintendent. So uh I see this as 917
of 2025. So my question is related to what I asked earlier. Uh the budget was approved in June before July 1. This is approved September 17th. Was there any additions, subtractions, things that are
not in the budget that are or not were not in the original budget? So I can track it back at a different time to know all of these positions that are listed $4 million worth that I can track those directly back in the budget the line items.
>> So I think the original version of the question is that is there anything additional in here any additional hires or anything like that as a result of this? >> Anything that's different from the budget? So in July 1, 2025 we passed the budget with a whole bunch of line items.
I'm assuming that we knew or we had a rough idea, but not the actual amount. I don't know that that it's $3.9 million mostly of salaries. So, in July 1 of 2025, I'm looking to see where in that big budget, I can go back and find every
one of these positions in this grant in the budget somewhere. And was there any changes, positive or negative, since that time? >> Okay. So, I can't I can't identify any um particular changes for you. I would ask if Mr. Almeida if you're able to
identify any. >> They're not. All the positions that were budgeted in the budget are included with this application. >> So, in July, we knew we were getting 3.905 026. >> We knew we were getting roughly 3.9
million. Yes. And all of the items that are here you have in the budget. >> Yes. >> So not like the title one where we got 2 million extra. This is >> this this grant doesn't fluctuate really from year to year. It's roughly 3.8 to 3.9 million every year. >> And you're telling me that every one I
can track back to >> Yes. >> How many and how will we find that in the budget? >> They're in every school. Every school notates where it's funded and what grant it is. So if it was at a school adjustment counselor at a certain school, it's going to note funded by the IDEIDA grant. >> Yes. Sped 240.
>> What is it? >> Sped 240. >> I'm saying it'll say it in the thing. So I'm not looking all around. >> Yes. >> Thank you. I yield. >> Can I get a motion in a second on that first one then? >> So made second. >> I have a motion to second. Anything further deb?
>> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yes. >> Miss Laravey. >> Yes. >> Miss Pereira. >> Yes. Mayor Kogan. >> Yes. Approval of contracts. Um, usually we break these down by sections. Um, under
continuations, we have three. Citywide glass, train, and train. Any discussion on those? >> I'd like to respectfully hold all three. >> All right. Why don't we go? Why don't we go right away then, Mr. Das on Citywide Glass? >> Thank you. So, first, um, and my
colleague, Mr. Zagard actually brought up this point before about approving contracts after the services were already rendered. So I'm going through the the contract with Citywide Glass for this and um includes like a door equip
card access, new alarm module. It seems past tense. Was this work already completed? The work was emergency work. We um we had two doors who just about completely fell off the hinges um during a windstorm. Those had to be done
quickly and that's why this is here today. >> Um, usually it could be wrong. I thought when there's emergency work that's done that's usually would be in the memo. I don't see anything. >> I'm telling you that the emergency work
was happening. That's why this is so close on the uh dates, >> right? I I guess um again I think and I understand that when was can we get some backup on that in terms of the date of the storm because
again we have policies for a reason. Um >> and I'm not sure what would constitute an emergency. I mean, I'm not I'm not saying there was urgent work that needed to be be done, but if we have a policy that requires that contracts come before the school committee, I'd like to see
the language of what an emergency will qualify as and if we have to update the policy, we can. But again, my position is whenever we have contracts, and I think it's not not just you, Mr. Pico. I think in general we we receive contracts
and they come before us after the work has they come before us after the work has already been done. Um and I think we need to start putting our foot down a little bit. So I'd like to make a motion to table this until we get more information. >> Mr. Do you want to talk?
>> Yeah. This is verging on a little weird and ridiculous. >> Oh, I'm sorry. I'm sorry. There's no discussion on Mr. Um, >> oh there's a I'm sorry, >> Mr. Das's motion to table. Do we have a second? >> Hearing none, Miss Pereira. >> So I just want to maybe help people out
>> when it's an emergency to fix a door as soon as the door's broken. >> So go. >> No, no, no. I'm not asking you a question. >> I'm literally just saying we're in a school. We need functioning doors. We need them for safety. We need them for many reasons. And when one breaks, you
replace it. Part of the job. I understand why you can't wait and say, "Wait, guys, that door broke today, but we got to get in touch with the school committee, make sure they're okay with us buying this door." So, I I you know, and honestly, I think the fact that the
question was asked is totally appropriate and fine, but the fact that you stood here and said, "Well, the doors broke and I needed to get them fixed right away and now we're asking for records of storms." That's when it starts getting a little crazy because then it's like, I just don't believe you. You must be making it up. You're
just trying to go around buying random doors without our permission cuz that must be so fun for you. I mean, it's literally that's the absurdity of it. So, I'm not going to vote at all to look into a storm or this or that and I'm going to vote for this contract because it's work that's done and we got to pay
for work that's been done. It's ethical. It's what we're supposed to do. So the question I think was appropriate, but when someone gives you an answer, you secondguessing them in front of everybody on TV is unacceptable in my opinion. So I had to say something. Now
you can say whatever you'd like, but with that I yield. >> Mr. Das going to quickly um clarify my remarks. I did speak a little quickly, so I understand why my colleague came to that conclusion. My position is when in a policy if there's an emergency any
person who has to go for an emergency should provide the that documentation um to the appropriate body. May that be the superintendent. So that's what I would like to see in the policy. If there was an emergency and that happens I there's a safety aspect. I I I support that. I believe in a policy sense
afterwards and we're going through the backup that should be provided in detail to the school committee and I think that's a reasonable position to take. Thank you. >> So, so I can I get a motion on citywide glass? >> Mr. >> Mr. Okay, I'm just trying to get a
motion to second, Mr. >> Motion. Motion to approve. >> I have a motion to approve. >> Second. >> I have a motion to second, Mr. A. Yeah. >> Yeah. So, I think uh Mr. The dice actually raises a valid question. I think some of it could have been probably explain explained a little
better in the documentation that we received. So for instance, it says emergency repair on page two in facilities contract citywide glass- emergency repair. Anybody can figure out that that must have been an emergency. There's no other
details related to that. Then you turn to the next one. The next memorandum is related to citywide auto glass or citywide glass. I'm attaching here for the consideration a request to approve a contract purchase and installation of four, not two. I think Mr. Pico probably
just mis spoke a little bit, but it's four commercial doors to replace aging malf non-functioning exit doors at Talbet. The value is 947. So >> So there is two doors in each section. >> Two doors make up an opening. >> Yep. So,
>> so that's four doors. >> Sure. I mean, I think it was just that's what it was. >> Personally, I just thought it was an oversight. It's not a big deal, but >> it's entrance >> entrance number six, number two, number seven, number five. >> We can see that. What I think would have been helpful and we should probably have a policy related to this. What that when
something is deemed an emergency that we have a form or something to say what is the emergency? The emergency is it didn't work on such and such a day. We had a storm, whatever, something. But I think that's what's missing. And you're not doing anything wrong because we
don't have the fiscal policy in place to say when you do an emergency non- bid, you know, whatever it's an emergency, we should have something to go on so we would know. At that point, we would have gotten it. Probably said, "Yeah, no problem. We wouldn't even be having this conversation." But I think it's a valid
question to ask. The question that I have, though, is is there any other doors across the whole district that is not working? fobs not working, anything like that because >> I I can't tell you right off the top of my head, Miss Aguia. What I can tell you
is is that the the Talbot school doors are in horrific shape and we will be replacing those doors. Not in an emergency situation, but before the end of this school year, um we will be replacing all of them.
>> And the 90 some thousand we could just you can use some of the pots or something or is this just a total? This is total, but the some of the some of the other doors are >> Oh, you're not replacing these. You're going to replace other doors. >> These are these are fine. Everything is these are >> I thought you were going to replace the 94,000. >> No, no, no. The the there are doors in
that in that building that need to be replaced right away. >> Yep. So, I would say to you to the superintendent, we need to do an audit of send something out to everyone and say what doors are not working, what FOBs or you know, whatever they call those things are not working. I, for
instance, got a call from a constituent saying the girls locker room at Dery, the FOB's been broken for months on end, months on end. So, we shouldn't have I'm in favor of >> and this is the first I'm hearing of it. >> I understand. >> So, I it's tough to fix something we don't know is broken.
>> You know, I totally agree with you, Mr. Pico. That's why I asked the superintendent to send something to the entire Sure. >> that we need all principles, all administrators to understand that when something is not working, we cannot fix it if you do not tell us. So, the superintendent should send that out and I would hope that somebody at Dery High
School is going to say at least because I just told the whole public that it's not been working for months, we need to figure it out. >> It's true. >> With that, I yield. Thank you, sir. >> I I got a motion, a second on city white glass. Deb, can you call the role, please? >> Can you restate the motion, please? >> It's just to approve the contract for
the four doors, Tom. Okay. >> Mr. A. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. D. >> Yes. >> No. No. No. Sorry, >> Mr. Cory. >> Yes, >> Miss Lar. >> Yes, >> Miss Pereira.
>> Yes, Mayor. >> Yes. Next one that Mr. Das one held was train. There's two of them there. Uh, >> I'll be very very brief. Um, again, I I went through it. There was nothing in principle that was wrong with the contracts, but just going based off my
previous statements and we'll stay strong. I will not be voting for any facilities or HR contracts till there's a new school committee. So feel anyone can feel free to make a motion. >> I'm looking for a motion for the tutor training. >> I have a motion to second discussion.
Deb call the ro. >> Mr. Chair, >> Mr. Aguia, >> just following up. I I know at the facility subcommittee we did discuss uh trains contract as well as uh some I guess some weird things where some people own one and they have other ones and like so I believe at the time we
asked Mr. Pico at a future facilities meeting to discuss how those things like interact because we have different companies. So I just want the committee and the public to understand that we are approving this because there in place right now but we do have to have further discussions about how we proceed. Thank
you. I yield. >> De call the role please. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. D. >> No. >> Mr. Cory. >> Yes. >> M. >> Yes. >> Miss Per. >> Yes. >> Yes. The next grouping is called grant
contracts. >> Motion to approve. >> Second. >> I have a motion and a second on paper education. Any questions? >> Yes. >> Mr. AA, >> can we get a presentation on how effective this is and what it what it exactly it is? I'm just trying to go
through it. >> Thank you, Mr. Reposa. >> Of course. So, um, we actually looked at the past few years. We've had this, um, we've had a contract with paper for for a few years, uh, which provides a couple of
services. One is on demand tutoring for students, um, 247. And so, a student could be here in school or at home and actually access a live tutor. So, I could be in math class or I could be sitting home or on the weekend access tutor for support. Um, and then the
other uh piece of the service that we use quite a bit of is a writing review. And so students could submit a piece of uh writing and then actually receive feedback on their writing and be able to revise it. What we did though in the last several years, this contract used
to be nearly $200,000 um because we had it as unlimited, but as I looked at the usage in the last few years, we've been steady around 1,500 students. So, while we've had an unlimited option, we were paying for
unlimited access. We've actually only um used, you know, we've had about 1500 interactions with them or 1500 students who have used it. And so this um what I'm bringing to you today represents a reduced amount based on our historical usage at around 1500 at $40 per student.
Um and so it's it's you know, it's a reduced contract based on what what our usage has looked like. And you're you're excuse me, you're saying that you think it's worthwhile. You look at the product and when they do use it, it's >> and we've actually had um schools
reaching out. What we did, the reason, you know, I didn't bring this to you earlier, is we actually wanted to just look at other companies um and see what else was out there. So, we had some folks from the instructional technology team actually meet with some other companies and just really see, you know, what do they offer compared to paper.
Um, but we feel as though this and they were, you know, paper did work with us on this uh particular amount. I want to say we were somewhere above $50 or even above $60 per student previously and this represents $40 per student. As a principal, I did utilize this at Talbot
um and you know, we had good usage at the time um from particularly from our humanities teachers. >> Yeah. So, I I think it's um a program that I've just always heard a lot of questions about. So, I'm glad that you looked into it. Um, I've also heard over and over that we don't look at the
things that we are spending money on. I think you're working on it. I think Superintendent Curley is working on it. So that we're not just spending money on things that don't exist. So I do think that's a smart uh decision, but I also would say you could probably put this on the superintendent's list for um efficiencies that we talked about
earlier because what you just explained to us is an efficiency. We were spending 200,000. We weren't using it and now we're spending 40. So that's the kind of thing that we I think we want to see on the efficiency absolutist. So thank you for your work. I appreciate I yield. >> Mr. Chair,
>> Mr. Das, >> I I also want to give you credit. It appears that you went through different um platforms and picked looks like you picked the most efficient one. >> Yes. And and and also taking into account the fact that our staff are familiar with using it, right? So it's
important that you know there's some historical knowledge there. They were able to work with us on the rate. Um, and we found that the services they provide best meet our need right now. >> Very good. Thank you, >> Deb. Deb, can you call the role on paper education please?
>> Mr. A, >> yes. >> Mr. Bailey, >> yes. >> Mr. Das, >> yes. >> Mr. Cory, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira, >> yes. >> Mayor Kan, >> yes. Um, we have five special ed contracts. Does anybody want to hold on any of those?
>> Um, the first one. >> Okay. And the third one, >> Amijis and Proare. >> Yes. >> Okay. I have three others. >> Can I get a motion? A second on the other three. >> Motion. So made second.
>> Uh Deb, could you call? I'm sorry, Mr. Agaron. >> Just in the backup here, it shows the tuition of all of the um programs which these are included. So my question is we're over by it looks like $750,000.
from 25 to 26 to date. Is that meant to be a comparison to how much is in the budget or is that just meant for >> just to give you a comparison over the two years what the tuitions look like from last year to this year. >> So the bottom line here isn't maybe
accurate to tuitions to date. Uh like what did you have in the budget? If we're comparing apples to apples, the 12,200,000 that's under 26 tuitions to date. I think that's what I'm seeing that as is the projection at the end of the year.
>> That's the to that's the total we have as of right now. >> As of right now. >> Yes. >> And can you get us how much is in the budget for that? >> Sure. >> Thank you. I yield. U so I have a motion to second on the other three. Could someone uh please call the role? De >> Mr. >> Yes.
>> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Cory. >> Yes. >> Lar. >> Yes. >> Yes. >> Yes. Um Mr. Das on Amis. >> Thank you. Can we just get a brief presentation on if there's anything
different from last year into this year? So, um, Emeris is a staffing agency that we started working with last year and have continued and actually expanded with them into this year. Um, simply because they are one of the agencies
that will allow us, they will initially find the candidates for us. If they work in Fall River for one year under Emergis, then we can actually hire them as Fall River public school employees at no cost. So we always try to partner
with agencies um that will allow us to do that because if we find good candidates we like to bring them on board and keep them as our staff members. Um the difference between last year and this year maybe with emerges is
um I think we have we didn't connect with them until probably sometime during the year. I can't ever ever remember but this year um we had a lot of resignations at the very end of the year. We continue to have resignations early on into the school year, which
always makes it very difficult on top of already having a hard time finding candidates. >> Why do you think those reasons are? >> I appreciate the cander, by the way. >> Yeah, I mean, um, honestly, a lot of them are in our substantially separate classrooms. They are very high needs
population of students. um there the cap the classrooms are at capacity at 12 students a piece. I think it's just very difficult no matter how much training how much discussion we have in interviews. The work is the work is
difficult and because there are so many openings everywhere. I don't need to teach in a substantially separate. I have to want to teach in a substantially separate and we try everything with the you know the committee agreeing to give up uh the stipens for teachers that work
in there and the Paris and all of these pieces. We haven't seen an uptick in candidates as far as like just even with the more money. So >> um the high. So when we approve the contract, it's for the 2.5 is for a
certain amount of positions we're paying. So my question would be when we receive our periodic updates on resignations and hirings, is that number included like when an individual from this this organization resigns?
>> Um probably not in the resignations only because they are um not Fall River employees at that time. They are staffing agency employees, >> right? But it would be an open position. >> It would be an open position and those stay any staffing agency positions is my
understanding those stay posted so we can keep actively searching um for candidates. >> Um right, I think just for a reporting standpoint, I think those numbers should be included in our staffing agencies when we're looking at um vacancies in
the district. Um, >> I actually just gave and I'm happy to share with the committee. I actually just got an update from Emergis exactly um how many positions they are filling in the district, what school those are in, and what their role is. They also do
some things with nursing and those types of positions too. >> Thank you. Um, do we have the the numbers on how many um employees from this organization we kept from last year? Do you know
>> or >> I I can get it for you. I just have to talk to the principles about it. But um I know there were some at least in our middle schools. >> Okay. And um I guess just looking at the price tag is
we obviously need to in my opinion I think we need to do more to um make the fall public schools a place where educators want to stay and um and I you actually answered my question on the buyout of the of the contract. So I
appreciate that. Um and I think that's all I have for now. Thank you. to appro I'm sorry >> motion to approve. >> Second. >> All right. I have a motion a second on me just um Mr. um Mr. Aguia >> just uh one comment and a question. So
the question is just if we could get the amount of compensatory services owed as of today through the superintendent to us. Appreciate that. And the second one is the this looks like a lot of money. Uh but we have no choice
and I think it's just uh I don't want the public or anyone to understand why we're not just going out to an agency when we have a bonafideed candidate here, excuse me, here in the district. So uh to you, Miss Obenchain, I know that you and other special ed directors around the the Commonwealth are
struggling with the same thing. Don't take it as offense to it. I think it's just this is just a shift in money that the money here is coming on here. It's shifting to 25 open positions. Those 25 open positions will be zeroed out. This is not a new addition of 2.5 or $3
million. So when the public sees it, I don't want them to get to look, they're spending more 3 million. This is just a shift from one to the other. And when you hire more people, it will shift back. Am I correct? >> Yes. >> Yes. So don't take offense to it. I think you're doing the best you can. And to anybody out there that wants to work
in for her, please call Miss Open. I yield. Thank you, Mr. Chair. There's one last followup. >> Kevin's done. Mr. Das, >> thank you. Um la my last qu and I echo my colleague statements by the way. Um my last question is um in terms of um
how how we work with HR, do they follow the same policies as other employees? Um did they take like the same um in terms of what they receive for like either sick time benefits or or >> that is not um through us. So they don't
we don't their benefits come from emerges. I don't know what the individual employees contract looks like because that's through the agency. Their contract with us is just really positions and how much each position is going to cost. But I will say that um we
include um emerges staff during our professional development opportunities. We do offer that. So we again we want them to be familiar with our processes, our procedures. Um we do have them cied and background checked and all the fingerprinting all those pieces. Um >> are they required to follow like the
same workplace conduct policies as us? >> And we loop in. I mean the um the director that I work with over there, she's very responsive whenever there's a personnel issue with both uh Mr. Lai and myself. So >> thank you.
>> So I have a motion a second on a just um while she's there, Mr. Das, do you want to go to Proare? You got different questions there also? >> Um it was Yeah, that's fine. Just give me one second. I have the contract. >> Can we just Can we take the vote first? >> Okay, go ahead. Call the role please.
Dev on emergency. I'm sorry. >> I'm sorry. No, not pro. He wants to go back to proare. >> Mr. >> Yes. >> Mr. Bailey. >> Mr. Das. >> Yes. >> Mr. Cory. >> We're voting on emerges, right? >> Correct. >> Yes. Yes. >> M. >> Yes. >> Mr.
Mayor. >> Yes. >> Uh, Mr. Das on Proare. >> Thank you. There was um sim my these questions are similar to the last part of my questions around um HR. I'm just trying to um
there was some there was a section in the contract that spoke around um different um policies around workplace conduct and I didn't know if um we were bound to specifically those policies or if um
yeah section 12 So if I can just read the just reading right through the section. And uh the client will and I'm assuming where the client will identify company of all losses, liabilities or damages associated with the defending of any charge, complaint, claim or cause of
action or suit by any government or a a administrative agency or consultant or anyone acting on a consultant's behalf arising in whole or in part due to client or clients employees um or agents. Um, I guess my question
would be, are we, if um, one of these um, employees acts out of line and puts the district in liability? Is I'm assuming this is just generic language, but it looks like we're kind of at fault if I'm reading the language correctly. I don't know if that's more of an HR question, but however, or a legal
question, but I'm just trying to understand if um what if any of their employees act inappropriately, I mean, we would be held responsible for for them. So, and that specific language wasn't in the
emergency contract, so that's why I didn't have many issues there. But I don't know if we >> Can we get Mr. Lai up, please? Can I ask a question? >> Are you hold >> I don't know if Mr. Lowi had I'll be done after Mr. Lai answer.
>> So for all of our staffing agency um employees um they do have to follow all of our policies, codes of conduct, um anything like that. So if there's any um violation of any policy, um we we take action. >> Right. I guess my question would be do
we have to if there was ever legal action or something do we have to represent them with our resources is the question it looks like from the language we do >> I would defer to uh attorney Assad or another attorney for legal guidance on that >> I believe he's reading the section now
so I'll yield my >> Did you say it was section 12 or >> yes section 12 >> what is the title of that section I I just I don't have the backup but I do Oh, equal opportunity and workplace harassment. Believe there's also similar
section. So I guess my just very quick I guess my concern would be if one of their employees um ever has to be represented acts out of line or if there's an allegation made we would then have to step in for that employee like they were one of our own which is something I have
a slight concern with >> I I guess the way I'm reading that section is if um a proare therapy staffing agency hire accuses the district of discrimination. Um I I believe that's what that's speaking to. So if we discriminate against one of
their employees based on those protected categories, I I believe that's kind of how I'm reading it. >> Okay. >> Mr. Chairman, >> I know there's more than I believe there's more than one section deals with this. >> Are you all set, Mr. I mean Mr. Das? >> Yes,
>> Mr. Aguia. I think uh quick basic question I want to say that if any person whether they're in a whatever this is a contracted employee or an employee in any way shape or form if the young lady to your right
recommends to you as the HR director that a person is not good for kids they did X Y and Z and they're going to get terminated do you support that? Oh, absolutely. And and that's happened even from, you know, building principles who say, "Hey, this this person just isn't working out." Doesn't have to be anything egregious, just they're not a good fit for us
>> with fidelity. >> Oh, yeah. >> Yeah. So, I agree. I mean, I think that spells it out. If one of the principles that are sitting out there feels like a an employee is not doing what they need to do for whatever reason, they've been evaluated and evaluated down, whatever it is, and one of them comes to you via
the superintendent and says, "Kevin shouldn't be working here anymore because he's not doing X, Y, and Z." with fidelity. You and her support that? >> Yes. Yeah. Thank you very much. I yield. >> Okay, Mr. Chairman. >> Oh, I'm sorry, Miss Prair. >> It's okay. >> Pull your mic down, buddy.
>> It's okay. >> I told you to yell out. >> So, Kevin asked one of the questions I was going to ask, so that's cool. Um, but also, I just wanted to which I believe this is kind of obvious, but they're not in a union. They're not represented by a union through us, correct? So, they're coming from an agency. So, they don't even have the
protections in which a union, you know, provides you when they're here. Um, I wanted to make sure that was clear. And then the only other thing I can think that would be an issue because I believe we have every ability as my colleague just said down there to terminate um
employment um even easier than somebody who's actually an employee here who's part of a union that would involve all these grievance processes and all this kind of stuff. And I would also assume an agency that staffs um is going to be also doing Corey checks and things like
that. Are we duplicating those obviously when people come on board or do we assume that's been done through the agency? >> No, that's done through our HR department. >> So, I'm going to say they're double checked because I bet you the agency isn't going to go place people unless they know they're placeable, right? So,
um I don't have any concerns in regards to um using a staffing agency. It's unfortunate, but it's necessary. So, it would be great if we could fully staff people who were here long-term and invested in the district and the community, but the
reality is that's harder and we need to obviously fill positions with qualified qualified people. All right, so that's all I had. Thank you. With that, I have >> Mr. Corey. >> So, um, Miss Oben chain, uh, we've been using Amateis for for a few years now,
right? >> Emerges. Yes. information. We've been using >> we've been using them for a few years. Has to your knowledge or to or Mr. Lai's knowledge, has there been any discrepancy with uh any of their staff?
>> We've had some personal issu personnel issues with their staff, their staff as well as the other agencies we've worked with, right? Because they can only screen interview just like we can. Again, I will say that both ProAre um
Stepping Stones Group Emerges anytime there's been a personnel issue and if it meant the the person is not a good fit for Fall River, they have been 100% responsive, no questions asked, and we've rem removed the um the individual
from working with our students. >> And and so um is it the principles that make the referral for those disciplinary actions? Um, usually the principles, yes, will loop me in when there's a concern um with an agency staff that's in the special education department or
my supervisors. I'm always aware of the of the concerns and then I will usually um follow up with the agency contact that I have just to make sure that we're on the same page. But I mean, you know, >> and as far as their contracted services are concerned, they have to adhere to
all of our regulations. >> Yes. And emerges actually comes. Yes, they do. And emerges actually comes and over and supervises their staff when they're in our building. So, we will walk with them. They want to make sure their staff are doing the right thing,
too. They want to make sure that their staff is meeting the needs of our kids. >> Thank you. I yield. >> Okay. >> Motion to approve. Second. >> That's a motion on ProAre. A motion a second. Deb, call the role, please. >> Mr. >> Yes. >> Mr. Bailey.
>> Yes. Mr. D. >> Yes. >> Mr. Cory, >> yes. >> M. >> Yes. >> M. Pereira. >> Yes. >> Mayor Kan. >> Yes. >> Item 12. 12.1 is a presentation and discussion of the forward public schools
data presentation presented by Brian Reposa, assistant superintendent, chief academic officer. While Mr. Um, proposer gets ready. I'm going to ask the committee's indulgence to move item 125 to second. Um, we have
a principal here waiting to talk about a position. I appreciate it, >> Mr. Chair. Is there just that's fine, but sake of fairness, is there anyone else? I just don't want to see um one individual cut the line over others if there's anyone else waiting just to be
fair to everyone. >> Yeah, that's the only one I heard about. Motion move 12.5. >> Second roll 12, please. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Cory. >> Yes.
>> M. >> Yes. >> Yes. >> Mayor. >> Yes. >> Mr. Reposa. >> Okay. Great. >> So, are we taking 12.5? >> We're going to go before Mr. Right. >> No, no, no, no. After Mr. All right. I
thought it was I thought it was a quick one that just I thought it was the point of it. >> Do we want to? >> Yep. You're up. >> Okay. >> That's what you said, right? I know. I'm having trouble here. >> Yeah. >> I can barely hear anything on that side. >> Do you want me to speak? Can you hear me? >> I can hear you. >> Okay.
>> Yeah. So, down there just >> I was a middle school teacher. That's why >> I'm surrounded by young people who can hear better than me and they're letting me know. >> All right. So, um I'm going to give an overview to uh tonight of um our accountability data. As you know, this
was released publicly a while back. Um this is just an opportunity to dig into the data a bit and then spend some time just talking about what our next steps are. Um you know, the data is the data and so it's important just to really mention what we're doing to kind of move
forward and make um necessary improvements. Um first thing, first slide here um is around chronic absenteeism. as you know, percent of students who have missed um 10% or more of the school year. Uh the codes you'll see um in the darker blue color is all
students um English learners in the lighter blue and then in the orange students with disabilities. Um so, you know, from a positive standpoint, we are uh decreasing. Uh we've had a steady trend of improving our chronic absenteeism. Um and I believe our um
English learner group is actually um has you know surpassed their um 2019 uh level of chronic absenteeism which is obviously great news. There's a gap that still persists um between uh students with disabilities and the all students
group. Um but that gap has slightly uh you know declined just a tad since last year. Okay. In terms of overall classification, um on this particular slide, um all of the the schools are grouped
and I went through these uh last year as well. Um in the accountability system, there's a normative component and a criterion reference component. Um so you'll notice that schools are grouped. Uh they'll receive a percentile and that percentile actually measures takes into
account three years of data for uh the group of students in a school. Um, and that's what will get often reported out as a ranking, right? So, a school's in a certain percentile. So, as an example, you'll notice uh Laterno on the first column there, their percentile is the 22nd percentile. All right? Um, and then
the second uh score there is the uh progress toward targets. And so, uh, for Laterno, as an example, they've made 51% progress toward targets, right? So, you'll see a percentile rank as well as their progress toward targets. the
target is um two years of data and so a school needs two years of data in order to calculate what their percent progress toward targets is. So you'll notice that we have as an example um FSA all the way to the right. Although they're
identified as a school needing broad and comprehensive report due to their historical data um this past year they actually met 73% of their targets and um moved to the 16th percentile from the sixth percentile which was a huge gain. Right. We also had I want to call out
two other schools. Um Watson is a school that you'll notice has been designated as uh focused and targeted support. Um Watson actually moved from the 11th percentile to the 21st and they met uh 56% of their targets. >> Can I ask a clarifying question?
>> Absolutely. Yeah. >> Um so >> if Fonica moved 73% towards its targets, why wouldn't why is it why wouldn't it be substantial progress towards targets? If you said it, I missed it. I >> sure it's a great question. So because
FONSA historically has been in the bottom 10% they're automatically identified as a school for broad and comprehensive support and so they were a school that was declared chronically underperforming until DEESIE steps in and actually sheds them of that status. We're we're obviously hopeful hope
hopeful with this this data that we're getting today. Um and I've reached out to them just for some guidance on what that could look like for FSA. Um but until that happens there as a school that's designated in that category. >> Thank you. Okay, >> Mr. Larosa,
why is there no uh no data for RPA? >> There's not enough data. >> I believe um RPA was the participation rate I believe and not enough um data. You'll see that in some schools because the numbers of students are so small
even in certain subgroups there will be no accountability data um for a certain category. So for instance, if a school has a very small population, some of our other schools might have a very small population of students with disabilities as compared to the overall population, they might not actually get an accountability rating. We would know how
those students did individually, but they wouldn't actually have an accountability rating. >> Okay. Okay. >> Thank you, Mr. B. >> So this slide just shows a percentile change. Um, and this is for our
elementary schools. Uh so left to right um 22 23 23 24 and 2425 uh school years um and so you'll notice um schools you know fons of school Watson are schools Laterno that we've seen a steady increase over the last few years um we
do obviously I want to call out we saw a decline at uh Sylvia and Spencer Bordon in terms of their percentile decline um it should also be noted that those schools are also not in the in the bottom 20% right so we think about how we tier our resourc resources and
support. Um we're really focused on schools in that lowest 10%. That's that you know takes up um uh a lot of uh what we really focus on in terms of supporting school leaders and and teachers in those buildings. Um I do want to note obviously that we have declines at those two schools on the
right secondary schools. Um so you'll notice same thing uh Dery Doran Lord Morton Cental. Um I want to call out Dery as well. Um, Dery was a school that was in the sixth percentile. Um, has currently
um moved elevated up to the 11th percentile. Um, which again I think is important to know. Any school that's in the bottom 10% um is really a school that's identified as needing much more support by the Department of Ed. And so our goal is to really have no schools hanging down there in the bottom 10%.
Right. That's like one of our important moves as a district is we want to make sure that we have no schools in the bottom 10%. >> Okay. Yeah. I just want to give kudos. That's moving a >> Sorry, I can't hear you. >> I can't hear you. >> Can't hear a word. Just >> sorry.
>> No, I just want to give kudos to Derek because for moving the needle. I think sometimes we get on this stage and we could be overly critical. Um but we got to give credit when credit is due no matter how uh big of a push it is. >> Absolutely. >> Absolutely. And you'll see um in some of the later slides, we were actually able
to pull out um urban urban network schools only from the urban superintendent network. So just looking at urbans and we're able to put Fall River I wanted to situate Fall River in the context of the urbans because that's important right um we need to be realistic in terms of what our
comparisons look like right >> Mr. Chair Mr. Mr. Corey >> uh Mr. proposal. So on on the secondary school, you you're listing Doran and Henry Lord. Uh and those are community
schools, but they're not listed in the primary sector. >> We just I just put them on this slide. Um they serve obviously grades three to eight. So they're in a slightly different category because they have grades um 3 to eight. So but we did include them on this slide.
>> So it looks like those numbers uh in in each of those concepts are are looking pretty good. Absolutely. Yep. >> So, what is what do you think it it means for that concept of a community program? >> Yeah. I mean, I was fortunate um when I
um was a classroom after being a classroom teacher, I was actually the math coach at Doran when we went um into this model and and grew it out K to8. Um there's certainly some benefit I think to to having a a community school where you know your students really well and your families really well over time. Um
I think that's super important, right? think about traditional middle school. Um I would often tell my staff, kids are with us for three years. So by the time you get them, you have three opportunities to try to close those gaps. Um whereas in a community school, you may have some of those students for
four, five, six, seven years. Right. >> That's right. Yeah. Continuity. >> Yes. So at Doran, the example I use um from from many years ago, we had a group of fourth grade students that were 9% proficient in fourth grade. By the time they went to seventh grade, they were 79% proficient. Right? Right. So you
think about following that cohort group and the way that you're able to intervene certainly is different in a community. >> It's almost a built-in social emotional component. The fact that the students are there for so long and they develop, you know, some real normaly around that
and continuity around that probably helps them in some way. >> Thanks a lot. I >> Okay, Mr. Reposa. >> Yes. Um, okay. I'm actually going to move here. So, uh, I just want to talk about some state trends. Um, so just across the state in general, uh, just to
situate this in context, in grades 3 to 8, uh, results in ELA increased slightly from 2024. Math results were mostly flat across the state. Grade 10 ELA and math were down from 2024. Um, and a lot of these slides we took from um, from DESIE, right, from presentation with
DESIE. Um they're attributing potentially the grade 10 ELA in math to the uh impact of the change in the competency determination policy which we know uh results in science reflected no significant change in grade five and lower results in grades eight and 10. Um grade 8 students tested in civics for
the first time and then um this trend carries true for us as well although this state trend the performance of chronically absent students was substantially lower than the performance of non-chronically absent students. Right? So to re-emphasize the importance of kids coming to school, we know that um students who are chronically absent,
their performance um is is um really impacted right academically. >> Question. >> Yes, >> Mr. Corey. >> Um any feedback on the civics? >> Any feedback on how how' that work out? >> Uh you know from from
>> it's a different formation. It's not straight textbook learning on civics. It's like generation citizen. It's it's activity civics. >> But they get tested. >> They they did get tested. So there was that was the first time. Um so >> are they learning structures of
government? Um federal, state, local, branches of government and how that works. >> Yes, we utilize the uh democratic knowledge project which is the name of the curriculum in 8th grade. Um and so all all those pieces are in there, but there's really an intentional the the
curriculum is really founded around this idea that they want um to develop a civic identity in students so that students understand their place in the world and their impact right um in the world. >> So it's changed from the classical model from when I was a student and we studied
civics. It's it's a more modernized style learning. >> Is that correct? Y >> yeah. Thank you. I yield. >> Okay. >> These are slides. Um, these are all I, you know, I'm not going to go into in too much detail. This is grades 3 to 8. Um, ELA, uh, on the top left, math
below. Um, mostly, you know, you're seeing some flat results when we look at, um, proficiency. And this is really the four columns are, uh, meets exceeding expectations in blue, meeting expectations, partially meeting, and not meeting. Um and so as we look across um
you can see you know where schools um you know are where our district is right now. Uh in terms of ELA this is for all students. In terms of ELA um we're at about 19% meets and exceeds and about 37% of students um in the not meeting category. That was the same in 2024 and
the same in 2023. Right? So I think when we look at the results this way from a performance lens um you know to be totally transparent we're flat right in in this in in these results. Right. So while we had um some schools make some incredible gains in terms of their data,
when we look at the data as a whole, for everywhere maybe we made an incredible gain, we might have had somewhere else that there was a decline, right? And so this this is across the district as a whole. >> Question. >> So what so obviously as you just said the numbers look terrible. What do you
think needs to change? >> Oh, I'm sorry. I said terrible. I didn't mean >> Yeah. >> But um what do you think needs to change? >> Yeah, I think um we we'll get to some slides later if that's okay around next steps. So maybe I can address some of those questions then.
>> Mr. Chairman, >> Mr. Hagert to that slide. So we had in the past, excuse me, gifted and talented class and it was sort of a convoluted thing where they were transported all over the city or whatever. But when I
look at a slide like this, it looks to me like as if we're not we don't have we have almost no students in the exceeding expectations in those uh numbers. >> And I think that's something we need to look at correcting somehow >> and
whether you know we looked at all the students that came up before us from Dery. We have a tremendous amount of students that come to Fall River that in my opinion should be in the exceeding category. >> Absolutely >> we should. And I think sometimes we make decisions based on the flavor of the
month or, you know, full inclusion, get rid of gifted and talented or whatever. But it's high time that we have some hard discussions. But whether it's called gifted and talented honors or something, we have students that could rise to the exceeding expectations in this member's opinion. So, whatever you
can do to try to either >> come up with something on that or or or dispel if I if I'm saying something that's not accurate as we go forward, >> please push back because I think that's the only way we get better is when we >> start to like demand some things and go back and forth. So, I don't really need an explanation other than that. Just my
observation is that blue is never going to rise above one. And if that's the case, we're not meeting those the the top kids. We're not meeting their needs. Yeah, I think in in you know in a short way to explain it, it's important that we really know who our kids are, what
they need, and how to move them. That's it. Right. Um I will say just to as you referenced the the some sort of acceleration, we have had the last couple years a step in that direction is a grade 8 accelerated mathematics. Um and so we'll talk about um you know some
of that data by grade level in a moment at the high school. Um so again I want to situate um you know where we are at the high school. You'll notice that on this slide um you'll see urban school network. Um and so Fall River is you
know one of I don't know exactly how many schools Dr. Curley do. Do you know how many in the urbans? I'm not sure exactly off the top of my head. >> I think there are like 40. >> Yeah 40 or so. >> 32 32. All right. Um so 32. Um, and so I
think it's important to situate where Fall River uh is specifically. So you'll see the urban school network is um 33% meets or exceeds. Uh Fall River as a whole is 32, Dery is 36, right? And this is for grade 10. Um so I think it's important and you'll see those changes
uh on the right hand side. The urban school network actually um declined and I think this you know to Mr. Bailey's point earlier um while the urban school network actually declined in the percent meets or exceeds we saw Fall River and Dery actually increase right so it's
important to situate the data in in context same thing here uh for mathematics um so you'll notice that uh the states at 45 urban school network 26 uh Fall River 17 Derphy 19 um while the urban school
network declined dery did increase we do know though that um our percentages are much lower at the high school mathematics level than the um than the network science um state 46 uh the urban school
network 26 fall river 18 dery 20 uh so again while the state and urban school network declined slightly I know their percentages are above ours um fall river um you know actually moved us a little bit in the right direction there >> Mr. Chair >> Mr. guys.
>> Um if you're going to address it on a future side, let me know. It looks like for both science and math. >> Um looks like this year it um looks like we see a big increase. Well, not actually from this year next. Looks like
we're still from 2023. However, but 2024 and 2025 looks like um we've increased since 2024 and not meeting expectations for the math and it looks like for the science as well. Um I didn't know if you could talk about why you believe that
is. >> Yeah, I think um I can address some of that in the later slides as well. >> Thank you. >> Yeah, >> these are just growth distribution charts. Um the dark green color, the darkest green means that there are very high um there was very high growth. I
think it's important to look at this as well, right? We have to look at growth alongside um just straight performance data. Um and so you'll notice in ELA um you know our we had a a large high amount of growth in grade 10 um that was the the grade level I think with the
most um and then uh in mathematics um that is in grade 8 where we had um you know the most growth okay in grade 8 math and in grade 10 ELA. So, student high school growth. This is an important slide. Um, you'll notice
that we've had, um, want to really call out the 2019 to 2025 SGPS. So, for Fall River at the high school level, 10th grade ELA, uh, 40 to 56, so a 16point increase. Math 33 to 44, 11 point
increase. Um, and then Dery specifically, 40 to 57 and 33 to 45. Um and so while I think you know to go back to that question yes there was um you know the the data did show that we had you know some additional students were
not meeting um it's also showing um some strong gains in terms of SGP right so as students are compared to their like peers how much they're growing as compared to their like peers um so I think it's important this is all of our schools so we highlight any schools that have growth data that's above 50 the
median is 50 so in order to really move. We want to make sure that schools are above 50 for their median. So you'll see for all student group in ELA, Fiverr, Henry Lord, Doran, Laterno, Fansa, Watson, Dery, and in math, Doran, Laterno, Fonsa, and Watson.
Um for students with disabilities specifically as that's one of the groups that we uh watch closely for ELA, the Varys, Math, Fonica, we know that uh there's a lot of work to be done with um with our students with disabilities population. And then for English learners uh in ELA the Varys Henry Lord
Doran Fansa Dery and um the Varys Doran Fansa and Spencer Bordon for math right so those are all our schools that are um carving up the 50 plus so I'll go um through our next steps um so I think the first thing and I presented this at subcommittee um the district each year
we create a district prioritization plan um and so in that plan we've included um some clear benchmarks works with measurable outcomes. Um, as I meet with, uh, school leaders, um, you know, during principal meetings, during learning walks, uh, we're looking at that plan.
We also have a district instructional leader, a leadership team that's monitoring the implementation of that prioritization plan. Um, we'll continue our partnership with the statewide system of support. actually have a meeting Wednesday, a re-engagement meeting where we actually have uh folks from DESIE that are uh that join us
monthly or sometimes twice a month um for visits to the district. Um we've enhanced and continued this year the school partnership model. So last year we really got schools uh grouped together and so school leaders are actually working together in pods um and
there are uh directors uh from central office that are attached to those pods working closely with schools. They're in schools at least a couple times a month as a group. Um, and principles actually have the opportunity to walk each other's buildings, problem solve with each other. Um, so that's a model we've
continued to utilize. And then um, I've tiered my support this year um, around schools. And so, you know, I have some schools that I'm with the principal and their team every week. I have other schools that it might be bi-weekly. Um, but I'm literally, you know, engaging as
part of their teams in the building. um you know, with whatever they're doing, whether it's looking at data, um it could be walking classrooms. So, I'm really trying to prioritize my support this year and tier it out based on um levels of need at schools. Um and then the last few things here, I
just want to mention, um we do have a short-term Do you want me to >> No, we don't. >> Great. So, last few things, uh short-term goal process. So, all schools, um uh submit short-term goals for academics and social emotional learning. Um and we're our goal is to do
three of these per year. And so they're identifying, you know, um something that they can work on for eight to 10 weeks and then we're monitoring the implementation of that goal without setting a clear goal and having um a structure to monitor it. We know that people are working really hard, but we want to make sure that they're laser
focused on improving a specific area. Um the other piece is a collaboration with um special education and the departments. Uh this year we've um actually had some of our uh directors, content area directors that are actually providing professional development to
the special education cluster coordinators and supervisors um so that they're more well equipped to support teachers. So that's new for us where we're trying to provide a lot of PD that's focused on content. Um and um we've identified um you know with Miss
Obenchain as you know we're we're part of this sped strategies work and so we've identified grades 4 8 and 10 um ELA and math specifically students with disabilities as areas of focus and this is actually what our short-term goals will shift toward for the next round is
I'm going to ask school leaders to uh be laser focused on grades four 8 and 10 in their buildings um and specifically around students with disabilities in those areas. Any questions? Mr. Das, >> thank you. Um, so obviously I made my points clear. We
obviously need to um >> do a lot more to improve these scores and I think it really does start with a strategic plan. Um, is have what's the status on a strategic plan? >> It remains a work in progress. A
strategic plan. So, I want to be really clear that the instructional prioritization has taken place um for the current school year. It a process that started last spring um with a team from the district um and then was brought back to the it who you know did
off-site planning came back to the district um and then each one of our schools set to up um their own individual prioritization for their school that was aligned with that. So all of this work um despite not having a
strategic plan that encompasses human resources, facilities and operations and things like that, which I absolutely agree is necessary. The work around the instruction that most directly impacts the day-to-day experience of teachers and students in classrooms on a daily basis, that work
is getting done despite not having the strategic plan. That said, it is something that is a work in progress. Um and we were waiting for some um backup, you know, this information that we got from the Collins Center about immediate
next steps and some longer term planning that along with the local data that was used to um inform our sped strategies action plan, the instructional prioritization that you see here, um as well as information from AIR in terms of
the visit that they did last year. They gave a comprehensive overview. We'll be using all of that to get a strategic plan in place um in the next, you know, over the next few months. >> Is that something you could present either December or January? No. >> Road map?
>> No. No. >> I'd like to make a motion that we instruct the administration to develop a road map for a strategic plan by the January meeting. >> Second. >> I have a motion to second on a strategic plan. >> Mr. Chairman,
>> Mr. And the reason why I seconded that is because I do think that it just could highlight where we're at and where we're going. What we currently have is a July of 2026 date, if I recall, for when it
will be fully implemented. I share some very serious concerns about the capacity of the administration to actually follow through and create the strategic plan. So, I think at that next meeting or the January meeting, we could discuss where
we're at, where we want to go, and also potentially the need to hire a legitimate consultant or somebody to come in and help guide us through the strategic plan so that we're not sitting here in July with something that isn't what the school committee wants or the public wants or even even more so the
teachers and the students actually need. So, I think it's a valid uh motion so that we get an update and then we can plan further going forward in January. I yield. >> Mr. Jim. >> Oh, go ahead. >> Um Miss Pereira, since I always >> I was just I'm kind of not exactly
understanding what the expectation is of the superintendent in January. So, if that could be more made more clear in that motion for me to be able to vote on it. So, I'm not sure what's expected because she was asked, "Hey, can you get this planned to me by January?" And she
said, "No, that's too soon." And then we said, "We're going to make a motion to make her do it. Make her do something she just said she couldn't do." So, I'm confused is what you're saying. But then when Mr. Aguia spoke, it makes me think that it's not this whole plan, but maybe the beginning or
so, if I could just get clarification on what is expected that she brings in January, which let's it's not not far away. We only have one meeting in between. There's holidays. There's school vacations. There's, you know, things like that. This is important. So, is
January a little too soon? >> Probably. I don't know. It depends what we're asking of her. So, that's the clarification I'm looking for. >> Mr. C. >> So, I I I just don't I I I know that um Dr. Curley said that it's a it's a work in progress. I'm willing to live with
that at this moment. I don't want any coercion in trying to force a strategic plan, but I do know that you u Mr. AO and Dr. Curley have been expert oversight on our instructional leadership in our district. Uh she as
the assistant superintendent previous to the superintendency and you now in this role with your wealth of experience. Um I really like that this was a summary. Okay. So, I think that the district is
making incremental gains in almost all areas. I know that it takes a lot of factors. This is the black and white of it, these numbers, this data, but there's a human element to making all of this work as well. And I think that our
school board took care of the teachers this year. We had a very good contract outcome after months of deliberations. And I'm really hoping that that raises the morale of the district so that everybody digs in really really hard to
continue working the gains. And we're still living in the postcoavid effects. There's still a hangover from the 18 or 24 months so or so of that interruption that really affected public education greatly. And we see it we see it all
over the not not only the Commonwealth but the country. So, we're living with with real factors. Uh, I'm very pleased overall with these numbers. They show incremental gains. I was happy that you mentioned that you meet with Desi a couple of times a month. Uh, you you're
you're forging a a very positive working relationship with them. That's incredibly important. I don't have a great amount of respect for DESIE, period. I'm not in favor of the MCCAST or all of high stakes testing and the pressure that it puts on students and
teachers, but that being said, it's what we have. We have to work with it. And these numbers show a summary of some incremental gains, and I'm very pleased with that. So, I just wanted to say get my piece out and not really force the
next steps. I think the administration is working on a strategic plan. They're working with consultants. I'm happy to live with that. I yield. >> I'm gonna let Dr. Crowley say something. >> Sure. So, I am actually in favor of coming back to the committee um in a
couple of months with um an update in terms of where we are. I have actually already started um some outreach to um consulting firms um who do strategic planning work. Um, I've had one meeting. I have another one scheduled for this
week and had planned to either in December or January come back to the committee with a proposal for a contract to work with um an outside vendor to um guide some of that work. I want to be really clear though because
I don't want there to be revisionist history. I was not the I was not like the singular person who who promised um a strategic plan uh when I came into this position uh you know a couple
summers ago. I actually did not have a goal in my first year to have a strategic plan in place. I think I was pretty vocal in saying that I did not think it was possible. I succumbed to pressure um and didn't feel like I was in a position to say I couldn't get it
done. So, I said I could get it done and that I didn't get it done. So, that is 100% my responsibility. I think it is an unfair um narrative to say like I knew the administration couldn't do this. The administration knew the administration
couldn't do this and so and that was my narrative from the beginning and it does not sit well with me that a year later the narrative is I I I doubted this could get done. So, did I
Um, Mr. A, thanks Mr. >> Yeah, just uh a few of the concerns. I hear a lot of different things. Uh, I had have to respectfully disagree with my colleague to my right. These scores have a few pockets of excellence or a lot of good work going on and we should
celebrate that. But make no mistake about it, these scores, these achievement levels need improvement big time. They are flat. We spent $15 million a year additional funds for the last four years. We've hired tremendous
amount of uh individuals to to work with these scores are not to be blamed on any one person but don't make any mistake from anybody to say and Mr. Reposa you said that the scores were flat and I agree with that. I think Dr. Curley's acknowledged that the scores are flat.
So the scores are definitely in need of improvement. >> We have a lot of work to do. We have a lot of heavy lifts to do along the way. When we talked about a strategic plan, I do want to go back to revisionist history for a second. Revisionist
history to me was we said that we were going to have a strategic plan where we had none for the entire last year and excuse me and then some. That's a fact. It was in the superintendent's goals and it never came to fruition.
That leads me to be concerned that at that time it was well it shouldn't have been a first uh year's superintendent's lift in order to do it or whatever. Now I don't want to go down that same road again. But I understand what the superintendent just said to look outside
for an expert. We do you are not an expert on strategic planning. Superintendent is not an expert on strategic planning but there's agencies out there that are experts on strategic planning. So we have it for curriculum. We have it for whatever it is. Why don't
we go out for an RFP as a superintendent saying now? So we get somebody in now to work on the strategic plan as the expert. They have to present proposals so that we can actually make the decision at that point to have an expert. We hire experts for all these
other things. We hire less than experts for a lot of things. The plan that we're going to have going forward needs to be done by an experienced person with experts. With no disrespect to the superintendent or you, Mr. Opposer, or the leadership team, you don't write with strategic plans. Neither do I. I
would really feel like we would be in a better position to with the amount of revenue that we have to go out for a professional for a request for proposals so that we have them working with us and all the things we're doing including the public to come up with the best possible
strategic plan and do it sooner than later because we're going to be doing a budget at the same time. So now some of those things should go together and we can't expect you or the superintendent to be working on this while we're doing all these things. We need an expert. I think we should do it right now and say
we we're going to authorize something to so the superintendent goes out and gets proposals in formally asking or which is the first I've heard of it to ask for consultants. I like the idea of it, but this is the first we are hearing about this that we're doing this. I for one am ready to vote right now to give whatever
amount of money you tell me you think it's going to cost to get a a rough estimate so you can get the RFP going. I'm ready to vote right now. Do you know how much it might cost? >> I do not know because I've spoken to one person and I and I don't have a cost attached to it. >> Do you have any idea?
>> I do not. >> Is it 50,000? >> I will not definitely not cost more than that. I I >> Okay. I make a motion that we spend allow up to $50,000 for a request for proposals that the superintendent goes out for in order to uh have a consultant
come in and lead the strategic planning process moving forward. >> Second. >> I have a motion. second on giving the >> hold on um giving the superintendent permission to spend up to $50,000 on strategic plan. Mr. Das
>> um yes I I I'd recommend that this be made as an amendment to the motions and attach it as one. My motion was just basically to have an update as well so we can go forward. >> Withdraw my second. >> Yeah, >> I withdraw my second so we can get to
the real motion. I seconded the original motion. Yeah, >> this is much more important. >> I I still I still believe there should be an update with the new committee in January as to where we are, if it needs a motion or not. I still think we should again discuss that in the beginning. My
my question would be is I don't know if this district has ever had a um strategic plan before or if other districts use consultants. I'm not sure if that's something that should I don't know if it's already an expectation that there should be a strategic plan already
and without a consultant. I really don't know the answer to that. So I don't know the history. Maybe someone that can educate me on that. Um but I'm just trying to wrap my head around the necessity of a consultant. Mr. Chairman, >> Mr. Das, Mr. Agar's motion is to get it
moving now to taking the timeline off and allocate $50,000 to go out to get uh consultant to do a strategic plan. It's got a second. I say we vote on Okay, Miss Laravey. Okay. >> Hold on a second. Mr. Agiel is first.
You want to let her go? >> Of course. >> Just a quick question. So, is is this a a districtwide uh plan or just curriculum? >> Districtwide. >> Districtwide strategic plan. Mhm. >> Okay, >> Mr. Aia. >> Yeah, just >> think it's going to be more than $50,000.
>> We'll find out. >> Just come back to >> Quite frankly, it's a no-brainer. >> It's a no-brainer vote. We need to have a plan. If we don't have a plan, we don't know where we're heading at that time with the RFP goes out. When that process gets done, you're going to know what people actually proposed to do. In
the meantime, if they need more money, then we'll so be it. But ultimately, right now, we're either going to wait and hope that we get one from July of 2026 or we vote for this and it's a guarantee. So when we do RFPs, the superintendent has to come back to us and say, "Here's the results of the RFP
and in before January really because time is of the essence here. This is a nobrainer." >> Miss Laravey, hold on. Miss Laravey, then Bobby, then Mr. Das. So, if if we're going to continue, if we're going to uh move forward with this, why are we putting a money uh why are we putting
money on the on on the the agreement with the superintendent and the administration? Why aren't we just saying, "Okay, let's go get some RFPs and bring them back to us and we'll discuss uh the money aspect. Why are we even throwing $50,000 out there? We're
not going to agree on anything unless we have the RFPs." So, I mean, I personally think a consultant's going to be way more than $50,000. Um, >> where did I get the 50,000 from? >> Huh? >> What? >> Did you not hear the question I asked the superintendent?
>> He asked 50,000 >> and she said it's definitely not going to cost more than 50,000. That's why I threw that out there. >> I will say that since um I said that, I did recognize that I don't remember the Collins report cost either 25 or 30,000.
I don't remember what that was. >> That's the basis. If the Collins Center and what they gave us is 30 grand, I make a motion that amend my a motion to be 150 grand because we need to be at least five times better than that whatever they gave us. So I amend the motion to $150,000 so that we can get
this thing going forward. It's a no-brainer. >> Up to Hold on. >> Up to 150,000. Correct. >> Mr. Mr. Bailey, I >> I'll second that. But first, I just I just wanted to say um the timeline on this because >> Oh, sorry. I just wanted to talk about the timeline on this and when it was going to get done. And I know we said
before January, um what is it? Um and I I agree as well. Um if we're talking about getting the best consultant that we can, um I think we should improve the the amount that we're we're looking to spend. I said if I think if we're trying to get the best consultant that we can,
we we look to spend a little bit more. So I'm just agreeing with Mr. Aguar with 150,000. Okay. >> So I'll second. >> I know you have a motion and a second to approve up to $150,000 for a consultant. to advise us on a strategic plan. >> That's what's on the table right now.
Mr. Das, >> very quick question. Is the MASC being considered? Do they do this? >> Let's get the proposals. We're going to have to >> I will not I do not want the MASC doing this. Okay. I >> Let's vote on Mr. A's proposal. >> Mr. A, >> yes. >> Mr. Bailey, >> yes.
>> Mr. Das, >> yes. >> Mr. Cory, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira, >> yes. >> Mayor Kugan, >> yes. Okay. So, we kind of got sidetracked for Mr. Reposa, but I want to thank you for that presentation. If we have any further questions, I guess
we're moving. Um 125 was what we told um we would take out of order next, which is a discussion and vote to approve a one-year special education teacher position at Sylvia Elementary School as presented by Patrick Lance,
principal. Can I ask if this was at the subcommittee too? Is that was this at the subcommittee already? >> No. >> Okay. >> Motion to refer to um special education subcommittee. >> Hold on.
I just I know there's a motion, a second, but we invited him down. >> Discussion. >> Huh? >> Just because the motion is second, we can still discuss. >> Mr. Lince, tell us what the need is. >> Good evening. Um, at Sylvia, uh, last year we adopted the Grow program in
kindergarten to support students coming from preK who are not ready for a full inclusion program. The Grow program offers high need students an opportunity to learn alongside their typical peers while still receiving support and services outside of the general
education classroom. Otherwise, many of these students would have been in a substantially separate session. >> Pardon? Pardon me. >> May I just say something? >> Mr. >> Can we just We obviously received this. So, if you read the whole thing, it's not going to >> We already saw this. I don't know if you
knew that. So, that's what I was just saying. So, we saw exactly what you were reading. Yeah. >> But I just had a couple of questions. If we could just jump to that because hopefully everybody already read it. My two questions are it looks like this is a one-year where it says at the top rationale for one year special education
teacher. >> Correct. >> Are you meaning you know for 6 months >> for the rest of this school year? Yes. >> Right. And the second question I had is it looks like this is going to be for inclusion but not necessarily uh the piece of uh the grow program. Is that
because you had to shift people to grow the grow program? What's the rationale for the per what is the person going to be doing if we get hired? >> So, the way the grow program is set up is that students are in partial inclusion. So, they're getting services in the inclusion gened classroom, but
they also require ranging percentages of pull out special ed services. So, this position would allow us to have one special ed teacher dedicated to those pullout services so that we also have special ed teachers in the inclusion
setting to support with that as well. >> And you currently uh it's just begging the question that we've been in school since September. What has been happening and it might list it there, but rather a quick answer of what's been happening in the classrooms now? Who's been
providing those services in the inclusion setting? now >> special ed teachers but but based on the needs of the students that we did not know because they're kindergarten students there is a need for more support. >> So they've been trying they just uh and
is it required when they when they the subjects that they're in is it required that they have a special education teacher in the inclusion setting to support them? >> Not for the entire day and that ranges from 20 to 60% of pullout services. That's what the model percentage is.
>> Yeah. But if you have a special educator in a substantially separate classroom and those children go out for a short period of time for a few periods in an inclusion class, what is the service that they're getting from the special educator or is it is there any uh
teacher assistant support or any other um staff support? >> Well, we don't have any substantially subsparate classrooms anymore. So that we now have partial inclusion model. So we have inclusion classrooms. >> Okay. So what happened to all the people that
used to work in the substantially separate? >> They are part of those grade level teams still >> and they can't support the class. You understand my point is I'm asking. So >> maybe Miss OpenChain can help because she was here when we've sort of uh I think we approved these kind of things.
But my real question is just truly what is the need? I appreciate the idea that inclusion is where we need to go to, but I'm just having a hard time with trying to figure out one whether we need the teacher, but two, where the heck you gonna get him or her because it's 6
months left and we just know we have so many openings. So, are we just doing this as an effort in futility just to say we did it or are we going to actually get somebody and um that that's all, Miss Chain? >> Well, I'm I'm confident we can find somebody. We're fully staffed. our our
special ed positions are all fully staffed by licensed special ed teachers in terms of recruiting. >> So just to give you a little context, we had one grow program like uh Mr. Lens said last year at Sylvia, this year we
increased it to two classrooms. That means there were about 20 um special education students who we wanted to have opport more more opportunities in inclusion. What we could not predict, but what ended up happening was there
was an additional 18 kids that were already going into inclusion. Some of them we did not know about. We've had you guys have heard me talk about how many um movein students that we had. So when you take what would have been three
special education teachers in kindergarten at Sylvia, we now only have two because one of those special ed teachers convert we converted the the position to a general ed teacher per Mr.
Lens's request because he wanted the four kindergarten classrooms to mirror the other grades. Having done that initially we thought okay two special education teachers having four classrooms I am as a special
education teacher I co-e with one with two different general ed teachers and my counterpart co-ees with the other being able to provide class um services both in the classroom and out of the classroom.
Well, when now you take 38 kids divided by two special education teachers and we know our grow students need more time out of the classroom than a typical inclusion student. What ends up
happening the way the students were divided up into the four classrooms is that the special education teacher, we have about six students right now that need more time out of the classroom than what we had anticipated just based on
their performance. In order to do that in the classroom, they're being serviced primarily by um the special education Paris who stay in there with them and Mr. Mr. Lens has shared a staff member from another grade to come down, but
it's not the best case scenario. So when Mr. Lens approached me about this, that was my first question to him, Mr. Aguar was, uh, we have all these open positions across the district. How are we going to fill it? He said, let me just try because we want this program to
work. We want the kids who need the um time out of the classroom to be able to have that, but we also want the teachers to have the support in the classroom because again 38 5-year-olds is a lot of students with disabilities for just two people. >> I understand fully. I just want to say
for the record, I just read this again while you were talking. Nowhere in here does it say what you just said. So the ultimate what you just explained to us to me makes 100% sense that we need we had students come in that we weren't expecting. you had the numbers 18 34.
Nowhere in this document does it say 1833 or anything that you just said. So I'm voting in favor of it. I think it's an important piece the way that you explained it. But please review and go back and look at this and say what how does what you just said match up to this because it doesn't. So I do support it.
I do think it's a good model. Uh ultimately it's you're trying something different but but we have to do better with with how things get presented. Thank you. Okay. So, the motion is on the before we >> right to send the motion. >> Colin made the motion to send it to
instructional subcommittee with a second. >> I'm I'm sorry. SP subcommittee. >> Can I say something >> then? >> I didn't know that. Can I talk? I didn't know that motion was still there. I'm going to speak to that. I was going to suggest in the future we really like
things to go to subcommittees first and I've seen it happen often where my colleagues will send it right out of here not vote and then it's going to go back to the submit. It's going to take you longer to get it back here. We just had an instructional meeting like what last week? I have one coming up like what next week. So we have them quite
often and if they're needed we just have one. So if that was something that was needed, so I would suggest just in the future, this is just a little helpful tip. Try to get it to the subcommittee first. Anything like this, even if it's important, you can advocate for having that subcommittee meet quicker than they
should have. That's our job. So I don't think that's an issue. I'm going to vote on this tonight because what you said made sense. I don't I don't feel like I would get any more information if I had you guys come back in a week to another meeting with me. I feel like I have enough to know this makes sense. But in
the future, um, you know, I would probably make sure you do that. Anyway, with that, I yield. >> Okay. So, we have to vote on Mr. Colin. I mean, Mr. Bailey. >> No, I was just saying considering the the how timesensitive it is. Um, I will remove my second. Um, but I do think
it's important. I'm just echoing um what Shelley said, um, that things do go to subcommittees first and get approved before they come on the stage. I'm usually never one to sit here that and and deny things, but I I do think that's a practice. um that we do have in place. So that's the only reason why I sent it,
but I'll I'll retract my second >> and my apologies because I did not guide me m uh Mr. Lens in that direction. So my apologies to the committee for that. >> No, that's fine, Mr. >> Okay, hold on. So now we don't have a second, Mr. Corey. >> Motion approved. >> Second,
>> is there um Mr. Lens, is there a sense of urgency >> for this? >> Yes, >> Mr. Hold on. Hold on. What? What? >> Mr. Das made a motion to send it to instructional subcommittee. Seconded by
Mr. Bailey. He withdrew a second. So we have no motion right now. >> Yes, we do. I made a motion. Mr. Bailey seconded it. So now Mr. Cory can talk. >> Okay. Go ahead, M. Cory. >> Is there a sense of urgency around this position right now? >> Yes.
>> So if if if we go to subcommittee, >> we got rid of the subcommittee piece. This is if you vote with us right now, he's getting his position right now. >> Okay, >> roll call. >> That's okay. >> I had a question. >> My next question is why only one year? >> Um, great question. I was waiting for
that one, Mr. Corey. I honestly want to do a really comprehensive assessment of the staffing structures we have for special education. So, I had said to Mr. Lens, I understand the the need is immediate. Yes, I just
want to make sure that we are looking at programming across the district during budget season, looking at the personnel we have now and confirming that the structures we have in place are the best structures to meet the needs of kids. >> You you made the case. You made the
case. Thanks, >> Mr. Das. >> Thank you. Um and I apologize if I missed it. So, this is going to be a new position within the budget for six months. So we're not converting a position. >> So in com in um speaking with the
superintendent and speaking with um Kevin, Mr. Almeida, I was going back and forth on whether or not there are open um paraprofessional positions that we could convert if that's what the committee chooses to do. But I was advised just to bring it here
as a new position. So I don't honestly I don't know. But usually these come before us and like you just said it would come as a convert from one position to another. >> So this does seem a little weird. So if we're converting an open power position
that you would agree is needed. Um not sure that's something I would personally support. And do you so I mean we talked my colleague brought up the point of having a licensed teacher. I know you said the the school believes that they can get a
licensed teacher within that. Do you feel confident? >> Sylvia has been able to attract licensed special education teachers for my four years here. So, I have no reason to doubt that we can't. Um, and this is um not a substantially separate
teacher right now. This is going to support the kids in inclusion. We have one of our current teachers supporting the students that need that more pull out more that partial inclusion model. So, it's just it does seem that we can fill inclusion teaching positions um
better than we can fill substantially separate. But again, I don't have a crystal ball. I can't promise. >> Right. Um are you are we and I'm going to assume you might have some c actually I don't know if you do have candidates lined up.
>> There's no candidates lined up because the job hasn't been posted. But I would follow my typical, you know, typical recruitment strategies of asking staff from their colleges or colleagues that they've had work for with in the past if there's any interest out there. >> So you're not Okay, so you answer my
question. You're not going to be pulling anyone from another position. All right, I'll support it. I yield. >> All right, we got a roll call to go. >> Deb, call the role, please. >> Mr. A, >> yes. >> Mr. Bailey, >> yes. >> Mr. Das, >> yes. >> Mr. Corey, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira,
>> yes. Mayor Ken. >> Yes. 122 is discussion and vote to approve the competency determination as referred by the instructional subcommittee and presented by Brian Reposa. >> Motion to approve. >> Second.
>> I have a motion. Second. Mr. Mr. Reposa. >> Do you have any specific questions or should I just provide a brief overview? >> Brief overview, please. >> Sure. So um we brought this forward to subcommittee. Essentially we are tasked we as the district are tasked with
submitting um a policy uh to Desi that's been approved uh by our local school committee. Um and so this is what we are proposing. what we took into account. You'll notice that the way this is organized is by content area and then there are a couple sections on special
consider additional considerations for English learners, students with disabilities as well as what an appeals process would look like. Um what we really tried to do was provide multiple opportunities and ways for students to demonstrate uh competency as we really
took into account um all of our students um students with disabilities, English learners, uh students who have maybe had interrupted education in some way. And so we're really thinking about um how to create a policy that has uh lots of opportunities in order for kids to
demonstrate competency. All of these are grounded in the standards at that particular in that particular content area. Um so you'll notice just as an example in ELA, I won't go through everyone, but to point you to ELA in the blue is what we're proposing. I want to
um emphasize that for ELA, the student must satisfactorily complete ELA 1 and ELA 2 or equivalent coursework as identified in the program of studies and one of the following. Right? And so you'll notice several options under the or uh so the students still have to pass
those two courses and complete all that coursework uh satisfactorily and then one of those other options. Okay, one of the questions that came up at subcommittee was really sort of uh tracking you know having all this variety of options. Our intention is
really to say that hey most students um for instance might meet it through um earning an average of me or exceeding on a district argument expository and narrative benchmark. But let's say the student doesn't in that way. That brings our filter down to a group of students that we can start to think about in what
other ways could they potentially demonstrate competency. And so you'll see for each content area that's sort of what we've delineated is um what coursework they have to complete as well as um any other task. >> Chairman, Mr. Where is the state in this
right now? >> Uh local districts are just submitting this for approval and it has to be approved by the end of December. What my understanding is that um there is no approval process on Desi's end other than it's approved by the local school
committee and then they reserve they uh post it publicly and reserve the right to audit you know it at any time. Um but >> so we can do anything we want. >> That's my understanding right now. >> The um what about the legislature? Isn't the
legislature taking this up >> or talking about taking it up? So I I just think it's it's a mess uh quite frankly. But this doesn't conflict with anything that they're currently doing. If they tell us we have to do something different, we would amend it. >> No, we Exactly.
>> December is the timeline where we have to get it approved. >> And we tried to keep it open because we also want to consider the fact that, you know, we may have students that come from another district, right? You know, this is at the high school level. And so, um, we wanted to make sure that we had lots of opportunities for kids to demonstrate. They have a ton of
questions on the whole thing, but >> how does this affect TLE's at the evolve? >> So, we factored those in here. Um, so you'll notice that for instance in ELA, um, one of the ORS, uh, the last one is actually earn an average of meeting or exceeding on two TLE final projects. So,
we did factor the TLE's in as well. >> Yep. So, I I guess the point of my question was more so not around how does that affected. We have a two issues going on. If you're in Evolve, you do TLE's and whatever that is, you can like it or you don't like it. That's what they do and that's what we allow.
>> Why can't we have that same model for other kids? >> Because this TLE, I think, is referring to them. >> Yeah. >> Going to create for high school. >> We actually uh to be honest with you, we we I convened a team last year um with Springpoint, this organization that
included Dery, RPA, and Stone because I do agree. I think that that there's an opportunity there. And so I just shared with school leaders again, there's a round two uh training being offered I want to say in January. And so part of the the TLE's are offered through Springpoint. Um they would actually be
no cost to us. So we're looking at several um of those options um what those could look like at a dery or an RPA or a stone beyond uh the evolve. So, I'm going to vote for this, but I do have a ton of questions on uh basically
the looking at what is English uh one and two. What does that truly mean relative to what the students need to know when they're done? What is each course? >> What do they actually know when they're done? Because we see all these things that we don't really see. Is it rigorous? Is it not rigorous? Is that
more rigorous than this? So, it's it's hell of a confusing thing for us to see. But at the end of the day, I think we need to have more conversations about competency based. What is it going to look like? Uh because this there's just a lot in here. So, I'm going to support it because I think I'm trusting the fact
that you looked at it. >> High school, I'm sure, weighed in. RPA must have weighed in. >> So, I think we need to go with it, but I I do think there's a lot of questions here. I yield. Thank you, >> Mr. Corey. It's um uh I was um I was at the uh instructional meeting and it was
an an eye openener for me as a retired educator to know that you guys are um you know moving the targets in this direction and I I think it's great. I think it represents progress. I think it's also going to reflect the
presentation you just gave. I think pro a program like this because they have to prove their competence with mastery. Is that correct? >> Yes. in all of these disciplines, they're going to have to prove mastery, but they're going to be able to do it in a way that's com more comfortable to
them rather than being forced into a single way to learn. So, I really think that this is going to yield some very positive results in the future and I look forward to next year's presentation to see what those numbers look like. I hope you guys do a comparative study on
what you just presented to us in the last item and what this might look like next year. That's what I would be looking forward to. Thank you. I yield. >> Mr. Chair, >> Mr. Das, >> um I echo my colleague's comments in terms of a study. Obviously, when this
was presented at the subcommittee, I had some concerns over whether we're given too many options for determined competency. However, when you factor in with test scores and grades, um I think it it levels out. So, I'd love to see the data on that next year just to make
sure we're not um for lack of a better word, taking it too easy. But, I'll support this today. Thank you, Mr. >> Jim. Mr. Aia, >> one final thought and comment. So when I talk about what what does it take in order to pass a course, I do think we need to do a study something along the
lines of students on the MCCAST, grade 10 MCCAST that pass have scores on their um English, English two, whatever you're taking as a sophomore, >> a correlation >> correlation between the scores and their writing scores on the MCCAST
>> because I think it's going to be eye opening to people to know that we have students that have passed MCAST that still can't write and achieve four points, >> right? It's one one piece, you know? Yep. I I just think it's going to be telling to to you, to us, the public, that we say you pass English 10, you
pass the dual enrollment class, you pass whatever that other thing is they call it, >> if you still can't do what you need to do and what we think, something needs to change. We are graduating kids from high school that still can't write an essay that will earn four points. >> Yeah. >> I think the data will show us. Yep.
>> If I'm wrong, I'm wrong. But I think we need to do a correlation. >> I just Yeah, I just want to name um that's one of the reasons we really wanted to call out the writing. The conversation with the high school was we wanted to make sure kids were prepared for whatever was next, right? And so um that first bullet was important as one
of those options to demonstrate competency because I agree kids need to be able to write uh proficiently. >> Great. Thank you. I yield. >> Okay. This is discussion and vote. Do we have a motion to second? >> We debate. >> Mr. >> Yes. >> Mr. Bailey. Yes, >> Mr. D.
>> Yes, >> Mr. Cory. >> Yes, >> Mr. Lar. >> Yes, Mr. >> Per. >> Yes, >> yes. 123 is a discussion and vote to approve the middle school CTE exploration program as referred by the instructional subcommittee and presented by Drew Woodward. >> Motion to approve.
>> Second. >> Second. >> I have a motion to approve and a second. Mr. Woodward >> or Mr. Raposa, whoever is going to do it. >> I'll jump in. >> Okay. >> I'm exhausted. Go ahead. >> Good evening. I'll be brief. Um, the
middle school exploration policy is a new requirement that is uh part of the updated CTE admissions regulations that we're going to discuss in the uh next agenda item. And it's designed to expand awareness of CTE opportunities. And so Desessie's intent with this regulation
uh was to ensure that um before students enter the high school admissions process, they understand the range of career career connected programs and CTE options uh including comprehensive schools like Dery, but also regional vocational schools like Diamond and
other options like Bristol Aggie. So, the new law requires all districts to submit a policy for local approval where students have equitable access to the information and experiences before they enter high school uh with specific pieces on career exploration, middle
school tour policies and record sharing and compliance. So, before you uh you have the draft middle school um exploration policy uh that went through subcommittee. Um so, at this point, I'm happy to answer questions or I could go through highlights as well.
Mr. Corey, >> I just want to reiterate my uh my approval of such a a program. Uh ever since I uh decided to run for school committee a few years back, I've always been a proponent of chapter 74
programming. I think it's incredibly important, especially for the demographic we serve here in Fall River. And the more that we can portfolio a student in middle school into trade work at the high school, we're not going to
rival diamond. I'm not looking to rival a vocational school, but to provide the opportunities skillw, it it gives a student a much higher skill set overall beside all of the academic stuff and all
of the other comprehensive stuff that you get at Dery, but it really raises their skill set for this hands-on programming, which is incredibly important. I see what the students are doing at Diamond because I work there
and I'm extremely pleased to see so many students there really taking advantage of a higher skill set with their hands-on. I look forward to similar reactions from Dury. So, thank you for the good work. I yield, >> Mr. Chair. Mr. Larave, Mr. D.
>> So, yeah, I really appreciate this. This is for the district way overdue to really start rolling our kids and getting them acclimated and just understanding what CTE CTE is. Um the more kids more students we can get into
CTE um the better. Um I applaud this. You have no idea. Love this. Um what I am impressed with is that uh Pedro Martinez is the commissioner of Bessie. He changed. Does anybody know Pedro Martinez? No, just me. Okay. Yes. But I
don't think it's him. I don't think it's him. But I hear >> Mr. Das. >> Thank you. Um, one question I uh didn't ask at the subcommittee level. I I understand where there's requirements around um sending our students to go visit the different programs. Is it vice
versa as well? There's requirements for students from anywhere to visit or any outside the district to also visit our CTE program. for example, trying to think, or even outside the anywhere outside the district.
>> Um, there's no requirement, I believe, for students who reside outside of our district to visit uh Dery CTE program. But if they are a part of, you know, a regional vocational school, then there'd be those requirements. >> Does this also apply to the charter
schools? this um because my question then would be if it does, >> do those children like the middle schools also get the opportunity to visit our program? >> I'm not 100% sure, but I do believe that the charter schools are required to have
their own middle school exploration policy. Um but I'm not 100% sure on that. >> Thank you. >> Hearing nothing. Can I get a motion to second? Sure, we do. >> Oh, I do have one. Okay, Mr. Aar >> just on that. So, we have all of uh CTTA
programs and programs opportunities to provide information about their programs to middle school students on site at the middle school. >> That's all done. >> Yes, correct. >> Done. >> And then through mail and email. >> That's That's correct.
>> And then on the middle school's public facing websites. >> So, I'm assuming that means our websites. We're going to advertise diamond and bris. >> Is that what that is? Is that what I'm saying? >> Yeah. I don't I believe that that is um
referring to our CTE program. So, we're advertising on on the Dery site, but I don't believe currently we advertise uh Diamond or Bristol Aggie um on our public school website. >> Okay. I'm just reading from the regulation. says, "Offer CTE schools and
programs, which I would assume means Diamond, Crystali, and Derphy." >> No. >> Yes. >> Correct. >> To provide information about CTE programs and careers to middle school students by October 15th of each school year in the following ways. On site at the middle school, through mail and
email, and on the middle school's public facing websites, what I'm reading. And then it says, "Develop and maintain a district-wide pathway exploration policy that explains how middle schools will collaborate with the CTE in their district. The district will provide
middle school students with an opportunity to tour CTE schools and programs during regular middle school hours and that transportation cost would be assumed by the school hosting the tour. So what I'm asking is is all of our middle school kids went to our CTE program. Did they all go to Diamond?"
Like what? D >> Diamond. Yeah, Diamond. Diamond Diamond has done a presentation, but Diamond has set up um a tour on December 10th uh for all uh Fall River Middle School students as well as um the surrounding districts.
Um they're also um also invited our students to an open house in December as well. We bring all of our eighth grade students to Dery um in January um for a tour of the CTE programs as well as academic, arts, and athletic programs as
well. I guess does that October 15th date not mean any am I missing it? >> So the the the policy is being rolled out this year. So my understanding is by October 15th of next school year. Um but
I can I can follow up on the specific. >> Sure. It's just and then it just looks like as if transportation costs this almost looks like as if they're forcing us to >> have kids go to these other places. And while I might disagree with that, the policies that they have here are crazy
and they're making us do all kinds of things that I just don't even know that any school's going to be able to do it. Uh I I just uh I understand it's what it's supposed to be, but the some of these regulations are are crazy. Somebody's going to calculate the fact that if a student um was absent 27
unexcused full day absences over 270 days prior to the date of their application, they may not consider any date before se seventh grade. Like who's going to who everybody we're going to calculate this stuff and then if it's more than 10% you certain things like
some of this is crazy. >> So I'm going to support it because I think we have to have something. But make no mistake about it, I think this is crazy. I yield, Mr. Mr. Dus, >> thank you. Um,
just very quickly on this one, I was actually going to make this um suggestion or even motion at the next meeting. I really wonder where Desi gets the ability to um even propose and we're going to discuss it on the next one as well gets to propose
um such items that I think is just overreach from Boston in my opinion and doesn't really um advocate for the best interest of this district and I think it's just worth just having just going on the record just to have a review a legal review on um what their um
authority is and if they can even propose such a measure. So, I'd like to make a motion that we task attorneys to research DESI's um ability to make um render um such
advisories so we can have it on record. >> In this particular case, these are both um laws as well right now currently. So, I don't know um >> when were they passed? These were passed by the legislature. >> Passed by the legislature I believe in
May. Um Yeah, but we can get that to you. >> I did ask for that um at the subcommittee level. So, I hope we do. I if you're saying it is based off a law that kind of ties our shrink. So, I'll withdraw my second, but I mean I'll withdraw my motion on that. But the point still remains we again we talked
about the MASC where are they advocating for again this um overreach Sean school district. >> All right, let's vote. Uh Deb, call the role please. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. D. >> Yes. Mr. Cory. >> Yep.
>> Miss Larby. >> Yes. M. >> Carrera. >> Yes. >> Mayor Coug. >> Yes. 124 is a discussion and vote to approve the Dery CTE policy for 2627. >> Motion to refer back to um instructional subcommittee. >> Oh, whoa, whoa, whoa, wait, wait, wait,
wait, wait. Hold on. Miss Pereira was talking first. Go ahead. >> I said motion to approve. Second. >> I have a motion to second. >> Discussion. >> Mr. Chair, >> Mr. Das first. Sorry. Right. But his hand was first. I just
wanted to be polite. >> Mr. Two things. One is um Mr. Woodward, you said we would go to uh our students go to Dery when? >> Uh typically it's the first or second
week of January. >> Yeah. So, if I recall back, at least since I've been on this committee, anytime it's ever come up, I've made the suggestion over and over that we need to go before them because we're losing so
many students to Diamond. When is Diamond going? If we're going the middle of January, when do the kids go to Diamond? >> I think they have an open house in December. >> No, our open house, the open house at Diamond's coming up November 23rd, I believe. >> Yeah. And we we also have I'm sorry I didn't mention this earlier. We have a
open house for families on Tuesday, November 25th uh for uh targeting middle school families as well. Uh the January date is uh that during the school day uh we bus all of our middle school students. Typically it's one school uh per day where they get tours and
information uh about Derby. >> Yeah. I just think we need to flip-flop that because what we're doing is advertising another school and then kids that go there. Wow, this is unbelievable. they they sign up and then by the time we go they're already gone and I've said it for a couple years now.
Um the the the issue um >> I do I do >> know the the issue of this uh new policy >> is the same thing like I is this all just language that we have to put in here like yeah so to the discretion that we have as a school district um so the law
requires all school districts to use a lottery system to determine admissions and just uh to clarify uh for the public it's admissions into the ninth grade exploratory program which must be lotterybased Um, so school districts are still using and we're still proposing to
use um academic uh attendance conduct and recommendation criteria for admissions into specific programs such as cosmetology and construction. So the lottery is required by law uh for our nth grade exploratory, but we do have
the ability to decide whether it's a weighted lottery or an unweighted lottery. And with a weighted lottery, um there's specific criteria that the state will allow school districts to use. Um some of that which you mentioned earlier, uh with
attendance fewer than 27 unexcused absences in the prior 270 school days, etc. We are um the discussion at subcommittee though um was really the the d uh director's um guidance was around the unweighted lottery. Um so I
can talk briefly about that and the distinction between unweighted would just be a straight lottery. I think earlier you mentioned sort of pulling a name out of a hat. Uh for us, one of the things we really talked about was um who gets access, right? And so um in the
weighted lottery, a student who has had let's say um some sort of a conduct situation certain certain conduct incidents or who has had been chronically absent in the past or a certain number of absences um would have less op less chances basically in the
hat, right? uh we felt as though um that you know our students all learn differently and need different experiences and and we've we've seen that for some kids who have been disengaged in school when they have an opportunity to enter into CTE uh we see their level of engagement really
increase right and they find some success in school and so um one data point I think is important to mention as an example and as Mr. Woodward mentioned the lottery is only for admission into the nth grade exploratory. So an important data point uh current eighth graders uh so last year's eighth graders
when I look at when we look at students with disabilities um 41% of students with disabilities were chronically absent as compared to 18% of students who did not have a disability. So we think about those two student groups in a weighted lottery. the students um who
are not chronically absent would have more opportunities in the hat, right? More chances in the hat. Um so we had proposed that the subcommittee um going the option of an unweighted, but as Mr. Woodward um mentioned, you know, >> point of information, >> quick point of information if I may. Um
that's we we don't just very quickly we don't need to use um unweight. We don't need to use the absentee as one. That's one option. We could use other options including interest in a in a weighted lottery. Just want to put that out there. >> I think
>> yes. So there's uh that's that's a good point, Mr. Das. There are three criteria that the state uh allows you to use. Interest is one of them and that can be um through a letter of recommendation. A personal statement or video could get you an extra ticket into the lottery if
you use the weighted system. Uh the other uh outside of attendance uh criteria that you could use is conduct, but it's specific to um suspens suspensions or expulsions under 37H or 37H and a half. Uh so if you didn't
follow um under that, you would get an extra ticket into the lottery under the weighted system. So I think that based on what Mr. proposal said the most important thing you said was about the special education numbers and what how many what is the percentage of students at Dery High School that have IEPs?
>> I'd have to look >> 25. >> I'd say a quarterish, >> right? So I think we should make a unweighted but also demand that whatever number is the special education they get 25%. So if only x amount goes, you should have two lotteryies. students
with IEPs should guarantee you want to be able to have programs that have the weight of where the kids are. >> I think that's a fair um if you're doing unweighted I believe we should be unweighted. I think Diamond Regional even though I have no vote on it should
be unweed. >> I believe their weight is their option weighted at Diamond. I believe >> they approved, right? Of course they did because that's going to still cherrypick the kids. Let's not make no mistake about it. The end of the day, Diamond Regional has 400
kids in Forever that belong that are at Dery High School belong in Diamond and they have 400 kids that are going to college because over 60% of the kids at Diamond go to college. Let's be real. So ultimately, we need to face those facts and but what we can control here is
making sure that our programs have an equal amount of representation on special education children. So, I think we should whatever you guys are proposing, throw that in there somewhere to say it'll be an equal proportion of students. >> And I think the current I don't know off
the top of my head, but I believe um currently um the program is pretty representative of the population. Yeah, we we've also actually um admitted all students who applied in the past year and I believe we have in in the previous years in ter in terms of the dery
discovery program all students who submit an application are able to enroll >> and it says that in here >> we did I don't think I don't know if we put that into the policy because there might be a a future date where uh capacity outshines >> yeah I understand I understand but if
the theory is oh yeah yeah we're doing it then put it in the policy of us >> because what happens next year when it doesn't happen? You're going to say, "Oh, it wasn't in the policy." >> So, let's just put it in the policy that says they're equally represented. >> Did we have a motion?
>> The motion is second. >> Motion. >> I'll make an amendment that we have the population equal for special education at Dery to be in the vocational. >> Second. >> Okay. We have an amendment on the first motion. Why don't we vote on the
amendment to reflect the population? C >> can I actually ask a clarifying question? >> Sure. >> Is this for >> when I look at the regulations, it says that career and tech education schools and programs whose admission policies
include criteria may only use one or more of the following and only as part of a weighted lottery system. And then it's the attendance, the discipline, and student interest. So, can we legally even add another layer that says if you
fit that it's going to be representative of student groups at the high school? >> I thought we were doing unweed. >> Isn't that what you recommended? >> Unw. Yeah, unweighted. Correct. >> Correct. Superintendent just read your what is weighted, right? >> So, so you're suggesting that if it's
unweed, then we can do >> that we can add addition we can have additional criteria. >> I'm not sure. Okay. >> Can I ask a question? >> Hold on. Hold on. Hold on. >> Did we get our answer on this question? >> Do you yield? >> Yes, I yield. Thank you.
>> Mr. Mr. D. >> Thank you. I was going to say the same thing because the way I'm interpreting it, when it's unweed, it means unweighted. It means lottery. When we're putting a condition, even if that condition is special education, that's
putting a condition on it. So, I agree. It should be unweighted. I I think uh I want to keep keep it the way it is. So, I'm not going to vote yes on the amended motion just because I don't think we can do that. That's simply why.
>> My understanding is that once you have more interest than seats, we would have to enact the lottery. So, if we if we had 380 seats and 350 students interested, we take all 350. We only utilize the lottery when we have 400 students interested and 380 seats. Sure.
I do not know though legally if we can add that. I understand the sentiment. >> I get I get the sentiment too and I hope that's how it pans out when we keep it unweed. That's why unweighted is better, right? Because we're getting a better chance of that because everybody is on the same playing field with as you refer
to the same amount of tickets so to speak. So with that being said, that should furnish a nice um you know spectrum of students. And I don't know if the other thing in my opinion I was thinking what the superintendent was thinking is that
that's putting um benefit. So I I'm not going to vote for the amended but I do think we need to pass this and I think if we keep it unweed we're going to get the results that Mr. Aiguel is looking for >> Mr. Chair >> Mr. Das >> and with that I yield. Thank you.
>> Thank you. Um there a when is this this is for next year correct? this this policy this this would be for next fall >> for our current eighth graders who would be enrolling next fall >> for next fall. Okay. So there's no rush on this.
>> So I believe my colleague offered some good a some good suggestions to add into this policy and also I was under the impression the way it was presented as well that it would be strictly unweed. So I like to make a second amendment that this be passed as a first read. Do
you want to? >> So the the the timeline we applied for an extension. Desi encouraged uh districts who were weighing the policy um that they could apply for an extension, but the initial policy was due November 1st. We applied for an extension um with Desi and that was
approved. >> When's the extension end? >> Is it >> December? I I can check to >> if it's after December 10th, we have a meeting that could this could easily be
approved at the December 10th meeting if there's a second. I think this makes sense just to pass as a first read and just have this discussion again in December. >> Okay, Mr. A. >> So, two things. One is I don't believe it's illegal for one to do. I think we
should do it. And if Pedro Martinez wants to come down and tell us that it's not okay for us to give the equal opportunity for special education children to be in our CTE program, I say bring it on because we are doing something. If we vote for this that's actually makes sense for children that
have special education. So if the DEESC has a problem with it, they can come down and take it up then. As far as I'm concerned, we should pass it so we don't wait any longer. Secondly, we didn't know from here what we got anywhere that we had to apply for an extension. So if it sounds like I'm getting aggravated is
because I am getting aggravated because all we keep doing is hearing information for the first time at that podium over oh we oh by the way we did this oh by the way we did that. It's getting tiring. I can just tell you that I'm going to vote for this because I think it's the right thing to do for special ed kids. But I'm had just about enough
of everybody coming up with new information right on the podium. I yield. >> Okay. >> So what's the motion? >> We're going to vote on his uh Mr. Aguar's amendment first. which is >> which is to reflect the percent of our special education populations in our CTE
programs. >> No, >> it's December 1st. >> It's December 1st. We have to have it done by So Go ahead, Deb. Call the role on the amendment. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> We have to have this done. >> Mr. Cory. >> Yes.
>> Miss Laravey. >> Hold on. We have to have what? By December 1st. the policy >> CT. >> No. >> No. >> M. >> No. >> Mayor Cougar. >> Yes. Now on the CTE policy, do we have a
motion to second? We do. Deb call the role >> as amended. Right. >> Yep. >> We just did. >> No, that was the amendment, >> Mr. >> Which was his amendment not to basically approve this? >> No. was to add that little language to
add to make it have special ed. Did we not just do that? >> Yeah, but now >> but now it's the original motion is as amended. >> As amended. >> I thought he amended the motion initially. So I was voting on the amended motion of we're going to approve
this with the amended part that we're >> there was two uh amendments. So the original motion was made and seconded. I made the motion to add the special ed piece as a separate vote. That's what we just passed. Four to three or five to three. >> Right. So, I thought it was all together. I thought >> No, now it's the whole thing.
>> Well, whatever. Either way, >> now it's the whole thing. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory? >> Yep. >> Miss Larvey? >> Yes. >> Miss Perver? >> No. >> May. >> Yes. 126.
We've did 125 already. Is it discussion and vote to approve the following policies referred by the policy subcom? >> I have a motion to approve. >> Second. >> I have a motion to second. >> Mr. Das, >> can we get a presentation from the HR
director? So, you should have um some changes. >> Excuse me. Sorry. >> Maybe I'm mix I'm mixing up something here. But did we vote on the high school one as well? >> Like that was the one going in. Is that the only one?
>> We're on 126. >> The one we just approved was >> 124 high school. >> Correct. So that was we did both of them. There's so many of these things in here. >> Yes. Well, >> thank you. I apologize. Thank you. >> We're on 126, Mr. >> Got it.
>> So, uh, before you, you should have, uh, edits to our Title 9 sexual harassment grievance, uh, procedures policy as well as our civil rights grievance procedure. Um and essentially there were two changes made
to um title 9 uh regulations which actually sort of made us change our civil rights grievance pro procedures. That's why you have both of them. So the first change under title 9 was that uh gender identity and sexual orientation were no longer um protected categories
that were included under title 9. So those references have been removed from the title 9 grievance procedures. Um, but in doing so, we added them to the civil rights grievance procedures. So, they are still protected categories under uh civil rights. Um, and I can go
into the changes in a little bit, but you'll see those changes reflect in both policies. The second change uh is just under title 9. Um, the definition of sexual assault has um several categories under it in our policy. um there was a change to um one of the
definitions and um criminal sexual contact was added. So we needed to update our policy to reflect that new language and that new definition under sexual assault. Um and if you have um the redlinined versions, uh they actually show you what the changes are
from our current policy to uh what's being proposed and hopefully voted on for this evening. Um, any questions on those or if you'd like me to go through the the red line versions, I can do that as well. >> So, um, I kind of touched upon this at the subcommittee level. I'm going to
touch upon it here. So, there is So, an individual may be an employee could be found not responsible for Title 9 sexual harassment. However, there's other policies in place where they can be found um liable for sexual harassment.
Is that correct? >> Correct. Yeah. So there's a very specific definition of sexual harassment under Title 9 and um you know an incident, an allegation or a complaint that's filed under Title 9. It could be found that um you know the allegations as described don't meet the definition
of sexual harassment under Title 9. However, they could meet the definition under our civil rights and we could act accordingly at that point. >> Right. But I guess my question would be we should also if because title 9 specific to federal statutes as you just
mentioned there's specific um definition for that type of sexual harassment. There's nothing stopping the district from having its own internal sexual harassment policy that's more broad and than the title N version. You would >> um I I don't see why not.
>> Yes. I I would I think the answer would be yes to that. Um, if that's not currently here, that's something that should be considered as well. If so, I'm going I asked the question of the subcommittee, but I just want to ask it for the full committee. If someone is um
found by the either district or by an outside investigator hired by the district to be responsible for title N sexual harassment, what's the punishment usually if what's what's the punishment? So I really it's
a case by case basis. Um so there's not a um a the policy itself doesn't go into you know outcomes or or um you know what what would happen if someone is found um you know liable or or guilty of sexual
harassment under this policy. Um so at that point I think it's probably referred back to you know um our code of conduct policies um you know contracts um and making sure that we're we're following those. But it really would be sort of a case- by case basis depending on you know the the exact incident the
exact allegations and then the the complaint. But I you know in speaking to that anything up to and including termination um you know it could be uh you know unpaid uh suspension uh retraining all of those things could you know be potential outcomes if uh someone
is found >> right. I I think it should be when it comes to specific Title N I think it should be pretty specific. Do do you believe there should be zero tolerance? >> Oh, of course. And I I believe there is.
>> Um I think there should be high penalties and I think that should be listed within the policy which it currently doesn't. But you you also mentioned that it's also refer that the punishment is the code of conduct. I so you know if you're moving forward
with a a termination I I suppose um you know you would have to reference sort of you know the the reasons for termination um and yes certainly you know finding um someone liable for sexual harassment under our title N policy could could be
uh grounds for that um I I guess you know and and you know I guess this is something that the committee could vote on um I'd be concerned about sort of you uh tying the district's hands in in terms of um setting, you know, for every
instance of, you know, someone's found guilty of this, this would be the the punishment. Um I I I don't know that that's present in Title N policies, but that could be something that maybe we we possibly look into if you know the committee votes that way. >> I I guess um thank you. But I guess my
question would be should if there's punishment in general, there's some sort sort of um criteria or spectrum of punishments, should that be its own policy within the code of conduct, something separate? Is that something that should be tackled within this policy?
>> Um or would you or would you say that there shouldn't be any punishments listed within this policy? >> I that I'm not really sure about. I like I said I I haven't seen you know uh policies written that way where it sort of dictates you know um next steps
beyond um you know a a final determination. Um our our title n grievance procedures goes through you know there's a um final determination there's an appeals process. Um yeah >> right and again um with all due respect
to you Mr. and I appreciate you for answering the questions. My personal opinion that we could be doing a lot more in terms of punishment when it comes to these sort of cases. Um, again, I'll support the policy the the changes because I know that for this policy
because I know it's um required. However, I don't know if it needs to be something from the administration or it needs to be within policy that we strengthen up the punishments and um the handling of these cases. Um, with that I yield for now.
>> Anybody have any Mr. AI? >> On the first red line on uh the item says the word apply is scratched out and the word applies is in self-explanatory >> but it says only to allegations of sexual harassment under title 9 and
what's redlined is which includes harassment based on sex, sexual orientation and or gender identity and is defined in the law. So tell me about what what does that mean? Now, so it was here in our policy. So if under the current situation, somebody
filed a complaint against includes harassment based on sex, sexual orientation and or gender identity. You said that is added somewhere else. And what what is added? Because I don't necessarily see in the up the next one
red line meaning add those words or the equivalent thereof. And and if I missed it, just lead me to it. >> Yep. So, uh, if you look at the civil rights grievance procedure, um, we did include, uh, updates to add references to sexual orientation and gender
identity, um, on page one of the civil rights grievance procedure, the one that's redlined. The opening paragraph already included sexual orientation and gender identity. Um, what it didn't include is uh, the category of sex. So, that was added. However, if you look on
the top of page two of uh the civil rights grievance procedure, sexual orientation, gender identity were not included um under the harassment section, section B. So, those were added. >> So, I guess I'm I'm reading this to say
that if somebody files a complaint alleging sexual harassment and if you just say that it doesn't fall under Title N, it's not going to get brushed under the carpet. >> Oh, absolutely not. >> It's going to be just looked at in a different section. Yep. >> Not that we're changing anything to this
is just defining the limited scope of a a title n because I feel like we're doing a lot of title nines for whatever reason. I I know why because there's a lot of stuff going on. But at the end of the day, I think we're doing or asking questions like is that do you want do you want to apply for this under se
title n? Like people shouldn't have to wonder if they're filing a complaint under title nine. Somebody says they're sexually harassed. Were you on this? >> It's either yes or no if you're in the title n I I guess. So my problem is I don't want to minimize some of the
needs. We have to strengthen the proposals for how does somebody file a complaint? And you're here to tell me that it's not minimizing something. They're just changing language. >> That's exactly right. And um >> and so for example, before this change went into effect, um
if you know someone um in the district felt like they were being harassed because of their sexual orientation, that could be a complaint filed under Title 9 that we would um use the Title 9 procedures to to investigate. Um with this change, we if someone was coming forward saying they're being harassed
because of their sexual orientation, that definition is no longer included in Title 9. So, we wouldn't do a Title 9 investigation. However, it is included in our civil rights grievance procedures. So, we can still do an investigation to look into that harassment. >> And the fact that it's not there is not your decision or my decision. It's the law.
>> Correct. >> So, when did that law go into effect? Uh so the department of ed actually it wasn't the department of ed but um uh an appeals court struck down the 2024 regulations
uh I believe in January of this year um which made Title 9 revert back to the 2020 regulations. Um in terms of the removal of um sexual orientation gender identity um I believe that happened at that point.
the change to um the definition of sexual assault under our title N policy that happened more recently. Um and that was due to changes of the FBI's uniform crime report. >> So we're not are we are we way out of compliance? >> Uh no no around the time when you knew
you brought it to us. >> Oh yeah. And and and these were done by um our legal council. Um we work uh with Makavoy Joyce and Kowalsski uh the law firm on our uh Title 9 regulations or Title 9 manual. So they actually um provided us with these changes.
>> My last question though is so the regulations or if it's title n there's uh the way the investigation is done is very prescriptive timelines and everything. How does that differ from a civil rights grievance procedure for the same offense? Is there are all those
protections in place and mandates in the civil rights? >> It's a different procedure. So, um things like um you know um timelines uh that you have to follow or uh specific notices that need to be sent under our title 9 procedure. That is not the same
uh as civil rights. Um but >> but isn't that our purview? >> School committee's purview. It's a school rights procedure policy that we approve. >> Yes. So, I mean, if you look at it, the
civil rights grievance procedure is not identical to the title N. Uh, >> but if we wanted to, we can make that motion and you'd have to abide by it. >> Okay. >> I don't see why not. >> Okay. Thank you. I yield, >> chair. >> Okay. Mr. Das, >> um, two follow-up questions. Um, one, in
general, how long does it take how long does an investigation take? because and the reason I'm mentioning this um the Collins Center report mentioned in part some concerns around the um length of investigations um is that something you do you one do
you agree with the finding and two um not to jump ahead but what would be some of the issues? So, uh, Title 9 has, uh, specific timelines that have to be followed and, um, there are, um, you you have the ability to extend an investigation or extend a timeline, um,
you know, if there's, uh, proper reasons for it. Um, for example, you know, if if, uh, the availability of a witness or a complaint in a respondent for an interview, um, you know, takes time to to gather, you can, uh, delay an investigation or delay a timeline. Um, notice has to be sent to both parties if
you're doing that under Title 9. Um, but within our Title N policy, uh, it's typically within 60 school days of a complaint being filed, um, that we would look to have a, uh, determination, uh, completed. Um, there's not as specific of a timeline under, um, our civil rights grievance procedures. I think for
a lot of the investigations outside of Title N, um, you know, case by case basis, um, I've seen some that we've been able to get through rather quickly because, um, the allegations are are sort of easily investigated, the availability of witnesses are there. Um,
others take much longer just because of, uh, the the nature of the allegations, maybe the the scope of witnesses that you need to interview. Um, we've also had investigations too where, you know, additional information is sort of brought forth two weeks, 3 weeks, maybe a month into an investigation and that
sort of requires us to kind of recalibrate and um >> Okay. Thank you for that. I think my colleague just asked, we're up to date on all reporting requirements for for investigate. You just mentioned how you have there's certain things you
have to report to the federal government or deadlines you have to meet. Uh, >> is that something you report out to the >> No, no, not reporting, but what I said was, you know, um notice to both parties and that's under title nine. So, um you know, if a investigation or a timeline
is going to be delayed, you need to notify in writing both parties and and we do that. Yes. Okay. >> And um the last line of question I'm going to bring up is just basically around the procedures. if um there's a a
complaint filed either by a student or by a um an employee who um is making the allegation. What are what's the policy look the procedures look like around this policy around >> moving them? Are is there ever a
situation where the student themselves is removed or the um the employee themselves are removed? So under title n um there is an emergency removal option. Um so you can emergency remove a respondent um in a title 9
investigation. Uh if you do do that you have to give them within 48 hours of that removal uh in a title an emergency removal hearing where you have to give them an opportunity to um you know basically refute the the removal. Um, and you know, the district would have to
um be able to meet um a standard that shows that it was proper and prudent to remove that individual. Um, >> so a victim wouldn't be a victim wouldn't be moved. >> No. And you know, also under Title 9, there's also um, you know, regulations stating that you can't really impose
discipline until the uh, end of a Title N investigation or the end of a process. uh meanings um you know you have a a determination made and then the appeal process has happened as well. Um but with that being said um you can you know
for instance I mean a classic example of this is you know a title n complaint made um from one student against another. Um if you are going to impose any kind of restrictions on one of the parties you have to do it to both parties. So, in that example, um you
know, outside of an emergency removal, if you were going to be, you know, changing the schedule for one student in a Title N investigation, you'd have to change the schedule for the other student as well. >> Okay. Um last question on that. So, what if it's um either student on staff or staff on staff? Have we run into
situations where um um a victim files a title N, however, the next day they're still within the same vicinity as either that staff member, either if it's a student victim or an employee victim. Have there been situations,
>> have there been situations where >> so just say for example, I'm a staff member. I file a title n against my supervisor. I report to work the next day. still working under my supervisor. >> That can happen. And what we also do with um Title 9 is um supportive
measures are typically put into place. Um supportive measures are offered throughout the process and um complainants have every right to request supportive measures. One thing that we would typically do in in a situation like that is um put in a supportive measure where you know the complainant doesn't have to interact with uh uh the
respondent. There's a no contact order. That's been used in the past. >> What about for a student? Say a student alleges um a staff member sexually harassed him under title nine. Is that student go and as a teacher is that student going to >> go to that teacher's room? >> Uh I I
>> is it possible? >> I suppose it would be possible, but what I would say is that um you know a supportive measure that I would encourage and um that I would hope would be put into place would be that we would limit the contact so that that student would not be interacting with that teacher. M
>> Mr. Das, can we can we vote on these two policies, please? I mean, ask a question every minute you want, but they were both approved unanimously. I just bought out of committee, >> right? I just follow questions. >> All right. Can we vote on these? >> I I yield. >> Okay. >> Deb, call the role, please. >> Mr. >> Yes. >> Mr. Bailey.
>> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yep. Didn't do anything. >> Yes. >> Yes. >> Carrera. >> Yes. >> Yes. Um, >> Mr. Mayor. >> 127. A discussion. I thought we were just doing >> that. >> I thought we were just doing the first
one. It's listed twice. >> I beg your pardon. >> Motion to approve the civil rights. >> Oh, I thought we did them both together. >> I I apologize. I I was just I didn't ask my questions on the civil rights. That's what I was waiting for. >> So, I have a question on civil rights.
Mr. I so the um what is the longest time that uh an employee of the district has been on administrative leave this year for any of these uh civil rights procedures >> this year? Um I I don't know off the top of my head
>> roughly 25 days. >> Oh yeah, it could be a month. Yeah. >> How about six months? Anybody? >> I I don't know off the top of my head. >> I do know. At least I know some cases that people call to complain about. So
what I why I was asking about the procedures is because we have situations in this district where people have been put on leave, admin leave for months on end. And it's real frustrating to principles, to staff, to directors to
have this continually go on and on. It's like these investigations never end that are in the civil rights procedure. But when you look at the other procedure, the title N, it says 25 days, you got to finish it. Otherwise, you do what you just suggested. I need to do it a little more. I got to get a little extension
here and there. I believe that we need to have the Title 9 timelines placed into civil rights procedure. So, I'm going to make a motion that we utilize the timelines in Title 9 and just carry those timelines over to the civil rights procedure. that will ensure that people
when they file a complaint are going to be notified that they're going to get done in 25 days. If you need more time, you ask the appropriate way. Right now, it's way too open-ended and we've had too many situations in my mind that these investigations go on and on and on. So, I want to just carry the title N
into the civil rights procedure. And that's a motion. >> I second it. >> I have a motion, a second. Mr. Aguia, >> any further? >> You have nothing further. >> I yield. Okay. So, uh, on the motion to put the same
time constraints from title nine to civil rights, de call the role, please. >> Mr. >> Yes. >> Mr. Bailey, >> yes. >> Mr. D. >> Yes. >> Mr. Cy, >> yes. >> M. >> Yes. >> Miss Pereira. >> Yes. >> Yes.
>> Does that mean we already approved both of them? Uh, Mr. backyard. We have to go back to the the main motion of approving the civil rights. >> I think we >> we kind of did it already and this was just an addition. >> That's what you added on. Okay. Number 127 is discussion and vote to approve
the following two jobs descriptions. I'm just trying to move it along, guys, because we're on a 10:30 timeline and we're trying to get through some of these items. Discussion and vote to approve the following two jobs description is referred by the facilities and operations subcommittee and presented by Ken Pico. Motion to
show you. >> Motion to approve. >> Second. >> Motion second. Any discussion? >> Yes, >> Mr. Das. >> Thank you. 127. So, I went through the backup for this. Um, so correct me if I'm wrong, Mr.
Pico. I wasn't at the subcommittee meeting. So, this is a position that's currently an organized laborer position that's being converted into a organized labor truck driver position. >> No. mind giving a quick >> There is a position that is in the
budget for an organized laborer. >> Yes. >> The truck driver piece existed in the um in the custodial union and is being put in as part of this job. >> That's that that's what I thought I said
was being converted into >> I I thought it was the opposite way. So you're right. the the truck driver piece is added to this labor, but the laborer job could not operate without a truck driver. So the issue is is there's a vehicle involved. >> Sure.
>> Okay. So the vehicle is part of this person's job. >> Sure. >> Um along with the skilled and unskilled portion of that job. >> So it's different than just a laborer. >> What What's the current um salary for the person who currently holds a position?
>> There is none. This is a new position. It's new to the district, but it is in the um it was put into the budget. So, there's two labor positions in the budget. One is unskilled, and the other one is this position here.
>> Okay. Um so, they're transferring. >> Nobody's transferring. Nobody's doing anything. The job is a vacant job. This is a job description for a job that doesn't exist currently, but it is in the budget.
The job description is to match the budget line item and then the job will be posted for people to apply for. >> Was that the seven is what's the what's the amount in the budget again? I I add it up, but for this position,
>> um it is uh 1383 weekly. which is how much in the as a sal as salary for >> I didn't do the math >> 71,000 >> 71,000 >> um what what was the reason of um adding
the job description is it a position you need filled >> it's a position it should be filled yes currently the work is being done by the people who are getting a higher salary the plumbers the electricians
the carpenters are doing work that a laborer should be doing. >> Can you remind me what the um procedure is for posting this position? It it has to go out to the to the union. I'm assuming >> the job goes out there as posted. We we
post both job we post and both union both inhouse people can apply and people from the outside can apply. >> Okay. the most qualified person for the job that matches the qualifications
um or exceeds the qualifications would be depending on that position and the dollars off it whether or not that person wanted it. So, it's there's nothing here that would there's no license required per se other than a driver's license and some other
qualifications that would make that person. >> Last question on this. I saw for one of the preferred qualifications. Uh hoisting I believe was hoisting. Um is there a need for that? >> Absolutely. We wouldn't have put it in here if there wasn't a need in the district. >> Okay.
>> So there is a need. Yes. >> I just point of clarification. You said it was 13 what a week? >> 1381. >> 1381. So that's more like 60 a year. Just I think just >> 138351. Yes. >> 138. >> Anything further on this Mr. Aguia? So,
uh, one question on this, excuse me, required is holds a valid scissor lift certification, >> right? So, the person who's going to be doing this job is going to be the person who's going to be lugging the the lift the the uh lift around from school to
school. We don't have a lift at every school. So, as it's needed, custodians will ask for it or or the carpenters, electricians, plumbers would ask for it. This person would be the person moving it from one location to the other. So without the license, we would not want them doing that work. >> I understand. Just uh I don't know how
you get that, but if it says required, that means only people that have it in hand can actually apply. Yes. >> Versus >> required, you know, you got to get it within x amount of days, you know, like a teacher, certain things. So this is limiting to any only the people that are
current. >> Well, anybody who has a license in however far they want to travel to get here. It's not limited to I mean this is not limited to in-house people. So anybody with a license this
is a very popular license to have. Most plumbers, most electricians have this license already. A lot of carpenters have this license. There's a lot of laborers in the union that have this license. Not in our union but in >> labor. So I guess I I think just to clarify what I'm saying is I believe
that the budget for this is coming from one of the positions that is in the custodian side that's going to shift over. >> No, the money is already in the in the money is in the um maintenance side. The money is already a listed item, not
filled, >> right? But we're paying somebody in the custodian side to right now we're paying the two people >> not to do this all this work. That's just a truck driver position and senior custodian position. Right. So those persons do and both of them do that
work, >> right? We have two people on the on the truck right now. >> Yes. >> Getting paid >> $58,000 or whatever a senior gets plus overtime. >> Yes. >> That money is in the custodian >> budget. And I'm not taking that money to
to fund this position. This this position has the funding. >> So we're underfunded in custodian. the person's getting paid right now because we voted for this in July and they're still working. So, we have two people getting paid that weren't supposed to be getting paid because we said this position is going to open up
on this side. >> You know how we talked about at the meeting about >> Absolutely. I see where you're budgetarily hopefully I won't be short the short amount of change we've had since the beginning of the year. >> But I I guess I'm asking on the
custodian side we're overpaying. So if we had a budget that was >> we're paying position, right? We're paying the position that exists on the on the custodial side right now. >> That's what I'm saying. But we cut the position. We cut one of the positions on the custodian side in July.
So why is it posted? Why are they both filled getting paid on the custodian side? >> So we could tomorrow I could get rid of one of those custodians who would bump into the system and we would the lowest person on the totem pole will lose their job. I can do that if that's what the the committee would like.
>> So you mean when you go from multiple seniors and we reduce it, somebody gets bumped out? >> No, not necessarily. They don't get bumped out. But you're making a point here. Well, you're making a point here that you're saying it's not funded. And obviously the position on the
maintenance side, on the facilities and operations, but on the maintenance side has not been filled since the beginning of this year. I grant you, Mr. Pico, that in the maintenance budget, you have a position with a salary line, >> two positions technically. Go ahead.
>> But this one that we're talking about, >> yes, >> that there's a line item there. I'm not questioning that. >> What I am questioning is that when we passed the budget, we were told we didn't have any extra monies in there. Everything was put in and we're currently paying both positions still,
even though it started July 1, where we thought it was going to be this position. So now we've carried it for the entire for half the year basically. So on the custodian side we should be short money. >> If we did true line item zerobased or
whatever you want to call it that we said this is the exact amount for all those salaries. We are over budget in the custodian that particular line item is is my concern and that's the reason why I think this is has to be a person that is internal in in the way I see it.
So, I just worry that it's going to be looked at and it it's probably a fact that we only have x amount of internal people and I don't know that they have uh I don't know the contract enough to know internal versus external like who has rights to automatically get it. >> There's no automatics. There's no
automatics. >> So, by saying it's a sizzle lift, it it's sort of explaining it that >> but I need that for the job. Mr. Agot, we wouldn't hire a teach a math teacher to do a science job. >> I agree. So what I'm saying here is if this is a requirement for the job, it
has to be a requirement for the job. I need someone to move the lift around. And currently I'm taking groundskeepers to do that job. It's not their job. Let's >> I understand that. And they make $70,000 anyway. >> So >> it's got nothing to do with it.
>> But I'm just saying you you mentioned the name. So my concern is just that the we don't want to look at like we're giving this job specifically to a certain individual. Now I asked you before, you said it again. Anybody can apply. The best person gets the job. I've been complaining about this for a couple years. I do think this belongs in
maintenance to your credit. I think this is done. We're a little behind the time on it, which I understand. But ultimately, we should have a person there. Now at the second question is I still don't believe that we are supposed to have two of those folks because one
if we eliminated one of those jobs through the contract on the c custodian side the only slash senior is this position like a senior truck driver spare senior truck driver is the only one in the budget
for seniors the other whoever's left standing if one of them gets it you know right now we have two and I understand that you don't you can't give it to somebody, but you still have two people doing spare seniors. And quite honestly, we have three, you know, doing it even though they're not in the budget, which is a totally separate issue
>> and are saving the district money >> regardless of that. >> And it's also well, it's also costing money to individual employees. >> So, at the same time, >> so overtime is guaranteed is what you're saying. >> No, absolutely not. Not under me.
>> On overtime is guaranteed under your operation for sure. But what I'm saying is that that third person right now by contract, if we're going to follow the contract, is taking away overtime from a junior that's at any school that can actually would be getting that higher
rate of pay. And you don't have a position for that third person. You know it. Superintendent knows it. Mr. Almeida knows it. Attorney Assad knows it because I've had conversations adnauseium about this one issue. >> Okay. We were told here, you told me over the summer when we had three
people, you were going to go down to two when one person >> I was going to go I would not have more than one senior in a building. And that is the fact. I do not have more than one senior in any >> and you added another senior. >> Let's not sugarcoat it. It's a fact. You
have another senior that's not budgeted that you're paying as a senior. That's not right. It's not part of the contract and it's just not right. >> Okay. to get back to this particular position. I just think it it looks a little different. Um, in my opinion, what is the 1383? Is that labor one?
Like what is the what does that amount relate to? Is there like skilled labor one, skilled labor two? Like what is >> um I want to say skilled skilled >> it's the higher of the skilled >> if there's two. >> It's second highest. >> It's second highest. And how many is on
the >> like is is there a list of four steps or whatever? Four. >> It's just two. Two steps. >> So it's not the highest. It's the one below. >> Yes. >> So somebody that's in skil labor one gets more than 71,000. >> There's no skilled labor one. It's not labor listed.
>> Skilled trades versus skilled tradesman. Right. Yes. >> And this is so it's either 1383 or more. It's not 1383 or less. You're saying this is >> sorry it would drop it in another
classification. So it would leave one classification and go into another if the lowest salary was the salary of this job. >> So this is there a salary? >> There's no place to go down in this in this group. So it would drop into a different group which was not what was
negotiated. >> But do you know what that is? >> I don't off the top of my head. you know, so I um I'm not going to be supporting this, but I do think we should have had that lower. I still have my concerns and I have the other concerns that I just mentioned. I yield. >> Okay. >> We have a second. We have a motion, a
second >> to pass it. >> It goes over. >> There's a motion on >> motion to table. >> We already have a motion on the table. >> Point parliamentary inquiry. Motion to table takes press. >> Second. >> Okay. Call the RO for table. >> Kevin.
>> Yes. Call the role on the motion to table. >> Is it on both or just the truck driver? >> We're voting on a motion to table right now. >> Yeah, but I think I I was just talking about one, but but put them together. >> Yeah. >> Well, I don't I'm just clarify. >> Motion to table the truck driver.
>> I'll say both. >> Oh, never mind. Both. >> Oh, yeah. Well, >> go ahead. Motion to table both. Go ahead. Call the role. >> I I can't hear it. >> Motion to table both is on the table. >> Motion to table both. >> Yes. Job descriptions.
>> Mr. Agill, >> yes. >> Mr. Bailey, >> no. >> Mr. Das, >> yes. >> Mr. Cy, >> no. >> Miss Larve, >> no. >> Miss Pereira, >> no. >> Mayor Coug, >> no. Now we have a motion. >> A second. >> Mr. Chairman,
>> motion, a second. >> Mr. Chairman, >> Mr. Mr. Yeah. Um, in order to get a vote on the first one, can we please bifocate these because I when we have two, I don't know why we're doing them together because somebody might have an issue with one but not the other. This is the same issue that just happened. So, I'd
like it to be the first one so I can ask my questions on field supervisor if needed. >> Otherwise, I'm ask um the motion is on the truck driver organized labor ma made by Mrs. Um Lar Miss Laravey and seconded by
>> call the role on the uh first one truck driver organized labor >> Mr. >> No >> Mr. Bailey >> it's the job description on the truck driver. Yes >> Mr. D. >> No >> Mr. Corey.
>> Yes. >> Miss Laravey. >> Yes. >> Miss Pereira. >> Yes. >> May. >> Yes. All right. Now the other one. we try to get this quickly wrapped up because we have a lot to go. Go ahead, Mr. Aguia. >> So, the um I'm looking at what's in the
um what's in the backup here. I think we had a question on the change some of the language on the um job description. Is it in the >> so so the the change is that we will not so um some programs are already be would
already be included in the job description. So uh the the extra dollars that could be offered for the grand administration and for the afterchool events would be separate but the summer school is already
included in the 12-month employee salary. >> Okay. Okay. I just recall there was an issue with uh I think there was three bullets or something where you put the rale. >> Yeah. So the three the three items was um looking for the length of the work
year which was one piece of it which I'd like to go from 10 month to 12 month. Um and then the after school events, there's quite a few events that we need a a field supervisor at um for different school events, sports and and things
like that. And then the uh grant administration or fresh fruit grant um and other grants that come across this would be to administer those grants. So this person would be in charge of those two additional pieces that is outside of the salary. I think I think the problem
is on my um excuse me, my uh binder here doesn't have that. So, I was I'm looking for that language that was basically what we talked about that it was already it was duplicating that they had a um a flexible schedule already um under the old one. >> Yes.
>> Um I don't have one that has any of the changes I guess is the in yellow. So, the changes in yellow uh under terms of employment on the first sheet just uh >> Nope, >> I don't have it. That's what I'm saying. I I I kind of know what you're talking
about, but um where is what is highlighted in yellow on what you are trying to present I guess is the question. >> So, on the second page, the highlights are chief operating officer. That's a change right up top. change of or their or
their designate. And then under terms of employment, it would say changes to length of work year and other duties such as afterchool events, grant administration, and then the final one is summer programs, which we don't need covered. >> Yeah, I don't have that, but I
understand what you're saying. So, you you reflected what we talked about in the new change. We just didn't want to have a duplicating uh situation here. Exactly. The question that I have though was on assistant director of nutrition and food services which was the assistant
custodian director or whatever the terminology is >> is that yes or no >> it was yes. Yes. >> Yep. So now it's changed from that which is that was Mr. Korea's position. >> That position no longer exists. Right. So that >> who who was the equivalent of that now
if we were >> there isn't it's me. I've been doing what we said is happening right now. >> So in custodial world, we don't have we have a department head or whatever you call it, but >> you have the director and assistant director, >> right? >> Assistant director. What is that assistant director? I guess that's my
confusion. >> The assistant director of >> custodial services. >> Yep. Is that the second shift? What what used to be second shift? >> They're both on first shift. >> And we don't have any other assistance to the supervisors and none of that stuff.
>> No. And where is this? This entire salary comes out of the nutrition. >> All our nutrition. >> Yeah. >> I don't remember seeing is is the nutrition department on the agenda for the budget later? >> Yes. >> Is that a a whole discussion?
>> Yes. >> So I I'm going to approve it. I do think we have the need for it. Thank you for highlighting the the changes and uh I yield. Thank you. >> Motion to approve job description. >> I have a motion and second, Mr. Das
>> very quickly just going to articulate my vote no. As I said before, I'm not approving anything in terms of contracts from facilities or HR until new school committee. >> Thank you. >> De call the role, please. >> Mr. >> Yes. >> Mr. Bailey, >> yes. >> Mr. Das,
>> no. >> Mr. Corey, >> yes. >> Miss Laravey, >> uh, yes. >> Miss Pereira, >> yes. >> Mary Kuban, >> yes. 128 is a discussion and vote to approve clothing, textiles, shoe, recycling bins as referred by the facilities and operations subcommittee.
>> Motion to approve with question. >> Second. >> I have a motion to second. Question, Miss Pereira. >> So, I thought this program was great. The concern about kind of people leaving things. These bins, what do they look like? They're outside, right? >> So, they're they're similar to the >> the ones I see >> the other company, the yellow ones. This
is just a different color. >> So, they're the curls that you got to pull it off. >> Exactly. And you put the stuff in it. So go I'm sorry. >> No. So all I was going to say is the part of what this company does that others don't do is they police their own um containers. So this is a three day uh
three time a week stop >> to check the container to see if it's full. >> If there's any junk on the outside of it, they pick it up. So the same truck that's picking up the good stuff is picking up stuff that doesn't belong there. >> Yeah. So my only concern is these are located in our schools. Uh where
>> in the parking lot somewhere >> in the parking lot >> in a well-lit place >> in a what? A well lit place. That's was good. That was a question I was going to ask. Also, I don't they come by three times a week, right? >> Monday, Wednesday, and Friday. >> Okay. So, I love this. I think the
concept is amazing. I think we need to be better citizens of the environment. And I think having a program like this really encourages um our students to see what that actually looks like in practice. I would say if there are concerns that we're going to be having large things left around the bin that
may cause hazard or hazardous situations, I don't think there's anything wrong with us employing kind of rules of what we'll accept. Like if it doesn't fit in the bin, we're not going to we can't use it kind of thing to discourage people from leaving things
around the bin. I think it'd be great if we could put as much as possible there. However, that would be my only thing. if we recognize that it may be a concern or a safety hazard for people in our parking lot who could be parents and kids coming in for after school activities and whatever. Um I mean I'm
just thinking like out of the box like if somebody leaves the TV then the TV smashes now we have broken TV glass everywhere like that type of thing. Um, so if we think that's going to be an issue, then I also wouldn't have a problem with kind of using common sense in what we're requesting people to leave in that box because I'm sure this
company polices themselves. But please, >> I don't believe anybody that tells me they're going to do something 100% until I see it. >> So they're educational piece will be to make sure that there's plenty of information that goes out to the parents >> and to the community. The the company is
working with the city currently putting containers in different spots, drop off part at the um DPW facility on street and other areas in the city and and um >> the company has an offer um for what
they'd like to do. So the the proceeds of what they pick up um can be done two ways. One, it's everything is weighed as it's put on the truck and then um we're paid by the by the pound. The other would be a flat rate. Um, and I think at
the at the subcommittee meeting, um, Mr. Agiard asked about how fair is it for some schools that may not have as many parents dropping things off or in a community area that not many people are dropping things off. So, the company
offers two methods. One is by the pound and the other one is a flat rate upfront. Every school would get the same dollar amount upfront. So in July one of every year, they would get a payment of $1,200 to the school and then the rest of the
work all year long would be done by them. The school would already get that amount of money. He says there are districts that have um a very small usage. So >> So wait, let's circle back. How would he determine this $1,200?
>> It's a flat rate that they've already offered us. They've already determined it based on us on what they think similar communities. So they'd give let's say every school that flat rate. What if we don't furnish them with enough stuff? >> It doesn't matter. They they would talk to us the following year saying
>> what if we give them more stuff than 1,200? >> I'm not sure they get talked to us again. >> That's what I mean. >> So I don't know if it's a one-way street. I don't know that for sure. What I know is is that the the $1,200 offer seems to be
>> in in line with other communities who have similar school settings. The larger the school, the more the usually the box would get out used. >> Yeah. >> Um and then the smaller the school. So we would be looking at trying to keep it equal for every school that every school is getting the same dollar amount. But
then I would go to say again, is equal equitable? Like if the if it's a smaller school, do they need as much money for the PTO to have a have an event as a larger school? >> So I don't Equal isn't always equitable. I keep saying that. Um, so I don't know.
I like the I like that it's guaranteed money. That's the thing I like about it. Not Not so much the equality of it because I think we can I'm allowed to stick stuff in a bin, right? So I can go to those schools that maybe don't have enough and I can put my stuff in that bin. As a community, we can advocate for
where the resources go just as ourselves. So I mean I'm for whatever you guys think is best. But I would look at the numbers and say, hm, what are we getting the most bang for our buck? Maybe it is just getting the 1,200 because then we don't have to worry if people are filling the bins or not. >> It's up front.
>> Yeah. As opposed to waiting until the time and again it's a one year at a time thing. So after >> we could always see how it goes the first year. Yeah. All right. That's it. I mean I I think this is great. You have my full support. With that I >> M >> Mr. Pico.
>> Yes. >> At the subcommittee meeting we didn't discuss money. So I'm glad you discussed it tonight. So thank you. Second. You just mentioned uh Monday, Wednesday, Friday as a pickup. Gave me a a reason to pause because my I don't remember uh
discussing specific days. I thought we were going to uh have a designated employee call when the need >> so what they after the conversation that we had at the um at that subcommittee we
had a conversation with the company and the company felt um that they already have a route coming to the city on Monday, Wednesdays and Fridays so it would make sense for them to just check all their boxes. It'll also prevent any time loss with something sitting at the
box for very long that wasn't supposed to be in the box or outside the box. So, by being in the city for three times a week anyway, they could done run a quick through our buildings and pick up whatever was outside at the same time check the bin to be sure it wasn't going to overflow.
>> Okay. So my followup is if they do a pickup on Monday and somebody decides to do a big drop off on Monday night, are we still able to >> So we can pick up the phone and call them up and tell them there's a lot of stuff here. >> Okay. >> And it needs to be picked up. Yes. >> Thank you, Mr.
>> So uh so Mr. Ba, this is a way for us to make a little bit of money and uh and help especially hopefully our school teachers. But do you know if this company is there a charitable component to this on the backside the stuff that we uh we we donate you know to the bins.
>> So it's a it's a reuse situation reuse situation. >> What they're doing is that stuff is being offered to to different places. um some of their partners are um some of the bigger organizations that do a lot of of um u work in in in certain
communities. >> So So in the past there were book drives that were being the books were being shipped to South America. Is this similar to that or is >> and some of it's mo I don't want to say all of it but there's a whole bunch of it it's still used in this country. So some of this stuff is reused right here.
>> Yeah. >> Kind of like planet Earth. So, >> so do they sell do they sell the recycled items or or do they >> I I think they do, but I don't know where their location would be. I that I don't know, but we can find that out. Absolutely. >> I'm just curious, you know, I I it's it's definitely a good idea. It's a good
thing. I'm going to support out. I was just curious to know if there was a charitable component. Thanks. I yield. >> Mr. Hagar, >> just do you recall the other we talked about the money, but there was a couple other things that we asked to go for on the full committee.
It was uh one of the other items was the fact that we wanted to check at other communities as to what they were doing. Um and as I part of that $1,200 was that some of those communities are saying they they've made as much as $100 a month. Uh
some have made 80 75. Um I think the the company is is looking at the um is looking at Fall River. They're looking at the amount of students in the district and feel that the $1,200 a month offer is a good offer and they may
not after the first year. They may think that they have to renegotiate that with us um after the first year, but but they were using what their what their experience is in in um similar cities. >> Yeah. So would we look at the 1,200 like uh like we look at net school spending
100%. So if you go over then they pay if we go under they pay us like the 1,200 agreement >> right? So this is not this is this is 1,200 >> 1200. So if they made the first day >> 2,000 a month then they they're going to make capitalize >> then they're going to see we're going to
see those numbers in July of next year or June of next year when we negotiate whether or not they can stay or go. >> So there's no questions asked. They're just going to give all the PTO's which I'm in favor of $1,200. Right. The other one I thought was about uh the right for us to tell them you're out and if it's a
mess. So they >> So there's some kind of thing I think it'll help people to understand >> exactly if this is becoming a situation if this is coming a situation where it's a persistent dumping spot, then we would just ask them to move remove that bin from that spot.
>> And the last one I believe we talked about was dumping to make it a criminal offense instead of a civil offense. So, however that's going to work with it being on camera or something that they're not just going to be put in places that are not well lit cameras
where you can identify some and they get charged with >> criminally with dumping. >> We're going to do the best we can with that. That's on the the ordinance piece would be on the city side, but >> they claim that if it's I watched a meeting where they said if it's criminal, they can give you a better fine. So, as long as we put them in
those places, I'm in favor of it. So, thank you, sir. I >> Yes. >> Anything further, Mr. Bailey. >> Um I my only concern is and I did vocalize this at the um at the subcommittee meeting is someone dropping couch a couch off or someone dropping some furniture off and it doesn't get picked
up and then we're tagged with the bill um and how that would look. Um you know if you drive around not just the city in some cities um you know there's couches and clothes and other things and like if there's microwaves sitting outside of
them we would be tagged with that bill. Correct. >> We would not be tagged with the bill because the company would have to come pick it up. >> Okay. >> So, >> yes. >> Yeah. And that that was my biggest thing, just getting that in writing. Um because I I I would never want that to happen. People just use that as a dumping ground and then next thing you
know, we're picking up the bill. >> Sure. >> Anything further? I >> I have a motion, a second. >> Motion and a second. >> Call the RO, please. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Bailey. Yes, >> Mr. D.
>> No, >> Mr. Cory. >> Yes, >> M. Laravey. >> Yes, >> Mr. Pereira. >> Yes, >> Mayor Coug. >> Yes. 1210 is discussion and vote to approve the extension of the rental agreement. >> So moved. >> Second. >> Second.
>> Any discussion on extending that hear? None. De call the role. >> Mr. Chair, >> just wanted to clarify. We did ask at the meeting if this was a contract where they actually pay, but it's given to them free. Yes. So, it's really if they leave, there's no um money changing hands or anything like that. >> No.
>> Thank you. I yield. >> Was that Are we doing 1210 right now? >> 1210. Yeah. >> Do we skip 129? >> 129. >> Oh, extension of rental. He was reading 1210. >> 129. >> 129. >> Well, you read 1210. >> I read 1210. >> Right. Or did you read the >> I'm out of it. 129 first. Thank you.
Discussion and vote to approve the extension of the army ban at the Nagel. Do I have a motion to second? >> Yes. >> Second. >> Who seconded it? Second >> Deb, call the role on 129, please. >> Mr. Aia, >> yes. >> Mr. Bailey, >> yes.
>> Mr. D, >> yes. >> Mr. Corey, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira, >> yes. >> Mayor, >> yes. Sorry guys. Now 1210. Discussion and vote to approve the extension of the rental agreement between the Roman
Catholic bishop of >> So moved. >> Second. >> I have a motion to second on Connley. >> Any discussion? Mr. and Corey. So, um I'm I'm I'm happy that we're doing this,
Mr. Pico. Uh my question lies in the relationship we have with the dascese over this facility. >> Yes. I'm just running ahead in my own mind, my own um my own thoughts, uh thinking about the future and thinking
about the space capabilities we have districtwide in in our past discussions on early childhood and the growth of our demographics in the school department. Is the bishop Connley site a potential
for us to purchase in the future? I know that the dascese has always um had that up for grabs. I I don't know currently if um if that is something that we could, you know, turn over. My concern was to be sure we had something
concrete for um next school year. >> Well, I know I know I know >> so I don't know. I I mean I I would >> I know the concern was short term. I and and my question was thinking long term just trying to get ahead of of where we're at because our space is, you know,
I mean, we're already in crowded spaces. We have crowded classrooms. We've grown our early childhood programming. Uh we we've got this and that going. I was just wondering if Connie could ever be a viable option for us to move move into later on.
I I think there's uh some sayings that people keep saying everything's for sale. So >> yeah, >> um maybe this is the same way. >> So but our relationship with the dascese is a good one. >> Yes. >> Okay, good. I yield, >> Mr. Chair. Call Oh, I'm sorry, Mr. >> Thank you. Um I was not able to watch
the subcommittee meeting. So just very quickly, um this just the same anything changes in terms of we're just using the first floor still in the gym. So this this allows us to use the second floor also the gymnasium and a couple of other other spaces. So this is giving us uh
extra room. Um what we take is what we pay for. >> No, that's very good. Um and I'm assuming there was discussion around what the use will be so we can you know address some of the class size crisis in the district is >> yes I think that what what I understand
is that there are 14 or 15 classrooms on the second floor and so it provides an opportunity to you know utilize it really in any way and that's really with the approval tonight that's really what we're exploring what would be the best move in
terms of um using that add addition space with an eye on the fact that, you know, that's that's rental space for um a year. That's what would be approved tonight. And so, but we'd have to do it with an eye on the fact that
where would those classrooms go? >> Sure. >> In a year. Um it definitely buys us some time to um secure plans moving forward. >> Yeah, I think I've been advocating for that, too. So, I'm glad the administration is doing that. I yield.
>> Okay. Yeah, I'll send them call the role. Mr. Chairman, >> hand. >> Oh, Mr. Ahead. Yeah, I'm sorry. >> Just want to uh state I think this is a good option for us to have. We also are having a u at the subcommittee meeting we talked about uh a plan for 2026 for
early childhood that's coming up next week. Hasn't been scheduled yet, but it's coming next week where this will probably be discussed along with other options. And uh I do think having this as an option is a good thing and um it's reasonable. I I I think it's fair. So I
think it's fair on the side of the dascese and it's a good job by the administration getting something like this. So I yield. Thank you. >> Damn. Call the role please. >> Mr. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yep. >> Miss Laravey. >> Yes.
>> Miss Pereira. >> Mayor Kugan. Yes. 1211 discussion and vote to approve the purchase of 10 additional dehumidifiers for the district. >> Second power purchase. >> I didn't do the dehumidifiers yet. >> That's before it. >> Boy, >> it's getting bad here now, folks.
>> We're getting baddy. >> 1211 is discussion and vote to approve the 10 additional dehumidifiers for the district. I have Do I have a motion to second? >> You do. >> Any discussion on dehumidifiers, Mr. Haggi? Just a quick explanation of where
this came from. Mr. Pacico was uh notifying us of some of the issues relative to how many dehumidifiers we have in the district, rental costs, and the like. This is a proactive move to actually purchase them ahead of time so that if we do end up getting into a
situation in the spring that is not good for us, we don't have to either rely on somebody else to rent. we're going to own them and we'll be able to avoid hopefully some bad situations with buildings that we still have antiquated uh humidification. So, I think this is a
good thing, proactive and um it's a good use of whatever money it cost. >> Mr. Chair, >> I yield. >> Um where would these be stored? >> The warehouse on um North Main Street. Um
>> all that's where all the all of the larger pieces of equipment go back to North Main Street. >> Okay. Um I guess my concern is um going back to with the storage um going back to the column center report. I believe there was a finding around um asset
management and there's the lack of data on asset management and know that has to do with like some things were missing. I really don't know what the issue was. Um, so for that and what I said earlier, I just don't want these to get lost. So that's the reason I won't be supporting it today. But I do agree with my
colleague that having this would be um beneficial. >> So all of the expensive equipment um at the warehouse and in the schools has an ID tag on them. So they're all inventoried and have an ID tag. >> Are there cameras at the warehouse? >> Yes, sir. Uh there's no cameras at the
warehouse on the inside, but on the outside, yes. You can't get into the building without being shot on camera. Thank you. >> Then call the role, please. >> Mr. AA, >> yes. >> Mr. Bailey, >> Mr. Bailey's gone. >> Mr. Das,
>> no. >> Mr. Corey, >> yes. >> Miss Laravey, >> yes. >> Miss Pereira, >> yes. Mayor Kugan, >> yes. 1212 is discussion involved to approve the power purchase and lease agreement for the Fanzig Elementary School solar.
>> I have a motion in a second. Any discussion on the solar panels at Fonsa? >> Can uh we get a just a brief presentation from Mr. Pico I think. >> Sure. >> So um not too long ago we came down with two
proposals. One was for the RPA roof and the second one was for this one. The RPA the RPA roof requires more engineering to see if the uh building can sustain the weight of the solar panels. So that one's still on hold right now. Uh this
one is a groundmounted uh canopy that'll sit in the front parking lot on um Ralph Small Drive uh and um will produce um a certain amount of electricity which will uh give us a um set point so to speak.
It'll reduce our electricity cost um by a significant amount of money. Uh, and all of that electricity will um obviously go into the the overall grid, but we will be buying the electricity from the grid at a reduced price. >> Mr. Chairman,
>> wait, is is Kevin done? Kevin, you done? >> No, I just wanted to hear the presentation. I did hear it at the uh subcommittee. I think the pieces that I wanted to highlight was the um I believe Mr. This is not ruining new roofs or anything and it's going to be able to
>> be either taken off or something like that. So there's no liability. >> No whatsoever. >> So this one here is a canopy. >> The one at RPA is is a ballast mounted. So it's not connected to the roof in any way. It's it's it's secured through cables. So all of the new systems that
we're putting in, if they do go on roofs, there's no roof penetrations. >> Thank you. I yield. >> So >> Mr. Corey. >> So Mr. Pico again. Um, is this going to be ground level? >> This is um canopy, so it's ground level.
>> So, kids won't be able kids won't be able to get to it or nothing like that. >> Well, I would love to say that, but I can't. >> No, no, no. >> It's not going to be where they can touch it, >> right? >> They would have to work at it, but Yes. >> Yeah. >> And it's um it's a canopy such as
Bristol um >> BCC. >> Yeah. Just like that. Yes. >> And it's a canopy over the parking. >> Yeah. It's over the parking lot. >> It's going to be over the parking area. >> Yes. Right in the front of the building on the side there. >> All right. Thanks a lot to you. I remember that presentation. >> Deb, call the role, please.
>> Mr. Aguia. >> Yes. >> Mr. Bailey. >> Mr. Das. >> Yes. >> Mr. Corey. >> Yep. >> Miss Larve. >> Yes. M. >> Pereira. >> Yes. >> Mayor Coug. >> Yep. >> Motion at table 1213 and 1214.
We'll have time. >> I I I I'll second it. If anyone else wants to >> I'll second it. You want to call the role dab on? >> I would I withdraw I withdraw my motion. I think there's questions. >> What? >> I think members have questions. So, I'm
going to withdraw my table. >> Mr. Chairman, >> we're not going to have time in exe. I thought you were doing it for executive session. >> Mr. Chairman, >> Mr. Yeah. >> Yes. So, the um nutrition account, which is the next item, was
I don't recall us ever approving the line items. So, I see what's here uh with a few new positions and stuff. We also received a um audit from the city that said basically we have too much money. We need to
figure out how to reduce that. And part of the reason why I asked for this to be on here is because we as a committee should have a say in all of these things and where we're at with the money if we're going to do different things. Um I don't necessarily see it on the first
one, but I haven't really read the um I think Mr. Pico has some comments on the outside vendor or something like that. So maybe you could just comment on where we're at with the budget and and I just need somebody to tell me if did we ever
take a vote on these line items >> for this account. So I'm So when we get a presentation from all the schools, you're equating this with that. Just slide it in. Is that >> Well, it's in the budget, but we don't have we ever taken a vote and asked
specific questions on this uh all of these line items in the budget. This is my question. >> No, >> no, >> but it is in there. >> I understand. So, all I would ask is that moving forward, we have a say in what is in there along with what the balance is. So, we can just like every
other uh cost center, if it's part of the package, let's just go over it. >> Okay. >> Thank you. >> And I still would like to hear from Mr. Chico on that second me whatever this memo is or is that another item? >> The memo. >> So the memo on the back of of 13.
Um the memo from the back of 13 actually has a request um to um put out an RF Q to hire a consultant to look at all the kitchen, both the cooking kitchens and the
serving kitchens and all of the areas that they are located in. um and give us an idea of uh where we're currently at if the if the equipment is outdated, obsolete. Um the fund um the fund has
adequate funds, the nutrition account has adequate funds to do some renovations in some of the kitchens. Schools like uh Talbet, most of that equipment is original 1972 uh and other buildings. Um he lord is also a cooking kitchen so it needs work
um as well. Uh and then there's also in that um I'm looking for um an opportunity to hear from a consultant to do some comparisons on a commissary kitchen. So a one site
that would allow us to do everything at one site, all the cooking for the district and then ship that over to individual schools. So, as part of the RFQ, I want them to do a comparison as to what we currently do and the efficiency that would be increased from
what we think um in a facility that would produce all the food for the district in one site that's currently not available to us right now. >> So, I'm seeing this here. Are you looking for us to approve this? >> I'm looking for an approval on the RFQ. >> The RFQ, right? Because it's not on the
agenda. >> No, it's not >> as such. But I do think it's valid to uh to forward just like we did the RFQ for the uh capital uh strategic plan that we should take a vote on this so that you can actually expend the funds. Do you
know roughly what the amount would be to do that? >> I don't. Um >> but we have adequate funds in the nutrition. >> It would all come out of nutrition. Yes. >> So if we have $8 million, it's not going to cost 8 million. >> Hopefully not close. >> I understand. So I make a motion that we
approve the RFQ as presented. >> Second. >> Second. >> De call the role. >> Mr. Aer. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. >> Cory. Yep. >> Yes. >> M. Larry. >> Yes. >> M. >> Pereira. >> Yes. >> Mayor Cougar.
>> Yes. 1214 is an update on the healthcare presented by Kevin Al. So last month it was requested that I provide an update on the healthcare uh the healthcare account uh for FY26. So I um projected out all the lines
within the healthcare account for the schools um and compared it to the actual budget in the end of the year report and at this time we are um in good standing for this year. Mr. Chairman, >> I'm Mr. Angia.
>> So on the report, Mr. Alm, it says uh FY25 expended is 34.2 million and then projected expenditure is 36 million. Are those apples to apples uh comparisons? >> Yes. So, in the budget when we were
discussing at the um prior meeting about where healthcare is and it went over, I guess, and then I'm still waiting for some documents, but I'm sure that they're on their way. But when you were mentioning 30 million roughly, I thought you said that you hoped that it was going to be equal like uh what we
expended >> last year including the 5 million. And correct me if I'm wrong. >> No, you're right. So that you hope that we would be at back at the reduced rate or the budgeted rate >> because I'm trying >> We are we are for this year.
>> We are what? >> The budget is 30 million. When you back out the reimbursements and the revenue we're at 29.9 million. >> That's under the where you say budgeted for this year >> is 30. And then the city at that 30 was
$5 million over net school spending. that I'm not talking about last year. I'm talking about this year, >> right? I'm just But I'm going back to the >> in order to try to figure out if we have enough money currently at 100% of net school spending. It's important to talk
about what's projected here is 30 million. >> Yep. >> The equivalent of that if they were 5 million over would have been that number should have been 25 million. >> Correct. >> So that now they're at 30. But if we spent 30, my concern is that we're not
going to be able to meet it and that we're going to go over by 3 million if we use 10% as a number. >> Yeah. No, I don't see that at this time. This is this projection is for this year, Mr. This is for FY26. So, you asked for an update.
>> Yeah. Yeah. I I I understand that we haven't received anything that indicates how the hell did we go $5 million over net school spending on healthcare other than a straight number and said the city took care of it and thank you very much. Short of that, we haven't received
anything as far as I've seen that says how did we go over that amount and that we're not going to go over that amount. Now, do you understand what my concern is? >> Yes. >> And I can see what this projection is. What I asked the superintendent for, which I'm sure is coming, is these
documents for each month last year so we can figure out how did we get to the point of being five million. We didn't just reduce healthcare cost by 5 million, I guess, is my struggle. >> Correct. >> So, how
other than hope, how like how is it that we are at the point where what's the number in the in order for the city to be at net school spending right now at 100%. What is their number that they're going to pay in order to be just at 100%. What is their number on healthcare >> for this year? It's 30
>> for the current year that we're in >> $30 million. The number that's there. >> And that was the number that was budgeted when we passed our budget July 1 >> for this year. Yes. >> For 30 million. >> Yes. >> And they spent $30 million last year. >> Yep. >> Which was 5 million more than what was
originally budgeted. So, when we passed our budget July 1st, you you're telling me that they increased the budget by $5 million to be at 100% in that school spending. >> What we what we've talked about and what we weren't getting credit for before
were the reimbursements that you see at the bottom. And so, the reimbursements at the bottom net out the number to 29.9 million. And that's part of what we've been discussing discussing as part of the indirect cost agreement that we should be getting those credits that the
city city is getting. And so with that, we are under budget. >> So we had no we really went over by 5 million >> with the new method. We would not have been over by the 5 million last year. >> Why was this new method not told to the committee or what is that like over the
years? >> It was we it was never something that was never communicated to us. I was not able to see the revenue side of things um in the trust fund and in full transparency we you know working with the the treasurer we it was determined
that we really should be getting those reimbursements. >> We've never got those reimbursements ever >> previously. No. >> So for years they've been if we did take these they've been >> not giving us $5 million a year for how many years has that happened? >> I couldn't tell you Mr.
And we still do claims. >> I'm sorry. >> So when we do uh the 100% in that school spending forecast. >> Yep. >> We still do claims at the end like it's the actual claims of how much it's costing our people. >> Yes, we do. >> So you're telling me that at that time we never took any all these years we
never took $2 million off grant reimbursements? >> Well, last year So I can tell you that the the revenue last year was higher than than normal. Um, but no, we never got credit for that in the past. >> So when we have these documents, it's
never said grant reimbursements to try to net out the money. >> Just grant reimbursements. It's never those other. >> Okay. So the top one I cuz I recall seeing that myself. >> That that's always there. >> Maxaw rebates 2.1 million. Is that's for some prescriptions? >> Yes. >> We So we never got anything and nobody
on our side picked it. But we got these documents that look like this. I just >> this is what I prepare. I prepared. >> Oh, you prepared. It's not that >> Gallagher doesn't give us something like that. >> No, this was after our meeting with the city. >> So, who knew on the city side that we
were getting these reimbursements and not getting any credit for it? So, therefore, the city was under net school spending by X amount of dollars. Like, who knew? >> They would have known. The city would have known. >> And they just kept silent even though they had to pay us 1.9 3.5.
I I just I'm really having a struggle with this. Uh stop-loss reimbursement, $2 million. We've had stop-loss reimbursement on our paperwork for healthcare since I've been on this committee for 20 years, and I've seen that that wording for 20 years. Now, we're saying we didn't know that it was
2 million. I I'm telling you that the numbers weren't as high in the past and that we were we negot that's something that we talked about that really we should be getting credit for as part of this. >> Right. Well, to be fair, >> I've said this in public meetings over
and over. In order to be fair, 100% of net school spending is net. >> Correct. Like the city gets a Medicaid reimbursement over a million dollars and we get zero, but it comes out of the special ed budget. So technically speaking, we're getting the city isn't
necessarily funding us at 100%. Cuz they don't net off the Medicaid. They You're telling me they didn't net out four or $5 million, but then we get told that they're $5 million over net school spending. How the hell does that happen when we send the end of the year report? Who signs off on that to say that we're
that much over? So we're not 5 million over. >> We wouldn't be with this using this. We shouldn't be because it's common sense. If you're getting reimbursed this money, what is this? Like this new girl that comes down to city hall to say that the
uh OMIC went up so that's why we're out $5 million. So she comes out with that nonsense and really it was $4 million and we're being told oh it's $5 million over. Like nobody else has any any concern about this. We're told one thing to millions of
dollars and it's just okay we're sorry we're over. Never mind the fact that like it's probably something similar with the other piece of being over for uh pensions. I didn't even ask about that. But this is something that is just it's perplexing to me to say how are we
here and now we're saying I'm glad you're being honest and telling me something's going on that it wasn't >> I have nothing to lie about. >> Right. I'm just saying that I've been asking for months now >> since this interim CFO went to the city hall. >> I'm telling you now what I'm what I'm aware of. That's that's >> and I appreciate you getting that
information, but it's disheartening to sit down and watch a city council meeting when we have an interim CFO come before the city council start telling us it's because everybody's taking OMPIC, that's why the costs are going up and then doesn't tell the city council that we're going to be over by 5 million, but
then all of a sudden comes out they're over 5 million. So now we're wondering, at least I am, what in the heck's going on here? There's got to be something here. I've said this over and over. Now we find out, oh yeah, there was something going on. when it's convenient, they just say, "We didn't tell you about this reimbursement, so we
don't net it out." I just I don't know how anybody can sit on this stage or the city council and have any faith in the city doing anything with the healthcare because this is quite honestly unacceptable. So, I will await all the information from the superintendent that I asked for
earlier because obviously something was going on and guess what? Something was going on and it's millions of dollars difference. With that, I yield. Mr. Sher, >> Mr. Das, >> I do echo my um colleague's concerns and
he obviously he said a lot more articulately than I could have asked the questions. Um I also have concerns um with the with the healthcare and the indirect cost agreement in general and I think we should u meet with the city. So I'd like to make a motion through our
clerk. We ask the city council for a joint meeting within the next two months to discuss finance. Second. >> What was I couldn't hear? >> You must have a joint meeting with the city council to talk about finance. >> I have a motion, a second call.
>> When's when's this meeting going to be scheduled? I would assume January. >> You'll be Deb. Call the RO. >> Sure. >> Mia. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yes.
>> M. Larvey. >> Yes. >> Miss Pereira. >> Yes. >> Mayor Coug. >> Yes. >> I'll entertain a motion to go to executive session. >> So moved. >> Just to read it. >> Second. >> I have a motion in second. De call the
role. >> Can we hear the reason why first? >> Oh, I'm sorry. >> Purpose shows you >> National Law Chapter 38 section 21A7 to review and approve executive session minutes for October 20. 2025 regular
school committee meeting national laws chapter 38 20 section 21A7 to review and approve executive session minutes for October 27th 2025 grievance subcommittee meeting mass general laws chapter 3A section 21A7 to review
executive session minutes to determine whether continued non-disclosure of executive session minutes for the calendar year 2025 is warranted in in accordance with the open meeting law chapter 38 section 18 Q25 National Laws Chapter 38 section 21A3 to
discuss strategy with respect to litigation with regard to a superior court lawsuit as a chair's attended open session may have a detrimental impact on the litigating position of the committee national law chapter 38 section 213 to discuss strategy with respect to collective bargaining relevant 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 a bargaining position of the committee Mass General law chapter 38 section 2183 to discuss strategy with respect to collective bargaining including all grievances relating to all custodial
employees of the for school system represented by the American Federation of State, County and Municipal Employees Council 93 local 1118 as the chair has determined that possession may have a detrimental impact on a bargaining position of the committee. National Law Chapter 38 section 2183 to discuss
strategy with respect to collective bargaining relative to all safety and security employees of the for school system represented by the forever by the American federation of state county and municipal employees council 93 uh local 118 is a chair's attorney open session
may have a detrimental impact on the bargaining position of the committee national laws chapter 38 section 2183 to discuss strategy with respect to collective bargaining including all grievances relative to all maintenance employees of the Cor school system represented by the American Federation of State County Municipal Employees
Council 93 local 118 as it chairs the ter session may have a detrimental effect on the bargaining and or litigating position of the committee national laws chapter 38 section 2183 of the discuss strategy with respect to collect the bargaining agreement including hearing grievances relative to
all par profofessional employees of the for school system represented by the for federation of par profofessionals and chairs determined open session may have a detrimental impact on a bargaining and or litigating position of the committee. National law chapter 38 section 2183 to discuss strategy with respect to
collective bargaining relative to all government and program employees including without limitation par professionals, parent workers and clerks of the for school system that are paid from federal state grants and represented by the for public schools government programs as the chair motion to go into session may have a
detrimental impact on the bargaining position of the committee. What's that? We got 30 minutes. So, >> I know >> I think we got plenty of things to talk about 30 minutes. So, I >> Let's take a roll call. >> There's one more left.
>> One more left. >> We're not going to get through all these in 30 minutes. >> No, we're not. >> So, why read them? >> Let's go. >> Okay. >> Go ahead. Uh, Deb, call the role. Let's go. I'm with >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory Laravey. >> Yes. M.
>> Carrera. >> Mayor Koug. Y >> back out of executive session. Deb, please call the role. >> Mr. Agam, >> here. >> Mr. Bailey, >> here. >> Mr. Das, >> here. >> Mr. Cy, >> present. >> Mr. Laravey, >> yes. Here.
>> Mr. Pereira >> here. >> Mayor Coug >> here. Anything further to come before the committee? >> Yes, sir. I'd like to make a motion that we approve the executive session minutes for October 20th, 2025 of the regular school committee
>> meeting. I need a second. >> Second. >> I have a motion and a second. Any discussion? Deb, call the role, please. >> Mr. Dan, >> yes. >> Mr. Bailey, >> yes. >> Mr. Das, >> yes. >> Mr. Cory, >> yes. >> Larry, >> yes. >> Mr. Perura, >> yes. >> Mayor Kan, >> yes. >> Like to make Yep. >> Go ahead.
>> I'm going to continue, Mr. Mayor. um like to make a motion to approve the executive session minutes for October 27th, 2025 grievance subcommittee meeting. >> Do I have a second? >> Second. >> I have a motion and second. Any discussion? Deb, call the role, please.
>> Mr. Drag, >> yes. >> Mr. Bailey, >> yes. >> Mr. Das, >> yes. >> Mr. Corey, >> yes. >> Mr. Larvey, >> yes. >> Mr. Pereira, >> yes. Mayor Kan, >> yes. >> Like to make a motion to approve this disclosure of the executive session minutes for the calendar year of 2025.
I have a motion, a second. Any discussion? Mr. >> Chair, >> Mr. Das, >> quickly want to articulate my no vote. Um, I believe the proposed redactions don't go far enough. There's some minutes in there that are completely almost 100% redacted. My no vote is a
push to have them further redacted and more transparency. Um, I do believe we need to revisit this at a future time. I yield. >> Deb, call the role, please. >> Mr. Drag. >> Yes. >> Mr. Bailey. Yes, >> Mr. Das. >> No, >> Mr. Cory. >> Yes, >> Mr. Laravey. >> Yes, >> Mr. Perr.
>> Yes, >> Mayor Coug. >> Yes, >> Mr. Bailey. >> Uh, Mr. Mayor, uh, I would like to make a motion to approve collective bargaining relative to all administrators and employees as negotiated. >> Second, >> I have a motion, a second. Discussion >> for government.
>> Government employees. Who was the >> specifics? >> No, no, it was administrator. >> Administrators. >> It was admins. >> Deb, call the role. Oh, >> Mr. A. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yep.
>> Miss Laravey. >> Yes. >> Oh, >> no. >> Sustain. Sorry. >> Miss Per. >> Yes. >> Mayor Cougar. >> Yes. >> Anything further? >> Yes, Mr. Mayor. I'd like to uh make a motion to approve the collective bargaining including all grievances rel
relative to all maintenance employees as negotiated. Second >> motion and a second discussion hearing none. Deb, call the role, please. >> One more. >> Mr. Can you please Is this the maintenance? Uh, >> yes. >> Maintenance.
>> Maintains one. I just comment on it. >> Go ahead. >> I just uh I'm going to be supporting this. I think it's a good uh agreement that we made with the um the bargaining unit. It's making people uh it's giving the employees what they deserve and it
really should have never come to this. Uh I think when maintenance and custodial does their um contracts, they need to have meetings with their entire organization so that the membership actually understands and knows what is before them and what's
not. the fact that that didn't happen. We had an employee and several employees who would have been out a considerable amount of money and I think it's kudos to the grievance committee and this full committee for approving this to make the employees in the maintenance department whole. Thank you. I yield.
>> De call the role please. >> Mr. A. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. >> Mr. Cory. >> Yes. >> M. Larvey. >> Yes. >> M. Pereira. >> Yes. Mayor. Yes. >> And last one. Mr. Mr. Mayor, I'd like to make a motion to approve all um uh
approve government program employees as the collective bargain for all government. Oh my goodness. Like to make a motion relative to all government program employees as negotiated. >> Second.
>> I have a motion and second discussion. Deb, call the role, please. >> Mr. Yes. >> Mr. Bailey. >> Yes. >> Mr. D. >> Yes. >> Mr. Cory. >> Yes. >> Miss Larry. >> Yes. >> Miss Pereira. >> Yes. >> Mayor Coug to adjourn. Second. >> I have a motion and a second on
adjournment. TB. >> Yes. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Das. >> Yes. Mr. >> Cory. >> Hooray. >> M. >> Laravey. >> Yes. >> Per. >> Yes. Mayor. >> Yep.