[0:05] I am going to call this meeting to order, roll call, public comment, please say.

[0:16] Jessica Packard, Mickey Murphy, do you guys want to?

[0:25] If we could all stand for the pledge of allegiance, I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one nation, under God, in the visible, with the receipt and justice.

[0:47] So I think we're just going to, is there any adjustments to the agenda?

[0:54] I just wanted to talk about it in the United States of the United States.

[1:00] So we'll just add that to the

[1:11] motion.

[1:12] Yes, I'll make the motion to add that toward Moderna.

[1:16] Do I have a second?

[1:18] Second.

[1:19] Discussion.

[1:20] All in favor?

[1:22] Hi.

[1:23] Motion passes.

[1:25] OK, on to action, I spoke with Kyle and capital planning

[1:31] was the discussion that you guys had come up with.

[1:35] So I will let you guys start.

[1:37] If you would like.

[1:37] Yeah, just a little bit of the idea that we have

[1:39] for a couple of people is we've operated as

[1:47] people.

[1:47] You guys have a paving project in doing this year.

[1:51] Maybe we've tried to fit into the same project with, you

[1:57] know,

[1:58] literally anything that comes up if you guys are buying the

[2:10] equipment.

[2:11] Things that you guys do occasionally,

[2:13] that maybe the town could help with it.

[2:15] It's said like, why do you guys have lower to lower lines?

[2:18] We also have probably the same lower and public works.

[2:21] Why do we have two pieces of equipment when it's all the same town?

[2:23] My friends here, you guys know our stuff with a small lower and we pay your ads or we know you're a step with our lower and we interact with that's just an example

[2:32] Yeah, I did also want to pick samples like where we can work together a little bit more and probably save the tax credits to my

[2:39] I agree Jeff

[2:41] Yeah, and I see Paul's one of them

[2:43] This has been discussed and tried to be worked on several times so we've

[2:51] had the needs and the school district needs of the talent and

[3:10] kind

[3:10] But it

[3:14] can't be looked at again, but we've been down this road before.

[3:18] Generally, we're going to

[3:21] look at, or

[3:26] sit us into

[3:35] that.

[3:36] So then over,

[3:39] it's that I haven't been through these valleys in the

[3:46] past one year.

[3:46] We do ours in the next year.

[3:48] So it becomes a flatter tax impact.

[3:51] Fitting in these

[3:53] categories of lavishery.

[3:55] Looking, say, 10 years out.

[3:58] We'll try to figure out what we're going to

[4:02] be doing.

[4:02] That pretty much covered.

[4:03] Pretty much, so essentially the planning board has the Capone Purpose Plan, which is

[4:10] under state law, it should be combined with the towering of the school, and that's

[4:14] required to be at least a six-year lookout that I haven't seen school projects in years.

[4:22] I shouldn't say that, but four years ago there was the school,

[4:29] and I don't know if the

[4:29] or Rodney, Paige was building his guy, they had, it was just, it was a big piece of

[4:37] table that they rolled out, so it was called the scroll. But there really is a place for some

[4:43] long-term capital plan and we know what we need to do on this side and we get some ideas

[4:48] where we need to do this. And certainly at the town, we actually had a 40-year look out that

[4:53] hasn't been updated for a few years, I don't think, but we had a 40-year capital program for this plan,

[4:58] which was nice because then you've got in the school buses or 15 years.

[5:03] See, if you look at six years, you're not going to catch the school buses.

[5:06] But if you buy a school bus every 15 years, you get those in

[5:10] Roots should be 50 years, so that probably out of the country.

[5:13] You get some a good long-term look at it and just,

[5:16] and some hard numbers, it's just,

[5:19] okay, right now it's $150,000 for a bus.

[5:23] And the form that we had on the town side,

[5:25] applied, you use that in the year 30, but then you also had 30 years of inflation

[5:29] budget. So it did two things. One, the bottom line that was what got

[5:34] inflated, so it didn't show that it was 350,000 dollars for a bus, or on the

[5:39] town side a million and a half for a ladder truck, because it was just one

[5:43] number that was inflated. But it does a nice job of trying to level out the

[5:47] expenses, something that I think it's possible to do. I know Kate has been working

[5:53] along trim plans for some capital things. So it's probably doable.

[6:01] All right. Going back to what Rachel was saying,

[6:04] isn't possible that it for us to look at some of those pieces.

[6:09] Like we have pest control.

[6:11] On the same thing, you will have pest control, right?

[6:13] For your buildings, can they be the same person?

[6:18] A little bit less expensive.

[6:20] I don't know, right? Like it's those little things.

[6:22] or a heating oil, or fuel could they possibly...

[6:26] It could fit those together for, or we said, getting this kind of 5,000 gallons

[6:31] if we're done suddenly getting 10 or 15,000 gallons to remind you of what it'd be cheaper.

[6:35] It wouldn't be, yeah.

[6:37] So, my apologies to the even, probably, last time the town bid fuel, there was a paragraph

[6:44] that said, and this bid may also include Newport School District at their choosing, they

[6:50] use 10,000 gallons of fuel oil or whatever it was.

[6:56] So they were included in the town's bidding.

[7:01] And it was at the schools up, and if they wanted to buy it,

[7:03] but it saved two entities having to go out to this bidding process.

[7:08] I know Kate's done a good job bidding stuff for the last year or so.

[7:11] So maybe there's a paragraph in it, it's like,

[7:16] But that's the, the other thing is mowing, going back to mowing is a long history there, when the fields were built back in the late 70s or 80s, the town got,

[7:30] A lot of grant, we had to lease the land because we had to have some legal tie to the land to get the grant.

[7:37] So there was a maintenance agreement, a moan agreement, and the town did mo, everything from here to the sort of, well, sort of, that did exist with that long time.

[7:48] and then the school reimbursed the town and that went along until probably about eight years

[7:57] ago and then years ago there was some personality conflicts which always seemed to happen

[8:04] and the town couldn't mow the field hockey field one day because it wasn't scheduled

[8:12] and people got in a sniff and at that point in time and then they say it on the wrong side now but the school built a kingdom of buildings and grounds and started acquiring all the equipment.

[8:24] I mean they used to have just a little 36 inch mode to do the half mode.

[8:29] But now they're doing all the things they're doing everything so they've really started following the equipment at that point in time.

[8:35] and it really wasn't supposed to push down which is sad.

[8:40] I don't know if it improves staffing.

[8:41] I know short staffing on both sides and budgets are great on both sides,

[8:47] but it certainly something that can be looked at.

[8:50] Jeff?

[8:51] Yeah, the other thing, if we say,

[8:54] you realize the same equipment for both entities,

[8:58] we're wearing that coordinate place of Spanish too.

[9:01] So it does impact the lives.

[9:03] And one story about Paul remembers this of, you know,

[9:08] David, the parking lot out there.

[9:10] The school one time tried to do a laundry

[9:12] to pay him deferring to the parking lot.

[9:15] Now, it's there.

[9:16] It failed.

[9:17] So I put it at the time, tried to translate this research,

[9:20] and said, that's actually down the front.

[9:23] So the town put it on her, and it got a pass to pay

[9:27] deferring to that parking lot.

[9:30] So it was actually school working with us.

[9:32] What's that?

[9:33] It was Rick Thomas.

[9:35] Rick Thomas.

[9:36] Rick Thomas.

[9:37] Rick Thomas?

[9:37] Yeah.

[9:37] So it goes that much further back.

[9:39] It goes that much further.

[9:41] And also, if we're talking about lab maintenance and all that, I want to point out

[9:46] that Kyle Harris or town manager for the previous life, was the public works director

[9:50] through a very much larger community that this one.

[9:53] So we probably have some insight as to best practices.

[9:57] What works and what he's trying to do.

[10:00] Like did they ever do anything like like what we're doing right now in the collaboration between school and town?

[10:10] In town I was in the school board in town in New Jersey and in that town the public works had a contract with the school to do the modeling but it was always scheduled for the weekends.

[10:21] We had a little bit more flexibility there.

[10:24] But in my experience, there's going to be two sets of priorities.

[10:29] We're going to have a week of reading up to the world.

[10:32] The semeteries are going to be 12 inches high.

[10:34] And you're going to have baseball games.

[10:36] What's the priority there?

[10:38] You can't do both.

[10:39] Someone's going to lose.

[10:41] And that's where you run into, you know, you do it one,

[10:44] it might work great for three years in a row.

[10:46] And then that fourth year.

[10:49] It's done and we're in a room shouting at each other

[10:52] because the seven threes of parable in the baseball field is not viable.

[10:59] Also, one of the things I know is a huge thing between town and school is the sidewalks

[11:04] during winter.

[11:07] Yeah, you know, that's one of the hardest things, you know, a majority of our kids walk to school,

[11:14] every single day, rain, snow, whatever, whether it was on the warrant article this year.

[11:25] It was on the warrant of the second year in a row.

[11:28] The town has seven miles of sidewalks.

[11:31] That unit is a 2012.

[11:34] It breaks.

[11:36] A lot of snowstorms.

[11:38] For us to use the Bobcat Lover to go to the sidewalks.

[11:43] I'm talking 15 to 20 hours to do that distance.

[11:48] And curious why I used to live in Massachusetts

[11:51] and it was the residence job to clear this

[11:54] I will turn around.

[11:55] Why does state law still must change?

[11:58] I don't know, it's logical.

[12:01] I suggested we buy

[12:06] it.

[12:06] Interesting.

[12:07] I was wondered why that was.

[12:08] The agency is the same way we showed our own.

[12:12] Made it was the same way.

[12:15] We've asked this question.

[12:17] Yeah, one kind of something to keep in mind about the sidewalk.

[12:20] How

[12:24] do we go by?

[12:41] So a possibility that if you put it back on the warrant that we on the school side say, hey,

[12:47] this is needed so that the kids can go to school on snow days, right?

[12:52] You don't want the two hour delays.

[12:53] You don't want the school being closed.

[12:56] This helps with that.

[12:58] So let's like cut that back of our brains.

[13:02] Yeah.

[13:02] We even had a grant for this year that covered 25% of the cost of it.

[13:06] you fail. Fortunately, the grandmas was the expired December this year. The state is allowed

[13:11] us to extend it for additional year, so we're going to put it back on, but the cost of the

[13:16] sheen is now, can this maybe also over 20% is 20%? I hope it's for like 70%. But I also think

[13:25] if the school board gets on board, I don't know if you guys saw, but Melissa made this amazing,

[13:32] And I brought this up yesterday, amazing for sure, breaking down our foreign articles.

[13:38] And this is what happens if you vote, yes, this is what happens if you vote.

[13:42] No. And so many people were like, this is the best thing because they get to voting.

[13:48] They're reading this and they're like, the legal terminology is hard to understand.

[13:52] I have no idea what this means.

[13:56] So we've heard a lot of feedback this year on what we have done the last two years

[14:01] within a lot of warrant articles.

[14:03] People actually kind of want us to go back to a budget with all

[14:07] of what we could support in it.

[14:09] So we're considering maybe going back to a one budget,

[14:12] have put the firefighters in it, put some of the large items

[14:16] back into the budget, instead of keeping them separate.

[14:18] So we've heard a decent amount of feedback that,

[14:21] hey, this is great.

[14:21] It worked a couple of times.

[14:23] But if you guys really think it's important,

[14:24] you should put it in the budget itself.

[14:27] So I think it's a bit of a little.

[14:28] Well, I mean, I really think we just

[14:31] I think our board, your board, needed to not set this

[14:36] for a lot of people in town, thank you to school board

[14:37] versus the blackboard, is yeah.

[14:39] And that's the way it's been, I mean,

[14:41] Paul has even said it.

[14:42] We really need to try to cheerlead for each other

[14:44] and try to work together to, you know,

[14:48] unite in front of a, this is the town,

[14:50] this is the two buttons the town needs to operate.

[14:54] And you and I have had great conversations about that.

[14:58] And I'm glad this is fighting.

[15:00] I've been talking about it for over a year, but if we can come all as one as a United

[15:06] Front, maybe people in town will just be like, okay, maybe we can work with this.

[15:18] Because we all shared the same thing in town, and maybe we can come across some places and

[15:25] will help, you know, unfortunately on the public education side, we're kind of screwed

[15:31] from the state of New Hampshire, you know, that's just what's happening to us.

[15:38] But other things that could possibly be helpful from in the town side, there is.

[15:45] Oh!

[15:47] Thank you.

[15:50] It's called towards 6.30.

[15:52] Excellent.

[15:53] I'll say I'm on the snow side of things that I think one of the problems isn't so much

[16:00] that snow will be going me.

[16:02] There is no negligence.

[16:07] It is done.

[16:08] The most efficient

[16:20] at school or can't walk on the road.

[16:23] But whatever they may be on the school side,

[16:26] there were some reaction to that.

[16:28] So the town does a great job instead of I see things like, I can't believe teachers are out there and they have to shovel them in front of the school buses.

[16:37] I mean, and if that were happening, that would certainly be on school property, not on town property.

[16:42] So I think just trying to in some way to calm down the public,

[16:51] everyone's working really hard.

[16:53] I would say that the most hourly tasks that people are physically, all of it,

[17:02] during snow events, and the last thing we need is people who are a retired out there doing

[17:06] things just to appease a school day or something else to do. So anyways, it's just, we live

[17:14] that age of a lot of social content. We work more years. We have a common, you know, common.

[17:19] It's difficult.

[17:25] Two of us go, we say, well, the school didn't work at the town didn't play out, so we're

[17:29] a college school, I'm in like literally straight college. That's where we're like, we're

[17:32] going. Our machine broke down five minutes in to try to clear the sidewalk. So we're

[17:38] It's always pointing the finger. It's, it's, it's, it's your fault. It's your fault. And forgetting that people are awake over

[17:46] 24 hours a day out there doing their job trying to make the town safe. It's just,

[17:51] some of the things that I'm starting to think they work almost 30 hours. It's crazy.

[17:56] Which is scary. That's scary.

[18:00] And we're going to have the white book.

[18:01] Yeah. We're going to do this.

[18:03] Oh, and I understand that.

[18:05] You know, I want to go to Clare in the sidewalks, if it's snowing like crazy, the cloud goes by and goes more snowing.

[18:12] The earthquake on the snow is over, before we call for sidewalks.

[18:15] Instead of spending a lot of time and money, breaking the cloud, and then not getting it down late.

[18:21] Or let's just wait till the storm is over.

[18:23] Then we'll take care of the sidewalk.

[18:25] We discussed that for some of our overnight plumbing this year, because obviously these old prices are much higher than we've put in it before.

[18:31] If all of that is doing some other stuff, so if you feel a price keeps

[18:35] stays for a pattern, we can go up, we might have to say, hey, if there's only two

[18:38] which is a snow on the ground, we're going to wait until morning to apply

[18:41] what instead of buying and twice throughout the 90s, keep that it to snow off the ground.

[18:49] We're going to deal with this again.

[18:52] Yeah, going back to the social media thing, Jeff, we deal with it with snow days when the

[18:58] superintendent calls the snow day and then half, you can't wait either way, right?

[19:03] It's either, my kids can't get to school because of the sidewalks, but you're still putting on school.

[19:11] And it's like, it's no supposed to stop by, you know, either nine.

[19:15] I'm sorry that the sidewalks aren't done, but there's ways the kids can get to school.

[19:21] We're just on Markham Cardi.

[19:24] Great.

[19:24] I don't know if you've been to sleep.

[19:26] And go ahead, Melissa.

[19:28] And I agree, and when our superintendent puts that message out, it can be a simple, hey, thanks to the town for being out there working right now.

[19:39] Just that little bit of a thing will flush whenever complaining might happen.

[19:46] So, I would just that communication is not really far.

[19:55] I mean, where I went to school, which was near here.

[20:01] I would just go to

[20:04] school.

[20:04] You think it's school?

[20:05] Yeah, that's the way it was.

[20:08] The school buses might not run.

[20:09] The sidewalks might not be done.

[20:12] And you just got to school?

[20:13] Sure, you're done?

[20:13] Yeah, I believe.

[20:14] And there might be late.

[20:15] It might not be teachers there.

[20:17] The school was never canceled.

[20:18] It was just the policy.

[20:19] I don't know if it's the policy now, but that's what it was.

[20:21] Eighties when I went to school.

[20:22] Yeah.

[20:22] That was pretty simple.

[20:23] You know, it's what it was.

[20:26] The damn if you do, but damn if you don't.

[20:28] Exactly.

[20:29] So what's just new?

[20:31] And if I could, I think, I think, to keep it simple part here,

[20:35] is let's just make it simple.

[20:37] There's a lot of complex issues we're trying to do up right now,

[20:39] but it really comes down to you.

[20:40] It doesn't support any other.

[20:42] And no one's finger pointing.

[20:44] Finger always points in and never out.

[20:46] And now, the school side can support the town and the town side.

[20:49] It can support the school.

[20:50] So, again, I'm brand new to you.

[20:53] conversations that are so we're here about how weak and move forward united and it's

[20:59] an a place where it's hard and it's hard to get to that place that you can say and

[21:05] but it's hard to get married, so I want to be sure that the services is outside the

[21:08] improvement.

[21:08] Idea is something that's a possible.

[21:10] I'm reminded that it's actually saving you.

[21:12] At least open to those ideas for me as a number of young people, to get my

[21:16] history here is six weeks but that's great to hear that there's the open conversations

[21:22] just like a voice. Yeah, definitely. I think it was, I have, if I look in town for like

[21:26] four years now, but two school administrations ago, that was, I feel like that was

[21:31] some of the problems. I don't think you'll have anybody on this part disagreeing with you.

[21:37] That was then. That was then. I think all the town out on any of those things.

[21:42] Oh yeah. Previous administrations were going against each other. Yeah.

[21:51] The last

[21:52] I have had very cordial conversations back and forth, and I've said this board has one of the best boards I've seen in a long time for the school board and I can say the same for you guys.

[22:09] And I think that's why we're able to sit down and have this conversation right now.

[22:14] Back to what Jeff brought up earlier, I definitely think we need to get back together some time before by this season.

[22:22] And you guys, since we talk a word, looking after large ornamentals, you guys need to hear where you're looking at the word, large ornamental, so we can say maybe we're going to put one or two cars.

[22:38] We have a couple of here and there, so that you know, school can be asked for any of you have us this year.

[22:43] Yeah, absolutely.

[22:47] Yeah, absolutely.

[22:48] We're in this next year or whatever.

[22:50] Just to work together on that.

[22:52] So, the table is that packed right?

[22:54] We're just in the cost of putting it into the talk of your mouth is quite a lot.

[22:59] Yeah, I'm just just an example of that.

[23:01] I'm just going to go to them.

[23:02] I know so.

[23:03] It's just an example.

[23:04] And not necessarily for sure.

[23:06] They're just thinking.

[23:08] Well, we are in need of a playground of riches.

[23:09] If you all have any ideas.

[23:12] That's all this way.

[23:13] This is a very important part.

[23:16] All the states say, what do you think?

[23:18] Yes, you did.

[23:19] Yes, you did.

[23:19] And this is a note thing.

[23:24] She said she's coming back to town.

[23:26] She had their bail on the previous visit.

[23:28] But I was going to hit that for a bunch of earmarks, surely we got through the community center, we got some work system work system work, you've worked putting together a package just to work you have to do the impact of it on that, so that you can reset it to her or one of the other federal representatives.

[23:57] you have. You basically get a congressional earlock perhaps. You set through the house and send

[24:04] the finance community there.

[24:25] Jeff, if I can piggyback on that also in years past, the town

[24:29] has done a really good job of having the governor come in and have the governor counsel come in

[24:34] and spend time in the town for the day. Much like we're doing here with this joint board, it might

[24:39] be prudent if we have that invitation again for the governor of government council, yet that I have

[24:44] council meeting here in Selma County, especially here, but it's another great opportunity

[24:50] for us to get with the governor, especially for you folks to get with the governor to talk

[24:54] about the school funding in the inequities that are happening there, not just here, but

[24:59] kind of across the state to see firsthand.

[25:03] So we do a good job representing the town and showing the towns, needs, but good up to them

[25:08] if you jump in and join with us on that also.

[25:11] One of the epa in that, or essentially we can't sort of turn the outcome.

[25:16] So it's often important.

[25:18] Very much interested in what's going on.

[25:21] I have certainly an invitation to look at some of the beats that are in which you try to

[25:28] You probably appreciate that.

[25:29] Which I can email her, too.

[25:33] One thing, Kyle, when you get invitations from the legislators,

[25:37] is that Congress and senators, you could follow that too to Rob, which is, I don't know,

[25:42] schools around the imitation of this.

[25:44] Yeah, I don't think so.

[25:45] No, they're not.

[25:47] Really?

[25:47] Just like for the year marks for the year marks?

[25:50] There was also consistent emails coming from Caitlin Davis to our previous superintendent

[25:57] that was supposed to be shared with the school board on a consistent basis on what was

[26:03] going on down in Concord that I don't even think the previous superintendent was doing before

[26:10] our last superintendent. I had a personal conversation with Caitlin Davis about a month ago

[26:15] and she was like you're not getting any of our emails and I said no. So I'm hoping that once the

[26:24] school starts and you start getting emails from Caitlin you can start forwarding that to the board

[26:28] so you don't have to do the research yourself.

[26:32] I'm okay, I'm okay, I'm okay, I'm okay.

[26:35] I know Kyle and Olivia have been really good at getting grants

[26:39] for town stuff.

[26:40] I don't know who your grant person is for the school district,

[26:44] but maybe they should collaborate,

[26:47] because they've played around the key opportunity

[26:49] set record, it's a liberty for people who are like,

[26:51] get the grant first, and then ask this for the money

[26:54] to finish it, don't ask for the money.

[26:56] So I think that's a good opportunity there.

[26:58] Yeah, absolutely.

[27:00] Also perhaps, I can't remember,

[27:06] very little town money with the playground and the corner of the street.

[27:10] They were here.

[27:11] That was good in five, six years ago after, you know, we took them to the house, we took the taxes.

[27:19] Maybe it was a good figure out how that was when we were in the town.

[27:25] You'll see those same opportunities of this.

[27:30] Yeah.

[27:31] Hi, I agree.

[27:32] I was all proud of it.

[27:34] It was not time for me in that.

[27:37] There were a couple of organizations up in the webinar that we probably reached out to

[27:41] Pizzer, health-based, and a TV-based, so much kind of thing.

[27:48] It was not just something that would be used by school.

[27:50] During school hours, right?

[27:52] It's after hours.

[27:53] It's on the weekend during the summer.

[27:55] You know, that playground at school was used a lot.

[27:59] And it's not up to standard code either now, you know, if we had somebody come in, I mean they'd shut our playground down.

[28:12] You need to be metal slide back.

[28:15] Yes.

[28:15] Conqueror Thomas.

[28:18] Conqueror Thomas.

[28:18] Good old days.

[28:20] I like the fix.

[28:22] They need to take that too.

[28:24] Conqueror Thomas.

[28:25] Yeah, you do it.

[28:26] I love that.

[28:27] They still have one at Moody's Park, you know, 15 years ago.

[28:32] But yeah, I, I probably agree and I think if we can keep this up and, you know,

[28:38] right before a budget season starts, you know, going over and collaborating on what we have

[28:43] for more and articles.

[28:45] I like what we're seeing on our end for budget, but you guys are seeing at least kind of

[28:55] just you know like you guys you know all of us with our how hard we had to work just

[29:01] to get our default budget because that was just seeing you know so many come up and say

[29:09] nope we're gonna cut it down to this and we had to work so hard for people to vote no

[29:16] on that.

[29:18] So speaking about it on a boat he needs to be turned 300.

[29:24] That's what he needs to have.

[29:27] Yeah it does.

[29:30] Yeah it does.

[29:32] No, it has an excitement.

[29:33] Yeah.

[29:33] No, it has an excitement.

[29:34] I read it a bit bit a bit but you can't even...

[29:36] You go into the press releases out of your business office.

[29:39] So it hasn't been talked about that.

[29:40] No it hasn't.

[29:43] That's something that Kate had brought up whenever last meetings and if it does pass, yeah.

[30:00] Thank you. So that part went through that? That was a second ago.

[30:06] That was, yeah, that was.

[30:07] Okay, 1,300 has a 6% cap on increases to the insurance.

[30:11] That's what?

[30:12] A 6% cap on increases to the insurance.

[30:17] Which will impact us, so we cut our curriculum director out.

[30:20] If we tried to add that back, we'll see that cap.

[30:23] And then you get into a...

[30:24] Who did our grants?

[30:27] Supermajority to override the cap.

[30:28] Yeah, I think $1,300 said that you can do this three tests

[30:31] to pass and then to remove the cap to be three tests again.

[30:34] Yep.

[30:35] That's what we ran to the sidebar factor, because it was a pawn.

[30:37] Yes, you have more yes if the nose did not have three tests.

[30:41] So I think I'll talk about this year, just run it into the

[30:44] straight or an article instead of a pawn.

[30:47] So that's something we'll consider a compudgeon time.

[30:53] But I think we've all get on the same page

[30:56] and support each other in the communication regarding the

[30:59] a budget cap coming up to the election, the important, I don't know whether it's

[31:04] vacation or whatever, but when you guys are meeting with the other school districts

[31:09] for their tuition and stuff, I don't know why they come and talk to me and don't

[31:13] have your meetings, but they've put a lot of people saying, why are there these other towns

[31:17] on the paying $17,000 and we're paying $30,000 for students?

[31:22] We don't respect 30,000, there's no one.

[31:27] If you look at the average cost per person, you put it on your party for us.

[31:34] Why are we talking to other tasks? 30,000 dollars?

[31:37] So they're asking why does it cost our students?

[31:42] 30,000, right? We're only charging them 17 because we don't charge for us.

[31:47] I watched a meeting at yesterday to kind of get on the same thing and figure that out.

[31:51] My only real question was, you guys raised the question right?

[31:55] Yes.

[31:55] From what to what?

[31:57] It was 7...

[32:00] 17...

[32:01] 12...

[32:02] 12, 13, 12, 15...

[32:03] You know, for each town.

[32:05] Well, we have one difference.

[32:07] Why, why, why?

[32:07] We just have, we have one.

[32:09] I agree.

[32:10] Because, because it's the way it's the way it's the way it is.

[32:13] Yes.

[32:14] I find that thought that's the way it's the way it's the way it is.

[32:17] Yes.

[32:17] Because to me it looks like the equation for the patterns only raised,

[32:25] So the other thing that happened with a certain town is a certain prior super-intended promise, the same exact tuition rate for the longevity of time and some things were manipulated and signatures were just pasted on and so that's why there was some arguments back in the past.

[32:53] course between the two towns and we had to stick to okay fine we'll do it this year but this

[33:01] is what it's going up to next year this is what it has to be because we had to go back and

[33:07] look at somebody else's I'm not even going to say mistakes it was on purpose it was done

[33:13] purposefully.

[33:14] That makes sense because I mean like you'll tell people hey they weren't going to fix it so

[33:18] just watching the meeting like there was a lot of back and forth between you guys and like

[33:22] We have felt like, why are we charging for all services?

[33:27] Why are kids outside our district,

[33:29] getting services for free when at best case,

[33:32] our kids are beginning more time with those teachers or services?

[33:36] Worst case, they're getting, you know, we have to have to have other teachers.

[33:40] If we track of that, they can afford and they're not paying for it, so.

[33:44] So we are charging, we are charging the district for those services as a separate entity,

[33:52] Not in the same, yeah, it's a super-

[33:55] It's a-

[33:55] It might be worth a little

[33:57] vacation on your guys' side to just get that out there inside had a lot of people

[34:04] They come to be about and say hey, this isn't the same right?

[34:07] Like, I would just say hey, go to the school board meeting and ask these questions.

[34:12] That's usually my first answer.

[34:14] But they're not wrong.

[34:16] I mean, they're not wrong, it cost us to educate and do more student this much in our tuition students are only this much.

[34:23] They're not wrong.

[34:24] The difference is we don't include the cost of the buildings in those tuition students.

[34:31] First of all, I want to show you, because they require the buildings to be education,

[34:35] they shall not have buildings to afford.

[34:38] That's the point.

[34:39] Of course.

[34:40] They're choice to not have a building.

[34:42] They're choice to not have a building.

[34:43] That's sort of about that.

[34:44] But I want to charge enough to make some money while recruiting.

[34:52] Try it.

[34:53] Stop making a money.

[34:54] It's breaking even.

[34:54] I do not know why they

[35:00] do not know how much revenue can

[35:06] be made.

[35:07] Because new parts no longer in English school.

[35:10] You know, you know, you can actually,

[35:15] and split this,

[35:16] class of the 30 cases in the two classes of 15 because an M district student comes in,

[35:20] that is another huge expense.

[35:21] So why is someone speaking for track of that?

[35:23] Oh, Kate is on it.

[35:24] The case on it and believe that I know that I've already gotten a couple.

[35:29] So we're going to be watching this.

[35:32] Okay.

[35:33] Well, it's not much different.

[35:36] I mean if you had a

[35:42] student you would take it without

[35:54] me to the comment that

[36:12] all the kids so I actually put it in a

[36:16] 90-degree request

[36:22] 30 years

[36:25] Completing it in

[36:26] You know

[36:31] my being a back to me like I can't answer this. There's not just kids they come in and we

[36:36] Teach me

[36:37] Yeah, and that's what happens

[36:44] but from the other time you're actually getting some dollars

[36:47] So theoretically for removing

[36:52] a tax rate versus surrounding towns that have, of course, that

[36:56] rates, they much lower than ours.

[36:58] Well, they may be moving into a house that is

[37:04] ordered this time to be

[37:09] prepared.

[37:09] It's not really increasing here.

[37:14] Yeah, if I could, we're mindful of the financial impact, that to be blood, our response

[37:20] is supposed to educate, and I get the fiduciary aspect of our work, ignoring that, but I want to

[37:28] show everybody's set foot, it's an arsenal.

[37:30] We'll get to the best education possible.

[38:00] And then I'm one of them.

[38:01] There's a lot of residents at that point of view in that.

[38:04] Uh-huh.

[38:04] I mean, we, as there's a couple of us as a tanker in a year, trust me, we reach it in

[38:09] the choir.

[38:10] You know?

[38:11] I think it's important that we are filling, if DC's with tuition kids and not creating

[38:18] DC's to fill with tuition kids.

[38:20] Okay.

[38:20] You guys able to turn people down at this too many?

[38:22] It's not too much.

[38:23] Yes.

[38:26] A lot of the industry that I don't know.

[38:28] What sounds are going to be a new photographic?

[38:35] Of course you have to figure out a way to go to a different school.

[38:46] It's just, that's the way it is because they already have tuition kids that are already

[38:51] set in place from like Goatian, love story, you know, cried in, that already settled, have

[38:57] I've already been going there.

[38:59] Toysians are you paid?

[39:02] So it's easier to get that revenue in than to pay for another student that lives in.

[39:08] Right.

[39:08] And the only of one extra student who hired a whole teacher and everything is correct.

[39:13] So I think the only thing where I've come across is getting a little more communication out there

[39:16] might be good to kind of set the record straight.

[39:19] So people actually know how our status is.

[39:22] You know, revenue in, this is beneficial, it's not detrimental to the district.

[39:27] And that's as active as taxpayers, specifically, people are talking to me, but it's, hey, why did our tax rate book, we didn't raise that the same percent? Why are they paying the cheaper, we're going to talk about the dollars?

[39:38] Oh, it's always about money. It's not about, you know, what the town's doing, you know, this like board's doing for the town or the school board's doing for public education, it's all about money. It's always about money.

[39:50] So, I think if we can kind of work together to get that out there of like you said, explaining what is happening and why these numbers look the way they do.

[40:05] You know, breaking it down.

[40:07] I have a question for it.

[40:09] I don't know the Kyle.

[40:13] I think we do a really good job communicating with our parents because we have their emails.

[40:19] We can get that out there, right?

[40:20] it's those that don't have children in the district.

[40:25] What have you found to be successful to communicate with the community, you know, that

[40:31] they're not on Facebook or they're not whatever.

[40:36] Because I feel like we struggle with getting our word out to the non-famous in Newport.

[40:46] I think we're fortunate that a lot of people watch our NTTV broadcast, I don't know how

[40:51] they watch the school board, but there's hundreds that watch this, like, okay.

[40:59] Yeah, and the last several years with the addition of Kyle, we've gotten really good at

[41:03] our social media, really up to our game there, but to your point, there are that population

[41:09] that does not have that, the same your population that doesn't have access to readily access

[41:15] the emails or things of that sort.

[41:17] So to find as many ways to reach out as you can,

[41:21] and just keep throwing it, you know,

[41:22] and hope that you reach as many as you can,

[41:24] but we've really uped our game in the last couple of years

[41:26] where that social media and our public outreach completely.

[41:30] And we've seen a pretty substantial return on that.

[41:34] Could my viewer in person collaboration there, too?

[41:36] Do you guys have a really important message

[41:38] if you want to get out, maybe we'll re-share it on the calendar?

[41:41] Do we have something really important?

[41:42] Do you guys want to get out?

[41:44] you put out there on my personal, and if I haven't been put on what's up new port, because

[41:49] it's usually put on what's up new port.

[41:52] Yeah, that's true.

[41:53] That's true.

[41:54] That's true.

[41:56] That's true.

[41:57] So I think, if we both can really start getting it out there, I mean, we have a communications

[42:06] committee, and there are things where it's kind of, we can't cross a certain line when

[42:13] comes to, hey, this is what's going on with the school board, this, you know, so we have

[42:19] this clear and we don't have, we have somebody at the SAU office that does all the social

[42:25] media stuff.

[42:28] We personally, unless we're just doing it not as school board members, can't put certain things.

[42:37] I can share some of that that I personally received a fair amount of feedback on positive

[42:42] wise is the town managers weekly report or you know his biweekly report that he puts

[42:48] out just gives a good snapshot of what's going on within the town within all of our departments

[42:55] every couple of weeks and it kind of it gives the public an opportunity to see what we're

[43:00] doing where we're going and how we've reached certain decisions and it really paints a clear

[43:05] of needs and direction of travel for, not just the departments, but the town as a whole.

[43:12] So to kind of mirror and have some continuity consistency between what the school's doing,

[43:17] what the town's doing, I think is a more unified message, if I can, you know, and I think

[43:23] that respect.

[43:24] Our previous superintendent kind of tried trying, trying doing that, but it just wasn't,

[43:31] it wasn't consistent, it wasn't consistent, it wasn't connecting with the whole segment

[43:35] on our agenda, go to all different departments,

[43:39] what's happened in there?

[43:40] Hey, we're painting, or this, so that...

[43:42] Yeah, we do that with the superintendent,

[43:43] and we have, you know, the superintendent,

[43:46] you know, following up this is what's happened in the last...

[43:48] What pretty blunt with...

[43:50] We've got these, you know,

[43:53] positional shortfalls,

[43:55] and because of that,

[43:56] these are the things that are not getting addressed.

[44:00] I think the one thing that...

[44:04] concerning this pointing is that the lack of

[44:10] person,

[44:10] the first

[44:21] committee's that we

[44:25] have pretty much zero turn out, and that people think

[44:29] that discussion can take place online. Only argument, arguing, takes place online.

[44:38] As opposed to, if you got some like deliberative, it becomes discussions that go back and forth,

[44:42] and you don't feel so much like you can attack here. However, for whatever reason, and I mean,

[44:49] effort that you put into to all of these meetings and have no one show up,

[44:55] really, you know,

[44:56] And yeah, so here we go, right, so, so, so.

[45:00] So I always say, hey, do you want to be part of it? Come in to be part of the discussion? Come in and sit here so we can have a real conversation with us back and forth. And you can understand things better. I don't know how to get better or if it ever really does. But I was particularly surprised that the liberty this year that almost everyone who's that deliberately will somehow affiliated to this school of the town or the board member, almost exclusively every single person.

[45:27] And we only had 116 people.

[45:30] There's a lot.

[45:31] We only had 15.

[45:32] We had the weight less than that.

[45:34] Yeah, I was 116 that we had at ours.

[45:37] But then you have the people that don't come to these, go and vote and then complain.

[45:43] We're getting very vocal online.

[45:45] Oh, yeah, well, that too.

[45:46] And that's hard for us, right?

[45:48] Because we can't say certain things.

[45:52] We can't defend ourselves online.

[45:55] We can't.

[45:57] We have certain roles we have to follow.

[46:01] There's many of times that I wanted to jump on and say something, but unfortunately...

[46:09] I don't know if we could improve things one thing we discussed this year,

[46:12] which was not to do what's the change that happened to be the same as the story.

[46:17] That's the story.

[46:19] I mean, I don't know if you guys feel better.

[46:20] We talk to ourselves with how to be, maybe not, but...

[46:23] I personally think it's, I think it's a good idea because people aren't forgetting what

[46:29] they just voted for and March, and then going into May, and I'm just the opposite, right?

[46:37] Yeah, it's, uh, it's, uh, we want to swallow two small pills.

[46:40] We want to swallow one giant one.

[46:41] No, thank you.

[46:42] I want to giant one, right?

[46:43] It's, think about it in how the voters are going to feel financially, they're looking

[46:47] at the big hit versus maybe I have forgotten or to really understand right pocket left pocket.

[46:53] And the same pair of pants.

[46:58] I do feel like the participation lady

[47:00] activity we can collaborate well

[47:02] and meet your leaders for each other.

[47:04] We would help.

[47:05] I mean, not a lot of people came out for your vote.

[47:08] Not a lot of people.

[47:09] Listen, I've heard it.

[47:10] It was not very meaningful.

[47:12] We had 7-8% of the vote.

[47:15] Right.

[47:16] To me, that's dismal.

[47:18] But when I understand,

[47:24] I mean, it's basically...

[47:25] That's average.

[47:30] That's unfortunate.

[47:30] We didn't that this the school one didn't hit that right, but I'm saying you know 20% of your voters are deciding

[47:39] Everything for everyone else

[47:41] People need to understand are they're sitting and

[47:48] That's the other thing is we don't have a lot of people that are

[47:53] Age coming out to vote. They're all the older generations who we have to vote that don't have the kids in school and they're against a majority of the things that

[48:03] We're trying to do for public education.

[48:07] I also, we talked about this yesterday,

[48:13] you know, well, for both.

[48:15] For people to understand, it's a two-day process.

[48:19] You've got to go to the limit of, it's got to go and vote.

[48:24] So how can we get that message out

[48:31] so that they understand that?

[48:33] And the other piece that I have found concerning is there will be people who will say,

[48:39] I don't own a home in Newport, so I can't film, right?

[48:43] Like how are you still thinking that?

[48:48] And how do you fix that message?

[48:52] Other than just saying, yes, you can't.

[48:55] It is.

[48:55] Or I have written apartments or don't pay taxes.

[48:59] All right.

[48:59] Go ahead and do it.

[49:09] Kyle, could we ask the clerk if we could pass out something

[49:13] a little one-page information of pamphlet when they were to the car.

[49:18] All right?

[49:18] Is everyone interested in the car?

[49:19] It's way to reach people to educate them about what they can or can't do.

[49:23] It should be doing, you know, civically.

[49:26] I wonder if Lee would say that's okay or not okay for the state.

[49:30] Just I think about the process.

[49:32] No way.

[49:33] Just you look at what the voter turnout is for the primaries in the national election.

[49:38] No, it's very high.

[49:39] It's getting them out too.

[49:41] You know that Tuesday in March or in May is what the issue is because people seem to be working

[49:48] Or concerned about the national level which has a less of an impact on yours than what the town did

[49:53] With the town is doing so find something controversial for every ballot that brings them out every time

[50:00] But make sure to yes vote controversial

[50:05] Good point Paul. Thank you. Yeah, and I think we can do

[50:08] I'm trying to remember Richard's open house, I feel like there's always tables in the hallways,

[50:17] or there's something that Richard's does where community people come out and sit.

[50:22] There used to be holes.

[50:24] They haven't done it in the past couple years.

[50:25] That high school does Expo 98.

[50:28] So you know, that's a good time for both of us to be like, hey, are you registered?

[50:48] We had about three people stocked it all right, so maybe we need to put y'all in the hallway.

[50:55] That might help.

[50:55] Well, the big one thing, too, is that two years ago, our approach was very successful with

[51:00] another council on the solar alarm, or it was passed.

[51:03] I think a big part of that is that your are police union.

[51:07] But it was on it, and all the first unit was on it.

[51:11] So all of those people were out cheerleading for our budget, for the whole combos.

[51:16] Like, please be to your health.

[51:17] Please don't be less on this.

[51:18] And then two years ago, your teacher, meaning it was on this budget, and that went well.

[51:23] So I think a lot of it is engaging our people,

[51:28] especially our employees, people that work for our perspective

[51:31] size, and trying to make sure they don't have important all

[51:34] this is.

[51:35] So they're out here living with their neighbors and getting out

[51:37] there and helping communicate this.

[51:41] People just aren't going to be online these days.

[51:43] So we can go out there around social media.

[51:46] Some people will read it, but a lot of times,

[51:48] it's the boredom out.

[51:49] It's your neighbors that hate this really important.

[51:51] make sure you vote, you know, this is what I think is important. Say yes or no on or whatever.

[51:57] I'm just thinking sure.

[51:59] So this has been a very tough hero.

[52:03] So that's basically the point.

[52:08] I think

[52:12] we've reached a breaking point.

[52:14] Because if you look at Aving Fail for us,

[52:16] Paving is something everybody wants and that fail.

[52:19] The ambulance fail, which is something that has passed.

[52:23] Probably for all as long as you were here, right?

[52:26] And the ambulance, you know, so people have reached a point where enough is enough.

[52:30] All right. Melissa, you're asking about alternative ways to educate. Get the word out. Where in your curriculum is the

[52:38] specifics aspect of it? That where are we teaching our kids? Are we getting a good foundation here, right? And, you

[52:46] know, 10, 11, 12th graders to educate them about what their responsibility is arguing for when one

[52:52] at the police school. Is that a lot? If I fit that on the curriculum, like we can do on the

[52:55] computer, get a specific website. They can still play in white websites. They can tell

[53:00] their parents. They do talk about it in 10th grade in their civics class. My son just did

[53:05] it this past year. So I know they didn't talk about a couple of hill trips we could do

[53:08] every year. I know. I know. I know. I know. I know. I know. I know. I know. I know. I know.

[53:12] I have a TV stand-off this class. I always had Bill Wormlock command for a week. And

[53:16] And he would talk about local government voting,

[53:20] those things.

[53:22] I don't know.

[53:22] I need to continue.

[53:23] There were times in the past whenever

[53:25] being invited into a civic class, you know,

[53:29] with a sweatshirt, basically talking about

[53:31] talent building and how it works.

[53:33] You know, maybe work trying to get more

[53:37] elected officials, trying to kid

[53:40] explaining what we're doing,

[53:43] and stuff in how it works, and how it's working,

[53:47] I don't remember if it was Larry Chisel or Kathy Hubert that said they actually had an actual voting booth they built.

[53:58] I'd decades ago that they would bring into the school when it went to start teaching kids.

[54:05] They'd make up a fake ballot. This is what you would have to do. This is the process.

[54:10] And either Kathy or Larry said they still haven't somewhere.

[54:13] but I don't it's a good idea just to get kids to know it's not putting

[54:20] pushing you know this is the way you're supposed to you know this side it's just

[54:26] this is what you are supposed to do and educate that.

[54:37] Right.

[54:37] One of they are excited about it after class they're talking to their parents and maybe

[54:40] the first one.

[54:41] Yeah this voting next week.

[54:42] I should go and do that.

[54:44] Instead of always eating them and I forgot because it was busy all day.

[54:48] And when we talk to 10 granders, I get it because that's where it fits in the curriculum,

[54:52] but they're 10 granders.

[54:54] You know, two-year-olds don't know, that's a long way to go.

[54:57] So perhaps some sort of conversation with our graduating seniors, more than graduate of,

[55:03] hey, you're 18 now.

[55:05] This is what you do.

[55:06] Mm-hmm.

[55:06] You know.

[55:07] Question for the group, but I don't know.

[55:08] Sounds like voting happens for our new weekday.

[55:10] Yes.

[55:11] Two stay.

[55:12] And they did.

[55:13] Can never be a weekend.

[55:15] Yes.

[55:15] It has to be that state of the week.

[55:17] But the schools are not opening there.

[55:19] The schools are closed.

[55:20] Which we would like to change.

[55:21] Yes, we would.

[55:22] Because we don't need to go to school.

[55:24] In the past, the voting happened at the high school gym.

[55:28] So that was a PD day.

[55:31] But now the voting is happening at the rec center now that it's open.

[55:34] So we don't need to have that.

[55:35] We need to start closing today off anymore.

[55:37] Do you need to start?

[55:45] Well, yes, it is.

[55:51] But you're right.

[55:52] Like we have to.

[55:54] Nikki talks about y'all ages because I don't. I'm closer and aged to you. I'm

[56:01] old. I'm the youngest one. Wait a minute. I'm talking to that. I can't. I

[56:08] respect I get out of car.

[56:14] I'm about 18 to 20 boring girls and it's missing.

[56:19] Yeah. I know. And I don't know how to change that either.

[56:25] Put it on their phone

[56:26] somehow so they can do it while they're leaving work or something. Well, they're

[56:29] Also, no work ethic, they're either, so if they're not, I mean, there's no, like, I don't want to be in a dull. I just want to keep doing what I'm doing.

[56:42] When I was 18 to 24, I was busy of either working a job or college or whatever and just voting was like, yeah, I'll get to that someday.

[56:51] Yeah, I saw an interesting video about this is going to sound silly building ball sooner,

[57:01] I was kid I was building.

[57:04] And they talked about the effort involved in cutting out all the pieces and using a glue

[57:11] and all kinds of things that are really bad for your health.

[57:15] But then you took it to the field that for a month or a month to see if it would fly.

[57:20] And if it did, you did good.

[57:22] If it didn't, all you taken home would do it again.

[57:24] And all with like drones, everything is a computer such as operating with this, there's no effort, there's no reward.

[57:37] It's no education.

[57:41] They say that's actually earning work.

[57:47] That is a conversation that I believe strongly this morning to have a screen time in the building.

[57:52] That is a big one on us, but I bet you those soldiers in Nevada would disagree with that.

[58:01] I'll sign for that.

[58:02] That school building.

[58:03] That's cool.

[58:04] That's the what?

[58:06] We're talking here.

[58:08] That's a common building.

[58:09] That's actually really good.

[58:10] Really well.

[58:11] It's interesting.

[58:12] Kids have embraced it very well.

[58:16] Really no complaints about it.

[58:17] Not for sure.

[58:18] There was more complaints from the parents than they were the kids.

[58:22] Yes.

[58:22] I think that their kids found the right to tell a couple of them.

[58:25] Yes, I can't reach my kid.

[58:27] Like, this is unfair.

[58:29] I call the office.

[58:32] Kids embraced it.

[58:33] They had an A phone at school that we could.

[58:37] Yes.

[58:42] It was also amazing for in school.

[58:46] The kids actually, let's talk to each other now.

[58:47] They're not on their phones.

[58:48] So, from my kids perspective, it was a great thing, too.

[58:52] Is actually, I read it.

[58:54] I saw a study today.

[58:54] I need to actually figure out if we're still dead,

[58:56] but I'm just saying that going to, like,

[59:00] from books, I said, a physical textbook,

[59:01] has actually been bad for attention's face.

[59:03] Yes, 1,000 percent.

[59:05] Yes, 1,000 percent.

[59:05] I mean, in that the next several years.

[59:07] That's a state thing, right?

[59:09] Like, yes.

[59:09] Yes, to do that.

[59:10] Yes, for now.

[59:11] Well, the state thing is that the state testing is...

[59:15] The state testing is on the computer.

[59:18] Personally, I think K-23, they're not going to be touching it.

[59:21] Correct.

[59:22] You should be learning how to write with each other.

[59:24] Hold a pencil.

[59:26] And reading a book and learn to write before you learn to type.

[59:32] Or learn to write in cursive.

[59:33] Well, that's...

[59:35] That's...

[59:35] My daughter...

[59:36] I mean...

[59:36] That's going.

[59:38] Really?

[59:38] It wasn't your handwriting.

[59:41] Oh, I love writing in cursive.

[59:43] My daughter actually asked if she could write her report

[59:45] by handing curse of this past year and 11th grade instead of typing on the computer and she was

[59:50] laughing.

[59:50] I didn't want you to want my teachers to be able to read it.

[59:56] Yeah.

[59:56] She wrote, you know, the person she looks up to.

[1:00:02] So,

[1:00:04] has there been any talking, changing subject here just a little bit, but has there been any talk or discussion, long term, about enrollment, enrollment numbers, over the last say decade or two, of where we've come from, to where we are today, and where we're looking at going to be 10 or 20 years from now, and potentially, you know, are we unique in that, or is that a statewide or regional?

[1:00:30] thing. I had had some conversations recently on county government and about revitalization

[1:00:39] of certain components of government. So, Sullivan County is about the size of the city

[1:00:46] of Concord. So, you look at what the city of Concord does with a couple of administrators

[1:00:53] and, you know, a team of people. And what this county does with the vast number of administrators

[1:00:59] across all aspects of government, whether schools or municipal government.

[1:01:04] And I'm just wondering, is there any thought from here, we are having this joint meeting,

[1:01:09] but are there similar joint meetings between Newport School and say, Claremont or Sonopy

[1:01:14] about where their Roman numbers are, and where they're going, right, if the trends continue.

[1:01:20] Because I know that at one time in the mid to late 90s, we were at about 1200 students.

[1:01:24] Where are you at now?

[1:01:26] Told.

[1:01:28] So if Klamon is half of that, and Son of Peace is half of that, and everyone's moving in that direction, why we're not thinking about how we can bring these things together.

[1:01:38] Because you think about the number of administrators we have, right?

[1:01:42] And the ways to save money, how we can become more efficient, and I think it really is, we're moving in that direction, in this aspect of municipal government.

[1:01:53] I mean, you look at what's happening out west and other parts of the country, right?

[1:01:59] They're not.

[1:02:00] You know, we wouldn't have to invent a wheel, we would just have to take a wheel to be

[1:02:03] used well elsewhere.

[1:02:05] And just thinking outside the box about, you know, the reality is of where we are today

[1:02:09] and where we are likely to be 5, 10, 15, 20 years from now.

[1:02:13] And what discussions do we have to start having today, whether it's a CIP program, right?

[1:02:19] that Newport's got looking 15, 20 years down the road and what clan muscle

[1:02:23] in that 15, 20 years down the road and other opportunities to come together on a project

[1:02:28] that really makes sense for the communities.

[1:02:31] I mean, I can have a great, and you said out west, Montana only has regional

[1:02:38] high school. They don't have individual town high schools. They have a multiple six

[1:02:46] seven town regional high schools and it's just easier and they only have three to

[1:02:53] four superintendents and they cover those regional high schools. For good

[1:02:58] stuff. For good chunk of the West and Midwest it is, you know, the county government

[1:03:02] is the local law enforcement for the entire county.

[1:03:07] So, you know, you think about that one aspect, right?

[1:03:10] So now you get a solving county with, you know,

[1:03:13] 12 chiefs, and now we're down to one, right?

[1:03:16] That's 150, 180 grand, you know, a town.

[1:03:21] One example.

[1:03:22] I think there are opportunities there that are on the horizon,

[1:03:26] and I think it would be wise if we could,

[1:03:28] at least look at that, see where our trends are.

[1:03:30] Maybe we line up with what's going on, we'll probably have thought about it, that way that starts coming true.

[1:03:37] We say, hey, we already have a plan, and then maybe we land in the schools for the areas that have different towns, I think, the schools for the area.

[1:03:44] We need to be able to have a plan.

[1:03:46] Well, with that, is everyone wants to own the Kingdom.

[1:03:51] Right, yeah.

[1:03:51] It's a go, Jeff.

[1:03:52] I mean, a couple of decades.

[1:03:55] Yeah.

[1:03:55] Awesome.

[1:04:00] For this one.

[1:04:07] Perfect.

[1:04:22] I

[1:04:43] guess that's another thing too, I don't see, I don't see, I don't see a green to a regional school district in our area.

[1:04:58] And that being said, everybody else around Santa Pico's to care such.

[1:05:03] And it's a totally separate county.

[1:05:06] So if we turned it into a regional, you're going to have a large uproar of people and

[1:05:16] son of being.

[1:05:17] But his funding goes.

[1:05:21] Who does son of being?

[1:05:22] What does son of being?

[1:05:27] Yes.

[1:05:32] There ain't no God.

[1:05:36] I'm just saying, like, there's a stigma, right?

[1:05:40] I mean, we all know there's a stigma.

[1:05:42] But our hand might be forced at some point with the lack of funding from the state in the

[1:05:46] of educating kids, just going up and up and up that we have no choice but to come together

[1:05:52] and figure it out.

[1:05:53] And to what Rachel and Kyle said a minute ago about enough enough, right?

[1:05:57] Right.

[1:05:58] The voters will come to a point where they simply cannot, another penny, you know, to when

[1:06:04] we're not funding the ambulances, we'll never have had that applicable.

[1:06:07] That's, these are red flags that we're seeing that we've never seen before, and it's

[1:06:14] It's incumbent upon us to think outside the box,

[1:06:17] to think creatively about where we're

[1:06:20] loosely are going to be.

[1:06:21] And if we sit back and wait for the state to come in

[1:06:23] and have their masterful on funding,

[1:06:25] I think it's not going to happen.

[1:06:27] So what are we doing to look forward to find new creative ways

[1:06:32] to fund things, to get projects done,

[1:06:36] whether it's our efforts with grants or educated in the public.

[1:06:39] It was all small pieces, but it's a long-term planning.

[1:06:43] I'm obviously not skinny thing about this, but I wonder if there's a deal to be made

[1:06:48] in this state legislature, this is from what I'm carrying on side is obviously

[1:06:53] school

[1:07:05] giving schools or funding and figuring out a way to combine school districts to be more

[1:07:09] efficient too.

[1:07:24] Financial and not all that well, but there was, I think, a virtual encounter.

[1:07:30] Consolidate in the school districts, 12 school districts, one for each county, and I think Manchester, and Nashville, I don't think that was a true generation.

[1:07:42] Because you have to think about the trend. Jim mentioned, I mean, in 1989, care sergeant left, Sonopy left in six, I think,

[1:07:54] Freud and the Leipester left a few years after that, or Leipester and Gosha left a few years after that.

[1:08:00] And I think in the past 10 or 12 years, there are 30 or 40 new SAUs.

[1:08:08] The least 100 in the family.

[1:08:10] The community is, I said, if you want to go back.

[1:08:13] So the trend is, the pension is gone that way.

[1:08:16] It's going to have to bring it back.

[1:08:18] For a month, I was talking about it.

[1:08:19] main did it and it's going to uproar they were just sad school administrator districts and they

[1:08:25] regionalized them and they've been nothing but fights um so and it is it's the it's

[1:08:31] uh I want local control and the problem is local control is local cost and it's hard hard

[1:08:40] that I know Vermont was having a hard time with theirs because some kids were going to have to be on

[1:08:49] for like an hour in the morning to get into their high school.

[1:08:53] That's to me that's a tackleable challenge that's something to be figured out.

[1:08:57] But I just think there's how many best things I just start counting.

[1:09:03] First, what's our just administrative budget?

[1:09:05] It's about a million dollars.

[1:09:08] Just make it multiply that by how many essays there are across our...

[1:09:12] Step 8.

[1:09:14] And then figure...

[1:09:15] You can probably do that for a month.

[1:09:16] I think I think we're just in the middle of the county, right?

[1:09:27] It's unity program.

[1:09:30] That's the newest one.

[1:09:32] So eight.

[1:09:34] One, two, one.

[1:09:35] One, two, one.

[1:09:36] Coinitions.

[1:09:38] Grantham is one.

[1:09:39] Grantham is one.

[1:09:42] Seven.

[1:09:43] Nine.

[1:09:44] Great.

[1:09:44] Just 20 is a separate ICU from Plankford, but they share a minute for your services.

[1:09:50] Oh, that's what it was.

[1:09:51] One is a best ICU 100, Plankford.

[1:09:54] That's true.

[1:09:55] Yeah, that's what I was, that's so, yeah, 9.

[1:09:59] Just in Sullivan County.

[1:10:00] We should be controlled.

[1:10:04] Yeah.

[1:10:33] China state bubble.

[1:10:40] It also would help if we got state reps that actually knew what was going on in their town.

[1:10:48] Certainly.

[1:10:51] Yeah, you talked about a long bus ride.

[1:10:52] I went to Curse Research.

[1:10:54] I lived in Springfield.

[1:10:56] It was 45 minutes, 50 minutes, one way.

[1:11:00] No more than half of this country has those kind of rides.

[1:11:04] Why are we in a different relationship?

[1:11:06] Right.

[1:11:11] I mean, I personally think I did so.

[1:11:13] It was my co-host.

[1:11:14] ...intire, it's maniacs, part-shared.

[1:11:17] We are out of road-w Lookant.

[1:11:19] Because if the rape is gone, what's going to have?

[1:11:21] Sums got it.

[1:11:22] Right.

[1:11:23] Think where the world is out growing.

[1:11:28] you know a state building contacts or something and people will stay there so that's where

[1:11:31] there

[1:11:33] come you see state raising and contact

[1:11:37] there's got to be some I don't know what the answer is

[1:11:39] I'm not in the bottom of this but there's got to be some solution that works for the new

[1:11:43] age that we're in that taxes people fairly and doesn't encourage them to leave and she

[1:11:48] also doesn't need a small bit of an answer I don't have an answer I'm not an expert.

[1:11:54] I just want to understand why Vermont has the issues they have because look this up she wants

[1:12:01] back. What is the highest tax state?

[1:12:06] Is it California's number one? For

[1:12:09] long, is number five.

[1:12:13] And I was like, you got to get in here.

[1:12:15] Because my knees rolled into here from California, and I said, how do you

[1:12:20] talk about this tense? She goes deeper here, there is a California. So it was

[1:12:24] nothing for her. One thing for sure, we're not going to solve the state issues

[1:12:29] tonight. We all are elected to look after our community, right?

[1:12:34] And these are things that we need to be doing for our community looking forward long-term,

[1:12:38] right?

[1:12:39] Because we cannot sit back and wait for the state to just fix it.

[1:12:42] It's just not going to happen.

[1:12:43] And not coming in.

[1:12:44] I would like to.

[1:12:45] We can't say we can't just be saying all the time.

[1:12:48] Hey, we need to take all the problems because what if they don't?

[1:12:51] The job is ours.

[1:12:53] Yes.

[1:12:53] But I think also Rachel, when it comes to public education,

[1:12:58] like in bills that are trying to be passed on to see how's.

[1:13:03] I would love for you to come with me and I would love to come with you when it comes to, you know,

[1:13:08] certain things I have to do with the town, you know, with certain goals. That's what I do,

[1:13:14] that's what I love to do. So I think collaborating on that. So you also know, you're not just reading,

[1:13:20] you're actually coming down and seeing what our state reps and, you know, state senators are doing

[1:13:26] down there, you know. I think it's safe to say that the past several years.

[1:13:39] No,

[1:13:44] no,

[1:13:45] that's a good thing to think about. Start working towards. Yeah. So I guess the next thing

[1:13:49] is trying to make a date for the next time to meet.

[1:14:07] And I noticed there's a

[1:14:17] different...

[1:14:17] My understanding is that it can't because it's tied to the grant somehow. Yeah, it was tied.

[1:14:22] Maybe wrong, but that's what...

[1:14:24] The reason I'm bringing her up Thompson,

[1:14:42] single hand,

[1:14:49] who was named after him.

[1:15:00] I ran into his daughter, Laura Thompson, who we came to, she was wondering about that.

[1:15:07] And so I think, you know, the very little issue, you let the family know about the decision.

[1:15:15] If it is a decision, you change the name and the reason for it and such.

[1:15:19] And I don't know if the original black words names around somewhere, perhaps it would change the use.

[1:15:24] Yeah, get to it, she lives in the gallery.

[1:15:28] But, you know, pretty much.

[1:15:32] The grant doesn't allow you to acknowledge history,

[1:15:37] right?

[1:15:37] Because they are just fooling on his prints, right?

[1:15:39] Put the plaque up.

[1:15:40] I'd say, I mean, it's the sort of thing we call down here,

[1:15:45] whoever he conquered does this.

[1:15:47] It's like, hey, we want to honor

[1:15:51] this.

[1:15:51] Does the grant say has to be named?

[1:15:55] I don't know.

[1:15:59] I mean, even as something, as simple as putting a plaque on the floor, I'm saying, we just go name it, the blue tombs, with special thanks from the grant.

[1:16:11] I mean, even as something as simple as putting a plaque on the floor.

[1:16:16] That's, in this room is previously known as,

[1:16:25] yeah.

[1:16:30] Yeah, I think we can, yeah, I just, yeah, I think we can, I've already wrote it down.

[1:16:47] Good point, Jeff, thank you for that.

[1:16:53] Good point Jeff, thank you for that.

[1:16:55] Good point Jeff, thank you for that.

[1:16:57] So anything else that you guys would like to talk about?

[1:17:03] Yes.

[1:17:05] So, 13 or 14 years ago, the town in the school had administrative meetings.

[1:17:13] It was a social gathering.

[1:17:16] But it was a time when you could put it in a face to the name.

[1:17:19] So I'm going to call and complain about sidewalk.

[1:17:21] I know I'm talking to Chris.

[1:17:23] I remember you from a cookie across the table from you.

[1:17:27] I think different environments talk about things that they had.

[1:17:30] And might have been actually not perfected twice versus on the school side.

[1:17:35] We've got five new administrators, a couple of common faces.

[1:17:41] But in new roles certainly.

[1:17:43] So I talked kind of, I talked a lot about us supporting that type of meeting, probably just before school starts to third in the afternoon when everybody's still on the clock.

[1:17:58] It's mandatory, it's not, I'm not going to make it.

[1:18:01] kind of thing, but police and fire chief can see that the principals and vice principals are the

[1:18:09] school can see who the

[1:18:11] public works guys are

[1:18:14] so I would encourage that and hopefully get support from the town.

[1:18:18] I would say like that idea.

[1:18:19] It's a great idea, punk. We have that rule top to them.

[1:18:24] Also, I don't know what's been done recently, but used to be, I think, some of the teachers,

[1:18:30] if someone would take in the teachers on a bus trip or on a taxi.

[1:18:34] Yeah, yeah.

[1:18:34] So they got to see.

[1:18:35] It's part of the new teacher orientation.

[1:18:37] Yeah.

[1:18:37] They got to see.

[1:18:38] Right.

[1:18:39] The community.

[1:18:40] Yeah.

[1:18:41] They still do that.

[1:18:44] It may be something I don't know.

[1:18:46] What are your stories?

[1:18:48] Yeah.

[1:18:49] It is.

[1:18:50] Yep.

[1:18:51] Yeah.

[1:18:51] The chamber is getting welcome back.

[1:18:54] So they teach us.

[1:18:55] Oh, nice.

[1:18:56] Very nice.

[1:18:58] Awesome.

[1:18:58] So

[1:19:03] I think that's something we can discuss and try to plan.

[1:19:08] Yeah, I mean, be administrative level.

[1:19:11] And we have a meeting schedule already for next week, so we can talk about that and get it on the books.

[1:19:19] There we go.

[1:19:20] There we go.

[1:19:20] There are a few other initiatives that we do that I think would be nice to see a joint cooperation done.

[1:19:26] For example, our cleanup cleanup week that we do was be nice to see.

[1:19:31] The town is heavily involved, we got a couple of community members that are normally here in the audience that put in a mountain of time and energy into that.

[1:19:39] But I know that our efforts could be really enhanced if we had more cooperation between the two entities in that direction.

[1:19:50] That's just one of those examples that I think that there are many things that we do one or the other that, you know.

[1:19:57] Is this the school district kind of table at Apple Prime?

[1:20:00] Yes, we do.

[1:20:01] We have it at...

[1:20:02] No, we don't believe they said that.

[1:20:03] We will technically check them in, yeah.

[1:20:06] It's at the SAU.

[1:20:08] But it's on the same day.

[1:20:10] Okay.

[1:20:11] Why don't we have someone for me to do the school board

[1:20:13] or Administrator or someone come to our town tent and then it can be done?

[1:20:17] I don't.

[1:20:18] Because it's the day of last year, Apple Pie.

[1:20:20] I'm done.

[1:20:21] I'm just thinking stuff like that instead of us just having the town tent

[1:20:25] and it was being our side of the thing.

[1:20:27] The last year, you guys are buying three types of things up there.

[1:20:29] They have two last years.

[1:20:32] Yeah, we, so, and we give back Paxway and school supplies.

[1:20:37] So, school supplies, so we have like elementary, middle school, and then high school.

[1:20:40] I think it would help things to do with tapping a section of both of our meetings,

[1:20:46] where obviously there are two or a time and a junior administrator pass back and forth,

[1:20:50] like baby things that are going on.

[1:20:52] So, during our time and age stuff, did you get to say, hey, this school district?

[1:20:54] from the town or from the school section on our agenda.

[1:20:58] On each other, it's appropriate to check this.

[1:21:00] Yeah, maybe sometimes there's nothing, but maybe sometimes there's, you know,

[1:21:03] they can issue a big event coming up that we can also say on our own.

[1:21:07] Come on, at least.

[1:21:08] Yeah, for a moment on both sides, so people are getting it.

[1:21:11] That's enough.

[1:21:11] Someone might watch your meetings but on ours, or a long time,

[1:21:14] but on yours.

[1:21:16] Can we go back to the Albuquerque?

[1:21:18] What does it take to get a table in the group in the comment?

[1:21:21] Very nice.

[1:21:22] Very nice.

[1:21:23] No, and you have to...

[1:21:25] Here's a planning.

[1:21:27] They are backed up and booked many years out.

[1:21:31] We only got out of table a couple of years back.

[1:21:33] They had to really work to find a space for us because it's...

[1:21:38] So popular.

[1:21:39] The premier event in the region in the summer.

[1:21:42] So it's something that they book out.

[1:21:45] The years in advance and new spots don't come up very well.

[1:21:48] There's a waiting list.

[1:21:48] There is a waiting list.

[1:21:49] You have to apply for it and then interview and send pictures

[1:21:52] of what you're set up is going to be like, and I will say that we have space at our space and

[1:21:58] I'm sure you have space at your space that maybe we could share resources for the day and

[1:22:02] have joint presence.

[1:22:04] And I ask because the way it all started for us to be there in front of toll was not a positive

[1:22:16] way, and just trying to change that,

[1:22:24] that if there's a way to listen.

[1:22:31] And we think we're receptive to the time of having a table there to tell you it's fine to this part of our time.

[1:22:40] Thanks for coming.

[1:22:42] Like I said, I mean, having, you know, made that table for a good many years that we have space to have a representative there.

[1:22:52] And you have space to converse so that we could share resources throughout the day that you know, just about to open be that space.

[1:22:59] I found a great last year while I was

[1:23:01] over at your booth meeting some of the

[1:23:03] administrators and the people involved

[1:23:05] and putting a name, you know, my wife's

[1:23:08] teaching at this, there's probably

[1:23:09] good many years and to put a name with the

[1:23:11] faces that I hear so much about that is

[1:23:12] good things.

[1:23:18] Anything else?

[1:23:19] Just the next meeting. Just let's plan the next

[1:23:23] the next meeting starting our budget

[1:23:26] earlier this year, right? A couple of weeks

[1:23:28] a year, but then the school is still

[1:23:30] two months ahead of us.

[1:23:33] We're hoping that we're starting to win.

[1:23:36] Did you say next week?

[1:23:38] Does it really end?

[1:23:40] Yes, it's really end.

[1:23:41] Honestly, yeah.

[1:23:41] I don't think about it all.

[1:23:43] Don't think you have to say that.

[1:23:45] Officially we're starting to win the January.

[1:23:47] We start.

[1:23:48] Board discussions.

[1:23:50] I mean, we're obviously all thinking about it.

[1:23:52] The administration will be starting.

[1:23:55] We're obviously holidays.

[1:23:56] November, December, a little rough to do extra meetings.

[1:24:01] January, we have a ton of meetings.

[1:24:02] But by January, I'm one, sorry.

[1:24:05] Yes, we're going to wait for us, yeah.

[1:24:06] I'm glad you're part of the public.

[1:24:09] Yeah, we're maybe.

[1:24:09] Yeah, we're part of the public.

[1:24:10] That's one thing.

[1:24:11] I'll just

[1:24:15] talk to you about what makes sense.

[1:24:18] We won't tell one

[1:24:23] house.

[1:24:25] Talk to you about what?

[1:24:26] Talk to you about what?

[1:24:26] So if we did, if we did,

[1:24:29] last year we did our retreat in November.

[1:24:33] Yeah.

[1:24:38] I don't know about October would be enough time.

[1:24:40] That's why it would be.

[1:24:43] It was the end in November.

[1:24:45] It was November, I was like mid, I think.

[1:24:49] It was like the 23rd, the 20th, there's something like that, because I...

[1:24:55] I don't rather have to look at some dates anymore.

[1:24:58] Yeah, how about you?

[1:25:00] And it was the 22nd.

[1:25:02] To see where she thinks we will be in that process if we're far enough along to have those conversations.

[1:25:08] She might already have it planned out in her head and...

[1:25:10] Oh, she might even have a house in the property.

[1:25:12] Okay, no one can.

[1:25:14] I mean, it was her.

[1:25:16] I mean, just to give the

[1:25:21] information.

[1:25:22] Yeah.

[1:25:23] Reach any conclusion.

[1:25:31] Well, hopefully, your hundreds of people that view and CTV are watching it right now,

[1:25:37] and can see that, you know, we're starting somewhere.

[1:25:42] Positive two day I don't have the population.

[1:25:47] Isn't that what's the same?

[1:25:51] But either way, I think definitely I think, you know,

[1:25:54] probably school for the town and her.

[1:25:57] Who gave really good communication?

[1:25:59] Yeah, absolutely.

[1:26:01] Okay, so Kyle and Rob y'all work on collaborating on a date and anything else you'd like to discuss?

[1:26:11] Great, it's a good start.

[1:26:13] Thank you for finally starting and doing this.

[1:26:18] Yeah, thank you guys for the same.

[1:26:20] So over the years, this has been a thing that we've done.

[1:26:24] And some years, as Rachel pointed out, some administrations are more open to collaboration than others.

[1:26:32] But this is one that I feel pretty strongly about an advocating for for a while.

[1:26:37] It's important for us to get together beyond the same page and moving in the same direction and find ways to keep our budget flat.

[1:26:47] Right to avoid the high peaks and the low valleys so that we can be more consistent year over year and give all of our voters

[1:26:54] You know an expectation of where we're we're we're working and what we're trying to accomplish

[1:27:00] So thank you

[1:27:02] Anything else

[1:27:05] It's like for it's first a third

[1:27:08] Yeah, except for all of this we get a

[1:27:11] Oh this is a temperance

[1:27:19] Okay, I think we're the fourth first 14 fourth

[1:27:33] I think I just heard Keith say he's going to attend the support you off.

[1:27:36] Waspendor?

[1:27:37] He hasn't seen the program.

[1:27:39] And I was calendar.

[1:27:41] Is that exactly?

[1:27:43] One spot for more previous guys, don't make it.

[1:27:47] I have to go send that seat.

[1:27:50] See an emotion to adjourn.

[1:27:51] Yeah, I say no.

[1:27:52] I don't think that emotion.

[1:27:53] Do I have a second?

[1:27:54] Second.

[1:27:56] All in favor?

[1:27:57] Bye.

[1:27:58] Thank you.

School Board - Board of Selectmen Joint Meeting - July 14, 2026

Transcript