The uh finance and law subcommittee uh uh meeting shall come to order. I'll start out with roll call. Uh Mr. Vieiraa >> present. >> Mrs. Shavs is absent. Chairman Dlo is present. Uh first item on the agenda is recommendation to award the pest control services. The attached memo. Mrs.
Monahan, please. >> Thank you, Dr. Dlo. We received two quotes. Um, one was from Flynn Pest Control, which is our current vendor, and then Burgess Pest Management. So, uh, Flynn came in at $810 a month with a
yearly cost of $9,720. Burgess Pest Management came in at $980 with a yearly cost of $11,760. So therefore, I'm recommending awarding the pest control bid to um pest control
contract to Flynn Pest Control as they submitted the lowest and most responsible bid overall. And while the current bid represents a $1,200 increase, it now includes coverage for the additional building of two Hamilton Street, which brings our buildings up to
14 buildings being serviced. >> Excellent. which is >> motion to award with the contract to Flynn Pest Control >> in the amount stated of $810 monthly 9720. I'll second that. All in favor? >> I
>> I opposed. The eyes have it. Next up, we have the special education expense service u memo. Uh back to you, Mrs. Monahan. >> Again, this is the final update for legal services for special education by Lions Law Group. Again, just a quick
overview. FY25, we did budget $50,000 for the year. April 25 services came in an additional $7,54.60. May 2025 came in at $6,366.
June 2025 services for $4,612.50, 50 which total charges for services yearto date is $82,6144 which brings our special ed balance for stu special ed and student services law
um just over $32,614. So again just this is our last um our last billing for our legal. So, I just provided you at the bottom that we do engage with two legal firms to support student services and employment related matters. And so, since it is the end of the year, Lions Group came in at
$82,6144. And Stoneman, Chandler, and Miller came out to uh $41,831.77. If you put those two together, we still did go under budget uh for our legal services. Um, I don't have any questions. I just make a motion to receive and place on
file. >> I'll second that on discussion. So, uh, the overall budget, what do we have allocated for that? >> $150,000. >> 150. >> So, 100 for we normally divide up 50 for special ed. Correct. Okay. Good. Yeah. So, a little bit over $124,000 is good.
Um, just escaped my mind what I was going to ask. >> The only thing I'll add while you're trying to recall, Dr. to know is that um we anticipate that the legal side will be higher this year >> because of all the negotiations that have taken place, right? Five five units
at this point. So, and but we do think that the special education student service side will be lower because last summer we had several cases that were very lawyer involved >> and and and of course I recall that the FY24 the uh legal services for special
ed was below the 50,000. So, yeah, I understand Mr. You answered my question and presentation that uh we've closed off. >> Yep. >> Good. Thank you. Okay. So, received and placed on file. All in favor? >> I >> I opposed. Eyes have it. Thank you. And the last item on the agenda, uh we have
bills payable. We'll start off with FY25 in the amount of $2,55,64.80. Mr. of the year >> motion to approve FY25 in the amount of $2,55,648. >> I'll second the motion on discussion. Uh just a couple of questions. Uh actually
four. So if we could refer to page uh 16. There was a $7,000 for replacement of a quick uh was that the the new kitchen? Uh >> which vendor are you referring to? It's uh $7,000.
>> Oh, Jim Dorsson. Thank you. That is the final payment for the HVAC grant work that we had >> for the three different schools. That's the last payment. >> Gotcha. Thank you so much. And let's see on page 22. Uh page 22, I'll refer to that one last.
Uh page 23, the $15,000 Javier Rosa photography uh human resources. What What is that for? >> So this is again a charge to a grant on this one here and it's dealing with our diversity grant and that one will do
some of our um videos for employment. Um you'll see you've seen his video before um about coming where you belong. Taton is where you belong where we went ahead and did um again it's for future employment. >> Ah I thought this was all done in-house those videos. No
>> some Yes, some not. >> So we still spent 15,000 on that. Really? >> Dealing with a grant too. So that was charged to a grant. >> So it's not school budget. >> Okay. Thank you. And let's go to page 29 please. So um okay. So two things. So let's
start on page 29. I'd like the maker of the motion to amend to include me as voting uh present on uh various vouchers here 25443 in a total amount of $19,547.50
and also on page 22 I'd like to be recorded as voting present uh on the voucher number 25435 in the amount of $5,02 and that's Pride Inc. And that's because I serve on the board of directors and as co- treasurer. So if the maker of the
motion can kindly amend to include those two. >> Yeah, we we can amend it, but will will one vote suffice to to carry it um in the subcommittee? >> I mean, there's two of us and >> Well, I guess we'll have to pull out u those two items and vote it as a full
committee. >> Okay. >> Is that good? >> Okay. So, Mr. Vieier. >> Yes. So amended. >> Okay. And I'll >> I just I had a question on page one. >> Okay. >> If I may, Mr.
>> Yeah. No, absolutely. As of the financial leaf capital funding in the amount of 189,377. So >> that is um it's for our Chromebooks, 1,600 Chromebooks that we purchased with Google Chrome licenses and that is one of our payments.
>> Okay. Thank you. Okay. So motion's been made and seconded with the two amendments. All in favor? I >> I opposed. Eyes have it. Next up, we have the FY26 uh bills payable in the amount of $91,2145. >> Of the committee. >> Motion to approve in the amount of
$91,2145. >> Okay. Let me just see if I have any notes on that one. I don't believe so. Uh no, I don't. So, uh I'll second the motion. All in favor? >> I >> I opposed. Eyes have it. And that concludes the finance and law. Motion to adjurnn be ordered.
>> Uh second. All in favor? I. We are adjourned. Thank you. >> Of the month of July shall come to order. Uh we'll start off with the pledge of allegiance. And um uh please stand. >> I pledge allegiance to the flag of the
United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Oh, say can you see
by the dawn early light what so proudly we held at the twilight last gleaming
who brought stripes and bright stars through the peril just fight. Or the ramparts we watch were so gallently
streaming and the rockets red. The bombs bursting in air gave proof through the night
that our flag was still there. Oh, say does that star spangled then wave or the land
of the free and the home of the brave. >> Uh, kindly remain standing. Uh, Mrs. Fagan, please. Secretary Fagan. Lord, as we begin this session, let us
acknowledge your goodness and mercy and ask your blessings on all our deliberations. We thank you for this opportunity to be of service to our community and to the young people entrusted to our care. And if everyone could remain standing. We've got two people we would like to um do a moment
of silence for. The first is Maki Johnson who passed away on July 3rd of this year. He was 52 years old and the husband of Amy M. Martin Johnson who was a senior night custodian at Taton High School. He was born and raised in
Brockton. He worked as a supervisor for absolute restoration for the past 10 years. He known to be the life of the party. Uh everyone he met loved him. He loved the outdoors, fishing and boating, enjoyed watching TV and enjoyed Stephen King books and loved spending time with
his children and grandchildren. Besides his wife, he leaves four children and uh a twin sister, a brother, his grandchildren, uh two grandchildren, and several nieces and nephews. Um we'd like you to keep uh his family in your
thoughts and in your prayers. Thank you very much for um listening for Mr. Johnson. Next one is um I didn't know that this had happened was Linda Trip who was a longtime teacher at this high
school. She was 84 years old when she passed on July the 3. She was the beloved wife of John Jackrip whom she shared 36 wonderful years of marriage. Born in Amarillo, Texas. Um she grew up in Monroe, Louisiana and arrived in the
city of Taton in 1968 just in time to um supervise my husband when he was doing his English student teaching thing and he talked about how enjoyable it was to be with her. She was a lifelong educated Kada. Um she ded her
dedicated her life to nurturing young minds, championing the value of education in Taton. She spent many years teaching honors English at Taton High School where she inspired generations of stu students with the passion for literature and language. She was not
known not only for her deep understanding and knowledge of the subject but also for the care and encouragement she offered to students who entered her classroom. honors that she got through her career was Mass Teacher of Association Teacher of the Year, Delta Capagas Award Society's
award for area of outstanding work and recognition from the National Council of Teachers of English. She also proudly served as the English department chair at Taton High School for many years. She traveled the world with Jack, embracing cultures and new experiences. Their partnership was marked by mutual respect
and shared passions, none more evident than their love for Totten High School athletics. While Jack served as a softball coach, head softball coach at Taton High, Linda was known as the team mom and unofficial bench coach for generations of softball players. She
also served the Taunt Communities Incorporated for Morton Hospital, a board member of the Taunt Federal Credit Union, chartered member of the Taunt Historic Commission, and the Friends of the Taton Public Library. She is survived by her beloved husband Jack and fondly remembered by Dan by Jack's
children Dan and Lynn Trip of Virham Chris and Kelly Trip and family of West Ros and Barry and Jennifer Trip family of um Arlington Mass. She's predesceased by her parents and her only sister. Um I I
would just like to add something. Mrs. Trip, when she first got here, she was Mrs. Thurman. So, some people don't don't remember her because she was here a long long time and just an impressive career at Taton High School and then she married Jack um what I say 36 years
before that. They had a wonderful life together. But everybody I know that I talked to and you told me you bumped into them on a cruise and you were surprised to see him there. So, I have very fond memories of her. She had a great personality. She really cared
about stu um her students and you know taunting high and I think we're all going to miss her a lot and please say some prayers for her husband and her family. So moment of silence please. >> Thank you very much. Thank you,
Secretary Fagan. Roll call, please. Mrs. Fagan, >> Mr. Enus, >> present. >> Mr. Powski, >> present. >> Mrs. Fagan's present. Mr. Vieiraa, >> present. >> And Mr. Laura, >> present. >> And chairman uh dlo >> present. First item on the agenda, we
have the approval of minute approval. >> Motion to accept the approval of minutes for June 18. Please let the chair read the motion. >> Approval of minutes June 18, 2025. >> Is there a motion? So moved. >> Second.
>> All in favor? >> I >> I eyes have it. Thank you. Next up, we have the student advisory committee report. We do not have a representative today, but if anybody was able to uh look at the online version of the Taton Daily Gazette. There was a wonderful
article of Isaiah Wendell and his contribution as a student representative to his peers at the high school, his professional life working at Market Basket and there were some comments from you Mrs. Fagan. I believe Mrs. Shabs had some comments also was a very nice
article and I think that will be out in a printed version probably tomorrow. So if you have a chance the online's up and running right now so it was very nice of the gazette to cover Isaiah. Uh next up we have public input. Miss Lass, do we have any public >> No public input? >> No public input tonight. Thank you so
much. And next item on the agenda, we have the art of education university visual arts curriculum presentation. Uh we'll have uh assistant superintendent Chris Barado lead us. Thank you. Well, good evening everyone. Uh thank
you very much for this time. Um we are uh looking to make a recommendation to accept and adopt this curriculum resource. A little history uh regarding this. We adopt or we review curriculum every six years and this
cycle is ongoing in which we plan, study, do and act. Um due to co our cycle got broken. This year we we attacked the visual arts curriculum. Uh up until this point it was all teacher
made um of relatively hard work, good quality but disjined. So in the fall uh our former curriculum supervisor, retired Caitlyn Antrram approached me and said uh you know Mr. Brada our visual arts department is up for re
revision of its curriculum. Uh we have actually educators in our system currently using the art of educa or the art of education the art of education university software because it's both curricular materials and professional development. We'd like
you to review it. So in the fall of 2024 I took part in a zoom meeting with the entire department which ultimately was came to an orientation of what the product would bring. Knowing that we only bring in highquality curriculum materials just like in the cores, math,
science, social studies, and English, we wanted to make sure that what was else on the market that we could look at. We didn't find much. So throughout the fall and winter, we examined and researched other materials in the hope of competing this product with another to see what
would best for Tom public schools. again all ground in the fact that our educators brought it to us or my office saying this is something worth looking at. In January 2025 uh February we engage in conversations with the art of education delving deeper in both the curriculum and professional uh learning
resources the flex curriculum and the pro-learning packet which is the professional development. Uh we developed an impact study plan because we want to do this in a very thoughtful manner. We're going to examine materials teachers were going to pilot it. We're going to get feedback from teachers. We're get feedback from students. Come
back and review the material. So that was mapped out during that January time frame. And the March 7th PD day, our all district PD day, our visual arts department along with our curriculum subcommittee members, our chairperson, Miss Santos, Mrs. Fagan, and Miss Shabs,
all took part in that in-person and virtual meeting to explain the program, to look at the resources, and then map out this impact study. So between the March 7th to May 15th, we were supposed to be piloting these materials. Again, it's online based and
given our uh prolonged and protracted um network issues, our our uh trial period got truncated. So we began to narrow in on certain units at certain grade spans to examine what was going to be looked at to get feedback. On u May 19th, Mrs.
Fagan, Miss Antram, and myself, we observed the classroom at Phil Freriedman looking at these materials in action with students. Later that afternoon, Miss Santos, Miss Atram, Miss Jones, building principal, and myself observed the classroom here at EOL. And then the following day on the 21st, Miss
Shots, and myself uh observed the classroom at Taton High School. And then after that on May 28th the subcommittee met along with uh myself, Miss Antram and a couple of the teachers to debrief what we saw because we saw different things and the teacher began to
articulate what they saw and what they thought was positives. So with that historical context, I just want to delve into the uh the presentation. Steve, I might need some help. So I mentioned very quickly there's two components this curriculum resource. One
is the flex curriculum which is standardsbased aligned to the Massachusetts frameworks. In fact this portal operates in multiple states. We have all the lessons and units match the Massachusetts frameworks. The
prolearning component are module professional learning opportunities for our staff. That's really important because up until this time it was very difficult for our arts educators to take part in professional development. There was no fixed programming per se. I reached out to a lot of assistant
superintendents and Miss Antrum reached out to other visual arts coordinators looking for the teaming up of professional development activities. It was difficult to find. This resource has both units and lessons and the professional learning component.
Again, it offers the full year of the K through2 curricula with pre-planned lessons for every grade level. This is going to be really important because uh later on when we introduce you to our new visual arts uh coordinator, you're going to hear about the the structures at the elementary level, which meets
once every six days. The middle schools have 30-day modules, and then the high schools has their core uh courses. It's difficult to align the student experience if we didn't have a central touch point. for example, this curriculum. So using this platform will
allow the alignment of what is being taught in each building at each grade level so that the student experience is more cohesive. It has a digital library, a lot of lessons you could choose from and such. And it saves teachers planning time much like the open sedime
where the lessons are there. It's just delving deeper into what does it offer and what does it really um provide for the students in front of you. And then the ondemand PD which the arts educators can take on their own or under
the advisement of the curriculum supervisor uh of these are the lessons we need to look at here's the professional development opportunities that we need to do as a department. So our impact study we looked at our uh strategic objective because it all goes
back to our strategic plan of looking at curriculum instruction assessment planning. This offers all that. We did take part in an impact study as we'll see later on in the slide deck of which lessons we looked at across grades spans looking at student feedback and then the teachers themselves getting feedback on the lessons looking at the student
learning objectives identifying the experiences skills and experimentation reflection within the art creation. really looking at making art meaningful, elevating the visual arts curriculum and instruction to be on par with math,
science, social studies, English. It is not a it should be exploratory, could be an enrichment, but it should be just as rigorous as the other classrooms. And then obviously the teacher learning objectives, cultivating a mindset of experimenting, practicing, and persisting, letting know that we're not
perfect the first time out of the gate with anything. Now, this talks about where we actually visited, and I mentioned earlier who went to what rooms. Uh the K2 st uh span, we looked at stepping the abstract works. We visited Miss Doh's classroom, grade two. The middle school component,
grade five at Freriedman. We looked at practice portfolios and looked at at the shading, gradiation. uh six through eight, the minimalist investigation with Miss Caniff and then through the high school uh Miss Alyssa Asi. They looked at certain lessons of of looking at what
they're going to employ and gave feedback on. And here's actually some of the student work. We want to include their work, their conversation. This is what Miss Dh's classes did. Stepping into the abstract, explored various materials and tools to create non-objective abstract
watercolor painting. Again, you don't have to be perfect artists. It's about putting them out there, leaning in, having them explore the materials and resources. Here's uh impact of the teacher reflection. The strategies and resources within the proact help structure the
lesson in clear and user-friendly format. Found the lesson very approachable, easy, accessible by the teacher students. My students really like the playful experimentation with the lesson which allowed them the freedom to choose methods which appealed to them.
And here's some more examples of student work. Again, all aligned with the grade level standards. Sixth grade, Miss Caniffs and fifth grade students, Miss Fairies. The minimalist investigation created minimalist drawings using various
drawings styles of Robert Mangold. Um, looking at basic shapes, transparency, opacity. Students made four sketches and selected the one idea idea to enlarge to build up the scale. Again, more examples of student working.
And this is actual student reflections. I stretched my shapes and used lots of colors to express excitement. I see colorful rectangles stacked on top of each other. My drawing stands for peace and I love peace. I'm saying life is chaotic. I'm always all over the place.
If you use lots of materials, it makes the art reflect chaos. So that's actually the student feedback. This is Miss Hannah's class. Teacher reflex. The flex lesson minis art by Robert Mangle perfectly supported the development of these success skills.
Experimenting, persistence, practice, reflection through structured steps like the material experimentation, partner critiques, and final reflection writing. Important. It's not a standalone class. You're doing actually reflection writing in the arts area that supports what goes
on in the ELA room, in the history rooms, and such. So it's the repetitive of those skills necessary across the content areas. This miss they testing my materials hypothesis in which they experiment a variety of materials linked to the arts of universal themes.
And as you can tell art rooms are messy which they should be. And this is with the actually the high school work looking at ink and such. Student reflections. I had access to more materials that I wouldn't usually use in my other projects. Again, driven
by the lessons. I liked how we were free to do and use whatever we wanted. That experimentation phase, I learned how drawing without planning is just as beneficial as planning your art. And then the teacher reflection again
commenting on the pro pack, which was the professional development component. uh it helps assist the teacher in guiding the students in their work and experimenting with their materials and such. And this is Miss Boures's class that
we've visited with Miss Shaves. Uh it had to do with a hashtag experiment, art with a hashtag coming up on some type of uh social activism. So you had some students talking about hash engage. Some students were talking about uh
immigration and the wall. Some were talking about the mistreatment of women in India and such. So a lot of open door of what matters to you and society and then attaching your artwork with it makes it more relevant to their own life.
And again the followup of more of the hashtag And then the student my intented meeting is that pollution kills people and animals while harming the planet. Um a goal for future art making is to support problems in the world using art.
Now this talks about when we visited Freriedman and that was Miss Fagan and myself in the group. We looked at uh the look at shading 3D art forms and the gradiation of shading and how that looks that brings the from a simple shape of circle to been the form of a sphere and
the shadowing aspect. And here at pole with Miss Santos who's here was really uh exciting. You had the teacher choose some music, played some background music and said look draw the music. Whatever you see in your mind, draw it and then layer in it. And it became almost like a
really great competition and sharing, but competition in a nice way when they're showing off their work. And look at this color. And when the beat increased, and this is why I drew the lines I did. So tying music and the art. And what was great about that is the art teacher knocked on the adjoining door
and talked with the music teacher and saying, "Help me find selections of music that are really excite the students with artwork." So right away instant collaboration between uh departments. So having said that and I talked a lot
before I'd like to make a recommendation to the school committee to adopt the art of education. Is there any questions at this time? >> The only thing I just want to clarify I believe this is the recommendation of the subcurriculum subcommittee. >> Yes. >> Correct. >> Just a clarification. >> Question if I may.
>> Mr. Lura. >> Mr. Brad. Excellent presentation. Now in this whole overall perspective, you have student identification where more self-expression can exist and whatever the theme may be. >> Correct. >> So so in other words, if if you're
talking about equality or or situation of a certain they were looking at at at triangles and so forth. They saw the openness to any kind of discussion which in each individual student may see. Thus it brings about more creativity within
the student, self-expression and more dialogue between the students. >> Is that one of the overall >> Absolutely. Absolutely. How do you make it relevant to the students lives? >> We saw that with the music. We saw the
high school with the hashtags looking at world issues local and global where they want to incorporate that in their art and think about the discussions that goes through and tying in what you learned from social studies and such and in art in the visual arts. In a few moments, we'll I'll introduce you to the new uh curriculum supervisor who is
actually more articulate than I am about this and worldly and really drive home the point about developing the inner resolve of our students as young artists and tying it to their world. >> And this will begin in what level was it? K through >> K through 12.
>> K through 12. Thank you. >> Anyone else? So before uh we move on uh I I think it's important that this of course is at the forefront. There's other expressions of art that I think are very also
important. uh I've witnessed myself through my dissertation work through K through 12 and even at the uh higher ed institutions uh art through dance and how students uh are stage fright to present a paper but yet they can dance away and express themselves and and and
tie in all these emotions and everything that's affecting them in their lives and global effects that we just talked about through dance. So maybe we can look into that. Superintendent, >> I believe we allow the high school. at the high school we are >> okay >> high performing arts
>> okay and through middle school too or >> oh I think well we can always look at we can always speak to Mr. Belture. But right now, I believe one of the electives at the high school is going to be a dance some type of a dance class. >> Correct. We explored that at middle school last year uh looking at how we
could uh reinvigorate the middle school arts and there was an opportunity for a uh for a section and I know that building principal and HR looked very closely at what lensure was required of that and it became a challenge of finding someone licensed for that
particular for that particular section that we wanted to develop at that time. But it is something that's being discussed. >> Good. Excellent. So I guess tonight we're looking for a motion to approve the recommendations of the subcommittee. Is that is that correct, superintendent? >> Correct. >> Correct. >> Okay. So does someone on that subcommittee want to read the motion?
Question. >> Mrs. Fagan. >> Yeah. I make a motion that we approve the recommendations that we came down with about adopting this curriculum for the art program. >> Excellent. Is there a second? >> I will second that. >> Second by Mr. Vieira. All in favor? I
opposed. Eyes have it. Thank you so much, Mr. Bara. >> Thank you everyone. >> And if I if I could follow up because I alluded to introducing you to our new visual arts curriculum supervisor. And if I could uh bury existence here a little bit and give you a little bit of
a background. Uh we're going to bring for you because this is product, but we're really about people and that's what makes us a sense of belonging. And we lucked out tonight. You're going to be introduced to two fabulous individuals that are joining our family this evening. And as we go and we build
our time here in Taton, we develop our strategic plan, it seems like all the uh stars are aligning and we're bringing them into our district. One of those people tonight is Miss Jacqueline Francisco. She is our new K through2 visual arts curriculum coordinator. I
will tell you that Dr. Harrison and myself and the screening committee were overwhelmed by her interview process focusing on instruction, her love of the visual arts and in in essence the performing arts as well. The
subcommittee or the screening committee also of teachers were also bright smiles like wow we want to follow this person. So let me tell you a little bit about Jacqueline. She comes to us currently she's leaving the principal ship at Freetown Lakeville as a middle school principal. The middle is always where
it's at. She was also at Telbot Middle School looking at redesigning that middle school. So it talks about students connectivity, academic progress, right? All those aspects. Most importantly and why is it tied to us? Dery High School. She was both the
director of the fine arts and performing arts. Mr. When you talk about the dances, she oversaw both programs where we split it here in Taunt. What you're looking at 60 art faculty members where she was before to where she's coming here. Did all the budgets, was there for
12 years, did a phenomenal uh programming of looking at student artwork from I think it was prek through high school, walking through an entire building, looking at the students progress of work as they go in throughout the whole year. And that's something that's an area of growth for
us because although we do have some art shows, look at the potential we could bring. And having Jackie on board is phenomenal. So we're very excited to have her with her. Her leadership philosophy is commitment around courage, ownership, and excellence. And what I
like to see is the throughine of the strategic plan of rigorous instruction. And that's what she talked about during the interview process. She's part of this plan, do study, act cycle where you review products and such like that. It's the same thing we do in STEM.
So when these things come up and saying, "Oh my goodness, the stars align." It's perfect that we were able to bring in Jackie on board. And as Superintendent Cabraw might want to mention and maybe bring her now when you called the reference check for uh Fall River, what did you hear? >> The uh they cried when they heard that
she was leaving. And this administrator is not known to cry. >> And how did she fit in with Tan? urban experience, love of the arts, Portuguese and Spanish, proficient in both languages, a family of urban education.
We've truly lucked down. We're very proud to introduce to you our new K through2 visual arts curriculum coordinator, Miss Jacqueline Francisco. >> Thank you. Thank you so much, everyone. I'm so excited uh to start my uh my time with this team. Um, I would like to just
say a little bit about myself and then I can open it up if you have any questions or or or conversation that you'd like to have with me. I'm I'm more than happy to do that. And so I took some notes while Chris was talking about the art of ed because I just wanted to kind of like align my some of my conversation with
what we were talking about with this platform. And so a little bit about myself. I um I am the daughter of Portuguese immigrants. My dad was a fishing captain. My mom stayed home. Uh, my dad went up to the fourth grade. My mom went up to the sixth grade.
Education was not really a thing in my house. So, I really had to learn to advocate for myself. Um, and I loved going to school, but I especially loved being in the art room. U, but I also loved English and and you'll see that in in in late in my life later on. And so I
I I wound up, you know, going into education uh in my early 30s and and started at Dartmouth High School as an arts educator, but then wanted to go into administration. And so I did receive my uh education leadership
degree from MCLA. I also spent some time at UMass Dartmouth where I then became a visiting lecturer uh in the art education department. Uh I was very um fortunate to have landed in Fall River uh and spent many years there, 13 years
uh 12 as an administrator in Fall River uh as a principal and as a director of curriculum and instruction for the arts and uh was awarded the Massachusetts Arts Educator of the Year Award by the Massachusetts Art Education Association
while I worked with my amazing team in Fall river. Um, and we we really um built up our program in Fall River so that it um looked and sounded like our kids. We wanted to move forward from a traditional art education um experience
where you might walk into a classroom and see students using oil pastels and they're all drawing the same thing and they're learning yes value shading composition shape form elements and principles of art and design but nothing that allows them to your point to um
display expression to understand how to advocate for themselves using art, how to express themselves using art, how to look at art in the community and understand what they're seeing and why they're deriving what they see from what they're looking at. And so the work that
I did there and would love to continue to do here is really um supporting teachers so that they feel comfortable delving into different new artists who look and sound like our students that
also um are relevant um more up to-date uh you know and and and using those models as as pieces to put in front of kids and and and really teaching students those skills that you do see in some of this flex curriculum. Um the uh
the the plan do study act model is something that uh you know through Lynch Leadership Academy which we also worked with in Fall River. Um we we we want to look at student work. We want to look at student artifacts to see how students
are growing but to also take a look at um are are students being allowed to show some sort of sense of identity? Are they learning more about themselves through the artwork? Um, are they able to explain their choice making using
specific arts vocabulary? And then also, are we as the arts able to support the overall growth of students in their ability to express themselves, right? Um, and so we do find still coming out of, you know, COVID years, it it's important um to make sure that our
students have the ability to practice academic conversations across all content area, right? in the arts, in music, in science, in math, in ELA. And so they should be allowed time to engage in academic conversations. And so much
of this work in in the pro-learning, which is the PD side of this platform, um we can be precise about the what that we're all looking at as a team in that platform to say, "Hey, let's let's learn a little bit more about how we as teachers can provide a task for students
that allows them to be expressive, to use the arts as a vehicle for communication, but also how do they learn to speak like an artist, right? uh just like in science how how they could you know learn to speak more like a scientist and using that scientific
process there are a lot of parallels with science and art in that sort of ideiation of the process and so that prolearning for us I'm so excited to use that with teachers because we can be precise and specific about what we um adhere to within that so that we can
kind of even attach that to our professional practice goals around how we support the district in increasing our students ability to um express themselves using academic vocabulary. And some of our vocabulary in the arts, even for our ELELLL students, you know,
if we're thinking about uh cognates, some of those words are similar, right, in Portuguese, in Spanish, and in English. And so, it's it's important because some of those words transition into other areas of study for our students as well. Um so, I am very excited to work with this team. Um
the program that Chris was talking about flex curriculum is uh aligned to the national core arts standards. Now when we think about those standards they really break off into four different tenants. And so the the create uh tenant
is the one that we're most familiar with where students are creating artwork. But there's also the present, there's the respond, and there's the connect. And so it's important for our students to engage in all four of those. We talked a little bit about, you know,
arts expose, arts shows. That is not it's not just a nice to have, it's a need to have because that actually aderes to one of the standards, right? And so students should be able to prepare their work for presentation. That is a standard. And so across all grades in some way, shape or form, that is there for our students. So, it's
important that our kids um not just make the work, but they know how to present it and they know how to talk about it. I don't know if you noticed, but in some of the things that Chris put up on the on the board, you could kind of like hear the voice of students talking through their process, talking through
the choice of line that they used. Um using the music as inspiration that isn't just like, oh, this is nice music and I but they're they're listening to tempo, rhythm, right? Right. And so some of the the composition of the music, the mood of the music, the genre of the
music. And so some of those things transition into the arts in a way that, you know, if we don't notice that and then use that, it's kind of like we we we miss that opportunity for our students to make that connection, but also to speak um about their learning
using specific vocabulary. So I'm excited to do this work with our teachers. I'm excited to be here um and to be working with the curriculum team. >> Excellent. Thank you so much. I'll open up to the committee for any questions, comments. Mr. Laura, start with you.
>> Well, welcome. Uh first of all, I'm pleased to hear of your background, uh your enrichment. Uh thank you to your parents for what they've done, how they've worked hard to make sure that you have what you have and what you have to offer our community. Um, I just think
back of my own background, how I came from the Azorus. >> Many of my brothers, uh, because of their age were only able to go to school for four years there, which which sometimes equivalent to about eight years of of elementary and up to the eighth grade level. Mhm.
>> So, not only they are they educated in those four years that they take, >> but everything they they bring to their children is is the process to continue learning >> to enrich yourself and to offer what you have to our community. So, thank you very much.
>> Thank you. >> Welcome. >> Thank you, uh, Mr. Vieira. >> Yes. Thank you, Mr. Chairman. Um, you know, as a father of four school age boys, I am extremely excited about uh the future of visual arts and taunt public schools. And I just want to say
uh welcome to Taton. My youngest, Stevie. He'll be ecstatic to hear the news. He's my little artist. >> Thank you. I look forward to meeting them. >> Thank you, Mr. Palski. >> Uh thank you, Mr. Chairman. uh thank you for the presentation and I I really
appreciate the way you speak about uh making the connections with all the different disciplines. It really goes to like the concept of teaching the whole child and it's kind of ironic um you know Mrs. Trip who just passed away and we spoke about she was my English
teacher um in uh my junior year and I was very much a math and science person. I'm a chemical engineer and I had the attitude of like I don't need to care about English or you know other languages. I I'm this and she was one of the first teachers that really held me accountable and I wish I had the
perspective back then that I have now. But you know you have to actually struggle in the things that don't come easy to you because everything helps you be better in in a different realm. So art can help science can help math can help English. So I really appreciate that you have that attitude and you're
bringing it in. Right. You bring up a great point because some so many times students in a science class when they have to present the findings from an experiment or put a board together, they struggle with the composition of the board and it's like, well, where do you want the person's eye to go first? So that's the focal point. And so you can
use elements and principles of art to make sure that people understand and can visually read something versus just plopping everything onto a page. >> Yeah. No, it's great. So welcome to Tony. >> Thank you. >> Thank you. Anyone else? Mrs. Secretary, Mrs. Fagan,
>> I I was biology major when I went to college and I have a BA in biology, not a BS. So, I had to take all these things like art and things. And when I went to the art class, I'm going, "Oh my god, what am I going to do in here?" I ended up loving it. I got an A in it. And when
all my kids were taking art, I said to him, "Listen, the key thing about art is you don't have to love it. You can be very critical of it, too. I'm not a fan of Salvador Dolly. I loved grandma's prints. >> So, I mean, it's just what you like. Courier and knives. I like the more
country type things, >> but um I had when my oldest granddaughter who graduated from PC a couple of years ago with two degrees. One of them was in art and one of them was in business. And um she wanted to put the two things together, but she's
always been talented. She did in her yearbook, she drew a beautiful picture of the taunt tiger in the grass. It was absolutely gorgeous. But it was showing her how to stipple and do all that stuff because I do some decorative painting. And uh it's it's a wonderful thing to have to appreciate it. And I tell kids
too, you can see that just by going to the supermarket and see what they put on the cans to grab your eye. You don't think about things like that. But all that stuff is designed to do that with you. And those are one of the nice conversations we had um Mr. Barat. We were talking about art and how you can
find it in a lot of things. So um welcome to Taunt. I'm glad you're here and uh thank you. >> I've been here 30 years on the school. >> Wow. >> So, I'm hanging in there. So, >> that's awesome. >> Anyway, it's but I've I've enjoyed it. >> Thank you. >> Thank you. >> Welcome. >> Thank you.
>> Thank you. Got it. >> Thank you, Mr. Dus. And I guess I'll conclude by also uh saying thank you for joining the TPS family. Uh I'm very impressed with your background and your your elevation through the through the various steps and stages of education. And I want to put you on the spot. you
need to disengage alliances to the hill toppers and be a tiger. Okay. So, if you can promise me on that, you're going to be fine. Thank you and welcome aboard. >> Thank you. >> Next up, we have uh the superintendence report. Uh superintendent Cabrell, at
this point, I'd like to uh introduce director of student services Stephanie Hoy to uh welcome our new prek coordinator. >> Good evening. How lucky are we tonight to welcome two wonderful leaders into our family. It truly is. I think I heard
family by assistant superintendent Barata, family by uh Dr. Dlo, but truly we are a family and hopefully both Jackie and Trisha will soon realize that and embrace that as a district as well. So, um, Director of Special Education
Amy Mouring and I have worked very diligently on what we have the CPPI grant, which you have heard probably over and over again, and it really is the goal to increase preschool services and accessibility through the city of Taton. We have searched high and low for the right person to come on and work
alongside of us and assistant superintendent Prada to really bring us into that next step where we are not only making it more accessible for our families but increasing the amount of preschool slots within our district which is really important. So please um
join me in welcoming Trisha Loxton today. She is our new CPPI coordinator. Patricia holds a masterers of science and curriculum and instruction and she's currently pursuing a second master's in developmental child psychology. She
holds uh several licenses. A couple are assistant assistant principal and principal lensure as well as director supervisor of early childhood and elementary education in the state of Massachusetts. She was recently the dean of curriculum in instruction and assessment for Lawrence public schools.
And I should say she must love Taton very much already because she has quite a commute coming down to Taton and we appreciate that. Uh outside her professional life, she's a proud mom of two daughters. She's a dog mom and she likes to also travel with her husband
and her family. We are so excited um to welcome Trisha tonight. I have to say she's probably she's been on since July 1st. Her first week most of us weren't here. We're on vacation, but she rolled up her sleeves and did as much work as she possibly could getting to know the
district. And she is housed over at our beautiful Mohei Elementary School. And she has been working diligently with myself um assistant superintendent Barata and our special education director Amy Moyan um in trying to get
the deadline ready for August 1st for the next CPPI grant process. So, please join me in welcoming Trisha Lockton to our family. Well, thank you for the introduction and thank you for the opportunity. I'll just share a little bit about my background
and what brought me to even apply for this position. So, I'm a traditional educator. I came right out of high school into college wanting to be a teacher. I'm a kid from the 80s. Laura Les was my my idol. I wanted to be that teacher in the schoolhouse and I always
had a preference for working with younger children. Just my demeanor and my rapport was very natural with them. So there was a time in my life where I thought I'm probably going to be a kindergarten teacher or preschool teacher for forever when you're, you know, in your early 20s and just
starting out. But then after I got into um school districts, I really had a desire to um mentor and coach teachers. Um so I ended up um after spending a considerable amount of time in the classroom, I became an instructional
coach um for elementary school for um K through five. That brought me a lot of um perspective um coming out of the classroom and offering that to teachers so that you can really see um a lot of times we as educators get kind of
literally isolated in our classroom and in our box or our grade. Um, but bringing that perspective to conversations, um, having taught several grades myself and, um, coached in several grades myself, um, I've had so many conversations with third, fourth,
and fifth grade teachers about the holes in the kids learning. And middle school might be where it's at, but early childhood is where it starts. And that's where we lay the foundation. And I really um I think that our society is
realizing now that that preschool is more than coloring. It's more than singing songs. It's about social emotional learning, how to get along in a classroom. Um just how to be away from your mom and dad when you're that young and how to get along in an environment
and follow rules and just be in a school setting. Um, so having been in so many conversations with elementary school teachers and kindergarten teachers, a lot of the conversation came back to with the kindergarten who went to
preschool and who didn't. And do we notice a variance in when they're coming into the classroom, all aspects, social, emotional, and just educ educational, academic. Um, so I saw an opportunity
here to meld everything I know together. Um, to promote having all the early childhood program openings that we possibly can for preschool to level that playing field because it does start in kindergarten. Kindergarten is a lot different than it used to be um, many
years ago. Our kids um, are learning so many foundational skills so early and then it does trickle up to MCCAST scores and things like that. So, I really feel it's an important thing to be able to go out into the community and make sure
that all of our kids um because I do see them as little kids um are having those opportunities so that they can be our future students and we can all work with them with as much knowledge as they possibly can have. >> Great. Thank you so much. I'll open up
to the committee for comments or questions. >> Just welcome to our community. >> Thank you. >> Look forward to working with you. Mr. L, Mr. Palski, >> uh, thank you for the presentation. Welcome. And I I couldn't agree more. The early childhood, it's the the
foundation. It's so important. And like, you know, you see little kids in preschool, kindergarten, they love school from day one. They love reading, writing, all that stuff. And unfortunately, some kids lose that love along the way. So, if you can start them off, it it's building up to it. So, uh,
thank you for, uh, bringing that, uh, importance to to that work. So, >> yeah, thank you for the opportunity. I think that we have a lot of good work to do and I've already started. We're going to have it all all set and ready to go for the school year. >> Great. Anyone else? Mr. VR.
>> Um, I just I know prek has been a focus at Taton Public Schools and the expansion and I'm I'm so glad to see it taken off the way it is and we're so lucky to uh have you to be a part and uh welcome to the TPS family. >> Thank you.
>> I'll conclude. Uh Mrs. Fagan, I'm sorry. >> I I had a lot of kids that went to preschool because I had six boys and that was a treat. that that was something else, you know, a lot of testosterone overload in the house, but they were a lot of fun and I have 10 grandchildren now. But I I always when I
s I always talk with an adult language to the kids and never go into baby talk. And >> it's funny that the the kids the more you talk to them. One of my sons there's a 2-year-old that says words like excavator. >> And it's because he they talk to him all
the time. And a lot of parents say my my kids aren't talking like that. And my son says to him, "Well, do you talk to them?" And I think that's the most important thing. You talk to them. You're interested in them. And uh I'm glad you're here with us. And welcome to Taton. Thank you so much.
>> Yes, definitely. the young kids are where it's at as far as being sponges and they'll just take it all in without inhibitions initially and then those inhibitions happen a little later. So, we got to lay that groundwork for them. >> Yep. >> Excellent. I guess I'll conclude by also
welcoming you to the TPS family. Uh you're surrounded by talented individuals that will offer you a lot of support just like for Miss Francisco. I think that's what's the key to success is uh support around you. and on behalf of the entire school committee, we support all our students first and of
course all our educators and all the support folks that support everyone else. So, thank you and welcome. >> Thank you. >> Back to you, Superintendent. >> Thank you. So, uh before I go on to the last portion of my superintendent report, again, I'm just uh blessed that we're able to bring in two talented
administrators who have rich and deep uh experience in urban settings really benefit our students. So, welcome to the TPS family and I look forward to working with you. And again, I want to commend the committee for always supporting the performing arts in the visual arts. And I also want to commend the committee for
having the foresight to initiate this early uh childhood program because our numbers have grown from 300 to over 500 students in our pre-K program. So again, kudos to you all. And now we have staff to really take us to the next level. And then last but not least, we've talked
about the adults who are leading the work. Let's talk about a student who has really made a national mark and again putting Taton uh on the national stage. So Taton High School student Logan Rebello has earned national recognition
through Skills USA. So national recognition for Logan Rebello, he has earned the distinction through his leadership role in Skills USA and is currently serving as the Massachusetts State Politarium. Student leadership. Logan has demonstrated outstanding
leadership as a national voting delegate and active participant in state and national skills USA events. Beyond Skills USA, Logan has contributed to the culinary arts program and served as a two-year captain of the Taton High School volleyball team. As a Skills USA
officer, Logan has invited me to attend both the state and national Skills USA conferences, a sign of the program's strong reputation in Logan's high school standing. So, I would also ask that the committee consider uh tonight uh if someone would make a motion to authorize
me to attend these events with Nathan with Nathan with Logan once I've concluded it report uh it would be greatly appreciated to attend the state and also the national event as he's invited me. So again no Logan will be before the committee. I've invited him to come before the committee. He couldn't come tonight because he had a
commitment but Logan will come before the committee on August 6th to talk about his experience with Skills USA. And again, um, I'm just super ecstatic. If you've ever visited our food truck, you'll see, uh, Logan working the grill on the food truck. And for Taton in
Massachusetts, to have a delegate, uh, serving on the state level right here in Taton, it's a true accomplishment. And I think Skills USA has only been at Tant High School for less than 10 years. So for us to really be making that mark, winning competitions and having uh
somebody serve at the national level, it's a feather in the cap to again our commitment not only to provide students get students to be college ready, but now we have students who are trade ready and Logan's a great example of that. >> I'd like to make a motion, Mr. Cabraw, that we allow you to attend those those
meetings with. >> Second. >> Thank you. >> Sure. If I can just uh kindly amend the motion. So, of course, we'll have some advance of when you're leaving and yes, where you're going and all that stuff cuz I don't think that's announced just yet. But, of course, we fully support you and supporting you is supporting our
student Logan. So, the motion's on the floor, it's been seconded. All in favor? >> I I opposed. Eyes have it. And if I can just add, I know that when Miss Gibson shared the video of Logan being uh called to stage as the recipient to represent Massachusetts, he wanted no
part of his colleagues. He beelineed to that stage. It's the funniest thing ever. Like you know normally when you get an acclimate thank you so much. No way. He went right to that stage and he went up there. He says I'm going to represent Taton High School and Massachusetts. So >> in front of 40,000 people. So uh yeah he
uh he belineed to that stage. So congratulations Logan just like we did to Isaiah earlier. Uh amazing students. Logan Rebello. Thank you so much for doing all the hard work. So, next up, uh, we have administrative business, uh, staffing report. Superintendent.
>> So, you have the regular staffing report that Mrs. Monise presents for provides you with all the staffing updates. And then I also provided you with a staffing update, which is item number two under administrative business. Uh, you'll see uh, as of June 17th, so this was last
week, as of June 17th, we were 86% staffed in our classrooms. Uh we have 23 vacant positions and I provided you with a list of the vacant positions on the second page. In the near future, we're going to probably bring a recommendation regarding junior ROC because we're going
on two or three years where we've been able to find a qualified Air Force candidate to serve in that position. So, we're going to come before the committee with a recommendation to to change it to see if we can cast a wider net and get somebody into that position. >> Yeah, I I I think that's important. Superintendent. I know Sergeant Major La
Plant is overwhelmed. Uh he's been leading this without any assistance, right? He lost uh his uh his uh second in command. I forget his name. Anyway, uh but uh he's been doing a tremendous job and I know he's overwhelmed. So I I really appreciate that superintendent
that uh we move forward and reimagine this. So great. Um >> motion to accept reports. >> Second. >> All in favor? I opposed. Eyes have it. Next up, so we covered item one and two. Uh, next up we have facility naming requests, seeing closures. Uh,
superintendent, you want >> this is just a followup and just a recommendation for a timeline following the similar timeline that we put in place for naming the scoreboard in honor of David Lurri. So, I'm proposing that uh we have the public comment period begin today and extend it through our
August 20th, which will be our second meeting in August. uh that will allow us to advertise and seek input uh and also prov per perform a background review. And then you could if you adopt this recommendation or adopt this timeline on
August 20th, which will be the second scheduled school committee meeting in August, you could formally deliberate and consider the naming proposals that the family have brought forward. >> Superintendent, excuse me, didn't we already start that process? >> Uh you not you received the letters at the last meeting. >> Okay. and and then put it on the agenda
today. >> Okay. >> And then I'm providing you with the recommended timeline. >> So we're not confusing with Mr. Clear and Mr. Mine, right? This is >> this is clearing mine. >> Oh, you said Lurri. >> Oh, this is the similar time similar >> process. Similar process to what we follow Mr. Lurri. >> Okay. So I just want to be clear.
Absolutely. And I do have some uh some information that came to myself and Secretary Fagan regarding naming of those facilities on behalf of Mr. Clear and Mr. Martin. They're on the table. Is that appropriate now to Okay, good. But before I move on, Mr. Vieira, did you have something you want to ask?
>> No, no, the question was answered. Thank you, Mr. Chairman. >> So, the uh at the time, if you recall, so now I'm straightening out here. Uh the requests came in, but they weren't specific. Uh I know that Mr. Strawbridge um Mr. Martin's son-in-law and uh Mr.
Fernandees, Mr. Clary's son-in-law uh sent in letters to for us to consider the naming of the facility. There was some outreach and of course they have finally decided on what they think is most appropriate for their respective uh dads and father-in-laws and husbands. So
uh let's read the first one. Uh this is addressed to myself and Mrs. Fagan. Uh dear Dr. Dlo and Mrs. Fagan, I hope this message finds you well. I would like to follow up on the letter that I submitted to you and the committee back in June. The request for your consideration for a
lasting tribute in Don Oar's memory that I was referring to would be the new playground area being considered at Martin Middle School. Thank you for your time and consideration and all for all you do for the Tom Public Schools. Warm regards, Peter Fernandees. So that's Mr.
Clary's um intent, the family. And if I may now read the letter to us from Mr. Strawberry submitted to the uh Taunt School Committee. One idea we'd like to propose for honoring the legacy of Joseph Joe
Martin is to set aside a dedicated space within the presentation room at Taon High School. This room is located near where Joe's office was during his time in the front office and holds symbolic value for all those who work closely with him. Over the course of more than 35 years with Tom public schools, Joe
served as a math and computer science teacher, director of technology, and ultimately assistant superintendent. A particularly meaningful way to honor his contribution would be to highlight his groundbreaking work as the district's first director of technology, a role in
which he introduced computers to Ton High School and help usher in a new era of digital learning. We propose locating one of the school's earliest computers, ideally the first model purchased for student use, and displaying it in the presentation room alongside a brief
description of the computer significance and a summary of Joe M's pioneering role in integrating technology into the school system. This tribute would be to preserve would be both to preserve a piece of district history and educate future students and staff about Joe's
for Joe's forwardinking, leadership, and lifelong commitment to education. Thank you for your time and thoughtful consideration. So I think both of those requests are most appropriate. Uh and uh I don't see any issue whatsoever. But
the open dialogue process starts today and we will then formally uh address this and make a recommendation vote on the August 20th meeting. >> Sounds good to everybody? >> Good. Okay. >> Motion. A motion to approve is presented
with the stipulation that we follow the process set forth by the superintendent >> and seconded by Mr. Enus. All in favor? I opposed. Eyes happen. Thank you so much. Next up, we have subcommittee reports. We'll start out start off with the TTAa collective bargaining. Uh
that's Miss Santos, but Mr. Enus, you'll report out as chair. >> Thank you. >> Uh we met on Friday, June 27th at 9:00 a.m. in the morning. Um there was representation from obviously the committee, the school side and the
employee side. Um we exchanged proposals. We um had a a discussion on a few of the items. Um we also set up some future dates and then we adjourned and that was we probably about 11:00 a.m.
>> Great motion to accept the report. Second. >> All in favor? I >> opposed. Eyes have it. Thank you, Mr. Dinus. Next up we have unit B administrators collective bargaining chairs myself uh we uh met and uh we continue deliberations and we have
future meetings planned so the negotiations are ongoing >> same procedure >> second >> all in favor I opposed eyes have it and the last item to report out on subcommittee is the finance and law uh I also chair that subcommittee uh we met
early this evening with Mr. Vieira and myself and we were presented a recommendation to award the pest control services. Uh Mrs. Assistant Superintendent Monahan uh discussed the two bids presented. Uh the lowest and most u responsive bid overall was
awarded to Flynn Pest Control who was actually our current vendor at a monthly cost of $810 and a yearly cost of $9,720. Uh, assistant superintendent Monahan also noted that this price increased slightly due to the fact that we now have 14 buildings being served, which of
course includes the two Hamilton Street property. So, that was that piece. Uh, what were the wishes of the committee on that? I think we should break these out because we're going to have to later. >> Motion to accept the report and adopt the recommendation of the subcommittee.
>> All in favor? I opposed. Eyes have it. Next item, we have the special education expense service uh memo. Uh again, assistant superintendent Monahan discussed that the FY25 legal services budget for special education student services was 50,000. We exceeded that to
the total amount of $82,6144. So we were over budget by $32,6144. that was due to various uh ongoing uh situations that uh took up most of this budget and exceeded the budget. But uh we were also presented with our uh legal services for FY24 to Stonem Chandler and
Miller in the amount of $41,831.77 combined. They were slightly over $124,000. We as a school committee budgeted $150,000 for both those uh uh legal services. So once again uh we were well under budget so there's no issues there
and uh that's the report of the special education expense services. What are the wishes of the committee? >> Motion to accept the report. >> Second. >> All in favor? I opposed. Eyes have it. So now uh the next item was a bills payable for FY25 in the amount of $2,55,64.80.
Uh the warrant was discussed by myself and Mr. Vieira. There were some questions asked but the two issues that I think we uh have to address now as a full committee was I voted present on two items. So on page 22 and the reason uh we have to go
to the full committee and we cannot just adopt the recommendations because we had one absent member. So there was a actually a tie a no vote uh >> I'm sorry >> didn't have a quarum >> didn't have a quarum for the uh subcommittee report to pass. So, the
issue, the first issue was on page 22. I was recorded as voting present, and that was because uh a amount of $5,02 payable to Pride, Inc., I had to abstain from that and vote present because I serve uh on the board of directors and as co-
treasurer of Pride, Inc. So, I'd like to address that, Mr. uh Vieira. >> Thank you, Mr. Chairman. I'd like to make a motion to approve the payment to Pride Inc. on page 22 in the amount of 5,000 $2 voucher number 25435.
>> Second all in favor I opposed eyes have it >> and of course I'm recorded present on that and the last issue or situation was on page 29 uh a amount of $109,547.50
payable to Yonder Inc. Again, I voted present. And uh Mr. Vieira. >> Yes. Thank you, Mr. Chairman. I'd like to make a motion to approve the payment on page 29 to Yonder Inc. voucher number 25443 in the amount 109,547.50.
>> Second. >> All in favor? And I vote present. >> Uh the eyes have it. Thank you so much. >> Now, we're going to go back to the uh total warrant. So the total warrant as amended with those two items reported by
Mr. Vieiraa would be $2,55,6480 from the committee. >> So move >> second. >> All in favor? I opposed. Eyes have it. And the last item on bills payable was FY26 in the amount of $91,2145. There was no discussion from the subcommittee members. What are the
wishes of the committee? >> Motion to approve. >> Second. >> All in favor? I opposed. Eyes have it. I did not vote opposed. I just called opposed. I voted yes. So that concludes the subcommittee reports. Now on to new
business. Uh the first item is the impact of federal entitlement freeze. Superintendent Cabraw. >> Yeah. This is just uh you know just to have it officially on record. the memo I shared with the board regarding the impact in the top public schools of the
FY25 entitlement freeze that was uh made by the federal government that impacts us to the tune of about $600,000. So this is ongoing and I'll provide you additional information so nothing can change. >> Thank you so much to accept the report >> second.
>> All in favor uh on discussion. So, I I think it's clear that uh I I believe my fellow uh committee members will always support educators and school safety uh for our students. So, I don't think it's ever going to be an issue in Tom public schools whether or not we get the uh 600
some odd thousands. We'll find a way. So, all in favor? Opposed? Eyes have. Thank you. >> Just for the record, Mrs. Moan and I already met and we're going to start looking over our budget, especially on the contracted service side. that there are subscriptions. Uh we've already identified one. So we're going to be looking for other subscriptions to try
to offset some of these costs and reallocate those funds. >> Yes. And Secretary Fig and I also met with the superintendent and we've identified some of those. So thank you so much, Superintendent and Assistant Superintendent Monahan. Next up we have the Ton High School theater seat replacement. Superintendent.
>> So it was excellent that we had a presentation from our, you know, visual arts director. But again, I'm super proud of the fact that we have a robust performing arts program. We have three amazing theaters about to get a fourth theater online and we've done a lot of work since I've been in central office
at the high school theater and I'm very uh proud to say that the city of Taton is going to help us replace the theater seats at Ton High School. So that's what the memo is about. So uh if appropriate perhaps somebody would make a motion for me to send a um a letter or a note to
the city council or to the mayor thanking them for this uh >> for for the funds to replace those data seats. >> Mr. floor moved the motion seconded by Mr. Enus. On discussion, will these be deluxe theater type uh reclining seats? Superintendent, do we no deluxe and no waiters or waitresses? Sorry.
>> May maybe Mr. Enus can make a a call on our behalf. So, all in favor? I opposed. Eyes have it. Uh last item on new business. I'm sorry. Yep. Last item is the softball team recognition and celebration. Superintendent. Now, I just want to let you know that again, we are
super proud of our softball team who won five consecutive state championships as I've done in the past. Uh, and also I want to make sure that we get your approval. We're going to celebrate our kids. We're going to provide them with trophies, shirts, jackets, plaques, a visit to the Red Sox, a visit to the
state house. U, we also, I spoke with coach today. We're going to plan a celebratory banquet to recognize the kids. So I just want to make sure that the committee authorizes uh my me and the administration to cover all the costs to celebrate our kids. >> So moved. >> Second. >> Absolutely. Superintendent. All in
favor? I opposed. Eyes have it. Thank Yes. Secretary Fagan, >> do you have some idea of the date >> for the banquet? >> Yes. >> Uh all I know is coach told me it has to be done before August 21st because uh we have kids going away to school. So we'll work with the committee and the staff to
get a date. >> Good. I'm sure it'll be a great time as it always is. Uh, next item is unfinished business action items update. Oh, uh, may I just revert back to new business before I go on? So, uh, I shared with the superintendent and of
course we can't, uh, just basically vote on this tonight. There's a concern from, uh, one of our softball leagues concerning AED defibrills, uh, being on site. Uh the superintendent confirmed that our trainers have the portable defibrillators uh with them at all
times. So when there's sports activity going on that affects the Taunt High School students, uh they're there uh on on on demand. Uh but we also those same students also play softball at the various leagues. And there was a um a request that came in. So I'd like to put
this item on the agenda for the August 20 no August 6. August 6th so we can discuss this moving forward. >> Motion made by Mr. Enus, seconded by Mr. Lur question. I mean is like I certainly don't want to rush something that
doesn't need to be up. >> I think we should discuss it. >> You do. It's not. Okay. >> I mean, you get what I'm asking, right? Is it an emergency? That's all. >> I have a concern myself. >> All right. That's all. I just had to see us. >> So, the motion has been made and
seconded. All in favor to the agenda. Uh opposed. Eyes have it. Thank you so much. Next up, we'll move on to unfinished business action items update. Softball field scoring scoreboard naming. Sorry, superintendent. So, you've provided or you've allowed time
for public input. Uh we have not received any additional letters or communications beyond what we received the original night. So, now it's time for the committee to make a decision on whether or not they want to dedicate the scoreboard at the renovated softball field in honor of Hall of Fame Todd High
School coach David Lur. So, the floor is yours, guys. >> Yes, I'll take them. Uh, motion discussion, please. >> Motion to honor coach Lori. >> Second. >> Second by Mr. Lura. on discussion. I I'd like this to be something nice uh
because the family and uh a lot of former softball players and coaches uh would probably want to be there. So, let's make this nice and uh we'll make a party out of this. I love parties and I love cake, all that good stuff. So, I
>> I'll notify the family personally tomorrow and make them aware that this committee authorized us to move forward with the naming. So, thank you everyone. And superintendent, since you mentioned that we're going to honor us our state champion girls softball team before August 21st because they're going to be
going off to college, maybe we could do it before August 21st or somewhere around there if that's feasible. >> I'm sorry. >> There you go. See that? Okay, great. So, the motion was move uh moved, seconded. Uh Mrs. Fagen on a roll call vote, please.
>> Uh Mr. Enus, >> yes. >> Mr. Powski, >> yes. >> Mrs. Fagan votes yes. Mr. Viera. >> Yes. David Lori. Yes. >> And Mr. Laura. >> Yes. >> And Dr. Dlo. >> David Lori. Yes. Thank you so much. The motion passes. Next up, we have action
item update. Uh, anything on here that my colleagues >> want to add or delete? >> Um, can we go back to the new one or unfinished business? >> Sure. Let's revert back to Yep. >> I just wanted to say the next the first meeting in August, I was I'll be ready
to do the uh evaluation thing. >> Oh, the evaluation superintendent. That's okay if there's not too much that night. Uh >> Mr. Pearl, >> we'll find time. No problem. Great. Thank you, Secretary F. That's a lot of work. So, thank you so much. >> Uh and the action item update. Nothing
to add or remove. So, just a motion to receive and place on file, maybe. >> So, move. All in favor? >> Opposed? Eyes have it. And the last item is the executive session. Uh motion would be in audit to go into executive session to discuss strategy with respect
to collective bargaining with the lia local 1144 which is the cafeteria and custodians pursuant to exemption three general laws chapter 38 section 21A3 and to reconvene in open session. A motion would be in order on a roll call vote.
>> Motion to go in executive session on roll call vote. >> Second >> and reconvene open session. Mrs. Fagan, roll call. >> Mr. Inas. >> Yes. >> Mr. Powski. >> Yes. >> Mr. Bagan votes. Yes. Mr. Vieira. >> Yes. >> Mr. Laura. >> Yes. >> And Dr. Dlo. >> Yes.
>> Thank you. >> Motion to come out of the executive session on a roll call vote. >> Second. >> Mrs. Fagan. >> Mr. Reus. >> Yes. >> Mr. Powski. >> Yes. >> Mrs. Fagan votes. Yes. Mr. Vieiraa. >> Yes. Mr. Lura. >> Yes. >> And Dr. Dlo. >> Yes.
>> A motion to record the votes taken in executive session. >> Second. >> On roll call vote. Sorry. >> All in favor? >> I. Mrs. Fagan. >> Do we have to do roll call? Yes. >> Mr. uh Enus. >> Yes. >> Mr. Palowski.
>> Yes. >> Mrs. Fagan votes yes. Mr. Vieira. >> Yes. >> Mr. Laura. >> Yes. >> Chairman Dr. Dalo. >> Yes. And just to be clear, there were two uh uh >> items >> two items on the executive session. Should we name them? Would the chairs please name their subcommittees?
>> Yeah, it was uh Luna Local 144 uh cafeteria subcommittee. >> Thank you, Mr. Chair. >> The custodian subcommittee. >> Great. Thank you. So motion to adjurnn. Second. >> All in favor? I I we are adjourned.
Thank you everyone. Good job everyone.