001With with a quorum present, I would like to call this regular meeting of the co-op budget committee to order at 6:31 p.m. This is a regular meeting for the co-op budget committee for the month of September. The agenda was posted in advance as required. And I'd like to um ask you all to join me. Oh, wait. I usually do the introductions first. I'm sorry. I'd like to introduce myself, Darlene Man, and the schoolboard members present this evening who include Tom Enright, Raul Blanche, and Tony Stenizy. Um, on phone call, I have Brian Rder and Melanie Le. And I have excused absences for Dave Blind and Tom Solon. I would also like to take this opportunity to welcome and um to welcome our BA Lance Fulmina to our meeting this evening. Um before we do the
002pledge, I'd like to just have Brian um confirm that you're um participating via cell phone because it's not reasonably practical for you to be present this evening. >> That is correct. >> And is there anyone present with you wherever you're located? >> Uh there's uh my spouse in the house, but there's nobody else in the room. >> Okay. Thank you. And Melanie Le as well. it's not reasonably practical for her to be here this evening. And Melanie, I'll just ask you the same question if um you could confirm that uh you know who is present with you um wherever you're calling from. >> I'm at my home in Brooklyn and no one is present although there might be a cat. >> Okay. Well, thank you Melanie. Um so at this point I'll ask you all
003to join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands one nation under God, indivisible with liberty and justice for all. >> Thank you. So, um I'll ask at this point if there are agenda adjustments. Probably not. Oh, so we will um if Tom Tom Solon while I mentioned has an excused absence for this evening. He did mention he could possibly attend. Um might be a little bit later. So if so we'll ask for his review of the uh last schoolboard meeting. If not, I did share the link with everyone. Uh it was a very policy based meeting and um we'll kind of adjust that section of the agenda um and save it an update for October. Uh
004our meeting observer tonight Brian. Well, Brian, you're going to be the meeting observer from the cell phone. So, there you are. Uh, I'll point you as a meeting observer and we'll move on to the approval of minutes from our August meeting. So, I'll take a motion at this time. Um, bring those meetings forward for approval. >> Move to approve. from Tom seconded by >> No, I have a question. >> Okay. >> I uh yesterday I submitted uh changes to the uh draft meeting minutes. >> Uh were they shared back? I mean did anybody have a chance to review the uh amended uh minutes? >> What were your I um I do have a copy. You usually your minutes are your adjustments are >> relatively minor. >> Yes. Is that the case? Was that the case?
005>> Yeah. Yeah, it was the case. >> So, it should be uh if we're going to approve it, it should be as amended. You accept the amended ones. >> Okay. >> Make So, we'll draw. >> So, I'll make a motion to uh to approve the minutes >> as amended. >> Second >> from from Raul, seconded from uh by Tom. Um any questions, concerns? Nothing. Okay. Seeing none. All those in favor? Oh, we do have to do roll call votes this evening because of having two members participating by phone. So Tom >> I. >> Raul >> I. >> Darlene votes yes. Hold on. I have to get my initials. Um Tony >> yes. >> Uh Brian >> yes. >> Melanie >> yes. >> Okay. So that's 6. Okay. And we would look for public input at
006this time. Seeing no members of the public present, we'll move on to the general business at hand for tonight's meeting, which includes um an a year an update, a financial update, which is a review of the FY25 year end results. Just prior to the meeting, um Lance forwarded all of us a a revised copy and those present at this meeting have a hard copy. But Brian and Melanie, I'll just ask you um if you have an opportunity either by your phone or by a laptop and you could um just take a quick look at your email. There's a revised copy of um the still listed as draft um year-end expense report and you'll find it in your email. Turn it over to you, Lance. >> Thank you. Um so yes uh draft copy right now
007um in our next meeting if I can be put on the agenda again to give >> you're on there every month >> update and and review the year end that that would be appropriate and a good time to do that. um confluence of being slightly short-handed in the business office, a new business administrator, um some illnesses and and um traveling have >> bumped this a little bit, but um the the big numbers should be good here uh with some adjustments. Thank you, Darlene, for making note of a few things uh when I sent you the first copy. Uh but I can hit the highlights here. Um so the the overarching take is revenues uh were higher than expected. Um so so there is a balance there. Some notes of big items um in the regular
008education hiring savings, fewer substitutes needed than anticipated and also fewer lane changes. Um we're really the driving force behind that. Um the biggest number there um from special education primarily driven by savings in out of district placements um some hiring and vacancies as well as grant funding. Um so throughout that the general theme is some unfilled positions or or savings on on positions um or for the schoolboard uh and SEAU assessment some contingency funds not being used and and again we can dive more into details but the revenue piece there uh should be accurate. um what was adjusted from that first draft to the second draft was the transfers um and food service was reported out in a different spot so it was a little bit misleading so we moved that up there and and
009grants was not included there uh which were two big items um and they're represented below >> right so what happens with this you know the special revenue from grants and food service is that because they're in you know not um the the expenses and the um revenue revenues aren't attributable to the general fund accounts themselves, but they are part of our budget in total. Um, and for grants, kind of the ins equal the outs in any given year with some sliding for uh reporting when we actually receive funds and things like that. So, in most cases, um, well, in most cases, you know, revenue is going to equal expenses. And with food service, since it's a self-funding enterprise, revenue and expenses typically equal as well. I mean, I think there are occasions where we do
010have higher expenses and are using some of the um spend down uh account to kind of offset some of the the times that that happens. But that's kind of the the linkage between the two. >> And I just noticed on the first version that it was surprisingly low. And that's why I just pointed it out to Lance in advance of the meeting. So, I appreciate you turning this around pretty quickly to um make that adjustment. >> Absolutely. >> But as you mentioned, it didn't really change the bottom line because we were still um working to the audit approved um unreserved fund balance. >> Correct. >> And filling in, you know, for those m the maintenance trust, >> the retained fund balance and the contingency fund. And I would just like to verify um at some
011point in a board meeting there was a motion to for the to approve the retained fund balance at the higher level. >> Correct. >> Okay. >> Uh yes. And I I can get the date on that. >> Yeah, that's fine. That's fine. I just you know I just looked quickly at the at the um the school board the previous school board and I didn't know what meeting that took place in. So I appreciate that. Um, do you happen to have prior um back in I think it was I think it was May um there was a we had a kind of it might have been actually April um we had a kind of a preliminary discussion well we had a discussion about the incumbrances that the board approved and I think even to Kelly's surprise
012at the time the board made a motion usually it's kind of an ongoing discussion and as they get a little closer closer they see availability of funds, it might, you know, shift their their decision-m or their motion on what they actually encumber and forward on from the use of FY25 funds into FY26 because the projects kind of take a little longer to implement. And I just don't recall where we left off with those incumbrances and if we ended up um if there was any change from what was approved in that early spring time frame, if there was another action the board took or if something came off the list or something like that. So maybe for October, if you know now, great. But if not, we can follow up in October. >> I can speak
013to a little bit now, but confirm everything in October. So that was in May. I reviewed the minutes recently. Um, and the proposal was voted on there. Um, and it was, I believe, to encumber up to $250,000 for three listed projects. Some, um, ADA renovations at the middle school, middle school roof, and, um, some science lab tables. >> Oh, here as well. >> And they were moving up a roof section, right? >> Yes. Okay. >> So, I have >> Yeah. One second, Melanie. Go ahead, Raul. No, let her go for >> Okay, go ahead Melanie for questions. So, I'll let >> It's just a bit hard to hear. >> Okay. Um, >> I'll just ask him to speak up. That microphone won't >> So, if we could just raise the volume, that would be great.
014I appreciate that. Okay. Go ahead, Ro. >> Regarding >> Oh, so I'm sorry, Melanie, if you didn't hear the the the incumbrance items were for some ADA renovations, science tables, and a roof section for the middle school. Okay, I'm following along. Yeah. >> Okay, go ahead, Rob. >> So, I basically have three questions. Number one is how what it would be the expected net return to the taxpayers given that we had increased revenue and therefore a larger amount for unassigned fund balance. And the other two questions have to do with the uh food service bad debt as well as the uh transfers. in the uh expense report. >> Okay, one second. Um I'd like to acknowledge Tom Solon um arrived at our meeting at 6:42 p.m. Tom, we have Brian and Melanie um participated by
015call tonight. Okay. >> So, uh I can return with a more accurate number for the net return to taxpayers, but there there will be a return. Uh part of that encumbrance piece was providing at least $200,000 um available to return. That was with a much lower estimate of the fund balance. So it'll be >> So we would expect a much larger amount to be returned to the taxpayers. >> Yes, we expect a larger amount. Yes. >> So do you have another copy? >> Yes. >> Okay. Go ahead. So, but but those incumbrances are included in these year-to- date expenses for June. >> Yes. >> Yeah. So, if we were to use these results >> results, then >> it looks like at this point we would be returning the 1.1 million at the bottom of the
016second. >> Okay. >> And I will confirm that we're actually meeting with our auditors on Monday. >> Oh, perfect. Let's wait for the auditors. >> Awesome. What what attracted my attention to this is in looking at the uh audit report from last month and looking at the reading the meeting minutes, it seems like for many years in a row we end up giving back a lot of money back to the district to the taxpayers. And so therefore either, you know, that suggests to me that either we should tighten up the process for budgeting and expenses or we should acknowledge that that's the way we do it normally and it seems to work because we have a good process and maybe that's not a bad thing. >> Yeah. Yeah. And I think one of the things
017we talk about on an annual basis, one of the the big drivers to the unreserved fund balance at the end of every year, aside from staffing, is inevitably is around special education. And from year to year, that difference can swing either way. We've had years where, you know, in this case, we're looking at, you know, $370,000 as an underrun. we could I don't want to say easily we have had years with underruns like that where the next year it's an overrun of that category of expense by almost that same amount of money. So um that is a great perspective and what I just made note of in my notes is a historical trend file. So I do have a a trend of our unreserve fund balance for the co-op and for the other districts as
018well. So I can we at some point during our budgeting process we'll I can update that and have that as something that we discuss to kind of so that we can see over time where the trends have been where we've been where how it's kind of move >> but that that is good information. is also a good insurance process and if we continue to do this and it seems to work I mean kind of there's nothing wrong with that you know >> because I mean even just looking at you know the retained fund balance is something that on an annual basis it's it's like an in and out but it is something that is um has to be um approved on an annual basis and then we you know we do as a as a
019district we put things forward in every annual meeting to to the tune of, you know, in last year it was $425,000. So depending on our maintenance trust, our contingency fund, if we decide to put money into special education trust funds, we're anywhere between $425 to $500,000 that's approved in kind of in excess of the budget where we say it's going to be funded through unreserved fund balance. So, >> but but again, and then after that, we have the money left to return to taxpayers. So, >> can I comment on Go? I um have often shared Raul's um stated position the first one which is if we are consistently over uh or returning a larger amount than we planned for. I don't it's not so much planned uh but a large amount. Why aren't we um
020why aren't we being more conservative in our expense or our our request for for money and I've sort of given up on that line of thinking not because I'm throwing the towel but because of the the reasoning against doing so. First and foremost is the fact that it's extremely difficult to uh get more if you need more. So it's not like um a personal budget where you budget for things and you allocate it and if you if you overextend there are myriad mechanisms by which you can make up the difference. We almost have to take a mentality of planning for worst case because if all the if all the things go as as hoped they won't, we still want to be able to operate. The other thing is in most cases as as you Darlene
021pointed to it's usually something that we can't anticipate and might must be viewed as an anomaly such as um federal windfall fundings that we've have have seen in recent years where stuff that was said either nothing was said or we actually were told it was going away doesn't go away or we have students in district for whom we have concrete plans who without any anticipation move out of district and create a big Or another big one is the weather. Uh we plan for or we try to anticipate what snowfall will be. So plowing because despite what the what many people promoting that we pay for the town doesn't we're not included in the town's budget for for road maintenance and things of that nature and also heating costs. It's very difficult to predict what we're
022going to eat and we're going to be faced with that again this year because we've got a whole new heating system in the middle school. So each year we have had um changes where we have no baseline. Uh so I think that this committee as a whole does take a pretty uh conservative approach to budgeting. It's certainly more conservative than I think the school board would do on their own. I mean that because the school board is is primarily focused on optimizing the educational experience for the students. Not that it ignores other things, but it it it doesn't have the same level of balance that this committee does. So, this committee is sort of the the checks and balance for the the school board and the administration. And I think they do that with pretty
023significant rigor. And by rigor, I mean there's a there's a formula, there's a process, and you follow the process. And knock on wood, the the process has resulted in us not falling short. But it does in in many years it does produce a larger surplus than anticipated but on some years it doesn't and those are the years that we have to keep in mind because we can't go for the average. we have to allow for the worst case unless we're willing to look at things like a school shutdown or um some other catastrophic type of of action. So you plan for the worst case, you hope for the best and because it's unlike the SAU, we it's yeartoear. We roll it over every year. So the >> by roll it over, you mean return it
024to the tax? >> Yeah. But but I mean that that m yeah that money comes back and so each year if you if you have a large balance each year the tax impact is relatively steady. What you don't want to do is one year decide to do something completely anomalous return a whole bunch of money bring it to a bare bones and then the next year be caught short. >> Right. And that's and that's even one of the when you talk spoke Tom about the kind of conservative nature of how we budget and part of that process includes the review of revenue and while we have and I'll I'll again we'll we'll address the unreserve fund balance and the history of it but what we also can very conservatively do when sometimes as we're you
025know as I'm we're calculating tax impacts and and um looking at you know the potential impact a budget can have. You know, there I I would, you know, we we really still rely on a very conservative unreserve fund balance that we return to the taxpayer. So, in most years, it's in the $2 to $250,000 range. So what that does when we go to March meeting is really because of there are so many other factors that we you know have to wait for we really are giving the worst what the the worst case scenario to the legislative body. Um and I mean I Tom you've been do both Toms have been doing this for a really long time. and I have been here doing this for a long time and thankfully um I can say that
026every single budget we put forward the tax impact has always been less than what we anticipated it being and that's due to a lot of factors in you know valuations you know finishing the year incumbrance levels things like there's so many contributing factors changes to adequacy formulas and and legislative changes that impact what we have to cover and pay for as a district but you know we we do tend to be conservative and you know really are still trying to put the best thing out there because Tom as you said we can't miss. So um I'll just take a moment to say this about a circumstance that just came to my attention today has nothing to do with this district or or SAU41 at all. But when you talk about, you know, the need for
027a retained fund balance, um, you know, why do districts have it? The fact that you have to, you know, budget and just absorb the costs that come your way due to some legislative changes and some impacts that not health trust but school cares, which is another major um organization that if if most school districts don't use health trust, they're using school cares, came out and sent bills. they were have a shortfall in um a reserve that they have to have and the bills went out to the districts and there are districts that got bills for a million dollars that was unexpected this year that they have to pay in 30 to 60 days. So things like that happen and it makes as a budget committee member say really glad there's a retained fund balance because
028we we try to say let's keep that retained fund balance because you don't know and and the response is oh we have insurance we have this we have that you know why do you need those contingencies you know what there are so many things going through the legislatur legislature and changes um and you know legal changes and other market changes that are driving things that are there's no way any district could have anticipated getting a bill for their health insurance of a million dollars just completely outside of whatever their staff has already enrolled for. This is on top of everything just said um school cares took the amount and used whatever formula they used. I couldn't get on the call so I don't know and sent the bills out. So it wasn't because districts didn't
029calculate correctly or didn't estimate correctly based on what plan they thought people were taking. This was purely the business it our business model isn't working. You have to pay the difference. So >> it's like what NHRS did except they're not spreading it out over 20 years. >> Exactly. Yes. Yes. Something exactly like that. Yes. So there are these, you know, crazy things that happen. Has that ever happened before? No, I don't think so. Are there years when health trust and probably school cares too have turned around and said, "Hey, it's working the other way." Um, we can, you know, return and give you rebates and things like that. And that has happened in the past. So, and that's also unexpected to districts and falls into that, you know, unexpected revenue category. So, it kind of
030goes both ways. So, >> great example, >> timely. Um, so Raul, your other question was about food service. >> Yeah. just wanted a little insight into the food service bad debt and the uh transfers. Uh essentially the food service bad debt is uncollectible student >> okay >> payments for lunch >> at the end of the year that's what the total amount is that >> hasn't been collect right >> in food services outside of the general fund you know they're they're self-funded and >> takes care of in that so it's doesn't apply to some other pieces here >> that that's relatively low when you think about it for a whole year right >> that's the cumulative de right >> yes um And the other question was about the transfers. >> Yes. >> Um so again I
031can offer more details in October, but the the transfers that's going to include um food service revenue that's not actually revenue in the in the general fund because it's self funded. So it stays within food service as well as grants which need to zero out at the end of the year. So that revenue comes in. We we have to spend essentially we've spent it by the time we get it. we ask for reimbursement, >> right? It's always it's always we we expend the funds first and ask for the reimbursement later. So that's why there's kind of some lag to receiving the >> But the difference between the budget and the expend that drove that that gap, >> right, with the specifically with food service um and grants? Well, the fact that transfers is almost a
032half a million dollars >> higher than >> um it it was primarily contributed to those two pieces. Um so food service came in nearly um twice as high or or grants, you know. So we're budgeting for $260,000 in grants and received 492,000. Uh so a large piece there. Um food services split up a little bit here. So food service sales anticipating 359,000 568,000 and change came in. Um so >> so with sales that higher food service costs would have been higher. Yes. Probably equipment purchases maybe as part of the spendown plan. >> Yes. >> Things like that. But the spend down plan was budgeted. >> Then it's food costs related to the excessive sales. We're selling so much that we have to actually >> So when when the trans the expense is higher that means
033we have to give more money to from the general budget into food services. Is that is that the direction of the transfer? It's really so >> you collect the revenue for selling >> the food. >> Where does that money go initially? >> That goes into it. It's it it does um go into your like your general kind of bank account. It gets allocated to as like federal funds and is separated from the general fund itself. >> So we bring the money in by operations. >> We have expenses for operations. Then we bring revenue in from grants. At the end, we look at all of that and whatever is um the net that gets transferred to the food services account. Is that what this is that what is contributing to this? >> Yes. Yes. the the
034transfer the the def the the descriptor of transfers is addressing those things where there's a d that direct revenue offset really outside of the general fund that's what it's really intended to explain >> so is this that the expenses higher >> lance jump in at any time >> well I I I can >> what what does that gap mean it means that we took in >> it means money relative to grant relative. >> No, it means we took in more money because there were more expenses related to grants. We were probably approved for more grants than we thought or maybe the grants we normally get were for a a higher amount that we anticipated. >> So, it's a negative expense, i.e. it's a it's a it's almost a revenue. I mean, in the sense that
035the $474,000 is >> you're over >> money we did not have to spend that we thought we were going to have to spend. We thought we were going to spend 960,000. We spent 1.4 million. So, we spent more. >> Yeah. >> But on the revenue side, we got more revenue as the offset. So, that $500,000 offset. >> So, so >> so is is partially accounted for by the >> and the two and the 230? Yeah. >> And which one? And the 232. Can I recommend that for future reference we take that transfers bucket and we break it up into its pieces so that we >> the whole we do break it up in our detailed the detailed budget we received as all of these descriptions are essentially function codes. So the transfers include so all
036of these include this this is a thousand line >> these are official nomenclatures that cannot be changed. >> Correct. And every piece of this has detail behind it. This >> but you know what I mean. I mean most of these with the exception of that one it's obvious what they are. >> Uhhuh. >> Except that one is >> but it's a bucket of different transportation. Some of it is buses, some of it is vans, some of it is >> Yeah. leases, gas. >> I'm in the I'm in the caricado. So that's not >> I I think what's missing, Lance, just just as an FYI, normally when this is handed out, something is handed out as a sheet of definitions along with it. >> Okay. >> Yeah. And that I think we had that online. >>
037Yeah. I'm just saying when it comes to us there's there's usually an extra page that just says >> this these are the components of the major components of transfers these are the major components of anything that's not intuitively obvious by the prescription >> I can bring that with me on October uh and kind of to speak to both of those pieces within the transfers I I believe food service grants and the transfer to the maintenance trust um are the are the three items um >> in terms of what goes on a revenue and expense report, that's been a topic we've been chatting about within the business office um and is on the agenda. Our our auditor when he was here in August said, "Oh, you know, I've seen revenue and expense reports that are maybe
038a little bit more user friendly." Um so we plan on talking to him about that. We we want to make sure we include any pertinent information and anything that should be on there is on there, you know, for transparency purposes, but it's also to your point a more useful document when it's easy to read and ascertain what everything means. Um, so possible we'll have two versions to share in October if things go well and and we can, you know, talk about the differences. Um, although I wouldn't I would I would make sure I bring the same one. >> Yeah, that's great. We haven't really, you know, addressed that conceptually, but that's a great idea. This is basically a function code view as opposed to maybe an object code view, which would have significantly more information.
039But yeah, be I would be interested to hear, you know, what some of the auditor's recommendations are and things like that. So, I appreciate that. >> Anything related to making it easier to follow, easier to read, uh late in the evening, like I'm for Okay. What's the fund? 10 >> general fund. >> The general fund. >> So what is >> So our our our operating budget is in there encompasses most. >> Why is that just sort of sitting out there as a outlier on the >> uh broken out that way? >> Yeah. >> I'm sorry. Where are you looking, Tom? >> On the bottom of the chart of revenue um before. >> There it is. Okay. Yeah. Um, so the difference between what came in in fund 10 and other sources has to be treated
040differently. Any any piece that's going to be in the fund balance would have to come from fund 10 >> which also you know >> raises the question why include some of those other pieces. >> Is this saying that this is the fund 10 portion of the amount above it? >> Yes. >> Okay. I guess I have a question. Yes, which gets to that point about um I I appreciate the facilities piece too, but it gets to that point about um the grant funding and the the food service pieces because you can see uh through COVID we saw more more dramatic shifts in the grant funding um that technically on an expense side would drive up your budget because you're getting more of a revenue offset, but it it's kind of like falsely incre it's not
041I mean it's definitely would increase a budget, but you're having a direct a direct revenue offset for it as opposed to those operational things that are included in front 10. Okay, it's time for a further >> which was similar to the conversation we had about food service at our last meeting. >> Right. Right. If when we raise that estimate, it has a budgetary impact even though it doesn't have a dollars impact. >> Exactly. Exactly. A net impact. Okay, great. So, I'm seeing no other questions about results. Thank you, Lance. Appreciate that. And we'll look forward to the update um in October um in addition to some budget information. Um so the next t topic um on our agenda was a review of the most uh the current professional staff contract. This came up as um
042an agenda topic in the spring when we talk about you know things we'd like to focus on and um Tom Enright had the recommendation to review the contract. I think it it it it something we haven't really done in detail in a long time and um it is an off contract year. So rather than being kind of you know under the gun of um you know and timelines and deadlines and things like that and really having to rush through um a review of it, it's good to look at it in an off year and have everybody kind of be comfortable with some of the elements and maybe spend a little more time throughout this year, not just at this meeting to talking about things that are important. um things we should just direct our attention
043to. Uh maybe look at different sources of data for comparative points to be able to make recommendations or or put some ideas forward. Does that about cover it, Tom? >> Yeah, I I would if if you want me to express it slightly differently. >> Sure. I would love you to. >> Okay. Well, um the big biggest cost item that we have uh in our district is the uh teacher contract or all of the contracts. And typically um our involvement is um after a contract is negotiated confidentially then we have about 10 minutes to react to it. Um and I don't think that's a very effective way uh to contribute. Um so my thought is that um that we do it this way that we that we look at in an offear um in this case
044the teacher contract. Um where I would differ is I I would uh I would pick one or two specific items. Um, and I'm going to uh offer one tonight, but um there could be several, but if we get if we get too many, I think we're going to lose our effectiveness um and and just lose ourselves, period. Um, so while I I totally acknowledge that um it's the school board that um that negotiates the contract, um my belief is that they have the ability uh to to invite our opinion in. Um just like the the uh the teachers union uh has their outside representatives and the school board often has an attorney and there is we need to of course uh remain have a confidentiality factor but we can be invited into this process. Now
045if the school board gets their backup and says we really don't want to hear from you um I would back off because I'm not looking for an argument here. I'm actually uh I'm believing that uh we have more time than the school board does to uh to talk through one or two items and at least offer an opinion and I would leave it at at that. Um so I'm I don't feel in my head anyway that I'm it's that that we would be impinging on the school board's ultimate authority. Um, but we would be uh reviewing the nuts and bolts of the contract and making one or two uh suggestions as to directions that it might be good to go in. So, I don't know if I've helped with the characterization and and I would
046offer up um let me offer up um an the biggest example um that I would like to see us discuss and that is uh opening salaries uh for teachers. uh they're woefully inadequate. Um not relative to to other districts, but relative to industry at large. Uh for example, um the this year's bachelor uh teacher first year uh makes $53,000. Um, I know of uh nurses with bachelor's degrees that are making 60 to 70 close to $80,000. And one of the things out that they have out in industry is the flexibility to offer um a range of salary rather than be stuck to to one salary which which we're stuck to. So, if if I'm a a young person um getting a bachelor's degree, am I going to go into teaching as a profession and start
047at $53,000 where I can't even pay my rent or am I going to uh get into nursing where I can start at 60 to 80 and very quickly go to a hundred? And I'm confident in I I've I Googled these um these salaries, but I also personally know uh nurses um and I'm uh nosy enough to ask them what they I know them well enough that they they'll tell me what they're making and uh um they're making substantially more than a teacher. So that's so that's one example. Let me take a a another example. a master's um in our district starts at $58,000. And I would uh say that that's that's a master's degree more typical to say uh a tech uh master's engine software engineer perhaps. Um they're they're averaging according to uh the
048Google work that I did over $100,000 starting pay. um the range is is wide. It's 60 to uh upwards of 120. So there again, they deal with a range. But if you're going to get a master's degree, are you going to go into teaching and start at $58,000? Um is is that a profession that uh hold holds much opportunity for you or are you going to go into a profession where you could start um at $100,000? So the I believe there is a way to to focus on our starting pay and improve it. Um but that that's the example I will give and and I'm about to shut up here. Um that of an area where we can um uh get some some data from from Lance on where our teachers are now because obvious
049scattersheet and I don't know where our teachers are now. um but where we could put in a little bit of time um offer our opinions uh and bring it to the school board um if they were receptive. If they're not receptive then uh to to what I'm proposing then I would pro I might just back off alto together or if I've if I've um articulated it uh ineffectively. So, I'm I'm very glad that you're sitting next to me. >> Do you want me to >> Sure. >> Um, I guess first I I would say that I believe that the school board as a whole is uh receptive to input from a variety of sources and and from the budget committee as a whole. I will say that the majority of school board is probably at
050least as outside the process as the budget committee is just because the nature of the way negotiations take place and you've participated in that. The amount of detail that transfers from hours of negotiation to a 20 or 30 minute non-public session with the school board. it it doesn't bring a lot of understanding, but that doesn't mean it's that's the way we would like it to be. That's just sort of the reality of the schedule. Um, I think that the questions and concerns that Tom has expressed are valid. I and that a discussion of what are the benchmarks, how are the decisions reached and what is the appropriate um what is the appropriate action to consider as a result? These are all valuable things. Um my thought is that it would be better to do it
051in a context of a conversation that might be protected by um negotiation strategy protections and therefore probably not involve the school full school board and therefore not have a quorum. And perhaps the same sort of situation for the budget committee. So that some representatives that that are confident that we could have a meeting that's legal but is also can can be done in a non-public environment because this is this is a strategic discussion and would be harmful to effective negotiation. Totally agree. It should be uh in in confidence. Absolutely. >> Yeah. So, um I think I think it would be a great discussion. The reality of it is I wish it's a discussion that could be had in public because there is this cloak of secrecy around the process that really builds distrust in the
052process. But unfortunately the laws around um uh I don't know uh what's it called? uh >> collective bargaining, >> huh? >> Collective bargaining >> are so strict and restrictive that uh that I don't see an out. But >> as a past member of the negotiating team for the last several contracts, I can speak for myself and say I would welcome the opportunity to have a conversation such as the one that Tom describes. What what I what I was going to say is years ago, I remember in one of the prior to one of these negotiations, the budget committee had a discussion about uh what recommendations we could make in terms of things we look forward to in terms of the new contract. And so we took the assignment to review the contract collectively. We put
053together our comments and we created an executive level type recommend set of recommendations. I said these are areas where we think uh you should consider and we left it at that. In other words, we tried to find the balance to make it public but at the same time not necessarily dive into too deeply into sensitive topics. We don't certainly don't want to come across as trying to do something under the table or kind of hidden because they're sensitive topics. There's a way of doing this. And so what I was going to recommend is maybe what we should do collectively is over the next several months to give it that we're in an off year, let's review the contract. Let's get together. Let's highlight areas where we think we could make suggestions and then uh create
054a a summary and then provide that. that has been done in the past and it has been received by the committee uh by the negotiation team. The problem with that is it's one-sided and the negotiating team or the school board cannot provide a rebuttal or have enter into a discussion. We'll need to talk to our attorney to find out if we're permitted. I I hope we are. Um, but I just I would want to find out. But the thing is, if you do it in the process that you've described, I can't I can't contribute. I can't respond. Um, I'm some of the things that that Tom just brought up, I would love to dig into it and give him the insight and perspective that the negotiating team has on these exact topics, but I can't
055in this environment. Well, for the example he provided, the issue is that there's a lack of flexibility in the negotiating process regarding starting salary because you're not you don't seem to be hiring a lot of good prospects. So, for example, >> I don't think that's the point he was making. >> No, no, the but the issue here is the salaries are too low to start. So regardless of what the salaries are, maybe you the proposal is to add flexibility into the negotiating process with a new prospect. >> No, the issue is it's a contract as opposed to it being a one-on-one. We can't we can't hire an individual teacher at a salary based on anything but their number of years, experience, and their credentials. we're tied to it by a public >> it's a public
056contract not a private business >> but if I I don't want to get into the how for example in this example but if the challenge is you have a hard time hiring then the the the answer is find a way to make it happen so when you're negotiating in your contract you think about that topic >> why are you saying we're having a hard time hiring >> I mean I'm I'm that's an example I'm not saying we are aware >> okay >> but the suggestion that he made sure they started salary being too low. >> This is why we need to have the discussion, but we can't have it in this context. >> We can't have this discussion >> in a meaningful way. Ro, I I can't say anything to you. >> You know, I
057understand what you're saying and if someone has a bachelor's degree, then they should be paid equal to a bachelor's degree in industry. And you mentioned nursing, healthcare, that sort of thing. There's a a big difference between what you have to do to become a nurse and what you have to do to become I don't know an English teacher. One's life and death. The other one is academics. I think what you're really saying is how can we be more competitive? Because I don't really see the the tie to a bachelor's degree is a bachelor's degree, a masters as a m because that's not in fact even close to the reality of situation. And I do see that in health care a registered nurse gets paid more than a non-registered nurse and they have to take tests
058for that than is continuing education. And again mentioning the severity of the situation for your nurse in the uh emergency room. We got different requirements than maybe a nurse that's in in primary care and seeing patients that come in with a cold or something. So being competitive and being flexible is what you're trying to do. And I would say competing better with schools that are similar. You know, we rank highly. I think we're ranked number six in the state. And you know, we always turn out excellent students and we should be able to attract excellent teachers and pay them accordingly. And I think that's how do you get there? I I don't know. But a master's degree and comparing it to engineering, you can't you can't. I could have a a degree in culinary arts
059and I don't know what that does for anyone uh outside of a restaurant, you know. were saying you just >> No, I I I very much understand what what you're saying. Um what what I believe is the case is that less and less people are going into teaching as a profession rather than health care and um and uh and high-tech. And if if we just let that happen in this contract um the way it's structured and by the way the the union wants it structured this way. they fought they fight to have it structured this way is that the people at the high end of the scale get much bigger raises than the people at the low end of the scale. So the separation is getting farther and farther apart not it's is getting more
060and more not less and less. Do we as a district is is that the way we should be spending our money? That's uh and and I I do I do think the contract 95% of the money is spent in two places. It's very simple really. There's a whole lot of detail which I don't think we want to get into I I think is the schoolboard business, but the money is spent in salary and in health benefits. Period. That's 95% of it. And then there's a bunch of little stuff. Um, so if if we just stuck to look taking a look at those two items and called it a day, we we'd be doing more than enough. Or maybe you think we shouldn't do it at all. >> I I'm not saying that we shouldn't. I
061I think there has to be some kind of an approach and a plan to to affect some kind of an outcome. And if you don't think we can change the hearts and minds of people that are making these decisions, I mean, because I think that's where it is. The organization that's making these decisions are the people that are been in the schools the longest. So why wouldn't they favor paying people like themselves the most? Sure they would, but we can have the debate as to whether or not from a taxpayer point of view um that we're getting uh we're getting our our full bang for our buck that way. And and I don't want to get into the weeds here. >> No, I I agree with you. >> I mean, I can um one thing
062I'll say about this school board is I know of at least two people that are very accomplished in negotiating. Tom's one of them and Rob Mann's the other one. And and may and maybe there are others, but I know of those two. So, there are people in on this school board who know what they're doing, and that's a rarity, first of all. Um, but I think we could contribute to the conversation. I'm done. If if if people really think we're out of bounds here, I'll let it go. I don't think you're out of bounds at all, Tom. And I think but and I think you both Toms have raised excellent points about how we can re should be looking at data providing input and I but I also understand the position Tom Solan sees himself
063in as not being able to necessarily contribute because of the issues related to strategy and and um you know in information sharing and and the process itself. So I think maybe we could we could start at least by looking at the staff census, understanding the community that is, you know, with within this contract and maybe doing some comparisons to other districts. Um, and maybe just start talking about maybe, you know, the potential for for more flexible language. I mean, I don't know how the superintendent considers people moving from industry into, you know, onto our the step table um to become teachers if they haven't ever been an educator. We're certainly not putting them on the first step and you know, kind of how things like that and maybe just understanding a little bit of the
064philosophy. >> Well, it's just an again assumption on my part. I the language does say you start at but I I I I personally would have a hard time believing someone who's been in industry um I you know working in industry for a significant amount of time. I'm not sure they would accept a master's level. I tell you that that most people it is the exception rather than the rule regardless of where they're coming from if it's their first year teaching they're on they're paid now many of them come through with credentials. >> Yeah. So they may not be coming in as a bachelor's. Um but uh we I can tell you right off bat public schools in particular I don't know I don't I haven't seen the tables for private schools mainly looked at
065New Hampshire and neighboring communities in Massachusetts because that's who we consider to be the market um depending on where what industry they're coming in from. But in many cases like when I worked at digital, digital had a program of trying to move engineers into teaching and they subsidized it for this the reason that there is no comparison between the pay level of teaching and uh uh teaching and particularly high tech. I don't know, Lance, you can probably speak personally because you've you've made the transition between teaching and industry. And my guess is that the motivation for for moving from industry into teaching is rarely one that is based primarily on income. >> I would say that's probably accurate. >> I mean, a lot of times lifestyle. It's it's personal preference. It's rewards. That's why you
066often see people making the transition late in their career when they have established a level of financial security. often times it's uh people who have put their kids through school already have a level of financial security and are looking to have take a role that they feel may create more social value than what they were doing maybe personally more rewarding and may have a a time summers off is is often a big deal for for some people the other thing that I know of is that if you teach for 10 years or more, you get into a defined benefit pension. If you're in industry now, it's almost impossible to get anything other than perhaps some level of match in a 401k. So, there are a lot of things. I almost think the comparison is more
067to other municipal positions like police, fire, and government work where the non salary benefits are are structured similarly because industry has just turned into one of get it while you can because you don't know what tomorrow holds. So these are all worthwhile discussions and it's always beneficial always beneficial to bring people's of the discussion that aren't embedded in it because we we get locked into a not we try not to be well this is how we do it but sometimes we just get that those mental barriers so the discussion would be great I just want to make sure that we're not doing anything that will be come back to haunt us as unfair labor practice so there is support from this body to want to have some sort of joint conversation uh other than just
068the committee doing it on their own. I would like to bring that back to the board and request some guidance from our labor attorney who I trust very much Tom Cl. >> Yeah. >> Uh and to say how might this be facilitated? How might it be structured? >> Okay. I think looking around the everyone kind of comfortable with that. >> Are people really I don't need to push this board into work that I mean I'm I I really think we should be involved in this and I guess I've attempted to articulate that but I'm not sure that everybody else does. >> No, I I I think it's worthwhile. Um, and I think I I I know that just in my experience, I've always felt like we're always um coming from behind in negotiation years. And
069I think just just being able to to to you know look at the staff, look at the census, see where we are and actually take a minute to think about just some of the things that you put forward and then you know what is the impact of just kind of think through what the impacts are or be creative about how it would get addressed I think is a is a worthwhile exercise in in a year where it's it's not in consideration. I think that's the I think the timing. >> Yeah, we've got till next spring to >> right >> to >> do something with this. The last thing I'll say about um and I don't know if it's still the case, but I remember when I was on the school board eons ago, um the
070school board is always uh putting out 10 to 15 fires at once. Um we're not. So they don't have a time. They don't have endless hours to sit and go through the contract nor a desire uh for the most part. >> We do >> to go No, no. It's I'm trying to say it's simple. It's salary and healthc care. You don't have to go further than that. There's the I know I know every page of this contract in detail. It's a bunch of junk. But there's two items where the money is spent and we're about spending the money, taxpayers money. >> Disagree with you. I disagree because there are elements. >> I I got a little overboard. >> But the big thing is what what are characterized as working conditions because what what's captured in
071working conditions is is how much time is spent teaching. And so that has to do with I'll call for lack of a better word, I'll I'll call it efficiency. >> Well, I meant something different. We're the budget committee. I meant about spending dollars. The the rest the mechanics of how teachers teach uh I don't think is I'm not I don't think that's our business. >> My point is that if we're paying for seven hours and x number of minutes a day and that's how long the teachers have to be there. Students have x number of periods. How out of those seven hours, how much of of it covers it? Because it has to do with staffing numbers as well. So for instance, if if you if the teachers have u an additional 30 minutes a
072day of non-classroom time negotiated into it for some reason. that effectively requires that you increase your staffing by 15%. For example, >> yeah. >> So I you're 100% correct, Tom, that from a money standpoint, 80% of our budget overall for the co-op is salaries. And when you look at the the t the professional staff contract, um that's the the biggest chunk of of that 80%. So yeah, it it all comes down to that. It comes down to things like classroom sizes. It comes down to um the the length of your school day. It comes down to the salary and the healthare. and the insuranceances, not just healthare. So, it's worthwhile if for no other reason than to hear the questions, give the answers. When you give the answers, forces you to say, "Wait a minute,
073does this really make sense what I'm saying?" Because sometimes you're just regurgitating what you've heard, and you need someone to to call foul or not call foul. Say, well, what if you looked at it this way? Or give a perspective that can be used in the negotiating process to create a perspective because our our teachers um despite the impression that some people try to portray, our teachers are there for good reasons. And I we we work with a a great negotiating team from the staff. Um I I sometimes question whether the overarching national um platform of their union is actually teachers best interest because they push him some places that I don't think even the staff wants to go. But overall, I'm supportive of the conversation if it can occur. Um, even if it's I
074mean, I'd like to have it be under the heading of the the budget committee if it's permissible because I think that that's appropriate. In communities like Brooklyn where they don't have a budget committee, it's the school board. So, it's appropriate for the people who pres create the budget to be involved in something that comprises the majority of the budget. It just makes sense. I just got to figure out, we just have to find out what's the best way of doing it. And it may come down to this committee identifying a nonorm subset to participate in that to to meet the letter of the law. >> Okay. >> Yeah. >> Just a thought when you start talking about One second, Melanie. >> Go ahead, Anton. >> Yeah. When you talk about salaries, you can get very
075emotional. But when you're talking about benefits, it's very, very matterof factual because you can go out there and you can look at competitive. In other words, what's the police contract look like? Is it different than the fireman? Is it different than the postman? Is where's the differences there? Can we join in on the the policeman's uh benefit package? Is there some economies of scale in doing something like that? And I don't think too many people would get too emotional if all we're doing is finding mechanisms to save money and give it either better or equal to in terms of, you know, benefits. >> Y it's all appropriate for the discussion. >> Okay. Melanie. >> Yes. Hi. Um it's a very good conversation. Having been on a school board, I um understand the confidentiality of the
076information that um you know for this being reviewed. I know I was not on the committee for determining salaries. So I did not know anything about it until after it was completed the negotiation. So even on the school board, you're some of us are on the outside of that process. However, only having like 10 minutes to review a contract or not contract, but the budget doesn't really seem right. It doesn't seem like we're really utilizing the function of this committee and board. So, it would be great if we could find some kind of a happy medium and even a postmortem on the last uh the last budget. And having conversations like we're having right now can inform people on the next budget can also inform us as to what the guidelines are. Some of these
077things we cannot change, we cannot really input on, but it helps our understanding and we can inform the folks on the um the school board what concerns we might have and then maybe in the future there may be a way to incorporate someone from the budget committee. I don't know if that's not uh appropriate per the guidelines or the bylaws of the committee, but um that's my >> Thank you. I just am confused on the lack of transparency it seems uh in these meetings and negotiations because I thought every committee in every state, every city, municipality has to have minutes, has to have detail. >> This is not this is not a subcommittee or meeting. This is a a negotiation session which has its own set of rules and we are prohibited from publicizing anything
078until either a contract is ratified or an impass is declared. So let so let me ask you on that point and I'm going to make the analogy of security clearances. What organization is the one that submits the form that says you must sign here like a non-disclosure agreement? Is it the this the the the negotiating organization on the other side or is it the school? >> It's the the school board has to a representative of the school board has to sign and a representative of the um whichever negotiating body it is. So in this case it's the uh professional staff has to sign it's and it's uh >> so what is the >> there are there are there's a set of of of of rules that we agree to before we start negotiations. >> So
079both sides have agreed to do this and they both sign no disclosure agreements. >> There is no law at the state level, local level or >> No, there is there is there's labor law and and um and that's the foundation for the agreement that they signed. It is a negotiated agreement but but there's a specific body of labor law that which Thomas has started to articulate about how you negotiate and what you can and can't do. >> That's one of the reasons we have legal representation >> and that's why you know Tom Clawson that's what he knows. Okay. >> Can we move on to the next topic please? >> Yes. >> Yeah. >> Thank you. No, we can't. >> So, do you want do you want me to bring this back to the board as
080such? >> Yes. >> Okay, >> that would be great. >> And I can I can reach out to to Tom Cl in advance so that that information is available when I bring it forward. >> Okay, great. Tom, you're next on the agenda with the school board update from the last school board meeting. Any topics to share, information, perspectives? Um, not a heck. We're we're doing a lot of policy work right now, trying to catch up with all of the new legislation that took place over the summer. Um, most of it most of it has been covered better by you than than we've gotten into. Um, one thing that's interesting, uh, we've talked about communications in the past here about how do we get things going and and something that's being done new, um, is that
081both schools and the co-op now have Instagram accounts which are being used uh, my understanding is primarily publicize and promote u uh positive, you know, to let people know of things that are going on. I am not um personally an Instagram user, so I don't know how that would be best accomplished, but if this group wants to um be at all involved in trying to get any promotional things done in that context, the building administrators are the u moderator, what's the word for is it the moderator or the owners or they're the ones who are doing the postings for the individual schools. >> Okay. >> Uh the other thing that came up is this called the CAC capital expenditure advisory committee of which uh Rob is the school board uh member of that and >>
082Tony is our representative. >> Tony is okay. >> Roman is everywhere >> and and Um, it was presented to us u, and I was probably the most vocal member who expressed concerns about it. But one of the things that worries me about the structure is that it is a uh one directional conduit of information. Um whereas in the past communication about what's going on in the schools was primarily accomplished through a conversation between SAU administration, usually the superintendent and select boards around throughout the community and and other groups. This committee seems to be um collecting information but it's not clear that the reciprocal communication mechanism remains to uh communicate to the SAU and to the uh districts as to what the towns are doing. So who formed this committee? >> The towns. So it was
083um it was a warrant a petition warrant article on the Hollis um at the Hollis town meeting. >> Oh. Um, and I would say the perspective, my understanding, and Tony, you can help with this as well, is that it's intended to collectively address the direction of capital projects between the schools and the town. I don't think it's and while it's um technically a town committee, a committee sponsored by the select board as because it's it's you know it was um >> is there authority >> developed is there what >> the authority of the uh that guides the behavior of this committee is it >> I've been told the legality of the authorities what are they legally allowed to do or not >> yeah no they're not it's it's really to collect information they're not legally
084allowed to they're not going to >> they're not legally allowed to tell any body what they can and cannot So they're justformational. >> It'sformational. And I was going to say it doesn't preclude the superintendent from talking to select board members or or >> No, it doesn't preclude it but >> or replace it. >> Well, but it does from the standpoint of things such as the Holl Select Board. >> So for instance, they will get the information that they're seeking. So it's it it now removes the impetus I I fear it can remove the impetus for them to um actively seek out a conversation. >> Oh, I don't Okay. I don't necessarily believe that to be >> that would be true. >> Tell me that there's only been two meetings and still trying to develop, you
085know, get a feet under us to figure out what's best and how we can do it. And right now we're just accumulating information so they can look down to see what is going to be affecting us. Not this year, next year, few years. >> And I think it could and I think it could work the opposite way as well. The school districts would then be more aware of things going on within the town. So, we might be having the we being the superintendent might be having the conversation with the select board about things that are happening with the school. Conversely, I'm not sure the conversation is going the other way for the town to let the schools know what's happening. So, if you're looking at a a large project, um you know, did what is
086the timeline for a public safety complex in the town of Hollis? Is it within the next year or two? Oh, if it's in within the next year, you know, I I would say I'll use the Holla School District as an example. They've come forward and said there's a a large project looming, but I'm not sure anyone was talking about the the loom the the the fact that the town is considering a major facil public safety complex. So that you know those things are in not in opposition but they're if they were both they're in competition and if they were to both come forward at the same time >> at least one's going to lose >> right and and at least it's an opportunity for the community to to put come out with I mean the
087product I envision I have nothing to do with this committee um is you know a a an overarching document and it's would be a living document because every year, you know, there are new projects and things that come up, but it's an opportunity to put everything in one place so that everyone is aware of what's happening. At least now that's this is just for Hollis. So, >> so Brooklyn's not pulled into it. >> Darling, >> yes, Brian. >> Um, so in Brooklyn, um, well, every town does a capital improvements plan, uh, which the beach town planning board has to do every year. we would get the uh capital improvements um lists from the schools and incorporate it into the town capital improvement plan. So, our capital improvement plan lists what's what we're anticipating happening for
088the next five years for the town, for the schools, and for the co-op all in one document. >> Well, that's great in Brooklyn. >> Hollis doesn't do one. >> I'm not sure that's happening in Hollis >> because Hollis does not assess um >> impact fees. impact impact fees and they up till now they have not done CIPs Brian >> well the CIP is is required of all towns it's supposed to be done annually it's state law um and yes while we do have impact fees for the schools that's that doesn't mean that you know uh the schools can't be incorporated into it >> you you you can say what you want Brian but we have requested it from Hollis and told there isn't one, >> but I will bring that forward to >> Can can
089you say that requires >> do you have is there an RSA that say states that because I would love to bring that forward when I'm wearing a different hat than the one I'm wearing this evening. >> Yeah, my understanding is that state laws required all the requirements of the of the planning board. The planning board has put that together. >> Yeah, try and find that Brian. Okay. No, I appreciate it. >> No, it's great. >> Just looking at what like I'm saying have like two meetings as in meeting on Monday and acquiring and you know trying to get a better idea what's going on and looking at things like I don't know how many building permits are going on in Hollis. I do now. But it'd be nice to know that. And what kind of
090housing is it? Housing for the elderly or is it uh million-dollar mansions? Uh you know, four bedrooms type of thing. And what's the the impact on the schools as a result of looking at something like that? And when will it impact the school primary you primary schools first and middle schools and so on. So just having an eye for it, seeing what's out there would help, I think. did better. >> Yeah. No, I was just reporting. This is what I voiced the school board and my re reason for voicing it there and and and here as well is that >> it's in early enough stages that as you form it since this is a new activity. From a school standpoint, it would be beneficial if as this charter is being developed, it includes a an
091output method as well as an input collection method such that the business administrator and the superintendent's office um get uh get that that input because you've got information from the school districts. But my when I looked at the the membership, I don't think it had anything from the SAU administration level as participants. >> No, it doesn't. >> And what the superintendent office has to do is take all of these factors of both towns and all three school districts and say, "Okay, I've got this juggling act of who's asking for what." And u it's always it's always one of these things that we're competing for the same resources. >> So so be aware that we're moving from one model perhaps to another model and don't um miss miss that aspect and and accidentally um stop a
092communication channel. >> Understood. >> So you guys have are actively creating many minutes of your meetings. >> Yeah, I mean we just started. Yes, the meetings are the minutes are there. They will be approved on Monday. We approve minutes and then it'll be published. Um but I'm looking at I'm seeing things that are uh coming out of uh Robert Man's and I see things that coming out of you know the BudCon and I see the correlation between it. I'm seeing things like um what phase are we in with the the the roof repairs and is that a one two I think that was phase 10 of a so a 10 pod project and you'll know that we're at the end of that and there are other projects that we're just in the beginning of or
093two or three year project but having eyes to that and when the town looks for funding grants I don't know what they're going to do to you know on their end to be you the best cost effective way to raise money to cover these things over time and look at what what debt is being retired. So the impact to the town is not huge, but you try to time that accordingly. So I I I maybe there is some downside to it. I'm just looking at it's nice information right now. I'm seeing things a little bit differently, maybe a little more clearly. >> I don't think it's down again. What's not downside? It's a It showed up to me as a potential risk if not recognized. And that's my point is to to to voice this
094concern upfront so that it doesn't become a downside. >> Yeah. >> Because you're right. I think I think that it is a mechanism by which a more complete picture is going to be created. I'm asking, can there be a a concerted effort, an intentional effort to then take that vision, a collected information and deliver it to the school system? >> I I I don't think that exists right now, but doesn't mean you can't. >> I think that that message Yeah. >> between you and Rob. >> Yeah. The message is going to go forward. >> I'm going to have to leave. Show >> Okay. I just had one quick I'll go with you. Okay. I just had one quick question because we're going to lose the quorum. Um just an update. We spent some time talking
095about the facilities project that was approved, the bonding, um the federal laws, what was affecting purchasing timelines for the solar project, things like that. Is there an update on that at this point? Is that a more of a >> short update is that I don't know if it's done yet, but the middle school is nearing completion, if not completed, for everything with the um with the heating system. >> Okay. >> Um I know they were hoping to get it done by the end of this month. I don't know if it >> Okay. >> happened or not. The uh no solar is going to happen at the middle school in in this uh this year. >> Okay. >> A big change was that Eversource came back and said that the cost uh to go grid tie
096with the high school would instead of being less than a half million dollars would be over a million and a half because the substation can't handle it. So they did make the decision to go with the battery system rather than >> okay >> that uh they don't think they'll have to scale back. There may be some scaling back at the middle school just to fit it and the is that they will be able to uh bring all the materials and do sufficient work to walk into the the rebate program. >> Great. Okay. Since I'm fearing that we're going to lose a quorum momentarily, I'll ask if there are quickly any other questions or concerns. Um our next meeting is the 4th um Thursday of October, which is October 23rd. Brian, do you have any input
097this evening as our process observer? >> Uh, no. Things have got along pretty well, actually. >> Okay. >> You mean the process listener? >> The process listener. Yes. >> Um, and on that note, at 8:00 PM, I uh will take a motion to adjourn from >> me and I >> Tom Enright, seconded by Ron. Roll call. Tom Enright. >> Yes. >> Raul, >> yes. >> Darlene, yes. Tony, yes. Brian, >> yes. >> Melanie, >> yes. >> Thank you all. Appreciate your cooperation and participation this evening. >> Thank you very much. >> Thank you. you are.