[0:14] Okay. So, I'm going to call the meeting of the school committee, the ordinance committee to

[0:20] order. We are at 4.08, on today's September 17th. We do have one member working with us remotely,

[0:29] I'm going to go ahead and do a low call, the online we have Adam Holloway switching at the computer.

[0:42] In person, we have Amanda Kingfisher, Ellen Jennevis, Louise Dowth, and myself Diana Noble on the committee.

[0:50] So we're all here and joining us are super intended.

[0:54] Carol learned to know it and I smell visiting us

[0:57] and representing the select floor.

[1:03] And I think you could eye out if nobody minds.

[1:06] Julie Seven said she was going to join us.

[1:09] And he hadn't asked me if we would be talking about six

[1:11] towns close to the beginning.

[1:13] So if we end up with her, somebody else here to visit

[1:15] her specific topic, well, I'll try to do it.

[1:18] That means pause and move that.

[1:19] I have to run it up to that to the front.

[1:22] We know.

[1:23] But warning that.

[1:25] How about we follow the cook.

[1:27] Adam has presented us.

[1:29] Thank you.

[1:30] And jump right in with the August 13 meeting that's.

[1:36] Hi.

[1:37] Well, it's me.

[1:39] Just make the.

[1:41] Just one comment on though.

[1:42] Would you explain?

[1:44] He needs work really hard to develop a girl and I knew from the tuition agreement and if that was the captioning, six, so if there's a favor, she'd you adding that, yeah.

[1:58] Yeah, I did not lend and that's it.

[2:02] I would move the approval as amended and is it okay if I also in the same motion after

[2:15] if you approve the August 19th minutes?

[2:18] Sure.

[2:20] There's probably time to type that over, I say it before you go ahead, go ahead, go ahead

[2:27] Yeah, sure.

[2:28] Okay.

[2:29] So is there a second?

[2:31] I want to move to, we move both.

[2:32] second. And Miranda has seconded and here has the special. So it's 90, it's just that a lot of

[2:48] is new. Perfect. No, no. And were you looking for a number to go in?

[3:00] I mean, uh, letter, the, I mean, I said, uh, then there are other issues about joining.

[3:05] Oh, that was like starting and you could put on August 12th. I don't know October 12.

[3:10] I don't know because there will be a presentation, but I didn't know if, what did you want to do with that?

[3:14] I think I can remove that. I think I, if I remember correctly, that comment was like,

[3:20] maybe that's when we're going to start the conversation about it.

[3:23] So you're starting the conversation right now. Yeah. So yeah, I'll just delete that.

[3:27] He told me to create any further discussion on the sets of minutes.

[3:34] Right.

[3:35] The rule called vote, Adam.

[3:39] His lips moved.

[3:41] Yeah.

[3:41] We're not hearing you.

[3:43] I'm not sure if it's up to you.

[3:43] But I think I heard yes.

[3:46] Yes.

[3:48] Yes.

[3:49] Yes.

[3:50] Notting is good.

[3:52] Why don't we just go around the table.

[3:53] Yes.

[3:55] Yes.

[3:56] We just, yes, and Diana says, yes, so unanimously voted the meeting minutes next

[4:01] was very much.

[4:08] Yes, they tried so hard.

[4:10] Do you want to go first?

[4:12] Are you ready?

[4:13] Yes.

[4:16] So, I think it's indeed right before, but I definitely want to share.

[4:23] from these other bunch of new friends to be one of their old world friends, which is

[4:32] for 25,000. We've won a mass of cases, fresh grants, for 24,000. We've won a call full

[4:46] We just received a check in the foundation for 10,000 more.

[4:53] Oh, that's great.

[4:57] So,

[5:00] sorry, just amount is calculating this because I had told any of you stuff at 63, that was just recently brought in.

[5:09] I don't know, each one would have been a first.

[5:14] It's called a, it's a central world brand.

[5:18] It, I can give you the specific say group.

[5:22] It's called Rep.

[5:24] And basically it's like the one that we get from the state.

[5:28] It comes in the October, November.

[5:31] This is a faithful version of the statement.

[5:36] We got the application.

[5:38] I think just something that didn't do and it just can't and I can't be used for anything

[5:46] that you would use for tidal grants. It has to be something that you're suffering,

[5:51] that you can't have someone have to do. Then we, Jeff and Dave, come have over and over again,

[6:02] they're writing, cramps, like a rebuild all of the garbage that are on the can that this

[6:09] and be doing progress so that the kids are growing vegetables that are then used in the

[6:15] catheteric mode.

[6:17] Oh, doing planting that's associated with the cold.

[6:25] So with the whole

[6:47] foundation.

[7:06] That's really important.

[7:09] Great way to start this.

[7:10] Yeah.

[7:14] They share all of

[7:18] it.

[7:18] Can I ask a question about that?

[7:19] So that is that, I mean, we should vote to accept that one of them.

[7:24] Well, and I'm wondering, you know, can we wait until next meeting to have it write us a little bit

[7:28] for right up. I know it's not going to hold up any thing you're doing. So, this is all just come in.

[7:36] The foundation creates is actually still going through the tail.

[7:41] So I just wanted to let you know that we have won all these correct points.

[7:45] What I'll bring next house over, you know, is specific.

[7:52] I just chose you to not walk in the bedroom.

[7:55] Yeah.

[7:56] Yeah.

[7:57] Up and down in the...

[7:58] That's so great.

[8:02] Yeah.

[8:03] Yeah.

[8:14] Yeah.

[8:16] Yeah.

[8:17] Yeah.

[8:18] Yeah.

[8:19] Yeah.

[8:19] That's what it is.

[8:21] Being

[8:40] up that hold, how to be sure students in middle school know about the current

[8:46] and the technicalities that are within their region, so they have to do guide groups and

[8:54] we're actually worried.

[8:57] So, um, some of the things that we've been doing, you

[9:04] know, you know, um, it

[9:24] will know what

[9:26] is

[9:43] going to drive us.

[9:45] Dan, I just made a note that as you're reinventing the wheel and everybody thinks, oh, you should

[9:51] touch faces with an ASC because I bet you they knew this was coming before it was announced,

[9:57] and I wouldn't be surprised if, you know, the school community association

[10:01] has policy that we could put that in, then you could tweak it.

[10:05] Absolutely. So, Julie's even was.

[10:12] And, you know, maybe the practice of allowing

[10:15] think it's the fate that must divide there when they are in the 8th grade should have never

[10:19] stopped.

[10:25] Julie.

[10:26] Oh, I love it.

[10:27] The other five, they're always, they're always, they're always 10th of a school since.

[10:32] And they do really exist.

[10:33] Yeah, I know.

[10:34] They're probably the good guess.

[10:36] But you like to talk to you?

[10:38] They're amazing.

[10:40] Oh, okay.

[10:48] Yeah, you have to start saying it's a candy powder.

[10:51] Yeah, but there's pretty important.

[10:55] But you're going to lose it.

[10:57] So let's.

[10:58] Yeah.

[10:58] I'm sorry, yeah, I'm sorry.

[11:00] Any other questions?

[11:02] Oh, changes,

[11:07] no more.

[11:08] I want to think, was this in there that they,

[11:11] that, I mean, it's just one that

[11:14] it's really sad from my perspective

[11:17] that they now can take into consideration

[11:19] attendance and disciplinary.

[11:21] And that can allow them to screen out kids

[11:23] that, that public schools cannot do that.

[11:27] And they're setting a different bar.

[11:28] And that's not right.

[11:30] to me, that's discriminating, discriminating.

[11:33] And then the public schools need to have resources

[11:36] in order to meet those needs.

[11:38] And the tech school is done.

[11:40] It's not there.

[11:41] Well, I know Adam has a different perspective.

[11:45] Oh, we can't hear you.

[11:47] You can't.

[11:48] You jump it in and out.

[11:49] You told us last time.

[11:51] You know what, let me try something,

[11:54] but I think that I'm sure that you can still hear me.

[11:58] Yeah, we can hear you.

[12:01] I thoroughly disagree with you, Alan, for previous statements that, you know, we they need safety and they need good behavior on tools and equipment that are going to kill them immediately.

[12:13] So I don't agree with you on that.

[12:16] I think it's a, you know, it shows that they are trying to do good in school that they're going to have better behavior.

[12:27] I mean, I think that the documentation and data that the textbook has bears that out

[12:33] in terms of behavioral issues from those types of things.

[12:39] You mean Adam, you mean so tell me understand.

[12:42] I mean, they have data that said that a lot of the accidents or the problems that were happening

[12:51] and the shops and so forth where it could have been avoided if they were not dealing with kids of the certain...

[13:02] Yes.

[13:03] Get the rules off.

[13:07] It's a great terminology, but it was a tear.

[13:09] So, you've got on the second round of the tear, two kids.

[13:12] They know that those kids are commonly the ones that they're going to have problems with in school.

[13:17] And they bear that out and this has been a reaction they've seen for years open.

[13:21] But it technically did say, I don't know how well or how often to give it before, it's

[13:24] anecdotal.

[13:25] But he knows how that works and why that's why what's the reason to do it for him.

[13:32] I found that very interesting and enlightening.

[13:35] He explained that to Carolyn.

[13:38] Yeah, that is, that's a, that's a valid point.

[13:43] Yeah.

[13:43] Yes.

[13:45] All sides of it, but I see the safety aspect of kids that are going to do that type of trade

[13:54] to be more important to me.

[13:57] And you know, you know, if you have a disciplinary problem, you have to have more people in those

[14:01] shops.

[14:01] And then you start running out of finances to have a little additional grace.

[14:06] You can't trust the kids in there if you think about it.

[14:10] I have a question about the application process.

[14:13] Is there any part that has the principle of the school

[14:17] or another person in the school saying something

[14:22] about that student?

[14:25] You know, I mentioned the Washington recommendation

[14:29] that was explaining.

[14:31] At least that's what it was.

[14:34] I don't know what the new criteria has to be,

[14:36] but the law changed.

[14:37] I

[14:41] don't know if there's anyone speaking on or not.

[14:43] No.

[14:44] They're saying that they're seeing the foods.

[14:48] But how does the plenary record attendance

[14:51] doesn't tell a whole story?

[14:53] And some of those as you have probably just, you know,

[14:56] here, would need textiles, you know?

[15:00] That they've worked better there because it's more pansa. So that's my concern, but I, you know, I'm not, I hear both Adam and Alan's points is being really valid. So, you know, if there was something coming from an official of this school that they've been in, you know, saying something about them. You know, this, this, this, this child has had some disappointed problems, but they're going to

[15:29] not, they're not ever unsafe about that and see, you know, their problems that you

[15:36] were to do with, et cetera, you know, just to state it clearly so that they have a chance

[15:43] of being admitted.

[15:46] President, the recommendation from the guidance counselor, as well as one of them for this

[15:51] year, I don't know if it's ever taken, but that part of it is, it's similar to recommendation

[16:02] I don't know that I would necessarily might not have gotten it taxable but applied based on the current criteria, too.

[16:10] And let me turn it down.

[16:13] I think at the same time, it's a tough battle.

[16:17] I think what's important is that they're articulating the attendance thing that they're looking at 7th and 8th grade.

[16:28] I know families that did not know that they looked at 7th grade attendance for part of the injury.

[16:35] I heard parents say they wish they'd known that they would have been on their 7th grade.

[16:43] Your point is really that one because if you are having trouble forgetting the rules that they're not feeling with safety issues, and you know, you're around other things that are happening in the whole or whatever.

[17:02] Yeah, yeah, so I don't know hopefully they'll find a balance between maybe trying to drill down more of what those disciplinary issues are.

[17:17] Look at the whole picture.

[17:19] it's great that we're aware of it.

[17:23] I know that's ninth grade because they're

[17:25] physically here, but you know. Well, and and Monty Tech has been doing that for

[17:29] several years so we can also look at them as like learn how it's you know

[17:36] affected their student body here. Do you remember how many is it around eight? How many

[17:41] these students will get if they were to take them all.

[17:49] It's under 10.

[17:52] That's a line.

[17:53] You know, that's on.

[17:55] It also depends, right?

[18:01] It's a whatever percent of the entire

[18:08] and Greek glasses, all the challenges that I don't need to walk forward.

[18:12] Yeah, yeah. No change, it can flexually.

[18:15] All right, that's all right.

[18:17] So speaking of the challenges, we have some negative,

[18:23] negative, negative, one, and more challenges to all of us,

[18:25] and I hear it.

[18:29] Yeah, I mean, we're really careful.

[18:31] We want to share the fun excuse of some systems

[18:35] Let's see if this year talking to you about this thing.

[18:38] You know, we had a really, really bad panel.

[18:41] And on the other hand, excuse absence of this,

[18:44] but when we got this number, this to eat,

[18:47] then I'll tell you,

[18:48] the addition was completely gone.

[18:50] It was something like 95 seconds.

[18:52] No, but that would be, if we were all in Maine,

[18:54] I got that said.

[18:55] I was like, there's no way.

[18:59] Anyway, we got really down in

[19:01] to a quality student's work or what was going on and it's, you know, it's completely not

[19:08] I remember that I'm comfortable with, well, up a loop.

[19:14] But the kids are junior, can farmers who legally don't have to be as hopeful

[19:19] there, or there's a student on those two I've served you.

[19:23] There was another student on those two's father had been very sick, but, you know, those kids

[19:30] I sort of put it right here, but, you know, there's a sign that they can't handle a kid, it's, you know, it really

[19:39] were chronically absent, so I think while being seated, I have a policy for you to vote, which will be great,

[19:47] You can all please do this first, see if there

[19:51] is a lot in the bottom line.

[19:54] Oh.

[20:04] Oh.

[20:05] Oh yeah.

[20:06] Right here.

[20:08] So I'm going to see it.

[20:09] That's ready.

[20:10] Wow.

[20:11] Oh.

[20:12] Beautiful.

[20:13] Beautiful.

[20:14] The two.

[20:16] For the kids.

[20:17] You know, you feel comfortable.

[20:19] You can serve.

[20:20] In front of it.

[20:21] It's just all just.

[20:22] Yeah.

[20:24] Is there any way I've been not being counted?

[20:26] And it wasn't seen.

[20:28] And it wasn't seen.

[20:29] And they said,

[20:31] Hey, hey, hey.

[20:33] He's from all the families coming through.

[20:35] So I talked about the importance of attendance.

[20:39] Before we play in our new sliders,

[20:41] I talked to the faculty and that,

[20:43] but up to two Friday in six.

[20:47] I was,

[20:47] what is this for?

[20:50] I'm going to put it in the

[20:51] family and have a real

[20:52] I was thinking about it during district-wide couples, getting it through yourself, getting it through

[21:03] them, and we had this new data dashboard called Bob, and I wanted to show you one of the

[21:13] meetings that actually showed him the attendance, so whenever we were reviewing all the data

[21:21] students will be able to see us get home.

[21:26] One, we have a new procedure, so when there's two

[21:30] unexcused absences, see if they will have a meeting with the family, see what we can do to be

[21:36] support for them bringing them kids. And if it happens, it can't so far. Before I'm excused absences,

[21:44] then I'll be able to do

[21:49] this very widely. Usually I wouldn't bring all of the procedures to school kind of

[21:54] being, but I would be interested to know if you have any additional suggestions to what

[22:01] you've already been doing.

[22:03] So our practice is if a kid doesn't show up, right, just calls the home to make sure for

[22:10] safety purposes that you can get on bus or respect them here.

[22:15] And then the parent, oh yeah, I know their home comes in.

[22:20] And if there's no answer, she keeps, she, she always finds out.

[22:24] Okay, all right. So, so, and that can be chronic, you know, there's time. So, I don't know about municipal districts, but I know that I'm usually a district will have a true officer.

[22:43] or I'll call it off, there are a or a true,

[22:46] it doesn't have to be a police officer,

[22:47] could be anyone that the community designates

[22:50] to be a political constituency.

[22:55] And, there's a process that you get the chance petition

[23:00] is if you report it to a court, you know, for 2-1-C

[23:06] and then taking it involves.

[23:08] So those are the big stick things that sound like,

[23:10] We don't want to do that, and of course you don't.

[23:13] I do.

[23:15] I do.

[23:16] I do.

[23:17] I do.

[23:17] So I think that if maybe parents know we're trying to work with them and not go to the next

[23:26] step and they understand that part of the process is we have an obligation because that's

[23:33] it has to do with a child care issue that the parents are can be accountable for.

[23:39] So if maybe if they know that there's a reason we're really trying to work with them because we don't want to know and maybe they don't know that there are consequences beyond this they just can't really like keeping them home.

[23:53] So that's one thing if I want to think about in a policy or something that you know our procedure we put a lot of emphasis on working with families if we're not successful yet.

[24:07] I know what the big picture is.

[24:10] And I would also mention that the state is monitoring us, monitoring her child, not just

[24:15] her school.

[24:16] So they know that this bigger picture, it's not with school being with school.

[24:21] It's a school doing its job, but also being a colleague at the state, you look more efficiently

[24:26] and more required by the state.

[24:30] That's a very good point.

[24:32] Maybe if it were written up gently in a newsletter and then through families that abuse you need to focus on the well, but otherwise there might be a clearer picture that says this is this part and this is the whole thing.

[24:44] And that could be even the state or the camera.

[24:47] Yeah, some of them I already have contact.

[24:49] They're not all additional.

[24:51] So what I don't know because I've been out for a while.

[24:53] Should we, should this, who can we be appointing a true end officer?

[25:00] We could be that title, but I'm wondering if we were supposed to do that.

[25:04] And we just didn't do it along the way with all the things we were trying to do.

[25:08] Did you not just answer?

[25:11] Because I had to be strong.

[25:14] And but I don't know.

[25:15] Research.

[25:16] ourselves. It feels like pointed to this. Yeah, we need to surf thing. And you know, we're starting to

[25:24] so to me, if there's anything we could, we're trying to talk to him. That might be part of a fallacy.

[25:33] Yeah. And we return it all to something that you see what a good Paul. And he may or may not want to have.

[25:39] But I think it's sort of a gentle conversation you have to have. I think, you know, when you put

[25:46] in writing it, it's can sound, it's scripting and it has to be, I think we have to ask.

[25:56] Well, by the thought of either your principal or if you have any

[26:01] appointment school with person like Apple would have a middle school secretary

[26:06] who was the phone officer. So I know I can be designated, I don't know enough about

[26:11] beyond that, but I know that that hell got away from me, the police doing it. And to the point

[26:17] of the person doing it, because the state, it was driven by the states pushing them so hard,

[26:22] and I hand to the chronic families. And, you know, that right. So right now you've got somebody

[26:27] doing it, but you may want to do something. They may not be the police that may be a testimony.

[26:32] I'm thinking of someone as a committee. It's sort of like Justin's digging it, right. But as a committee,

[26:38] I think he's just the pro out of it actually appoints someone so they are doing their job.

[26:44] You know, we've appointed them to do this job and that's why they're making a follow-up because you've given them that responsibility.

[26:54] And without it, it's unless we have written that in some of his jobs description, we should be...

[27:00] not. And we versus Carol designated. There's a reason that you think that this needs to be coming

[27:10] from the school committee, even though we usually don't involve ourselves in procedures so

[27:18] respect. But this is like a policy piece. Like we have a school specialist here, we have a

[27:26] doctor and those we have. Yeah, there are certain specific things that do. Yeah, so it looks like

[27:33] you're a job element. That's not what I was throwing out there. So the other piece of this is as

[27:39] you know, as you know, and you know, and other people may not, it factors into your

[27:44] proficiency for your school in a warehouse. And it's a much bigger factor now than it was eight years ago.

[27:50] They started including several of these instances of categories, the wellness of the school and the survey of the kids, so it's those key families that are all the time they're looking to chase down and they put the honors on the schools.

[28:03] And I just want to, when I read, I think we need to be paying attention more to numbers than percentages.

[28:14] because we can have small numbers, you have 3% or so.

[28:19] Three kids, 42% of your population, it sounds like,

[28:26] if you don't know that, you have to get this big school system that has

[28:30] 42% of the population, it's 6% or so.

[28:33] So I think when you give that report or you talk about it,

[28:37] I think it will be helpful if you include these numbers.

[28:43] And you probably know, and I know in the world, and it was one of the two families that made up 80% to 90% of the numbers that were getting reported.

[28:52] And, you know, and it was across all grades because they had multiple students in the school.

[28:56] So, yeah.

[28:57] I agree with that.

[28:58] The numbers are a thousand.

[28:59] Boy, you need real estate seats.

[29:03] Good luck with that one.

[29:06] You're really into this, though, I can see the force, the officer, to be showing up on the door.

[29:12] In that vein, we do have an attendance policy for first reading.

[29:19] Yes, we do, okay.

[29:22] So we don't want to vote on it, but I think that we should.

[29:27] Good segue to look at that now at this point. I don't know if anybody has had a chance to look at it, but

[29:33] Well, we got on the key to the way. No, but the first reading. I don't remember. Does anybody else or do we have

[29:45] We are just recognizing you just seeing if there's any questions. Yeah, no, I need a bunch of little comments and things that want to read

[29:53] or something else.

[29:55] All right, great.

[29:56] What about that?

[29:57] Is there anything else in your report that you think would make sense to it?

[30:00] Second now.

[30:03] No, well, you're looking far off on your mic conversation. On Monday was conversation

[30:09] about a large tree. It's one of them on what is the western side of the playground. In the

[30:15] words, we have a established nature study for the young children. And for that, I feel we're

[30:22] developing the stay-ons with property that a large old tree fell down and pretty much

[30:26] and developed that whole area. I talked to David. I've got a follow-up. I've already had a

[30:31] missile call with the town's food service conduct. Look at that panel for safety. It should

[30:38] have. It's not only in the way of it, but there are branches everywhere that both side of the

[30:43] forest would have to. It's a nice spot to look. It's a certain, it's already been set up on one.

[30:48] So they're going to go and look at it, try to remove it and make it safer. It's not to remove

[30:51] the whole tree. It's not to drag it out of the forest. It's simply to take it down. So when

[30:55] following branches and things are not at risk for the kids. And then we may just close off

[30:59] some of the parenting, if I open up the trail and something. So I'm giving my card or something.

[31:05] You've had two or three things. Good thing is, at some point you want to bring it up,

[31:08] because it's more of your realm than mine. And I'll put it up for the select board as well,

[31:12] as the playroom. That's okay. I know you're here for something else, but I just

[31:24] Well, Julie, you're here for six down discussion.

[31:27] Yeah, I just want to figure out what the school committee is thinking.

[31:31] Okay, at this point.

[31:32] So what I would like to do is at least give a part of my report,

[31:35] because you know, the section that we've got here,

[31:38] I've got a spot for the report.

[31:40] Allen has a spot for the six down planning committee.

[31:43] And I think then at that point, if everybody agrees,

[31:47] we can then move on to our discussion about the six down regional plan.

[31:49] and if it makes sense to put those things together.

[31:52] Can I ask what your last name is?

[31:54] So I can send it to the CDE or A and B.

[31:59] What can you say, A and C?

[32:01] Okay, you can get it.

[32:03] And I know that.

[32:04] So I had tried to take a page,

[32:07] I had a Peril's book and start writing something up.

[32:12] I ended up not finishing it, but when I put it up here,

[32:16] let's do a lot of stuff for myself.

[32:20] So really, I just had three things that I was going to report on.

[32:24] The biggest of which was the Mahar School Committee meeting.

[32:28] And the reason I want to bring this up is I think it in part of also posting context.

[32:32] What our kids are doing now for high school.

[32:36] I think that kind of feeds our next discussion.

[32:39] So I went to my first Mahar Regional School Committee meeting.

[32:44] Certainly over this meeting in our next meeting,

[32:46] with a really designated representative where a couple to go, but I was able to document

[32:50] on their next dates are.

[32:53] I was impressed.

[32:55] They spent a lot of time talking about different aspects of the school and start-ups at the

[32:59] beginning of the school year.

[33:01] One of the things that impressed me was the extent to which they focus on supporting new

[33:06] staff as well as new students.

[33:10] So students that are coming in new, they do have, you know, they work with them ahead

[33:16] at a time, particularly kids who need extra support,

[33:19] they made sure they went over the summer as well.

[33:22] They have a process where they're mentoring

[33:24] and bringing in new staff.

[33:26] They have an outdoor classroom space

[33:28] that they have a ribbon-cutting next month.

[33:34] I think they briefly talked about their regional agreement,

[33:39] but they've got some short things they were changing.

[33:44] They're agreement or was it their question about their region or in orange? Okay, there's so the mahar regional agreement, but

[33:53] They are going to start an early childhood program at some point over the next few months because they just had some space open up

[34:01] And they're going to combine that with the school so they're going to handle part of their programs running that

[34:06] Of course, I had a discussion but it was there for their meeting. It was a conflict with this one

[34:12] I am. Um, the, um, they're going to have a, run as a high school program because they want to fill in their own childhood.

[34:20] So they'll be supervised to help us.

[34:22] I mean, it's fantastic.

[34:24] So I mean, school should be doing some of that. So I just want to.

[34:28] And then he may already know this, but new sale.

[34:30] Because they did a presentation from their elementary schools.

[34:33] A lot is using ukulele as well.

[34:35] Just a lot.

[34:36] Using what ukulele is teaching ukulele.

[34:39] So if any doesn't know that she might be interested.

[34:44] Thanks.

[34:46] And then earlier today we had a.

[34:50] First of probably monthly meetings just talking about school town finances and just some of the mechanisms of.

[34:57] That overlap both financial systems.

[35:01] A reminder of the DMASC conference is coming up in November and there's training on the table

[35:08] for some folks.

[35:10] And then I expect most of my time sort of trying to outline my thoughts about the

[35:14] six-town.

[35:15] So I'm going to take just a few minutes to start, I'll pass the baton to Alan and know

[35:21] if I'll have the extension.

[35:22] So November 15 seems to be the date that we're settling around for a town vote related to the six town regional planning board.

[35:34] What date was that?

[35:35] November 15.

[35:36] It is a Saturday, which is unusual, but I haven't counted correctly if I'm wrong.

[35:40] And I think there's still hope that a lot of the same, a lot of the towns we've all known the same day.

[35:45] Okay? That vote will be specifically about the regional agreement. That's what the towns

[35:54] have input on is either to accept that regional agreement and form the region or not.

[36:01] So there are things in the regional agreement and I do have a draft copy but I haven't shared

[36:08] a widely yet because I don't know if select boards have gotten it and does he has it doesn't

[36:12] that something but you know in the next week or so I can share those it includes things like

[36:21] the school committee makeup which is really crucial because in my mind a vote for this means a vote

[36:27] for a totally fresh start for all three districts and it's funny because you know if you look

[36:34] the recorder article, they constantly forget to mention that Warwick is actually its own district.

[36:39] I think in part because we're so small and in part because so much of the information was gathered

[36:45] before we were our own district. This has been an ongoing process since 2018. You know, when you

[36:52] look at the website studies are all from 2021 to 2023. So I think part of it is because it's

[36:59] the part of it is because we're small, but it would mean all three districts would no longer exist

[37:06] and it would be very much a fresh start and all the components of that fresh start

[37:11] would be designed by the new school committee. There would be a 13-member school committee

[37:16] with representation based on how many kids folks have, so Monica would have five,

[37:22] If you would have two representatives, yes, if you would have two representatives, Bernstein

[37:30] would have two layman would have one, and then we would have one in Montagueau's five.

[37:39] Montagueau has five, Northfield would have two.

[37:42] So actually Northfield and Bernstein together would have fewer representatives than Montagueau

[37:48] would have.

[37:48] And we would just have one out of the 13.

[37:50] Now, in theory, that shouldn't matter because everybody's pulling for the good of the district,

[37:56] but the truth is, those school committee members are picked by town for a reason.

[38:03] It's not like everybody runs and everything's done at large.

[38:07] And if it just happens to be the most talented people for the school committee are all from warwick,

[38:11] that all 13 would be from warwick.

[38:13] No, it doesn't work that way.

[38:14] People are designated from towns.

[38:16] And I think that it's really telling that we're going to have one of the 13.

[38:22] Telling what?

[38:23] I think it's just, I think it's a reminder to us that how small we would be.

[38:30] And where different school committee members' focuses and backgrounds would be.

[38:36] They would not be in work for 12 out of 13.

[38:38] It wouldn't be for more work and for 11 out of the 13.

[38:44] it would be from towns that are much larger than one.

[38:50] So warwick, all of the elementary schools would be designated at least initially to

[38:55] stay open with specific reasons about how they would be closed except sixth grade.

[39:01] Sixth grade would go to the middle school, so warwick community would lose sixth grade.

[39:07] There's very little about what would happen with the elementary students, I think I mentioned

[39:12] this in my right up. There's a couple of lines and a couple of lines say that it would be important

[39:17] for the entire district to have a unified curriculum.

[39:22] So the new district, the curriculum,

[39:28] the all of the staff contracts, you know, all the working conditions would all be designed from the

[39:35] around up by the new 13 member committee.

[39:40] So you're going to tell at this point what my perspective is, because my contrast is

[39:46] our current access, currently what we've got is we've got our elementary school, we've

[39:52] got some creative ways of attracting staff to a geographically distant school that we

[39:59] We wouldn't have the same level of control that would be, you know, how things of how

[40:05] books are higher would then go to the Library of School Committee.

[40:08] We currently have access to my Mar and Pioneer in addition to four Rivers and Franklin County

[40:13] Tech.

[40:17] Some other differences about World Warwick and particularly the finances, and this is a

[40:24] heads up for everybody here, so this is a message we really need to get out there, is that

[40:28] What it would mean for warwick in terms of what we pay as a town for education, that has not been studied.

[40:35] There are a couple of places and I thought Alan and David did a fantastic job in the part of the meeting that I was watching at trying to correct it,

[40:44] but in part because the studies are old and in part because the consultants just aren't thinking this way.

[40:50] They didn't look at the fact that warwick is funded as a municipal district, as opposed to a regional district.

[40:55] So how our money works is different.

[41:00] So the couple of places where I've seen reported that Warwick's assessment for education would do this is incorrect.

[41:10] It's totally wrong. Nobody's looked.

[41:14] You want me to respond to that as you go?

[41:16] Because I'm going to have you go back to the beginning after an address.

[41:20] Just when that was points. That's that's why the nation is old or not accurate. So yeah, so and they only know the thing I mean our high schoolers we have a longer bus ride but

[41:32] They go to the tax school. Yeah, probably shorter than the tax school longer than you know and actually the short the shortest distance for our families because I think that's the other points you know.

[41:44] Yeah, yeah, my eyes look just Google Maps is my heart is 16 to 18 minutes away. My pioneer is 19 minutes away and turners is 30 to 32 minutes away.

[41:52] And that was me in the world looking in terms of if families are trying to go to events at the school or work with, you know, connecting kids that met each other at school.

[42:03] well that's that's essentially the little master. It's extra far from my house I

[42:08] like. Well I don't have any. I have any in middle schoolers. I went from town

[42:14] college. No I didn't. It's not close to me.

[42:20] They're in China. They're the New England time way. So Alan has a different perspective.

[42:25] Yeah so I do want to you know bad help go through the spot. Did you find just I saw

[42:30] somewhere it said that you're looking at a new report. Is there a new

[42:35] transportation report? There is a question. There was a green mentioned in your

[42:40] meeting and I think the one that was online is actually the second one. Yeah so

[42:45] the third one is out yet. So what happened on the transportation is we put

[42:50] a thing out to you know a bid to look at transportation and it was then by

[42:57] I mean, they're just a national company and so all they did was look at where all the buses go and came up with a ridiculous report that I remember that was like you need nine buses for eight or until you know, it was like, what are they talking about.

[43:16] So when I read that, and to both of the reports, I showed Roots go how old the place, I called Pam, and I said,

[43:26] did you see that report? And she kind of laughed, but she said, yeah, she said, I don't think they have a...

[43:31] Did anyone contact?

[43:33] Yeah, yeah, she had a clue about this. I said, so, how do you feel about we do another report?

[43:39] but you, being knowing all our roots and everything,

[43:44] you have some input into that.

[43:47] And so she was worked with a trans finder

[43:51] to do the second report.

[43:53] And that's the one that understood

[43:56] that you could have a bus come

[43:59] and the kids could get off, you know,

[44:01] partway through when they could get them all off,

[44:04] you know, they can't throw out the different buses.

[44:06] And so the drives on as long as the requirement, so she did the second report and it was we needed one or two buses. I don't remember, but that was her.

[44:17] That was the take on that and some kids would be longer, some kids would not be, but it looked like it would be about a 20 minute differential for kids.

[44:26] kids. Then it got into, you know, the high school kids and along the right, you know,

[44:31] what that would be. And there was some Steve Richter, I want to say, that somehow he

[44:39] had a real different perspective. He says, listen, I know the kids at writing, they go to

[44:44] the tech school. And this longer ride that you're talking about, the kid, this is a social

[44:49] time for the kids. Some kids sleep on the bus, some kids play games, some kids. So he said,

[44:54] He doesn't see that as an issue at all, so it just helped me to get kind of a broader perspective.

[45:00] So, then I contacted, um, trends, uh, uh, travel, cause, that's a roomy, right, travel, cause, and I asked them to, if they could update to another report. And they were in the process of it was like three weeks before school started to really focus on that. And I said, well, when do you think you could get to that. And they said, sometime in November, I said, well, it would be nice to know earlier about, I get that it's going to take some time.

[45:30] So, that's the transportation piece. Now, go back to the, I'm sure, who's paying them?

[45:35] Of Kim.

[45:38] Reaple from...

[45:39] She was a manager, she's the manager at Cosmoscus.

[45:43] What company?

[45:44] Cosmoscus.

[45:45] No, she's gone. They sold it.

[45:47] And she's gone. Do you remember her last name?

[45:50] Reaple.

[45:51] How do you spell it out?

[45:51] R-E-I-P-P-O-L-D.

[45:54] Cool.

[45:55] I just think she I think she still works for vegan but my guess is she's

[45:58] and I retired and she's just a high energy and very positive. She's just a

[46:03] delight to work on clarification. Cosmascus got sold to travel cars. Yeah well

[46:09] they still they just read it right right right must have sold something else.

[46:14] They so they don't be sold by somebody else but they just read it. They were

[46:17] taken over by vegan mobility which also on Van Bull but they're still

[46:24] fairly independent. So if you walk in their office, you still see 90% of the same people, but

[46:31] I suspect it provided, since Pam's family had owned it, I suspect it gave her a chance to

[46:38] sell my retire. And was the Transfinder report just supposed to be about like, what bus

[46:44] would look like for the sixth time? Yeah, I was looking at the ridership of the buses and how

[46:49] And what buses would go where and how efficient could it be?

[46:54] Things like that.

[46:55] And what I was interested was where they're going to be adding like five buses or something, you know, doing that.

[47:02] So I was looking at number of buses and how long would get buses?

[47:05] Well, my favorite Swiss.

[47:08] And that report that she was involved in seem to certainly didn't raise any red flags for me.

[47:15] No, I think they had to add up us to some extent involving more because you'd be

[47:21] set busing separately to middle school and high school and you wouldn't have the,

[47:25] you wouldn't be able to share the same physical vestibular elementary high school and those.

[47:29] So I added a new twist to it because when I had,

[47:34] for all the person is there now, so I think right now, Jonathan Harris.

[47:44] No, he's sort of the head, he's about to ask.

[47:48] Yeah, well whoever the manager was working out of the Cosmascus office, and then he kicked it over to the other guy that his boss, I guess.

[47:58] But when I talked to him for a little bit, he reminded me of when Transfinder was just, you know, black and white, and here's what it is.

[48:07] And he's like, well, you know, I guess it could be done, but, you know, you're going to have to have a double tear at the high school, you know, and I'm said, well, when you talk to myself, well, let's see now you have to have your middle school and high school and he started talking about that.

[48:20] And he said, you know, I mean, you have to have like the kids come in like in period two, and I just said absolutely not.

[48:29] That is not what we're trying to do.

[48:32] All kids have to be there at all the time.

[48:35] You know, so I, I, you said,

[48:36] bus doing two routes.

[48:38] No, he was talking about having some of the kids,

[48:42] let's say, compiling here,

[48:44] arriving to turn us in here and beginning of period.

[48:48] Yeah, I said, no, no, no, no.

[48:50] So in any way, I don't know where that's going,

[48:52] but I wanted to make it clear,

[48:53] however you figure that out,

[48:56] everyone has to be their synch, that's,

[48:58] So I haven't heard it yet.

[49:00] So I'll just wait and see.

[49:03] So in terms of the,

[49:05] going back to your first point about the competition,

[49:08] we studied like the five or six ways to have a little bit.

[49:12] And to have it elected within the town and so forth,

[49:16] most of the numbers, because a gap of a one-way and one boat,

[49:19] was the committee would be like 23 or 26.

[49:22] And so we just, you know,

[49:24] we eventually needed that for months.

[49:27] months. And we finally came up with the best way is to have district-wide elections.

[49:35] Monica could have had seven, and we were very concerned of somebody being a control

[49:43] of a district. They, in all this a month and a half discussion, they said, no, that's too many.

[49:51] they said that and they said could five work in the model it's still so five

[49:57] work so they step back and said five votes and I had in my mind 13 and what it

[50:05] would take to closest school I'm a you know folks that would be and you know

[50:13] Gild has just gonna have one or two yeah two two yeah two then Gild was our friend we

[50:19] had a meeting of them the other day. They had about 70 people with them. They're supporting

[50:24] at least the people that went to the meeting. But on their mind was, school can't close.

[50:32] And on their mind was, as well, boy, camp. So we had a little partnership there in terms of,

[50:40] so we had explained to Dessie, because we had pushed back in the beginning. We'll be talking about

[50:46] is that this isn't the same as an urban district where you can close a school and they just go

[50:51] down the road, you know, a couple of miles and they're going to another elementary school.

[50:55] But this is the heart and soul of a community and you're not going to be put in kindergarten kids

[51:00] or preschool kids or first grade, shipping, you know, it's setting off to another and it's just not

[51:04] acceptable. And they changed their position on what used to be pretty strong and it became okay,

[51:12] well, how would you do it? That's what you talk about, this is what you said,

[51:16] and how I feel about it. So in that process, I was thinking of what kind of

[51:23] folks would get required to do things like that, and we decided

[51:27] it had to be a super majority. They had a thing we'd have to have 10 members

[51:33] both on something that's life-fast. So it's a very kind of selection.

[51:37] So I think I'm back in when we talked about that aspect. So that was the

[51:41] The issue was, I got more comfortable for the players because it's hard for me and I'm

[51:52] trying not to do this to be angry with the towns in Pioneer wanting to close our school

[52:01] because the select boards at the time, they took a position in my whole house.

[52:07] Yeah.

[52:08] Select force supported.

[52:09] Yeah.

[52:09] Is that a committee and supposing us?

[52:11] Yeah.

[52:11] Which.

[52:12] Not really.

[52:13] No more work.

[52:13] But the other town.

[52:14] The other town.

[52:15] Yeah.

[52:16] Yeah.

[52:17] Yeah.

[52:18] Yeah.

[52:19] I don't know what it feels, but before I started seeing it, I thought, well, the line wasn't

[52:25] that.

[52:25] Well, they were all, but the line was, they closed you up to close.

[52:31] They were, that was their attitude.

[52:32] So, yeah, you close that.

[52:34] I have to close.

[52:35] I have to take my emotion out of that, because I do have to say, but at the same time, I think

[52:41] it's important to realize that that can happen, and then to put out,

[52:46] yeah, more comfortable.

[52:47] And more comfortable.

[52:48] with the number so who's who's our fourth then if we have one and nails two who's the fourth

[52:55] who's not going to vote us to close go no that's two so I get us up to three yeah it's a very

[53:04] good question right well no I want to go to the next point a little bit it's on the same point

[53:11] no but I have to what yeah so what was your other what was your list there because I just want to

[53:17] I'm correct a couple of these that I wanted to listen to, not into them, because I wanted

[53:22] to hear them.

[53:23] So, yeah, I have a, he should I have, no, I've got to hold it a little, sorry, but let me

[53:30] forget.

[53:32] Let's finish listening.

[53:34] Well, really, what I want to do is I want to hear what everybody has to say, but I feel

[53:39] very strongly that what we need to be talking about is whether it makes sense for Warwick

[53:44] to start all over again, because it would be a totally fresh start, and it would be a fresh start designed by a school committee of 13 from a bunch of different tells.

[53:58] And I want to know what that type of education, K through 12, how that compares to what we're doing then, K through 6,

[54:07] and with access to MAHAR, perhaps pioneering because our access to pioneering

[54:12] past this year is still an open question that's got a couple of different elements to it.

[54:18] So MAHAR, Franklin County Tech, and for the parents that want to transport

[54:23] further and have access to an option, I want to know why we would need to vote that way.

[54:31] Sorry, I have a clear fan question. If we were part of the six-time regional,

[54:34] So we would still, Franklin Tech would still be an option for it.

[54:39] Yeah.

[54:40] Yeah.

[54:42] So.

[54:43] You know, answer for.

[54:45] Is there more that you need a corrective?

[54:47] Yeah.

[54:48] There's there were a number of things that you said that weren't accurate.

[54:51] I just went.

[54:52] You should have written.

[54:53] No, but I would have had to keep interrupting her.

[54:55] And I really want her to see.

[54:57] Well, I.

[54:58] So, I mean, I have some notes.

[55:00] One of them is.

[55:01] is like we'd have to, the schools would build the policies

[55:04] from the ground up, or what sixth grade would be moved

[55:08] to the middle school.

[55:09] The district would have a unified curriculum.

[55:16] Yeah, I don't know if that,

[55:17] there's been one of the reasons

[55:19] that, so first of all, yes, school committee has a saying

[55:25] of those, the idea was to blend the,

[55:28] We take the talents of the teachers and the professionals, creating the art and soul

[55:35] of the ideas.

[55:37] The reason we didn't focus on the elementary, we did our research was we felt that each

[55:43] elementary school was unique and needed to stay unique, and that they were doing really

[55:50] special things.

[55:51] At last, in the Monday night, I got a really eye-opener about what's happening and they're doing

[55:56] a lot of things.

[55:57] plan, but seniors. And yeah, so, you know, if I didn't know where I was, I could have thought

[56:04] that they were, that I was sitting in whoa, but kind of some of the things that they were doing. So,

[56:08] they are, so the strength of a district is having that uniqueness at the elementary schools.

[56:16] And, um, and the draw here is, I didn't like, said it many times, this is a goal line in terms of,

[56:24] I think a lot of parents are going to want to come here and have a pathway to continue

[56:28] in a little substantial regional.

[56:33] So that's not how is that baked into date?

[56:38] We're only voting on a regional agreement, so I was at least into the original agreement.

[56:42] I didn't see that and I didn't see that.

[56:44] I'm really happy to hear you say that because in reading through some of this stuff, alignment,

[56:52] the word alignment.

[56:53] Yeah, learning, teaching learning will be a line.

[56:57] Wait, wait a minute.

[56:59] That was, you're talking about the elementary school level,

[57:02] this is not, no, and that's what we want.

[57:04] That's what we don't want.

[57:05] And so that, we've got two people.

[57:07] Yeah, okay.

[57:08] That was Mars making a living in each other.

[57:11] Okay, okay.

[57:13] But that's the biggest thing I guess I was going to point out

[57:16] is your statement about the assessments you want.

[57:20] It's not accurate.

[57:21] We had, well, I don't think all of it

[57:23] And I threw it like it's it's true that it was that like a lot, you know, like,

[57:27] I was reading when it was 2021 was like when a lot of us from and I, you know,

[57:33] I kept reading about Gilmanigu and about Pioneer and I was like, where's Warwick?

[57:38] And, you know, like, where's Warwick?

[57:40] Because Warwick was part of that. So we had to say.

[57:42] I know. Right. So we don't so we don't have that information.

[57:46] And when when we backed out at that reading chapter 70 numbers and then we looked at that,

[57:53] I kept struggling with what do we miss it, because this didn't make sense to me.

[58:01] And I finally had the epiphany that we weren't capturing our open obligations, which is $157,000.

[58:09] It's a very complicated picture, and I'm not saying that it's-

[58:12] That's a very complicated picture.

[58:13] We've got two other folks though. I don't want to leave these two guys.

[58:15] All right, so the assessment right now would have been-

[58:18] would be 293,000 degrees for a minus 19%.

[58:23] That's what would be.

[58:25] I would love to see if that's the right thing.

[58:26] Yeah, it's, it's, it's the right thing that's for you.

[58:29] So I know, I know we've had a couple of things

[58:32] going on here with us waiting to do things.

[58:35] I'm just gonna give a quick thing and so I,

[58:37] one of the ways I was concerned about my last thing

[58:39] is I don't get a little duration,

[58:40] but I worked in, and we're also now at all.

[58:43] And when Mr. Kelly left, we're also in was locked

[58:45] pretty in the pen.

[58:46] and that promise was made that you could do your own thing.

[58:49] New superintendent came on board,

[58:52] even with the numbers only one on,

[58:55] Royalston lost out a lot of these tip-to-tap things

[58:58] when it came to their independence

[59:00] as a school being the wrong design and the wrong model.

[59:04] So I watched that independence disappear

[59:06] in the matter of about five years.

[59:09] And the things, yep.

[59:11] Sorry.

[59:11] This is at one Royals thing coming up.

[59:13] At one Royals thing.

[59:14] So, working in the rural and district where I know how strong the community there felt and they would go to battle and school committee, it was all they just won both.

[59:22] We only have one vote.

[59:24] The things I have concerns about is that curriculum alignment because that's going to come from the school can be driven by a superintendent and if they let me become blind, you can say whatever you want it.

[59:33] It's not right now.

[59:34] That's what that's what Mr. whatever that his name was that came after Kelly, Mr. Polito said not in there doesn't matter.

[59:41] I don't know, it doesn't have different superintendents, I'm not superintendents now, it doesn't

[59:45] matter.

[59:45] So I watched the school list, it's controlled over its curriculum, which was very effective

[59:49] in doing well.

[59:50] I've watched any input on the school choice that I went to the school committee as well.

[59:56] What was open for school choice, what wasn't, what terms that we were going to look for.

[1:00:00] And they sent a lot of speech in district to the school when they were having a global crowd of the problems. The town of the world, some of us say of that. Status items. Who's going where? That was all done at the community, not at the community level, at that level. When you've got one vote there, but people you really want to keep on voting, or those people who keep that community going, that's, that's what I saw our slews there after having my coherent staff. They started just shipping people around as needs of the district.

[1:00:29] You said that can maybe be responsible here?

[1:00:33] The superintendent.

[1:00:34] Well, the superintendent would,

[1:00:34] but if you don't have a firm,

[1:00:36] is it?

[1:00:36] The firm.

[1:00:37] And if you don't, if you got one boat,

[1:00:39] maybe you got nothing.

[1:00:41] I said, well, some bottles, things.

[1:00:43] And it was always like, four, five or five.

[1:00:45] That was a principle.

[1:00:47] This was the one, a long time,

[1:00:49] you were there with Mr. Kelly was there.

[1:00:51] I'm talking about Mr. Pito came and then changed.

[1:00:53] So that's pretty nice.

[1:00:54] What is it?

[1:00:55] Anyway, this was just a year with decking.

[1:01:01] Okay. Well, 13, 13 year job, you weren't there when I was there and I worked there for over 24 years. So anyway, so

[1:01:10] I was lost in curriculum control after seeing it, but it was at the local level with that promise.

[1:01:17] School choice decisions not made by the school being made outside of the school, even when they felt they were capacity and some things they would be told.

[1:01:24] So special programs are shipped to the school,

[1:01:26] they'll take it out of the school, autism programs,

[1:01:29] and things like that, come though,

[1:01:30] try to lend support to the school, come and go,

[1:01:33] if you lose control over that grant writing,

[1:01:36] lost at the local level, focus of grant writing,

[1:01:39] all grant writing has to go through the school

[1:01:41] committees and superintendent, lost control on that.

[1:01:43] So no longer nature-based, all academic,

[1:01:47] MECAS focus-based.

[1:01:49] And did you tell me that you lost the ability

[1:01:52] to teach reading the way that you

[1:01:56] with a reading specialist degree that you have yeah yeah yeah so we had an effective reading program

[1:02:01] but they went ahead and going off the market it does all booklet type thing and it didn't work well

[1:02:08] and they had about three years so watch us go through two or three programs actually

[1:02:11] after having effective programs because it wasn't working level district because it's a district

[1:02:16] that they don't have a school thing.

[1:02:18] And a loss of five and six, not just six, but five.

[1:02:22] And the town fuck that successfully,

[1:02:24] but the district kept online to go five

[1:02:26] and six into the middle school.

[1:02:28] So then you really see that click break me down.

[1:02:30] If the game will weigh your preschool program

[1:02:32] and then you five, six programs,

[1:02:33] then you better not just high school

[1:02:34] and you're not meeting those needs.

[1:02:36] But it isn't for the big concern.

[1:02:38] PTO, PTG, I'll let the districts say,

[1:02:41] but it isn't all that they're saying.

[1:02:43] grant writing and proposals to become not we were looking at the horse man but what's

[1:02:51] the school distinctions we do in the pen and languages one we want to become like Dexter Park

[1:02:59] or no like Dexter Park. We wanted some oil innovation school. We wanted to maintain some

[1:03:06] of the independence so they fought like crazy and the same thing happened when we were part

[1:03:10] to put in here, but folks at the community want to have a thought to keep an invasion school

[1:03:16] made, so we would have some of those kinds of work in the really construction. And we didn't even

[1:03:22] process it very similar with what they did here when they closed out of school. After people

[1:03:26] done a lot of work on it, it was, no, no, that's not, we got other things, so why should do a school

[1:03:33] be separate and different. So that's been my personal experience, and my focus is on the elementary,

[1:03:40] Well, I know that the amount of things you lost, including staff, and that botanomy to

[1:03:44] do things, particularly grant writing, they had a private fund that was giving money

[1:03:48] just to Royalston, and they were told they couldn't do that, they had to be shared with

[1:03:52] the entire district.

[1:03:53] I nearly did that same thing with that, so I was like, you cannot have a fund that is specific

[1:03:58] to your school.

[1:04:00] If there is a fund to fund programs, they have to be district water.

[1:04:04] And that was provided in control. That was provided in school field tricks where they brought things in the school and blow up whales and all sorts of animals that they would set up in there.

[1:04:15] And it was up outside of school things. That was money programming set aside. They ended up having to give the money back to the community and they found another source to give the money to because they were totally could not do that.

[1:04:26] so they lost two or three streaming things.

[1:04:29] So I've seen the negative side of that

[1:04:30] based on the promise that you're school

[1:04:33] and do whatever they want to do.

[1:04:34] But it's not right.

[1:04:35] I'm unbelievable.

[1:04:37] So those are my concerns.

[1:04:39] I know that I know that a friend over there

[1:04:41] has had his hand up quite a while too.

[1:04:44] I don't have you still got what you want to say

[1:04:46] in there somewhere?

[1:04:47] Or do you do nothing to me?

[1:04:50] We can't hear you.

[1:04:52] Technology, we gotta love it.

[1:04:54] That's how you're just.

[1:04:55] No.

[1:04:55] Yeah.

[1:04:59] You're still muted.

[1:05:05] Oh, I'm glad you couldn't hear that. I know glad we didn't hear that because he's been waiting a long time. You and I have been over here waving.

[1:05:13] Yeah. How about you hear me now?

[1:05:17] Yeah.

[1:05:17] All right.

[1:05:18] Law and Claire.

[1:05:19] I'm excited.

[1:05:20] Yeah. My speaker's not working.

[1:05:22] You read your lips before the law.

[1:05:24] All right. I think I got it now. Can you hear me?

[1:05:27] Yeah.

[1:05:27] All right, Alan, I get a question before I say too often much, but my question is if Warwick votes know for this, does this destroy the whole effort of the five or six town planning committee moving this forward?

[1:05:44] Yes.

[1:05:45] Okay, I'm going to go on record and say right now, if this is what's going to happen,

[1:05:54] I'm going to fight you tooth and nail because this is the last six years of my life that

[1:05:58] we're about to flush down the toilet and everything we've built is going to go away because

[1:06:03] of this and everything that Brian was saying is exactly what I envision is going to happen

[1:06:11] and we're going to be right back where we were at the beginning of all this and it's,

[1:06:14] I just can't even ask them that we're having this discussion about giving up a

[1:06:24] group of people who are not going to have our best interest after we built all of this girls and all that work. It's just made them think we would consider this as a town.

[1:06:37] Thank you, Adam.

[1:06:39] Thank you. I'm being patient to share that.

[1:06:42] I know how hard it was.

[1:06:46] You're smiling.

[1:06:47] That was very, very, very,

[1:06:50] I was very, very,

[1:06:51] I was very boiled down, very confused.

[1:06:57] I did it good.

[1:06:59] There's no profanity at all in there,

[1:07:00] because I was crawling out of my

[1:07:02] stick.

[1:07:03] I was watching it.

[1:07:05] about six years. That's a lot of patience. Well, that says a lot.

[1:07:11] Now, the work you've done make the sound.

[1:07:15] And I'm just sharing my concerns based on my experience.

[1:07:19] We've done not I've done we've done. I want to make that clear is that I'm looking

[1:07:24] around it at the people in the Roman. We did that together.

[1:07:29] We built that together.

[1:07:36] So anyway, Ally, I think the thing is, one, and there is some of those things that talked about that would be okay, if not, they're questioning, I'll bring up on this time before because I don't see how events as I wish we were being considered that a

[1:07:54] middle school high school level. I think it's a really much more practical

[1:07:57] standard. I don't see a lot of effort while I care. You know, actually, there's

[1:08:00] that more nugget. I want to make sure I share. I can't remember if I've shared it

[1:08:04] with everybody, but we had a discussion with Rob, Rob, Rob O'Donnell, with

[1:08:11] Desi. One of the comments that he made about Warwick joining another

[1:08:18] district at just a high school level was that if you want to join the pioneer

[1:08:24] district, they're a K-12 district. If we wanted to join them just for 7 through

[1:08:30] 12, that would require special state legislation.

[1:08:37] It's not a straightforward

[1:08:39] thing. So we could join Mahak 7 through 12, but to join Pioneer 7 through 12, or

[1:08:48] or something funky with the six towns,

[1:08:52] it would require special legislation

[1:08:54] because both of the six town and Pioneer are key through 12.

[1:08:59] Mars, Mars set up as a secondary.

[1:09:04] Is it a secondary room?

[1:09:05] Even though oriental, just elementary,

[1:09:08] elementary, it's a secondary room.

[1:09:10] Now they share a superintendent.

[1:09:11] Well, now they share an elementary school.

[1:09:13] Well, New Zealand, Wendell.

[1:09:15] Oh, I see.

[1:09:15] is one school, so New Salem and Wendell, they have that school.

[1:09:20] And then Fish and Hill Dexter Park is the orange.

[1:09:22] Yeah, right.

[1:09:23] But they have a stepping out of the entry district versus the high school.

[1:09:26] Or is the seventh or the seventh?

[1:09:28] Are there any other towns, the sites in the heart?

[1:09:32] Yeah.

[1:09:33] What's Irving said in the past?

[1:09:35] Irving too.

[1:09:36] Irving too.

[1:09:36] I think I read the Irving two missions.

[1:09:40] I don't remember.

[1:09:41] Did you describe it as religiously?

[1:09:44] I think it's a national legislature, I don't think it's a national school, it's just a number thing.

[1:09:51] 28.

[1:09:52] 28, which I already do.

[1:09:54] So, Anna, I have that list here.

[1:09:57] If you want to go down that list, that's great.

[1:10:00] Like a lot of folks who are involved in this process of being a school,

[1:10:04] and I don't trust them when they don't seem right.

[1:10:06] So, you were in the system.

[1:10:08] Well, I guess I have a different perspective because I just joined this committee a few months ago.

[1:10:18] I didn't read anything that came out of the sixth generation of a planning board over the last six years, yeah, until the last few days.

[1:10:30] So, you know, I was going into it with an open mind and, you know, Allen is saying there's a lot in here to disregard because this is really just the most people.

[1:10:42] Same things and some of their language I thought was poor and they used more and more and more and more all the time and alignment alignment here going.

[1:10:51] it's very general, didn't have any substance to my mind in terms of the educational program.

[1:11:01] But then I read this, and I was looking for how-

[1:11:07] That's not along the nation line.

[1:11:09] Which the great deal.

[1:11:10] I mean, it's self that was supposed to go down in November, and I found no reassurance that

[1:11:19] were to have any autonomy control over what happens in this school and that really concerned me.

[1:11:30] This is, you know, this is, I guess I would say, a bare bones agreement.

[1:11:37] It's a good issue.

[1:11:39] It's basically a government structure.

[1:11:41] Yeah, but even in the governance structure, it doesn't say how the district is going to

[1:11:53] relate to the elementary schools.

[1:11:56] I thought it was also interesting that they discussed this warwick elementary school.

[1:12:00] Isn't that a new warwick?

[1:12:01] No, we need a new school.

[1:12:02] We need a new school.

[1:12:03] So.

[1:12:04] We hear the warwick school district does hardly should have any more.

[1:12:07] Yeah, they shouldn't.

[1:12:07] Yeah, but they have.

[1:12:09] Well, they're listing the elementary schools here.

[1:12:13] I don't know what I'm going to release, and I don't know what I'm going to say.

[1:12:16] So, yeah.

[1:12:17] So, you know, I looked at that and I thought, oh, okay, we're already being returstualized,

[1:12:22] even in the bare bones agreement.

[1:12:27] So I have the fears that I have are the similar fears that Brian and Diana have, well,

[1:12:35] Ryan expressed his experience, Diane, expressed her fears, and I think Adam shares a similar.

[1:12:43] I have the same concern because there's nothing to,

[1:12:50] and there's another piece, you know,

[1:12:53] there's nothing to say anything about how the individual elementary schools can operate

[1:13:00] autonomously in any way.

[1:13:01] And then I read this thing about the district shall maintain general charge and superintendents

[1:13:08] of the buildings and grounds and administer all expenses for maintaining and operating

[1:13:12] such buildings, facilities and grounds, and she'll keep them in good repair during terms

[1:13:15] of the lease.

[1:13:16] Any single necessary repair or maintenance work undertaken in any fiscal year with an estimated

[1:13:21] cost that exceeds $20,000 shall be paid directly in a trial by the tenant, which is the building

[1:13:27] That is a really love threshold.

[1:13:30] That's a really love threshold.

[1:13:32] Yes.

[1:13:33] That is the responsibility.

[1:13:34] I think yet in terms of capital projects,

[1:13:38] we release the building from the town.

[1:13:40] And so they're any.

[1:13:42] Right.

[1:13:42] Any town.

[1:13:44] They they have the responsibility.

[1:13:47] And we've always had that.

[1:13:49] Even with the old building.

[1:13:50] That's the way.

[1:13:53] That just seems.

[1:13:55] That also means that on an aid repair.

[1:13:56] here up to 20,000 in another school within the district,

[1:14:01] or with paying the share of it.

[1:14:03] Yeah, yeah.

[1:14:03] And vice versa.

[1:14:04] And they pretty sure.

[1:14:05] And it's not really tricky,

[1:14:07] particularly in the last few years

[1:14:08] that we were part of the Pioneer District talk.

[1:14:10] And then if you look at the amount of,

[1:14:12] that could be manipulative.

[1:14:13] The firm maintenance on this building

[1:14:15] was probably needed tons of work.

[1:14:17] Because the work of the district should end up,

[1:14:19] they stopped doing it.

[1:14:20] At least at least five weeks,

[1:14:21] maybe six people were like close to school.

[1:14:23] They were pipes, they were misfit engines, all the things that fit underneath that partial.

[1:14:29] They make e-mouse it to the mass.

[1:14:32] We had to do a major rebuild on the airflow system here, because they put in a smaller

[1:14:38] cheaper engine into the actual system.

[1:14:41] So the time that they were absorbing all those pharmaceuticals, they didn't fix them, they

[1:14:46] didn't fix them.

[1:14:48] They didn't do different things.

[1:14:49] All these doors were frozen shut and everything else.

[1:14:51] They didn't fix even the small things.

[1:14:54] They just let them sit.

[1:14:55] And on the time to develop an own work, you couldn't open fire anyways.

[1:14:58] They were rusted.

[1:15:00] You're shocked. And there were at least seven of them, the rest of the truck. They anticipated closing the school and they stopped getting maintenance and the time absorbed all that just to keep building up to up the code to make sure he'd use it in the future regardless of the school or the town or whatever. So I've seen a negative side of what happens with that. I've seen them take all the books out of one school or else and shift them down to another school because they need them. And then when they open up their brand new school, they sent them all back and they have to be

[1:15:32] So the other I get to collect.

[1:15:38] You know the other thing is that we have a district right next to us that's a secondary school district so to my mind and if I had, you know, thought to get involved in this in the past.

[1:15:53] I might have thought of it doing a feasibility study on joining a lot more regional school district at the secondary level and maintaining an independent elementary school versus the 6th 10 regional thing.

[1:16:07] And I know you put an incredible amount of work into the sound.

[1:16:12] but I also am very skeptical about, I would need to see a lot in writing that would ensure

[1:16:21] our ability to keep going in the direction that we've been going in.

[1:16:26] So I have a work to do.

[1:16:28] And the other thing is we have people in town who have helped with a lot of improvements here.

[1:16:37] I'm looking at that Windsor right there, you know, and

[1:16:40] Janice Krakowski wrote grants,

[1:16:43] grant proposals to get money to do some of those things.

[1:16:47] If that's not allowed, if we're a part of a six-town regional district, for

[1:16:53] communities, you know, I grew up in a community to find money to do a particular thing on their school.

[1:17:00] You've been in the loose something else.

[1:17:03] So you're shabby.

[1:17:03] That's not allowed because you had a bad experience.

[1:17:07] We certainly did not.

[1:17:08] Well, I think they're going to have the same issue.

[1:17:10] We've got two districts that are aware of that have had

[1:17:13] such a unified approach on how things need to be done.

[1:17:16] And we can imagine how power plays out in all these scenarios.

[1:17:21] I don't know.

[1:17:22] Yeah, we've got it.

[1:17:24] Yeah, we've got to go back to Adam.

[1:17:28] I had some data questions in regards to Warwick people going to Turner's Falls.

[1:17:39] Do we know how many of our current students in the 7th or 12th go to Great Falls or Turner's

[1:17:46] Falls High School?

[1:17:47] No, not at all.

[1:17:52] And does anyone, and I thought about, does anyone know of anyone in their past experience here in Warwick who said had someone say, you know what I want to choice to turn us false.

[1:18:03] because I've never met anyone that has ever set my entire life of school and otherwise.

[1:18:09] So, it may be kind of a poke at it, but I just don't even see, you know,

[1:18:15] of all schools to go that way, but that's my, it's a little bit of a jab,

[1:18:20] but I just don't see that, you know, anyone is, is clawing from Warwick to go

[1:18:24] into Turner Falls High School for their secondary education.

[1:18:28] So, it just doesn't make, for my Warwick standpoint, it doesn't make sense.

[1:18:35] from that.

[1:18:39] I'm just throwing that out there. That may be a jab, but I'm trying to be nice, but that's really helpful. I think from my, you know, from what I was reading and what I was hearing it, well, and I think just my experience of this elementary school, I think it does feel so special and I also have the fear.

[1:19:03] and I think very legitimate fear of, I mean, losing our control over it when it sounds like we have a lot of great options.

[1:19:12] I don't really hear any benefits to being in the regional committee or regional district.

[1:19:18] For us, I know there are some for the other districts if we join presumably.

[1:19:24] I'm concerned about having one personal, I just think about like how well we function.

[1:19:32] And so it seems crazy, and I'm like, then do we lose Carol?

[1:19:36] Like I'm like, we lose Carol's superintendant when I think she's like the best superintendant.

[1:19:42] You know, like, and I, but I don't think we get it.

[1:19:46] Like, and I don't know, I don't think we'd get it for the dessert.

[1:19:48] I think we'd get whoever is running one of the bigger.

[1:19:52] Yeah.

[1:19:54] Yeah.

[1:19:55] in your own.

[1:19:56] My name is Charles, my name is Charles.

[1:19:56] I'm a principal of one degree.

[1:19:56] Charles should be a principal.

[1:19:58] Because I've seen that same thing.

[1:20:01] That's a two-thousand.

[1:20:02] Two-thousand.

[1:20:03] It's the sea.

[1:20:04] Yeah.

[1:20:05] It's the sea of one degree of sea.

[1:20:07] It's the sea of one degree of sea.

[1:20:08] It's the sea of the principal.

[1:20:08] No, I know that.

[1:20:09] What should he's up for now?

[1:20:12] He's up for that.

[1:20:13] Yeah.

[1:20:13] He's still there.

[1:20:15] And I'll tell you what.

[1:20:17] The day like today's a good example.

[1:20:18] I'm going to tell you what.

[1:20:19] The day like today's a good example.

[1:20:21] It's a good example.

[1:20:21] I'm going to tell you what.

[1:20:22] I'll tell you what.

[1:20:24] teacher myself out there dealing with a problem that took two hours to deal with them on the playground.

[1:20:30] I like getting too many vehicles. They would need all those people who need to solve the problem.

[1:20:36] So here's what I hear. I'll give a big picture. I hear fear, fear, fear, fear.

[1:20:41] Lots of people need money too. Some people may be not as real, but they feel it and believe it.

[1:20:48] So I look at, you can have data, you can look at data, and you can follow it through the data

[1:20:56] issue. But you can also look at, as you know, you can take any data that you spin it anyway,

[1:21:05] if you want, you can go ahead and hide what you've said. If you look at things with an open

[1:21:12] remind and come to a conclusion is on paper. And there's a lot of valid points that are made.

[1:21:22] And I could read Amuse one but I think that would not be so that I'm really well right now.

[1:21:28] I would like to know this. So from a lens of what

[1:21:34] positive things could happen every six down in the original. I'd like to hear some of your spots about that.

[1:21:43] Is that what might be positive? Yeah, that's anyone. Okay, what are the positive things but not for war?

[1:21:52] We can say that's a no, you don't see any positive.

[1:21:55] Not for a war there.

[1:21:57] I think that's pretty.

[1:21:58] I've been pressed by Maher.

[1:22:00] I take Maher's own direction for this.

[1:22:05] I think for the high school population, not for the elementary.

[1:22:12] I'm thinking I'm district.

[1:22:13] You ask me to put a hat on.

[1:22:14] I'll put it on a district hat.

[1:22:16] Not an elementary hat.

[1:22:17] And I live in the elementary world.

[1:22:19] There may be some extra benefits for your high school age kids, but even then, I'd be looking at my first to say, but we've got two choices right now for kids.

[1:22:33] And if we can maintain two or three choices, that's even better than one locked into his boss because I will tell you one thing for sure.

[1:22:42] I agree with that. I heard a termist, folks, wanting to come here or go on a

[1:22:47] place that's, I don't hear anybody knocking down the door to go to termists.

[1:22:51] Even outlaw is hemorrhaging people. They do not hemorrhage people to turn as

[1:22:54] they hemorrhage the other districts. So it's geographically further away, but

[1:22:59] it's also philosophically a different district.

[1:23:04] So I see potential, thanks for older

[1:23:07] kids. And if you're losing your five and six here or you six, you say it's not

[1:23:10] not to be five, but it starts at six, then it goes to five.

[1:23:13] You're talking about the, it takes through four school.

[1:23:16] I see us who is in the morning.

[1:23:18] So, what do you think is the ability

[1:23:21] to sustain a building on a self-projecting program?

[1:23:27] And I say that because I think it is gonna be

[1:23:33] a challenge that we will not be able to sustain.

[1:23:37] I think we can thrive in this environment.

[1:23:39] I think we'll be able to continue doing what we're doing as well as the other

[1:23:42] long-term schools, which is why our focus was a lot on the middle school and high school.

[1:23:49] All of our conversations for six years, and that's why you don't see a lot about, you know,

[1:23:54] the elementary part in it, because people were pretty happy with elementary schools.

[1:24:07] So when the recent agreement was put together and I had a real concern with all the people

[1:24:14] 30 by 40 people that really worked out in this work some years to get to the impossible

[1:24:23] with not a lot of support at the beginning from Desi.

[1:24:27] So much energy has gone into opening the school up, and I was a part of that in the education as well as the other.

[1:24:35] My aim was to perspective it was a little different.

[1:24:40] My perspective was, I wanted to do everything possible to get the school open.

[1:24:45] So because we need a school, we have to have a school.

[1:24:49] And in doing so, I also have to perspective up.

[1:24:53] You can't be a part of a six-town if you don't have a school and we need to open a school.

[1:24:58] So that's a disclaimer that I've always put up and we kind of had a school.

[1:25:08] The language that I tried to put for the school church, and I don't know whether it's a

[1:25:13] private desi or a group, just a language, whereas if a school, and we had to give them forward

[1:25:22] in mind for this was 20 students or less over a two-year period. They could do another feasibility

[1:25:31] study and they could look at closing a school again. And there's a threshold for that. But what I

[1:25:40] made a part of that was it includes resident students, tuition students, and school choice students

[1:25:52] because one I think kills in the same situation is just a very track of school.

[1:25:57] People want to go there and this as well as here.

[1:26:01] And that is a pretty easy target I think that we could achieve.

[1:26:05] So you finish.

[1:26:08] So the language is a native to help it to stay.

[1:26:14] And look at the numbers of, hey, what do we have?

[1:26:17] How many, how many zero of one year olds would be having town? We have three. How many two to three year olds we have two.

[1:26:26] So basically, three, three, two, one.

[1:26:33] And whatever that total was over those four year period that I was looking at was like either seven or eleven.

[1:26:40] So, I look at that and I say, okay, right now, a resident enrollment for kids that would

[1:26:46] be coming here is pretty small, however, we have the ability to continue to thrive and

[1:26:57] be attractive, and I don't have the negative view that we're not going to be able to do

[1:27:01] that.

[1:27:02] That's right.

[1:27:03] That's right.

[1:27:04] I'm sorry that you had a bad experience

[1:27:06] and I know that don't you know what I'm planning

[1:27:09] or because I'm going to commit all of our conversations

[1:27:14] in the bidding board.

[1:27:17] And in the towns when we're looking at the vision green

[1:27:20] have they so up with the,

[1:27:21] and what could be with the health staff, the admin schools,

[1:27:26] and bringing them together to create something special

[1:27:30] but again, we didn't focus on the intervention

[1:27:33] unique because it was about even, you know, having the uniqueness, which makes us

[1:27:42] a little special. No, it's one of the only just to have something special.

[1:27:46] Yeah. These are all great philosophical points. And I say something about the

[1:27:50] conversation, and I'll pass you. I think just like also thinking about time and

[1:27:55] thinking about like, I think it's important that we try to keep our

[1:28:02] comments like shorter into the point I think especially because like I think you have an important

[1:28:10] role because you've obviously been in the regional planning committee. I also don't want it to be

[1:28:15] that we spend the equal amount of time talking about what you see as the pros and what we see as the

[1:28:20] cons since at the moment there are a lot of concerns like and I just don't think it makes sense to

[1:28:27] give equal time to like your individual support and a lot of people's concerns.

[1:28:33] So can I just say, if it's in the contract, then I believe it. Just like when you sign a

[1:28:39] teacher contract or principal contract or a superintendent contract. If it's in the contract

[1:28:44] and these things were reflected in the contract about the autonomy, I would say fantastic.

[1:28:51] I agree with all our work you've done. I agree with your philosophy. I think that's wonderful.

[1:28:55] It's not in the contract and this is the contract and it should be asking us to vote for losing the time and how we fund our school, whether we can take kids in with programs who offer all those things, none of that's in here.

[1:29:08] You didn't make this is not in here.

[1:29:10] It would not be.

[1:29:12] Well, that answers my question.

[1:29:14] That's all I got.

[1:29:15] It wasn't any.

[1:29:16] The original agreement from the head that we did have exactly what you're talking about.

[1:29:21] But we had our own elementary school in 1991, up to that one, where we did tuition to

[1:29:30] kids to pioneer seven through 12.

[1:29:33] And so did it.

[1:29:35] I mean, before the before the event, there's a kind of normalization, but the greeners.

[1:29:41] So did you want to say anything you want to share?

[1:29:43] I really wanted to just listen to it.

[1:29:45] Thank you.

[1:29:46] Thanks for coming.

[1:29:47] and Julie was there at the beginning so yeah so for many many years all of the

[1:29:57] for elementary schools have their own school.

[1:30:00] And in 1991, the town voted to become part of Putty Beer, 7-12. And they voted, that's the thing we're before, since the other time, we showed it to all the town voted. To reason wise, to, by any words, a 7-12 district, to reasonize, we gave a 12. And then the school committee, they didn't have to dissolve because it was, like none of, like original, so they just...

[1:30:31] There were actually so many Pizzo.

[1:30:33] No, it didn't. Just went away.

[1:30:36] And in this case, because you have regional schools, they dissolve.

[1:30:40] But each individual school can be no one.

[1:30:44] Right.

[1:30:45] Right.

[1:30:46] And then the school councils,

[1:30:48] because I was in the pioneer years ago.

[1:30:51] This,

[1:30:52] a hell of a little.

[1:30:54] We basically listen to what the school councils said.

[1:30:59] they've seen elementary schools, you know,

[1:31:03] a fair budget that was part of what chapter EDA was.

[1:31:10] They made recommendations and programs

[1:31:13] and we followed their recommendations.

[1:31:17] And it worked well for when you saw me years.

[1:31:20] And now it's not working well.

[1:31:23] Until it did.

[1:31:24] Well, it was more modified.

[1:31:27] Yeah, well, and I very choose to talk to you about question you're why about why what why you did we do that? Why did we?

[1:31:37] Regional and yeah, why did we what we have now is what they had

[1:31:42] before they only differences were twisting kids there and before we had we were part of a seventh or twelve district.

[1:31:52] I would say that the reason why we switched was because nobody for saw

[1:31:57] what was going to happen in 2018, 2019, 2020, and beyond on what the district would do.

[1:32:03] It only took 30 years to really put us down, you know, up the creek without a paddle.

[1:32:09] Now, we have the lens of how evil that whole situation can turn and how very quickly can turn

[1:32:17] and how we will lose all that autonomy that we just fought to came back.

[1:32:21] I think if you knew in 1990s that what was going to happen and the way things were going

[1:32:28] to transfer.

[1:32:29] I can't say that you would change.

[1:32:31] You know, there was probably some really good looking things, probably had some amazing

[1:32:35] study from something like Mars who we've seen, you know, they were around when the disk,

[1:32:41] they tried to close Warwick and the numbers that they were proposing and everything, Diana

[1:32:45] just punched holes in an all day long and it was ugly with the things that went on with

[1:32:50] that.

[1:32:50] But it's just, you know, we have the lens of reality of how things will go really bad

[1:32:57] now as opposed to what happened in the 90s.

[1:32:59] So I think if you look at it from that lens and how much we remember, you know, the thing

[1:33:06] about history is it's not going to repeat itself, but it'll off-rimes.

[1:33:10] And I think in less time this time than 30 years, we're going to be back here at the same

[1:33:15] thing trying to reopen another district.

[1:33:19] And I'm not going to be a part of it next time if that happens, but it's going to happen

[1:33:22] very quickly the next time, because that's just my prediction, but I don't know.

[1:33:29] I can't tell Jess has got her hand up.

[1:33:31] It keeps him a little hand pop up.

[1:33:33] Oh, I

[1:33:37] don't have a hand pop up.

[1:33:39] I'm not sure what it's doing.

[1:33:42] Oh, it may be because it may be because of my hands are going, it's becoming animated

[1:33:47] that it's like popping up somewhere, the new Zoom AI stuff. But anyway.

[1:33:53] Right. So Louise and I have one final. Yeah, and I think that we need to talk about what our

[1:33:59] process is going to be. No, I have to. Anthony. Oh, okay, Andrew. Yeah, because we had

[1:34:06] to talk to some such as you know, there's two reasons. So I never said of fiscal

[1:34:09] pressures that the town quit for the school in representation on the fine

[1:34:19] I mean, the reason that we regionalised back in the early, yeah, and I remember those discussions.

[1:34:27] It didn't have any excitement about it.

[1:34:30] It was just, well, just we should do this.

[1:34:35] And there was sadness about losing a lot of stalking.

[1:34:39] So yeah, yeah, but it much I'm still I thought I thought you got into you paused for me. I

[1:34:50] can be I am also concerned about our current situation the sustainability of it but because

[1:35:01] we're trying to school choice students and start the pre-k program and you know there's

[1:35:07] vitality here. I think it's incredible and every day I think, you know, how amazing all

[1:35:17] the stuff is happening here that's positive.

[1:35:21] I don't think that going into the district would

[1:35:27] make us any more sustainable than we are now

[1:35:33] because there's going to be rules that are going

[1:35:36] to come forward to us to make our job harder here and the chance, the possibility of, you know,

[1:35:43] a state of population keeps going down and, you know, paying your decides to close war work

[1:35:50] again. Okay. Well, the district, the new, the new six-town district decides to close. Yeah,

[1:35:56] I know we have to like, know that it's not the same entity. We're thinking like it is though. Yeah,

[1:36:01] Well, it feels like it, I mean, it's so one of the things that I and this will be my last comment was that and maybe it was not in this stuff but was in that maybe it was in the Mars stuff and had to be in the Mars stuff.

[1:36:21] that, you know, the studies are saying that all the towns are similar. Well,

[1:36:29] Lyden and Warwick are tiny towns. Northfield and Bernerson are mid-size

[1:36:35] and monogues much bigger. So, to me, that's very different. It's not similar.

[1:36:42] So, the attempt that Mars made, you know, saying, you know,

[1:36:46] I mean, that's all good.

[1:36:47] We can, you know, we're all set up with each other.

[1:36:50] I think miss the point, uh, fair enough.

[1:36:53] So I think that's my main thing.

[1:36:55] I don't see any, any, um, potential for better sustainability for more wickedly if we join

[1:37:03] this regional district.

[1:37:06] Yeah.

[1:37:07] I want to, like, I want to uplift a lot of what you're saying, which is I agree like I think

[1:37:12] we have a lot of vitality.

[1:37:13] I think there's been a lot of creative thinking and I think it's because we have so many people

[1:37:19] working with.

[1:37:20] I think there's often this concern, like I read something, it was like there are so many

[1:37:24] school committees and only this many students and it was like, isn't it nice that there

[1:37:28] are so many school committees for that number of students because they can have a really local

[1:37:32] and you know, accurate perspective of the students that they're serving.

[1:37:37] And yeah, if we were part of the regional district, like all of the crazy backbending, back

[1:37:42] Carol and Jess in the, like, just a school at large due to, like, get these other opportunities,

[1:37:49] it wouldn't be possible. And I'm right. We'll lose that vitality that, like,

[1:37:54] sparks these things, like, I, and I just, like, 100% agree that, like, I don't think that we're

[1:38:01] more at risk in the situation. I think we would become more at risk in the regional district.

[1:38:06] I think that like we have a ton of momentum from our loss and from like the the generative energy to like get this going again

[1:38:14] And I think people will work really hard and it would and I think it would be a real I

[1:38:21] Mean disappointment to the town

[1:38:24] Like rejoined a regional district after that loss and I think they'd be like what is the school committee doing like you know

[1:38:31] It's like where are they going?

[1:38:37] And I have one last piece, which is important to share, particularly from teaching,

[1:38:42] perspective, parent, perspective, and student perspective.

[1:38:45] Now, I want another receiver ship because we feel the one school was the Kalamenki School

[1:38:51] was terrible beyond their MCAS force and a school at the end of closing.

[1:38:56] When the state came in, they dictated the closing of schools and moving into the round to

[1:39:01] to dodge around some of the accountability issues.

[1:39:04] What that states attitude toward the district was

[1:39:08] every elementary school of a family school

[1:39:11] if one school in your district was failed.

[1:39:14] Ernest Falls has been bundling along

[1:39:17] with low-end assholes for a long time.

[1:39:20] Should their high school of middle school

[1:39:21] or any of the elementary schools

[1:39:23] be found ironically, core and accountability,

[1:39:27] the state can come in and restructure

[1:39:32] district contracts, working conditions,

[1:39:35] assignment of students, and other things.

[1:39:37] If you have a male informant whatsoever,

[1:39:40] you are a justice poorly performing regardless of who you are.

[1:39:43] You've got recognized by the state for performance and gains

[1:39:47] by the state.

[1:39:49] And yet, we were considered on a performing district and staff

[1:39:52] all carried that with them as did the students.

[1:39:55] And that's terrible.

[1:39:56] but that's the way the state looks at it.

[1:39:58] By the end of last, please.

[1:40:00] Yeah.

[1:40:00] All right, so I'm going to throw one more thing out there

[1:40:03] when we talk about the sustainability

[1:40:05] and, you know, warwick paying for this,

[1:40:07] because we went through this whole financial situation

[1:40:10] with Pioneer and David did some interesting stuff

[1:40:14] and we actually, as a town voter,

[1:40:16] not to approve the school,

[1:40:19] but the Pioneer budget one year

[1:40:21] and they went through a whole process.

[1:40:23] Through that process,

[1:40:23] us we learn that as a town we don't really have a say in the budget we have

[1:40:28] representation there on the school budget but it's the budget and it gets you

[1:40:33] know we have to pay our portion of it as part of the district so you know

[1:40:38] if the districts are at the flounder they see some top-up you know really high

[1:40:44] salaries and they're in the supermarket or whatever we have to pay a portion

[1:40:49] that we really don't have a say in it and then we're gonna be back where we

[1:40:52] were before with some really high bills that are not sustainable.

[1:40:57] As of right now, at least we are all towns folks, we understand everybody else in town

[1:41:03] and their ability to pay the bills and stuff like that.

[1:41:05] We're sensitive to that and we are doing very creative things.

[1:41:08] We lose that autonomy and at some point if they decide as a district to increase the amount

[1:41:16] of that is kind of cost around the district. We have a square root of F all choice and saying no

[1:41:22] in that other than our once one vote.

[1:41:28] Oh, you got cut off right up here. We lost your cell. Oh, wait.

[1:41:33] I think it might be back. Yeah, I'm sorry. I lost you. But I think I think Diana understood my point.

[1:41:40] We got we got almost all of it. Yeah. And we we won't have if they decide to

[1:41:46] raise the whatever our percentage is we won't have much of a saying how then I won't vote so

[1:41:52] Sustainability-wise we're in really good. I know that there's concerns about sustainability of the district our district

[1:41:58] I agree that scares the heck out of me, but we have a lot better control and a lot better ability on our own than

[1:42:05] Then joining a district that's gonna overrun us and tell us what we're gonna pay not can we pay this?

[1:42:12] I really have a question that you open and think about the process and we can think about

[1:42:17] the question because I think that we need to be thinking of a plan as well.

[1:42:22] I've said a number of times that I am concerned about this sustainability and we have a very

[1:42:29] tight budget and we have, we get amazing things out of the budget that we have.

[1:42:33] We will get kids that are going to require many dollars for services.

[1:42:41] Do we have, and we have some accounts and so forth, but the thing is that one or two of those can wipe out those accounts pretty fast.

[1:42:48] There's some relief because there's a circuit breaker that gives you a portion, you know, in the computer and stuff.

[1:42:54] so that- Anything over flirting?

[1:42:56] Yep. So we need to be thinking of a plan to how we would address that because 80% of

[1:43:07] the money budget is your staff and the salaries and so forth. So we only really get to play

[1:43:14] around the 20% and a small issue that 20% is like vital to people who still feed. So if

[1:43:22] If you had, you know, you're in could look at what if game for quite a bit in the conversation,

[1:43:29] it's a good one.

[1:43:30] You know, we've got to ask somebody if what if in October, we have a $200,000 issue we

[1:43:37] have to deal with in transportation.

[1:43:39] Do we go to the towns and have a special town meeting because we certainly can't absorb

[1:43:45] that in the budget.

[1:43:47] we would need to figure out how to get from that point to when we got a search breaker or

[1:43:53] the reimbursement from the other school.

[1:43:55] Right.

[1:43:55] We had to try to raise a budget in places and that's a huge amount in a small budget like this.

[1:44:03] But we need to find out how to get from there until when the search breaker came in.

[1:44:07] When the risk isn't cash flow.

[1:44:09] Right.

[1:44:09] And then you may get another kid.

[1:44:10] When the risk pool is larger, which is what you're having to read your school district,

[1:44:16] then everybody is absorbed in all of the scenarios that we look at.

[1:44:22] Warwick is, I don't want to say comes out winners, but in terms of the assessment,

[1:44:27] their assessments are lower than anyone else because our numbers are smaller.

[1:44:31] I mean, it's the percentage of your kids and the pool of all the kids.

[1:44:36] I mean, the percentage of what we pay for education in our town, it's all driven on a time-by-five year-atch.

[1:44:42] So I would want to speak before I took that fully. I'd want to see that full study that included

[1:44:48] all of the expenses that are in the town, but also all of the chapter 70 revenue that don't get

[1:44:54] and look at it all together. And I don't think any of the studies did that.

[1:44:58] We want it to be its own network.

[1:45:00] No, I think we might not have time on that. By the way, I guess my two cents. People should be thinking about that, because I think about that a lot. Yeah, I don't. We do have all this. And we have the sustainability and the feasibility. And I disagree respectfully that we can't continue what we're doing. Absolutely. We don't have the autonomy in terms of our own stupidity, but I think we have a voice. And I think we be part of a very positive way.

[1:45:30] experience that might go for, I don't know, 20 years, 15 years? I don't know. So you do have

[1:45:37] an end in school, this district keeps saying, let's say I will handle it. Let's do the whole process

[1:45:45] thing because Carol has a hard stop in the seven minutes. Yeah, I do too. I know there was one

[1:45:53] of us. We have left a lot of items on the table, so it has to be done.

[1:45:59] So I suppose my first question is is I've got two questions one okay with over here. No, no, I just want to get a face

[1:46:10] I mean I think we need to have a voice for the rest of the town relatively soon in terms of where we are on six town

[1:46:19] And then we can probably continue some work on providing information to the rest of the town

[1:46:24] What if regardless of what are our voices?

[1:46:28] And whether or not we take a vote up or down or whatever, I think that that's just the beginning of what we should do for the town regarding six town.

[1:46:36] Then we've also got items here.

[1:46:39] Carol didn't finish a report.

[1:46:42] We've got a few other items.

[1:46:43] Forget some policies coming up.

[1:46:44] Is there some it for me?

[1:46:45] Again, that's Wednesday.

[1:46:46] I suppose it's the first question.

[1:46:49] No, no, no,

[1:46:55] I cannot.

[1:46:58] What is the way that I cannot?

[1:47:01] Is that the 24th?

[1:47:02] So 24th, yeah, it's amazing.

[1:47:07] And then Diane's up for them.

[1:47:09] It's so long.

[1:47:10] No, that's why I'm just spending.

[1:47:12] So just so you know, it's said probably October 2nd,

[1:47:16] where there'll be a presentation here.

[1:47:18] And then I'm trying to do a Natal haul.

[1:47:21] maybe the ninth or something, just so that they have to.

[1:47:25] And for process, particularly for section

[1:47:28] of the legislative groups that have an open mind,

[1:47:30] I would think after the presentations heard of that,

[1:47:34] the school committee, that's a good time.

[1:47:37] In my opinion, that's a good time to take a position.

[1:47:40] You can take a position before that, but I don't know.

[1:47:43] I guess you can't.

[1:47:46] I was just thinking.

[1:47:48] is that you're presenting about the proposal. Yeah the proposal and yeah and by the way it's

[1:47:57] on the website. It's sent to everybody's own link. Yeah so it's cool. The voice, female students

[1:48:06] is and you can stop it, you can move it back, you go and lay around it. Yeah so you know and that's

[1:48:14] pretty much what is there. I am not going to talk very little about that. We need one about us,

[1:48:25] so I will be looking at trying to address issues which is why I went last night to hear what people

[1:48:31] had to say and why it's really important for me to hear what people are thinking.

[1:48:37] So I suppose the next state I would ask them, is there anything that has to be dealt with before?

[1:48:42] or the next day I have available if it's a Wednesday,

[1:48:45] it was the 8th of October.

[1:48:48] Well, we're not meeting on the first.

[1:48:52] I can.

[1:48:52] I have the first.

[1:48:53] You're just going to be in one.

[1:48:54] I have the first.

[1:48:55] On your calendar.

[1:48:56] So that would mean the first.

[1:48:58] Yeah, yeah.

[1:48:59] So I voted in thinking it's the first.

[1:49:01] I can't make the equal 8th.

[1:49:04] I'm going for it's moving with us one.

[1:49:07] We're getting off schedule immediately

[1:49:09] for the slip or the one for coming through.

[1:49:13] I mean, when was that?

[1:49:14] I don't know.

[1:49:14] Do you have your calendar?

[1:49:15] That's in September, right?

[1:49:16] I do.

[1:49:17] So that would be, don't worry, you on the first end or the evening.

[1:49:21] I thought it was, it's not September 23rd,

[1:49:24] will we do either?

[1:49:25] I think the bill says, as of right now I am wide open on both

[1:49:33] those days, and also available on both the sea right here,

[1:49:37] so let's look right here.

[1:49:37] Yeah, that's, yeah.

[1:49:41] So next week, the 24th is that the only day that we determine is why is the issue the only day we can do.

[1:49:49] Right, if there are other days of the week, maybe we can consider that.

[1:49:53] 23rds of the schoolboy, a slight point meeting point,

[1:49:57] and we have a follow-up and a business.

[1:50:00] There's the 25th Thursday.

[1:50:03] The policy of the police gives chance of that.

[1:50:07] you're not here on Thursdays

[1:50:12] or what about zooming in feel good enough or no, but think about that.

[1:50:18] Yeah.

[1:50:18] But then also the week of use.

[1:50:21] Well, what are we going to talk about?

[1:50:23] The rest of the stuff we're really talking about today.

[1:50:26] Yes, we've got the rest of the stuff we didn't talk about today.

[1:50:29] So I'll follow the needs that Carol will be a player.

[1:50:35] Carol will be a player.

[1:50:37] I'm sorry about that.

[1:50:38] We were talking.

[1:50:40] We can.

[1:50:40] We're going to lose out as well.

[1:50:43] Sorry guys.

[1:50:44] I don't think.

[1:50:46] I'm going to bring it up at the slipboard.

[1:50:47] We can anyway.

[1:50:48] Before we move again,

[1:50:49] but Carol's looking at some redesigns for the playground for the preschool.

[1:50:54] So I'll bring it up at the slipboard.

[1:50:56] it will be a sketched out idea Carol and I had a brief discussion on Monday. She's looking for

[1:51:02] ideas from the community so I'll just draw your way out and that's not a time to talk about it.

[1:51:07] It will be on the agenda for this school. It's like we're just putting it up there.

[1:51:11] That's what it's meaning. I'm Tuesday the 23rd next week. Correct. So I mean

[1:51:17] Alan can't make the 24th nor could I. Miranda can't make the 24th. So I'm thinking that

[1:51:25] I mean, unless we want to try and meet on Monday,

[1:51:28] the next week is out.

[1:51:30] And then we'll be bouncing up to Monday, all the way.

[1:51:34] I'm going to point it first.

[1:51:36] Thank you.

[1:51:36] 20 seconds.

[1:51:37] 20 seconds.

[1:51:38] I'm sorry.

[1:51:39] I know.

[1:51:41] Yeah, there is a two between the second.

[1:51:43] All right.

[1:51:43] One versus two.

[1:51:44] What time do you have to be in the airport?

[1:51:48] It's a three.

[1:51:51] Two or three.

[1:51:53] I don't want to be in the perfect.

[1:51:55] OK.

[1:51:55] No, no, if you meet any of the airport,

[1:51:57] you're free to sign in.

[1:52:02] What about like the, what about September 30th, the Tuesday?

[1:52:13] I'll be gone. When do you come back?

[1:52:18] I am back the evening of Monday the 6th.

[1:52:22] You're not back to the 7th.

[1:52:24] Where do we?

[1:52:27] You can meet without me or before that.

[1:52:30] We can buy a nice chair, add a nice nice chair.

[1:52:34] Oh.

[1:52:36] Actually, should we look here?

[1:52:39] Should we look here?

[1:52:40] Yeah.

[1:52:40] Okay.

[1:52:41] So here's a pose or idea that I need to leave everything.

[1:52:48] And it hasn't been done.

[1:52:50] Could it be done without being asked?

[1:52:52] If you want to stay for 12 minutes, I'm so grateful.

[1:53:02] We need a year away on the eighth rate, yeah I can't do that.

[1:53:06] But did you need, before you go, did you need a second meeting on JFB because it's said in our minutes that we needed to do that tonight.

[1:53:14] Right, so we can do that.

[1:53:16] But we don't need care for you.

[1:53:18] Yeah, okay.

[1:53:19] That's a good idea.

[1:53:20] We can.

[1:53:20] Yeah, we finish up.

[1:53:22] Yeah.

[1:53:22] I got I got to go guys. All right. I got.

[1:53:29] I didn't hear any

[1:53:39] I'm going to try a second.

[1:53:43] Oh, there's things like that.

[1:53:47] This fight.

[1:53:51] Well, on a Friday from like 4 to 6.

[1:53:55] Last Friday.

[1:53:57] Yeah, I'm I'm duty.

[1:54:00] My grades are Friday.

[1:54:01] So there wasn't be hand right from.

[1:54:02] We talk about the 25th with Carol Fertre.

[1:54:09] Rements.

[1:54:11] Super intellectual.

[1:54:13] That's right.

[1:54:14] Well, we'll keep.

[1:54:16] Yeah.

[1:54:17] Or the rules.

[1:54:19] Yeah.

[1:54:19] For filed rules.

[1:54:22] And we should.

[1:54:24] To make it easier.

[1:54:25] How about that?

[1:54:26] That's a progress.

[1:54:27] Yeah.

[1:54:28] Yeah.

[1:54:29] That's not bad.

[1:54:44] I'm looking at, oh, remember I said I'm looking at another date of the town hall, it's Tuesday the 7th. I'm doing a women's skill at one and then I was doing the town hall.

[1:55:03] So, the question is, oh, so you turn out two presentations, October set two ends October

[1:55:14] seven.

[1:55:16] One here, one at a time.

[1:55:19] One here, one at a time home.

[1:55:21] Yeah, okay, so about Thursday and in Tuesday.

[1:55:23] That's nice.

[1:55:24] Seconds here.

[1:55:25] Yeah.

[1:55:26] Yeah, the people want to have media.

[1:55:28] I don't know.

[1:55:31] So I tell you who they have to say it.

[1:55:33] Like, why are we name them so person?

[1:55:38] Well, there's a thought.

[1:55:41] Well, that's that locked in on Tuesday the 7th, doesn't it?

[1:55:44] Yeah.

[1:55:45] I just had another thought and that if I was doing the women's

[1:55:49] skill, that's when I have seen her watch.

[1:55:57] I'm thinking that I should do that one because I may have a lot of seniors any afternoon, maybe, not a thing.

[1:56:06] So yeah, they're not going to want to do that.

[1:56:08] Oh, yeah.

[1:56:08] Oh, you could make October 7th an afternoon meeting.

[1:56:11] Yeah.

[1:56:12] That's a good idea.

[1:56:15] I know that I'm having a room.

[1:56:16] It's good that one.

[1:56:16] The computer there on my day.

[1:56:18] That's a.

[1:56:19] Then that's what I have in the thing.

[1:56:20] If you tell them the schedule one of their guild meetings, that thing.

[1:56:23] But no, Eric, I am already sitting.

[1:56:25] OK, then they are going to write out to the lunch.

[1:56:26] Well, why could everybody else be invited

[1:56:29] to the Blooming School meeting?

[1:56:30] They won't care.

[1:56:31] All right, I could call and ask.

[1:56:33] Yeah, you should ask, because I think

[1:56:35] they would be happy to expand it out to anybody.

[1:56:38] When I do that, you know, I'm sort of a little bit

[1:56:40] happy if they're asked.

[1:56:42] Oh, yeah.

[1:56:43] Yeah, you don't ask.

[1:56:44] No, no, no...

[1:56:45] I've got to be asking for a chance.

[1:56:46] I thought, yeah, it's Thames.

[1:56:47] Can you hear me?

[1:56:49] I just thought you were on the right track.

[1:56:49] When you came to them, about six town regional,

[1:56:52] you just make it a big omelyding.

[1:56:54] You know, about how many people are in the women's guild?

[1:56:58] I have no worries.

[1:56:59] Not that I'm not.

[1:56:59] Any self defined women who live in woe

[1:57:03] are technically in the women's guild.

[1:57:05] That's how it's been told to me.

[1:57:07] Show up.

[1:57:07] But it's whoever shows up.

[1:57:09] I would.

[1:57:10] I'm saving her from 18.

[1:57:11] I'm saving her from 18.

[1:57:12] She's about 18.

[1:57:12] The people may show up.

[1:57:15] Yeah, but if you need to move from me, see, there's a lot of men are going to see me out there's me, there's a lot of people who are, so does that open us up for meeting that afternoon?

[1:57:29] Is that what happened?

[1:57:31] 100% of my own and that was what we did.

[1:57:34] I mean, none of the other committee, none of the other board may be able to come in, but I don't think he works. He works. Oh, I see. I hope you do.

[1:57:44] And that was going to be, well, let me work.

[1:57:48] Right, but that is going to be more of a conversation.

[1:57:52] Well, maybe the whole thing may be without a presentation, okay, because they said to me,

[1:57:58] could we talk about it if not have like a formal presentation and I said, okay, let me

[1:58:04] think about how that might go.

[1:58:07] So that's a possibility.

[1:58:08] If you want to post it, if I make it, I make it, if I don't, I don't.

[1:58:12] For the seventh.

[1:58:13] The seventh.

[1:58:14] If everyone else is saying you can make it.

[1:58:16] I'll check with that.

[1:58:17] I don't think we got that.

[1:58:18] Okay.

[1:58:19] All right, so we can get back to them.

[1:58:22] I mean, you guys didn't get more business today.

[1:58:26] I've got a group to talk about.

[1:58:28] So yeah, I got to go.

[1:58:31] I don't think so.

[1:58:33] But you have one policy.

[1:58:35] Yeah.

[1:58:38] That is.

[1:58:40] With that.

[1:58:41] That is the cultural spouse.

[1:58:45] And I read this very thoroughly.

[1:58:47] and I thought it was pretty good, the school church policy.

[1:58:52] The only thing that was interesting,

[1:58:56] this is the one that we've said it at our premiums.

[1:58:59] The one that we've said it at our premiums.

[1:59:02] This is the only one that we said we need to follow up on.

[1:59:06] I have to be reading the attendance, honestly.

[1:59:11] No, no, there are many problems with that.

[1:59:13] Yeah, but not even that's up.

[1:59:16] And I hope she reaches out.

[1:59:17] I'm sure she will have to invest

[1:59:18] to see what they're thinking.

[1:59:21] They'll build a plan needs of a real thing, you know.

[1:59:23] Yeah, yeah.

[1:59:26] So you know what I read this?

[1:59:28] It was an interesting thing that,

[1:59:30] and I don't have a computer to go on and see,

[1:59:34] I've always had the understanding that

[1:59:37] that enter district school choice law was when you found kids in a district, in the

[1:59:47] same district, be able to go from school to school.

[1:59:52] That would be in drop, wouldn't it?

[1:59:55] It would be in drop.

[1:59:57] I think you're right.

[2:00:00] And I highlight, like, what am I missing here? So, I think this is, this policy is, I didn't see any problems with it. It was interesting about some. I may first. And we seem to get around that. It says any remain or subsequent open seats will be filled on the first, come, first serve basis, and will remain open until May 15th and that may feel themed. They just, we just automatically, I guess, are.

[2:00:30] That's how I'm sure it's not common to share it, yeah, yeah, it's close, but even if you don't have,

[2:00:37] even if you didn't fill all the seats that you're often. Right, yeah, we had it, we sort of had an exception to

[2:00:41] should make the end of it because we got our,

[2:00:46] well, we made a coping until May 15th and then we're not going to let

[2:00:49] people in for the past month. Right, so it makes you whatever, but it talks that we did, yeah, we did it

[2:00:54] differently because it was like, they said on around January 15th, every school district

[2:00:59] and on and around January 15th, the administration will determine which seats might be available.

[2:01:06] Well, we just were able to, we just open solutions.

[2:01:10] Right, so initially we did not.

[2:01:12] But you can go back and open them if you've already voted to get them close.

[2:01:18] You just can't do it the other way around.

[2:01:20] We can't say it.

[2:01:21] You can't open seats in the vote limit.

[2:01:22] We change your month before May 15th.

[2:01:25] because we, we've, so did you, did you read that to, and can you, so which one they're going to be?

[2:01:32] January or the day?

[2:01:35] The, the January one that on around we do all that stuff, we go get our openings, we want to fill our openings,

[2:01:43] we post it, we look, everything goes along until the May 15th at which point the seniors that we said will,

[2:01:52] they were made open until that date,

[2:01:54] then it may first were done all of seats

[2:01:57] like the way I jerked that, they're all closed.

[2:02:01] May 15th, May 15th, May 15th,

[2:02:03] or May 15th, all of them.

[2:02:05] I did the board, that's always like all of them.

[2:02:07] So basically, what we did,

[2:02:09] we went back and changed our vote

[2:02:12] that we had done for number one.

[2:02:15] Change, we did it, and then we'll retake it.

[2:02:19] And so we, I guess what I was saying, we sort of like just, we did what we did.

[2:02:26] And I like, you know, I think, like, well, sometimes, I was just trying to play out,

[2:02:32] then we're going to be careful. They sent around, they're like, look at the, the,

[2:02:37] the jade Murray and then, yeah, filament made. Do you want a concern at those dates about the January?

[2:02:43] No, I think they're, I mean, they're, they're, like, they're embedded right in the law.

[2:02:46] they're in the law so um I was just we got used to doing something we did something once

[2:02:52] and just let's be aware and we got permission uh I think we get permission to to do the dates

[2:03:00] differently this year because no no it was just that it was like was when it was initiated so it

[2:03:05] just had to start okay we're starting a different time and we just we had an opening for our

[2:03:10] far. Are we recording? Yeah. Once you had it all made from our heart, we had the ability to do

[2:03:15] school choice without damaging ourselves.

[2:03:20] Yeah. So that's all. So there are anything. Yeah.

[2:03:23] We need to change policies. First descent to terminate if there's anything else we want to add.

[2:03:27] Right. No, we're able to. So that was a little bit. We approved it as ready. So what we wanted to

[2:03:32] do is reaffirm. Yeah. Is that how we put it on the agenda? We said it was a second reading. I

[2:03:39] the second reading but we adopted it last time.

[2:03:42] Oh, so we're affirming it.

[2:03:44] So we're affirming it.

[2:03:45] We're affirming it.

[2:03:47] Yeah, we've got to that.

[2:03:49] That being the English, so the third policy,

[2:03:52] JFBB school choice.

[2:03:53] Right.

[2:03:54] And is there a second?

[2:03:55] Second.

[2:03:56] Second.

[2:03:58] Any further discussion?

[2:03:59] You still oral, correct?

[2:04:00] Yes.

[2:04:01] For all of us.

[2:04:02] We're at a private school.

[2:04:03] I guess we're wrong.

[2:04:04] Any further discussion?

[2:04:06] No.

[2:04:07] No, right?

[2:04:07] All my favorites, you know?

[2:04:09] I do that.

[2:04:11] And we're all in person now.

[2:04:12] You just take the slope.

[2:04:15] Okay.

[2:04:17] All right, then do you want to just,

[2:04:18] just before we wrap up.

[2:04:21] Share what you're thinking and what,

[2:04:23] what our process should be on.

[2:04:26] The six down and how we as a committee.

[2:04:30] How would you like to see us?

[2:04:31] Yeah, that'd be very helpful.

[2:04:32] Yeah, I'm asking that.

[2:04:33] Yeah, and of course, I'm just making this up. So it is certainly I'm going to let it marinate for a while, but I

[2:04:42] think that

[2:04:44] I think it's important that at some point you come out with a statement that the school committee has discussed that, you know, at length, and has wanted to support or not support the town's going to want to know what's the school town's going to want to know.

[2:04:59] But I would love to add to that and we will continue to provide information to the town

[2:05:06] and then look for avenues to provide information specifically as it relates to Warwick.

[2:05:13] Because the 6th town, you know, where your role as a committee, you provide information on the 6th town, the whole project.

[2:05:19] I think it's really important for our school committee to provide information about how the 6th town in our current situation

[2:05:28] and focus really on a current situation.

[2:05:31] We're running a school.

[2:05:33] These are the options that are available to our students.

[2:05:35] This is how it works.

[2:05:36] This is how it would change of six-town.

[2:05:39] No.

[2:05:39] What a pass.

[2:05:40] Yeah. Now I would feel better.

[2:05:42] And you don't have to make me feel better.

[2:05:43] But I would like you to look at it from a lens of how good could this do.

[2:05:52] You know what?

[2:05:53] How would this be good for well?

[2:05:57] And here's how, here are the benefits we see from it.

[2:06:00] And here are the things that we think are not benefits or here.

[2:06:04] Here's what we think where we're able to do better or we're able to,

[2:06:08] where is heck to go, whatever.

[2:06:10] And I think so.

[2:06:10] Probably need to work on a language that works for all of us with that.

[2:06:14] Because in my mind, I'm thinking, all right.

[2:06:16] Because it's just the regional agreement we're voting on.

[2:06:19] Here are the potential benefits.

[2:06:23] based on what the current 6-town board envisions.

[2:06:28] That's a good way to put it.

[2:06:29] Here are the risks based on all the other.

[2:06:35] But I think that it's really important that people know

[2:06:38] that what they're voting on is the region.

[2:06:41] So I would ask this on my website.

[2:06:44] I spent a long time writing a line range plan

[2:06:46] to the little things that go places for it.

[2:06:49] It's only 16 pages, but it was required for me to get it to Desi.

[2:06:55] So I think, and then I had the playing board read it and give me input.

[2:06:59] So I think if you looked at that, that's sort of like the vision of what this might look

[2:07:05] like.

[2:07:06] Yeah.

[2:07:06] It's about, it should be.

[2:07:10] I was going to make copies and bring it because I thought, no, I don't.

[2:07:14] But it was just given to Desi a week ago.

[2:07:18] Well, you know, I could stand in relations of it.

[2:07:22] And I was required to say, no, I think I...

[2:07:25] As the chair of the planning board,

[2:07:27] you were required to provide this document?

[2:07:29] Yeah, it was part of the process of desi review.

[2:07:34] And I explained to them that,

[2:07:37] you know, normally when I did a one-way play it,

[2:07:40] it involved a lot of people and different people

[2:07:43] having been raised up because it's a strategic report.

[2:07:45] Do you know where it would be?

[2:07:47] is further in the reports page that's in the long range plan do a search

[2:07:53] for and it might be on a different is there a report page the reports page

[2:08:01] has nothing newer than 2023 and then this is good great and I ask them when he

[2:08:13] sent it to Dessie to send it to Bessie of Durinda Belfast.

[2:08:18] That's a good reason for that on our website.

[2:08:22] So, Alan?

[2:08:23] Yeah, it sounds like it's working.

[2:08:24] You are expecting the select board to do the same.

[2:08:28] You should be giving keys to the head, itself, with a hand.

[2:08:33] No, no, yes.

[2:08:34] You're up to speed all this, and I'm up to speed on this, and he is not.

[2:08:37] Yeah.

[2:08:37] You'd be fair to him and give him time if you're looking.

[2:08:40] I'm just saying.

[2:08:41] No.

[2:08:41] I don't want to deliberate it now. I think it's the last next meeting that I ought to go over the regional

[2:08:48] agreement and, you know, and invite and you know, feedback and so forth. I mean, this, we're talking about the

[2:08:55] slide board right now. Okay, and so that is on Tuesday. Yes. Yeah, and I'm trying to be really careful about

[2:09:04] I'd be nice if World War II says we think we would like November 8th or whatever, but I'm not asking them to pick a date right now because when I went officially as a plan for it has been talking about a specific date, but what I need to do is back into that date because when the planning board votes to

[2:09:32] um, to have this to request that this is on a warm. Then the town, the, the towns that have

[2:09:40] an open town meeting will have 30 a.m.s to do it. So I, I'm gonna do that and, and go backwards

[2:09:48] from whatever day they pick. And for monitoring, it has to be 35 days, but no more than 50. So,

[2:09:57] So, I mean, when I put those requests out, I'm going to try to align with when people are

[2:10:03] ahead of the time.

[2:10:03] I understand that.

[2:10:04] And that's an important issue.

[2:10:07] The other thing I'm saying is if you're expecting keys publicly, as a part of a board

[2:10:12] at different board, you're asking this board to make a recommendation, one way or the

[2:10:16] other, expecting to select board to do that, you need to get the key to the heads up so

[2:10:21] that he has all the documents and look at them because you and I can't share that with

[2:10:25] them.

[2:10:26] Yeah, I certainly send to him the same thing that I sent to the folks

[2:10:30] David is by the Tuesday that I sent it to the group if you think it's helpful

[2:10:34] and the sheriff's committee just send the information to him I can do that

[2:10:39] Yeah, I would and that way if he feels the fact because he's relies on you and I to do a lot of this because he's busy with a lot of the things

[2:10:46] Uh, he said no he does he took the on that whole

[2:10:50] Well, I'm a communication thing and I get competitive, but so I look for this even him.

[2:10:54] Yeah, I know. Would you send him the information?

[2:10:56] Yeah, and it looks like you're looking for hope, the bear kind of thing with the slight board.

[2:11:01] Please let him know the extra speed by a certain date.

[2:11:05] Right. So, to that end, you should date, we sent everything to baby.

[2:11:09] David is supposed to send all the things we just talked about to the slight board.

[2:11:13] Okay. So, so Keith should have it.

[2:11:15] I know. If you don't have it, I need to know.

[2:11:18] Well, I get a lot of, I get a lot of redundancies

[2:11:20] that I'm sitting here.

[2:11:21] So I just want to make sure to keep you in your point,

[2:11:23] though, since it was a town vote,

[2:11:25] there's what I invented for the select board.

[2:11:28] The select board as a whole doesn't take a position on it.

[2:11:31] Okay, good.

[2:11:32] Individually, people can as citizens or whatever.

[2:11:36] Oh, I'm not worried about something.

[2:11:37] You know what I'm saying?

[2:11:37] You speak how they feel.

[2:11:40] But it just seems like it was formed by the towns

[2:11:43] with the towns to do the feasibility setting

[2:11:45] and presented, then it's up to the voter.

[2:11:49] So it's now so many things different.

[2:11:51] So I have a question that you're backing into

[2:11:54] and the dates that you were talking about.

[2:11:57] Is that the voting?

[2:11:59] No, it will be the vote.

[2:11:59] I gotta go with it.

[2:12:00] No, it's not.

[2:12:02] What was I going to bring?

[2:12:03] I thought that the time it was November 15th.

[2:12:06] For a town vote.

[2:12:08] For a town vote.

[2:12:10] Right.

[2:12:11] For all four towns to vote.

[2:12:13] I don't think that's an ask.

[2:12:15] No, that's not how it works.

[2:12:17] So, like, Northfield may not pick the 50, they might pick the 8.

[2:12:22] Nobody's picked the 8.

[2:12:23] Yes, it was where they might need to pick the 11.

[2:12:25] And the more I thought about that, I thought.

[2:12:27] I don't know if that's a wise choice, but it is what it is.

[2:12:30] It seems a little similar in terms of the process of informing the community.

[2:12:36] At the same time, you're looking for a vote.

[2:12:40] You want things wrapped up by December, right?

[2:12:42] It has to be.

[2:12:42] because if it was, if it were to be voting, then the commission has until December 30th to say it.

[2:12:51] Okay, so must the drop did date for having a town vote?

[2:12:57] A town vote sometime in November except one of you who has had a special election.

[2:13:05] So that idea of having it all happen together.

[2:13:08] And one day, they just went out to win.

[2:13:10] Right.

[2:13:12] And that's because I started getting into the weeds

[2:13:14] to have understanding more about,

[2:13:15] whoa, representative government,

[2:13:17] they have a different, different one.

[2:13:19] Yeah.

[2:13:20] I think that's the same.

[2:13:22] So, we could have our vote first.

[2:13:26] Well, the problem with that, you know,

[2:13:29] it happens like that happens,

[2:13:30] but really, the problem with that is,

[2:13:32] the idea of having a vote of the same day

[2:13:33] is there'd be more vote of the best battle.

[2:13:37] and then there would be less political pressures or whatever.

[2:13:41] So we get more information because I want the information.

[2:13:45] So if it fails, then when I'm writing to the state

[2:13:49] about the process and what needs to be taken

[2:13:52] into consideration and what the concerns were,

[2:13:55] and what the communities and other things should be provided.

[2:14:00] So you envision the process then to summarize,

[2:14:04] what do you have?

[2:14:05] So that's what we should vote on on the process on, you know, that the school committee should do a vote on how we stand, but that we should also continue to provide information.

[2:14:22] and got chaically as a six-town.

[2:14:26] Yeah, it was a look at the effect that you needed in the capture.

[2:14:29] Yeah, I have captured that.

[2:14:31] Yes, we'd love to provide that information.

[2:14:35] We need to be working on that now.

[2:14:38] So one of the things I was wondering is,

[2:14:41] if, as a group, if it's wanted to take a different perspective

[2:14:45] and put together a complementing action,

[2:14:49] But, could you explain that more?

[2:14:53] I know exactly what you're saying.

[2:14:55] Yeah, this is that funny.

[2:14:56] I know.

[2:14:57] I know.

[2:14:57] I feel it.

[2:14:58] I feel it.

[2:14:58] So I'm about to have a look.

[2:15:00] But effect, I see transportation, yes. Okay. How would it affect the budget? How would affect the curriculum, the elementary school? How would affect staffing of the elementary school? How would affect access to high school curricula? You know, so how, that, you know, we had our retreat, you say, well, that will be a little awkward. This is our little awkward. So, does, am I likely descending in the Supreme Court, you know,

[2:15:29] The decision you'll pay new?

[2:15:31] You are the decisions I need.

[2:15:32] And I didn't.

[2:15:34] And I just ran just going in different directions and say no.

[2:15:37] I-I-I-I-I-I-I-I wasn't gonna pay you.

[2:15:41] So, has that feel Alan?

[2:15:43] No, I have tried to, six years at work.

[2:15:45] We worked really hard here, didn't we?

[2:15:47] I watched for a really good tip ago.

[2:15:49] But no, I have-so when I just.

[2:15:53] Accrescent to, okay, this is how the others feel.

[2:15:56] And just not.

[2:15:57] because I think it's fine to be fine saying that this looking at he has decided not to support

[2:16:02] about it. Oh, that's what I was saying. I understand that. But it wasn't yes. Part of it wasn't

[2:16:07] yes. And we could have different pieces of, you know, like you said, you were looking for pros and

[2:16:12] cons. Well, perhaps you're writing the pro. Right. Well, and I think if we are not sensitive

[2:16:18] to the court way, I think it is valuable to report the numbers where it's like, you know, whatever.

[2:16:24] Yeah, for a firm this decision. We have one dissenting opinion because I think that's

[2:16:31] That's that's now when we do that

[2:16:37] So what was those areas again? I've got transportation budget

[2:16:42] Staffing here staffing at the secondary level

[2:16:46] We don't have to nail it down right now. I think look at all the material and then see what your passion is or wait

[2:16:52] We feel that like, you know, that you have a particular diversity.

[2:16:57] Okay, that's good.

[2:16:58] I'm always a whole picture person.

[2:17:00] Me too.

[2:17:01] But I cannot go with that.

[2:17:03] And thank you for sticking with me.

[2:17:04] Yes, we need to go out and say all right to somebody who hasn't been studying

[2:17:07] like we have.

[2:17:08] What types of questions do you have?

[2:17:10] I haven't really been studying yet.

[2:17:13] I feel like I freshen up.

[2:17:17] And particularly people who have kids.

[2:17:20] Yeah, I want to know how the kids feel about it. Yeah, and Carol is working on a survey for folks just in terms of what they want in a high school, how they feel about their current high school and what they look for.

[2:17:33] Yeah, put that on the next agenda, I hope, because I wrote questions down that I thought she should like when you want to put on the next agenda.

[2:17:43] The survey was in her room. She had a survey that she wanted to put out to kids and to parents in

[2:17:51] life. I don't know. She also said, you know, I would want to know, like, the kids feel they

[2:18:02] have his own friends. Did they have enough of their co-workers?

[2:18:08] Do I have her dad as

[2:18:12] a concern and like that? Well, there's a ask-of-oh here. That's because I've been out for

[2:18:18] four weeks. The question is, yes, do they have enough and how do they feel about, you know,

[2:18:24] Well, since we're moving towards Mahar.

[2:18:27] The Mahar feels like they're going to have 600 kids in 7 through 12, by the time we

[2:18:34] head up to a lot.

[2:18:36] So a lot of the focus on what Six Town is talking about has to do with numbers and the numbers

[2:18:40] percentage-wise between Mahar and the combination of Turner's and Pioneer are not off percentage-wise

[2:18:47] all that much.

[2:18:48] So we have to look at it from the lens of warlike actions.

[2:18:53] Well, it comes to the school again.

[2:18:55] But no one sort of, I don't think they've even thought about

[2:19:00] good might go as an option.

[2:19:02] I mean, I'll, no, no, as the warwick community going to turn us

[2:19:09] false, you know, they know it has a certain people, it has a dance studio and

[2:19:13] it has a, and it has a performing art studio and it has this amazing band.

[2:19:18] So one of the things to do then is to remember to compare those different things.

[2:19:23] So what would school look like for the high school students at ten or so?

[2:19:27] I mean, school looked like for the little school students that they're playing here.

[2:19:30] Yeah, as opposed to what it looked like going to Mahar for seven to twelve.

[2:19:35] I mean, what might have been interesting.

[2:19:36] In architecture.

[2:19:37] I mean, Mahar has.

[2:19:39] I mean, this could be a study.

[2:19:43] I mean, it's like.

[2:19:50] Yes, it seems like to gather this information quickly. I mean, you, you understand what's

[2:19:56] a term or false, so maybe that's a good thing for you to itemize.

[2:20:02] That's right, you're voting on an agreement that's going to last whatever we're going to

[2:20:07] float on.

[2:20:08] Well, it's, yeah, I think it's long time to know.

[2:20:10] And when the region that I do imagine that if you know if we say no they'll read you guys

[2:20:18] will know.

[2:20:20] No, you guys won't try again with the $5.00.

[2:20:22] No, no, no, no, no, no, no, no, no, no, no.

[2:20:23] And say why?

[2:20:24] The answer.

[2:20:25] Do we want to have some kind of a huge.

[2:20:27] Yeah, you sure like conversation?

[2:20:28] Yeah, sure.

[2:20:30] So I would say that we switch.

[2:20:32] Yeah.

[2:20:32] Great.

[2:20:33] There's a second.

[2:20:33] All the day.

[2:20:34] Yeah.

[2:20:34] Hi.

[2:20:36] I do a good job guessing, what time is it?

[2:20:39] 6.20.

[2:20:39] Do you see it?

[2:20:41] I guess I...

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