Inside Education

The Fall River School Committee’s Finance Meeting on November 10 opened with discussion of finance policies, late fees, vendor payments, and budget planning as the district heads into a new fiscal year with three new members set to join in January. The conversation revealed ongoing concerns about transparency, accountability, and communication between the district, city hall, and vendors.

Superintendent Curley began by sharing a packet of all existing finance policies and AI-generated summaries for committee review. She proposed forming a working group of administrators and committee members to review, clean up, or revise policies before sending recommendations to the policy subcommittee.

Committee members quickly zeroed in on several problem areas. Mr. Dias noted repeated and mislabeled financial batch files, delayed responses to questions, and overdue payments. Mr. Dias also pressed the administration to address repeated delays in payments to vendors and utilities. CFO Kevin Almeida said late fees were mostly tied to National Grid and Liberty Utilities, and that the district had negotiated extensions (55 days for National Grid, 45 for Liberty) and that late fees would be credited through January 1.

Mr. Aguiar questioned why contractors wait months for payment, saying it effectively raises costs. Mr. Almeida described the week-to-week payment cycle but admitted delays persist when invoices are submitted late or work begins before contracts are approved, something that “has happened in the past.”

Both Mr. Dias and Mr. Aguiar raised alarms over the district’s continued reliance on attorney Michael Joyce’s firm, which reportedly bills the district more than $200,000 annually despite lacking a formal contract. Members argued that routine public records requests should be handled by the city’s legal department, not outside counsel charging $250/hour for emails.

Members criticized the district’s adoption of MASC-template policies without customizing them for Fall River. Mr. Aguiar urged that all finance policies be rewritten to reflect local governance and oversight structures.

Mr. Aguiarslo s revisited budget control and cost-center authority, noting that prior motions changing “quarterly” to “anticipated” budget transfers were missing from the current policy documents. Mr. Aguiar and Mr. Dias both pushed to restore the committee’s line-item oversight, arguing that the district now approves lump-sum budgets without clarity on specific expenditures or federal fund allocations (e.g., an additional $2 million in Title I funds never formally approved by the committee).

Mr. Dias proposed lowering the school committee approval threshold for contracts from $25,000 back to $10,000 to strengthen transparency.

Superintendent Curley outlined a budget-planning timeline and circulated last year’s budget priority survey results (599 families, 213 staff). She proposed gathering more stakeholder feedback through a survey and community outreach before finalizing the FY26–27 priorities.

Committee members, however, questioned the impact of the survey process. Mr. Dias suggested partnering with local media and schools to boost engagement, as few residents attend public budget hearings.

Mr. Aguiar pushed for implementing true zero-based budgeting, arguing that “the time for tweaking around the edges is over” given significant new funding.

Superintendent Curley said that while full zero-based budgeting would require major planning, she is open to the approach if the committee supports it early.

Both Mr. Dias and Mr. Aguiar agreed to postpone a formal vote until the new committee takes office in January.

One of the most concerning issues came in the discussion of healthcare costs. Mr. Almeida provided a projection for the FY26 health care budget, noting the district is in good standing for the year. He reported that FY25 health care expenditures totaled approximately $34.2 million, with projected FY26 spending around $36 million, comparing consistent health-care lines across years.

Committee members raised questions about the previously referenced $5 million overspend on health care and how the city arrived at that figure. Mr. Dias emphasized that reimbursements, such as stop-loss, Medicaid, and trust-fund revenue, had not historically been credited to the school department in net school spending calculations, inflating the appearance of overspending.

Mr. Almeida explained that under the updated reporting method, these reimbursements are now netted out, reducing the effective total to approximately $29.9 million, which is within the district’s approved $30 million health care budget. He added that if reimbursements had been applied in the same way last year, the district would not have appeared $5 million over.

Mr. Dias requested monthly health-care documentation from the previous fiscal year, noting the committee has not yet been provided with the data necessary to determine when increases occurred or whether similar trends may continue. He also reiterated concerns about the city’s handling of Medicaid reimbursement, which exceeds $1 million annually.

The superintendent’s office agreed to supply monthly breakdowns so the committee can better track patterns and understand the basis for the city’s reporting.

The concerns raised during the finance discussion point to a fundamental problem in how the city reports, accounts for, and credits health-care spending, which directly affects taxpayers.

For years, the city has publicly stated that the school department went over budget on health insurance, including the claim that the district exceeded net school spending by $5 million.

This means that for years, both the city and the public have been operating under an inaccurate fiscal narrative, one that implies mismanagement or overspending by schools when the numbers were not first corrected for reimbursable revenue.

This distorts the district’s financial standing but, more significantly, incorrect reporting affects whether the city is truly meeting its legally required funding.

When decisions involving tens of millions of dollars are made using incomplete or incorrect data, taxpayers pay the price both literally and figuratively.

Inside the 2025 Fall River School Committee Debate

🎙️ The Question

The final question of the evening came from Senior Class President Jazlyn Martinez, who introduced herself as a Hispanic student before asking:

“When you were growing up, what were you taught about race and culture? How can we — as families, friends, and community members — grow and learn together to make Fall River more aware and inclusive?”

The question prompted deeply personal reflections about upbringing, immigration, and the values that shape Fall River’s identity.

Candidate Responses
• Ana Riley — Shared that her parents emigrated from the Azores, and she entered kindergarten not speaking English. Said she learned inclusion through classmates who helped her adapt. Her experience, she noted, taught her the importance of valuing individual gifts and supporting multilingual students.
• Emanuel Moniz — Also of Azorean descent, recalled starting school without knowing English. Said those early challenges built his empathy and belief that perseverance and understanding go hand in hand.
• Kevin Aguiar — Called diversity Fall River’s greatest strength. Said awareness and inclusion must be intentional and reflected in the classroom. Noted that newer evidence-based curriculums include more culturally representative materials, helping students see themselves reflected in what they learn.
• Mark Mollicone — Spoke about his Ukrainian and Italian heritage and the lessons his parents taught about respect. Emphasized being “open and nonjudgmental,” saying prejudice hurts the community as a whole.
• John Silvia — Referred to his time in the U.S. Army, where teamwork and shared responsibility transcended race or background. Said unity depends on recognizing that “everyone depends on each other.”
• Tom Khoury — Highlighted his years advising Durfee’s United Cultures Club in the 90s which later helped inspire the school’s LGBTQ+ group. Said fostering “dignity across lines” was central to his approach as an educator.
• Randy Dudek — Reiterated that diversity should be “protected and celebrated,” calling it one of Fall River’s defining strengths. Linked inclusion to community belonging and civic pride.

🗝️ Common Themes

Though their stories differed, each candidate connected personal experience to a broader commitment: respect, empathy, and education as the foundation for inclusion.
Many highlighted immigrant heritage as a unifying part of Fall River’s identity and framed diversity as a source of strength, not division.

🏁 Closing Reflection

The final question brought the debate full circle — from curriculum and creativity to connection and community. Candidates expressed a shared belief that learning about one another’s histories is key to building a more equitable and welcoming Fall River.

“Diversity strengthens Fall River.”
That phrase, echoed in different ways by nearly every speaker, summed up the night’s closing sentiment.

Inside the 2025 Fall River School Committee Debate

🎙️ The Questions

Durfee student moderators shifted the focus from academics to relationships , asking candidates how they would strengthen student mental health and stay connected with the people inside Fall River’s schools.

Question 4 – Supporting Teen Mental Health

Moderator Leisha Boone asked:

“A 2023 Youth Risk Behavior Survey found that about half of girls and nearly a third of boys in the U.S. report feeling sad or hopeless for at least two consecutive weeks. Rates are even higher among LGBTQ+ students, children of color, and those living in poverty. What supports will you put in place to improve teen mental health?”

Candidates responded with personal experiences and systemic solutions.
• Mark Mollicone — Spoke about the power of listening and empathy. Shared that as a child he experienced abuse and as a teen he experienced loneliness, saying adults must create safe spaces where students feel heard.
• John Silvia — Pointed to the lingering effects of the pandemic and encouraged students to join clubs and extracurriculars that build connection and belonging.
• Ana Riley — Called for respect, dignity, and resources. Highlighted the district’s partnership with Cartwheel for telehealth and proposed expanding Mental Health First Aid training for all staff.
• Emanuel Moniz — Said every student should have “someone to talk to.” Advocated hiring more counselors and maintaining close communication between educators and Student Adjustment Counselors.
• Shanelle Stewart — Encouraged students to “find your group.” Said after-school activities and clubs are vital to emotional health and social development.
• Tom Khoury — Recounted his work founding Durfee’s United Cultures Club in the 90s and promoting dignity across differences. Linked emotional well-being to feeling respected and safe.
• Randy Dudek — Spoke candidly about family experiences with depression. Called for earlier intervention and stronger community-based supports that celebrate diversity.
• Collin Dias — Said the School Committee must model leadership, accountability, and empathy from the top down. “Students watch how adults treat each other,” he said.
• Kevin Aguiar — Focused on early identification and family engagement. Said when families struggle, students do too, and emphasized investing in staff and partnerships with outside agencies.

🗝️ Common Ground:
Every candidate agreed that mental health is inseparable from learning. They emphasized belonging, visibility, and access to qualified support staff as keys to student success.

Question 5 – Staying Connected with Students and Schools

Moderator Jazlyn Martinez then asked:

“How will you stay connected with students and educators to observe what is working well in our schools?”

Responses revealed different strategies for visibility and engagement.
• John Silvia — Said retirement gives him time to visit schools regularly and see classrooms firsthand.
• Ana Riley — Pledged to “show up respectfully and consistently,” taking vacation time if necessary to visit schools and meet student groups.
• Emanuel Moniz — Favored attending after-school events to support staff without disrupting instructional time.
• Shanelle Stewart — Described her ongoing volunteer work in schools; believes connection grows through consistent presence and clear boundaries.
• Tom Khoury — Said direct conversations with students are the best source of insight, and that he notifies principals before visiting.
• Randy Dudek — Plans to stay active as a parent volunteer and sees family feedback as a key bridge between schools and the committee.
• Collin Dias — Visits schools when concerns arise, citing his trip to RPA following an asbestos issue as an example of proactive oversight.
• Kevin Aguiar — Balances his full-time education role with subcommittee meetings and email correspondence, emphasizing the importance of listening to families and staff.
• Mark Mollicone — Said engagement should extend beyond classrooms — attending games, performances, and community events where students shine.

🗝️ Common Ground:
Candidates differed on how often and where they would connect, but all emphasized visibility, accessibility, and responsiveness. Most described listening — to students, staff, and families — as essential to informed decision-making.

🏁 Takeaway

These two questions revealed a shared understanding that well-being and connection underpin student success. Whether through staffing and programs or simply showing up, each candidate tied effective leadership to empathy, communication, and presence in the school community.

Inside the 2025 Fall River School Committee Debate

🎙️ The Questions

In the second and third questions of the student-moderated debate, candidates discussed two defining issues for Fall River’s public schools:
1️⃣ How to balance evidence-based curriculum with teacher creativity.
2️⃣ How to restore pride in the city’s schools and reputation.

Question 2 – Balancing Curriculum and Creativity

Student moderator Jazlyn Martinez asked how the district can meet academic standards while allowing teachers to design inspiring lessons.
• Colin Dias — Proposed giving teachers a formal role in curriculum development through presentations to the Instructional Subcommittee, ensuring multiple perspectives guide decisions.
• Kevin Aguiar — Called curriculum a framework, not a script. Supported evidence-based structure combined with professional freedom and creativity.
• Mark Mollicone — Encouraged teachers to “think outside the box,” arguing that innovation helps reach diverse learners.
• John Silvia — Criticized “teaching to the test.” Welcomed the end of MCAS as a graduation requirement and urged a return to engaging, curiosity-driven instruction.
• Ana Riley — Described curriculum as a tool, not a limit. Said the best teachers bring lessons to life through hands-on activities and excitement.
• Emanuel Moniz — Emphasized experiential learning such as field trips and community connections, coupled with material and emotional support for educators.
• Shanelle Stewart — Said today’s students need stimulation. Advocated for interactive, tech-integrated lessons that keep them engaged.
• Tom Khoury — Argued that “one size doesn’t fit all,” particularly in gateway cities. Praised Durfee’s evolving Program of Studies for broader options.
• Randy Dudek — Said removal of the MCAS graduation mandate allows new opportunities for flexibility and creative teaching approaches.

🗝️ Common Ground:
All nine candidates agreed that successful classrooms depend on both structure and creativity , maintaining standards while trusting teachers to innovate.

Question 3 – Restoring Fall River’s Reputation

Student moderator Madeline Hargraves asked how candidates would change outside perceptions of Fall River and its schools.
• Kevin Aguiar — Said the city must “own its narrative” by publicly celebrating student and staff success.
• Mark Mollicone — Encouraged using criticism as motivation and working as a team — families, educators, students — to highlight positives.
• John Silvia — Recalled negative stereotypes dating back to the 1970s and said residents need to “toot our own horn” and show others the reality of today’s schools.
• Ana Riley — Urged public officials to act as “first cheerleaders,” sharing good news daily through social media and community channels.
• Emanuel Moniz — Linked positive perception to positive environments, saying clean, well-maintained schools project pride.
• Shanelle Stewart — Pointed out that programs like unified sports deserve more visibility. “Flood the news with positives,” she said.
• Tom Khoury — Criticized “yellow journalism” that focuses on conflict over achievement. Highlighted Durfee’s award-winning band and theater programs.
• Randy Dudek — Said his family’s experience disproves online negativity and urged ongoing efforts to spotlight classroom successes.
• Colin Dias — Agreed on promoting good news but emphasized equity, noting that RPA and Stone students should also be represented in citywide recognition.

🗝️ Common Ground:
Candidates largely aligned on the need for transparency, celebration, and unity. Each emphasized pride in students and educators as the foundation for improving Fall River’s public image.

🏁 Takeaway

Across both questions, candidates expressed confidence in Fall River’s educators and students. The themes of teacher trust, creativity, and community pride underscored a shared belief that the district’s success depends on celebrating its strengths while continuing to evolve.

🗳️ Inside the 2025 Fall River School Committee Debate

Welcome to our multi-part series aimed at helping you make your decision for the next set of school committee member.

On October 15, 2025, Durfee High School hosted a Fall River School Committee Candidate Debate, moderated by Pamela Nickerson and sponsored by Fred TV and the Durfee student government.

The student panel — Jack Rioux, Jazlyn Martinez, Madeline Hargraves, and Leisha Boone — developed and asked every question, shaping a debate that focused on real student concerns: teaching quality, mental health, equity, and community pride.

Let’s meet the candidates-

There were nine candidates in attendance:
Randy Dudek, Colin Dias, Kevin Aguiar, Mark Mollicone, John Silvia, Ana Riley, Emanuel Moniz, Shanelle Stewart, and Tom Khoury.
Candidate Shiv Thakur was invited but did not attend.

Each candidate was given one minute to respond to the same opening question:

“What experiences or qualifications have prepared you to serve on the School Committee?”

Randy Dudek, a parent of two middle schoolers at Morton, said his experiences as a father give him insight into the diverse learning needs of students. Having pursued education before moving into another field, he described seeing both the strengths and challenges within the district. Dudek said he wants to “spur improvement forward” while acknowledging that many positive things already happen in Fall River schools.

Collin Dias emphasized his experience as a sitting committee member since June 2024. He noted his consistent attendance, active participation in meetings, and behind-the-scenes work to understand district issues. At 25, he described himself as “intense and hard-working,” continuing his own education while serving on the board and seeking re-election for a full term.

Kevin Aguiar, who has served in public office for over 20 years, said his entry into politics came from a desire to make a difference. He now works full-time in education, giving him two perspectives — that of a public servant and an educator. He described school committee service as a “vocation,” not just a role, and spoke about the need for passion and dedication to improving outcomes for students.

Mark Mollicone, lifelong Fall River resident and Durfee graduate, reflected on his experiences playing college football at the University of Miami and the University of Alabama, where he developed leadership and discipline. He is also a parent of two children, one of whom has an Individualized Education Program (IEP). Mollicone said his family’s experiences help him understand that every child learns differently and requires varying levels of support.

John Silvia, also a Durfee graduate, spoke about his decades of community involvement through the Niagara Neighborhood Association, where he helped secure grants for local playgrounds, parks, and tree-planting initiatives. A retired federal government HR professional with 40 years of experience, Silvia said his background in personnel management and civic service could bring useful perspective to the committee.

Ana Riley, an educator for 32 years, has worked as a teacher, principal, assistant superintendent, and superintendent. She has six children, five of whom graduated from Durfee and one who is currently a sophomore. Riley said she understands how effective school committees can support staff and families, and with her own children mostly grown, she now has the time to dedicate to public service.

Emanuel Moniz, who has two children in Fall River public schools, previously served as the district’s maintenance and facilities director. He said his familiarity with the buildings and day-to-day operations gives him a unique understanding of how to improve the learning environment. He emphasized his commitment to advocating for students, teachers, and “doing what’s right.”

Shanelle Stewart described herself as a long-time attendee of school committee meetings, often sitting in the same seat for over 15 years. As the current president of the city’s Special Education Parent Advisory Council (SEPAC) and a parent of two children on IEPs, she said she regularly communicates with families and educators. Stewart also highlighted her MBA background, saying it could help with understanding and managing school budgets.

Tom Khoury, a Durfee graduate and retired staff, spent his career working with students at Durfee High School. He cites his work in programs in the late 1990s as credentials for serving on the school committee. He said education has been his lifelong mission and that, after retirement, he sought to give back through public service. Khoury is running for his third term on the school committee.

The opening question set the tone for the night: a blend of professional experience, personal investment, and civic pride.

While their backgrounds differ — from seasoned educators to community advocates and parents — all nine candidates described a shared motivation to improve Fall River’s public schools and support the students who attend them.

Keep an eye out for the recap of candidate responses to key questions about issues that matter most.

Welcome back to Inside Education. Here is the wrap-up of last week’s school committee meeting. For a relatively calm meeting, there was actually a lot packed in.

Let’s pick back up with the grant-funded partnership with Equity Institute, a firm that specializes in supporting multilingual learners. Interim Principal Zagarella explained that the initiative is part of a larger grant, totaling just under $1 million over three years. A portion of this grant funds professional development for teachers across all content areas, aimed at enhancing English language development outside the limited 45-minute ESL blocks.
The focus is on equipping every teacher with the tools to teach academic language in their own discipline, be it math, science, or humanities, because each has its own linguistic complexities.

This grant supports afterschool professional development sessions, data analysis in professional learning communities, and the development of academic talk protocols. It is, as one committee member aptly put it, “bonding together your faculty around cultural competence" to raise student achievement.

Clarifying that the ELL support is just one piece of a broader strategic effort, Interim Principal Zagarella noted that the school is working off a comprehensive plan submitted to DESE, encompassing many initiatives beyond language instruction.

As the meeting progressed into a lengthy discussion of vendor contracts, particularly related to educational technology and special education services, several issues became evident.

Mr. Aguiar raised concerns over the delayed appearance of the contract for Lightspeed Systems. This is a recurring purchase, software designed to safeguard students online, yet the documentation, dated July 1, was only brought to the committee for approval on September 8, after the school year had already begun.

In response to Aguiar’s questioning, administration officials cited procurement processes and pricing research as reasons for the delay. However, their responses contradicted one another. Initially, they claimed the hold-up was due to following procurement rules. Then they clarified that Lightspeed is part of a state contract, which should have expedited the process. Superintendent Curley added that this issue mirrored delays seen with the Yondr pouch order, which was also delayed due to procurement missteps and quote gathering. Ultimately, administration admitted they were trying to find a better price, and the contract was not held up due to formal procurement issues per se but due to internal decisions about cost savings.

This disconnect created frustration among committee members. Mr. Aguiar emphasized that delaying security-related educational tools like Lightspeed was unacceptable. The timeline (from July 1 to September 8) for something previously purchased raised serious doubts about the district’s internal efficiency. He asked for a one-page written explanation, suggesting the committee still lacked a clear understanding of what occurred.

Mr. Dias proposed streamlining the process for non-controversial votes by using a voice vote instead of a roll call. Chair Coogan responded by saying he'd do anything to save 10 seconds.
The meeting also revealed the enormous cost associated with contracted services for special education students, especially nursing. Six contracts were brought forward, and Mr. Dias held all except one (South Coast Collaborative) for questioning. In particular, he raised red flags about over $1.2 million being spent on contracted nurses through staffing agencies.

Mr. Dias pointed out that while the care was essential for medically fragile students, agency costs were inflated compared to in-house hiring. He recommended long-term planning to reduce reliance on outside staffing and move toward building an internal team, a cost-saving strategy he suggested should become a district goal.

There’s that pesky strategic plan coming up again…

On another contract, Mr. Dias asked specific budgetary questions about a $97.50/hour overtime rate listed in the contract backup. He questioned why overtime seemed to kick in after 32.5 hours instead of the usual 40. Superintendent Curley and Mayor Coogan explained that this was likely based on a 6.5-hour school day, which aligns with what school staff typically work, and therefore set the full-time threshold at 32.5 hours. The exchange underscored again how inconsistently information was being presented.

It’s important to note that Superintendent Curley repeatedly framed herself as only partially aware of the contracting details, noting that various procurement and hiring tasks were handled by others. In one contract discussion, she cited a general push to improve procurement practices but admitted she didn’t know why the specific contract took two months. In the discussion about contracted nurses, she deferred to the Director of Nursing (who was not present). The result was a meeting filled with unanswered questions and contradictions, with some committee members clearly frustrated at how frequently decisions were coming before them at the last minute, without clear backup or consistent information. While all contracts were ultimately approved, because they involved services for students, committee members made it clear that this pattern of delays, deferrals, and procedural confusion was unsustainable.

The committee approved a data mining contract connected to the district’s recent cybersecurity breach. The vendor is working to identify whose personal data may have been compromised so the district can issue proper notifications. The committee requested a timeline update in the next superintendent memo.

Also approved was a $239,000 expenditure for freestanding tempered glass classroom dividers at Bishop Connolly, designed to comply with diocesan restrictions against permanent structures. Committee members questioned the high cost and whether the dividers were truly portable, ultimately approving the measure with one dissent.

A plumbing contract to complete the new culinary kitchen at RPA was also approved.

The committee debated whether Promethean boards, interactive smart displays, were necessary for pre-K classrooms. Administrators and members defended their use as a district-wide instructional standard aligned with early literacy goals.

Debate flared again over the district’s $8,000 membership in the Massachusetts Association of School Committees (MASC). Some members argued that the district is not utilizing MASC’s services to their full potential and cited frustrations over the group’s handling of the superintendent search.

A motion to table continued membership passed unanimously.

A subsequent attempt to appoint a delegate to the November MASC conference was also tabled after a procedural tangle involving multiple motions, second withdrawals, and arguments over whether membership status should be decided first. Ultimately, no delegate was named.

You know what might be helpful here? A strategic plan....

Assistant Superintendent Bronhard presented two job descriptions related to a long-standing but inconsistently implemented program often referred to as homebound tutoring. Despite the name, the tutoring seldom occurs in students' actual homes. Instead, it supports students who are out of school due to medical issues, long-term suspensions, or other situations. Last year, over 100 students received such services, often provided by tutors working remotely, in libraries, or wherever possible without a cohesive structure or oversight.

The new proposal aims to formalize this fragmented system by creating a Secondary Student Tutoring Center housed in the basement of RPA (Resiliency Preparatory Academy). The goal is to streamline the academic experience, improve monitoring of both students and tutors, and support individualized academic planning. Tutors will continue to serve in their regular teaching roles during the day and pick up tutoring assignments after school hours (4–6 p.m., Monday through Thursday).

Two formal job descriptions were brought forward: one for a Site Lead to coordinate programming and another for the tutors themselves. The decision not to include fixed hours in the job postings was intentional, as hours could shift depending on student needs. Funding for the tutors will remain stipend-based and tied to enrollment, consistent with past practices.

The committee asked questions about the logistics, including transportation for students, supervision during after-school hours, access for RPA students, and whether this centralization would limit virtual options. Asst Superintendent Bronhard reassured members that virtual and hybrid tutoring options would remain available, especially for families with transportation barriers. The tutoring center will not be a general drop-in space. It is exclusively for students officially eligible for this specialized service.

There was also discussion about safety, given RPA's alternative school status. Concerns were raised about having younger students and students with behavioral challenges in the same building, even if on separate floors. While the concern was acknowledged, it noted that the tutoring center would be in a separate wing with its own entrance and that student interactions could be avoided.

Personal Opinion Ahead - We need to be very careful about how we talk about RPA. We consistently talk about the school and its students as if they’re dangerous or unteachable. This is a thread that is woven through discussions like these and ultimately diminishes the opportunities for our kids.

Further clarification revealed that the tutors had always existed in a stipend-based capacity, but had no formal job description. Creating one, along with a site lead role, provides the district with more oversight, better communication, and an opportunity to build out the academic rigor and support available to students outside traditional classrooms.

A motion to approve the new job descriptions passed unanimously.

The committee voted unanimously to approve a revised job description for the Criminal Justice teacher position at Morton Middle School. Assistant Superintendent Brian Raposo explained that this program is intended to expand Chapter 74 career and technical education (CTE) offerings in the district. It will introduce middle school students to pathways in law enforcement, corrections, public safety, and even fields like social work. The revised description includes a broadened scope that integrates humanities and cultural competence into the curriculum responding to feedback from the committee to make the program more inclusive and relevant.

The goal is for this program at Morton to serve as a feeder for the Durfee High School CTE criminal justice program. While the idea of allowing students from other middle schools to access Morton's program was discussed, it’s not currently being implemented. Still, there was clear interest in exploring ways to make these offerings more accessible district-wide.

This could be built into a strategic plan...

The addition of a new team chair position at Durfee High School was approved unanimously without discussion.

The committee approved a revised principal salary matrix but only after debate and a successful amendment to eliminate additional stipends for advanced degrees like CAGS and doctorate degrees. Mr. Aguiar argued that these educational stipends were inconsistent with existing upper-level contracts. Assistant Superintendents and the Superintendent herself do not receive extra pay for doctorates, and Mr. Aguiar pushed for alignment across leadership roles.

Superintendent Curley defended the original inclusion of education stipends, noting that they hadn’t been increased since 2020 and that valuing advanced degrees in a school system is both symbolically and practically important. Ms. Pereira passionately argued that advanced degrees matter, especially in a field centered on education. However, her was the sole dissenting vote against removing the stipends.

The amended matrix was approved 6-1, with Ms. Pereira voting no.
Additional discussion focused on whether cost-of-living increases should be automatic or performance-based. Mr. Aguiar and Mr. Dias voiced concern that the Superintendent favors uniform raises regardless of merit.

The pay parity between elementary and middle school principals was also addressed with Mr. Aguiar suggesting the demands of middle school leadership warrant higher compensation and whether K-8 schools are classified as elementary for the purposes of the matrix (they are).

Despite philosophical differences on compensation and recognition of advanced degrees, the matrix was passed by roll call vote.

Superintendent Curley introduced the draft subcommittee meeting calendar for the committee’s first read. A motion to pass it through was made and seconded. However, before a vote could be finalized, Mr. Dias raised questions and requested further discussion.

The superintendent explained that she had initially drafted a full-year calendar but decided to limit scheduling to the remainder of the calendar year, through December. Her rationale was based on the impending arrival of at least three new committee members in January. Setting dates too far in advance, she argued, could result in scheduling conflicts for new members who may not be available during pre-scheduled times.

Mr. Dias acknowledged her reasoning but expressed concern about the lack of frequency and structure in the proposed calendar. He noted that several key subcommittees, including Facilities, Policy, and Technology, had too few meetings scheduled despite their importance. He also pointed out that, according to school committee policy, the Parent and Community Outreach Subcommittee was supposed to meet bi-monthly and recommended that all scheduling efforts align with existing policy. Mr. Dias urged the Superintendent to review these policies and return with either calendar adjustments or suggested policy revisions.

Mr. Aguiar echoed the sentiment, stating that the conversation around scheduling seemed unnecessarily complicated. He reiterated his prior motion calling for each subcommittee to meet at least quarterly, and emphasized that if a member couldn’t commit to that minimum level of engagement, they shouldn’t serve on the committee. He stressed that the meeting schedule didn’t need to be overly prescriptive but should reflect the bare minimum expectations for serving as a subcommittee member. Mr. Aguiar also highlighted the need for the Policy Subcommittee to meet more frequently due to the volume of policies under review and criticized the current practice of lumping hundreds of policies into single meetings as "foolish."

Other members chimed in. Several supported the idea of quarterly minimums while acknowledging that certain committees, like Grievance or Evaluation, should meet as needed instead. Mr. Khoury agreed with this flexible approach and emphasized the importance of letting individual committee chairs determine meeting frequency in collaboration with the superintendent, while still holding them accountable.

At one point, Ms. Larrivee suggested adding language that emphasized collaborative scheduling between the committee chair and the superintendent, particularly for adjusting meetings based on district needs or emerging issues. This suggestion drew some mild disagreement from Mr. Aguiar, who clarified that while coordination on dates is appropriate, final authority over committee work should remain with elected members, not the superintendent.

Despite some back-and-forth, consensus began to emerge around a common-sense framework - all subcommittees would meet a minimum of four times per year, except for Grievance, Evaluation, and (after clarification) Policy, which would continue to meet on an as-needed basis due to the variability in their workflow.
After a final round of discussion, a motion was made to adopt this structure, and the vote was unanimous. The original motion to approve the calendar as a first read was withdrawn by Mr. Dias, effectively replacing it with the updated, clarified directive regarding minimum meeting requirements.

What started as a discussion about late-paid invoices quickly devolved into a broader debate about transparency, accountability, and control.

Mr. Dias noted that his bill-signing packet included 12 overdue invoices, and questioned how much in late fees the district has incurred. His concerns were echoed by Mr. Aguiar, who reminded the committee of a long-standing request for documentation around late fees, particularly the $13,000 paid to National Grid, and of his repeated, unanswered inquiries into how long it takes committee members to review bill batches in DocuSign.
The underlying tension exploded into full view as Superintendent Curley defended her previous statement about an $800 late fee charged by a vendor when Mr. Dias had delayed a signature for payment. She claimed that although the fee was ultimately waived after negotiation, it was real and that Mr. Dias’s prior refusal to sign bills was the cause.

Mr. Dias pushed back, stating plainly that he’s still seen no proof the fee was ever assessed and that it’s unfair to be blamed for systemic fiscal issues. “If you’re going to accuse me,” he said, “you should bring the proof.”

Mr. Aguiar expressed his thoughts regarding a vendor who was paid over $200,000 had the “audacity” to request an $800 late fee in the first place. He further criticized the administration for the $13,000 in late charges to National Grid and questioned the competence of fiscal controls within a department with a budget exceeding half a million dollars.

Despite calls for a forensic breakdown of how such fees accumulate, Superintendent Curley urged the committee to withdraw the retroactive request, claiming it would be too time-consuming for staff to compile. Instead, she proposed creating a system to track late fees going forward though some members remained skeptical.

In the late stages of the meeting, Mr. Aguiar raised concerns about the district’s underutilization of its WSAR radio show. He noted that recent broadcasts were either reruns or lacked fresh engagement, despite a donor reportedly funding the show. Mr. Aguiar urged the district to increase its media presence, especially by connecting with local news outlets like the Herald News and the Fall River Reporter, emphasizing the need for broader community engagement.

This could be in a..... strategic plan...

Immediately following, the committee voted to refer a recommendation from the Parent & Community Outreach Subcommittee to the Policy Subcommittee to examine and revise policies regarding how, and whether, parents are notified about allegations involving harassment, threats, or criminal behavior by employees.

As the meeting pushed past 10 p.m., the committee moved into executive session, citing several items including complaints against members and employees, an MCAD complaint, and collective bargaining matters with multiple unions. When they returned to open session, the following actions were taken:

Approval of Executive Session Minutes from August 18, 2025 (roll call vote: unanimous).

Approval of MOUs related to civil clerical employees and paraprofessionals (both passed unanimously).

Approval of a budget conversion to reclassify a Pathway Specialist position as a Guidance Counselor.

After nearly three hours of debate, tension, and political theater, the Fall River School Committee finally adjourned though not before a long trail of unanswered questions, finger-pointing, and yet another reminder of what happens when a district of over 11,000 students is governed without a clear strategic plan.