FMRSD (SAU60) Budget Committee Meeting - September 2nd, 2026

Speakers are labeled SPEAKER_N. This transcript is machine-generated.

Recording

Good evening everyone. The time is 6
o'clock. I will call the meeting to
order. Please join me in 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, indivisible, [clears throat]
with liberty and this world.
Well, thank you for coming out tonight
everyone. Um,
we'll start for quick roll call outside
at large.
>> Jacob, Charles Town,
>> Garrett Neil at large,
>> Steve Dellesio, town local.
>> Very good. Um, did everybody get a
chance to review last month's meeting
minutes?
>> I'm obstaining. Yeah. Okay. Yes. Yes,
sir.
>> Hey, how are you? Good. How are you?
>> We're just getting ready to approve last
month's meeting minutes. Perfect.
>> Make a motion to approve last month's
meeting.
>> Second.
>> All in favor?
>> I
>> opposed.
Very good. Minutes approved. Uh before
we get too far in the meeting, I got a
volunteer or victim to do minutes.
you are. You'll be sad.
I will do my best. Thank you, sir.
Um,
we have members of the admin here.
Does anybody object to me strongly
recommending we move communication the
school board or administration to the
front of the agenda in case some of them
need to split? Sounds good.
Cool. Um,
I know Jamie had a baby list and
>> I I just sent the email. I found um I
had a response. It's been in my draft
for
>> Okay, this thing's acting up. So, we'll
go old school
tomorrow.
[clears throat]
have it in in writing.
I know I sent it. I also sent
>> Okay, first question was end of year
expenditure spreadsheet. There was a
question about uh 1,200 11101 over
budget for salaries and benefits. Um so
this position was the unbudgeted
position that the board uh approved for
the uh assistant director for special
ed. Um, and I thought I have to still
still follow up on this is that I
thought I had made a budget transfer.
Um, but I looked I hadn't made the
budget transfer in at least that
account. So I like I need to go and see
what was done. Um but that's why there
was such an overage there because we've
moved the position into
um then there was a question about
whether there was an updated default
budget filed after the January hearing
deliberative session because the line
budget committee does not has does not
match the default budget spreadsheet for
the total budget is off by about
200,000. So the um default budget when
it's filed with the state is based on a
warrant article one which has the total
budget in it and then each budget each
additional warrant article that's
approved gets added into the budget. So
if you take all of the other uh warrant
articles that passed the sum of that is
the difference. And so Garrett I did the
email that I sent to you has a
reconciliation showing that it It shows
the uh document the signed document that
I um that is sent and I pulled it right
off the state site. to the signed
document with the reconciliation. Um
those of you that were on the budget
committee last year may recall that when
we came out of deliberative, we had a
discussion about $100,000. That was an
error. Um because when we reduced the uh
special education out of district
tuition need, we didn't get that um
reduction carried into the fall budget
because out of district placement is a
legal requirement. So if that expense is
anticipated to be larger than the the
amount in the original budget, you add
it into your default calculation. Um
[clears throat]
so after we voted in that yes, we needed
to make that correction. Um but when I
went back to the DRRA, they said that
that would be handled when you're
reporting out the voting. So that
original default budget is off by
100,000 from what is in the warrant
article which was the error that was
corrected. But I worked with the DRRA to
resolve that and so that's shown in the
reconciliation as well. Um so that that
documents there if you guys have
questions after viewing that let me
know. Uh, and then is there a final list
of actual cuts made that can be shared
or should the committee be tasked with
looking through all the line items to
find them? And perhaps it would be
shared once hiring is completed. So
Chris and I spent uh three hours this
afternoon. We're still it's we're on day
six. We're still moving positions to
cover needs um you know prioritize needs
and like what what what do we have to
fill? Um, so when I have um we've gotten
through all of that and we're trying to
resolve that this week and then I get
into uh seeing how much of that also
transpired in last year because remember
when we start the budget process it's in
October. A lot happens between October
and June. um where those positions land
for our actual uh coverage
um and charging to the communities makes
a difference for tax rates. So, we make
adjustments within the budget within the
the actual expenses. We want to make
sure that they're where they belong and
um sometimes there's change in that
position in those positions. Um
during a reduction and div force process
um we we start out at a very high level
during budget discussion because we
don't want to incite angst among
everyone amongst everyone. um
we have um a structure and a rubric that
we have to go through um that's defined
in our uh CBA our collective bargaining
agreement um to we have to go through
that process to ascertain who is
actually going to be um reduced and and
subject to the rift um
when we go through that process it's
usually in like March or April when we
do the contracts we have to notify them
so it's not usually it is we a date we
have to notify uh employees by. So we go
through that process. When we go through
that process, there might be bumpings.
So just because a position is eliminated
in any location, that doesn't mean the
person in that position is losing their
job. Um it might be someone else. So
when we're going through the budget
process, we're doing an estimate. There
were um a couple of positions that were
vacant that we knew that those were
going to be eliminated. So those in the
budget were reflected as actual um you
know positions and expenses that were
eliminated. Uh but other ones are are
estimates and we're working still
through that because then you have um
you have uh resignations um and you know
so so it's a puzzle that we're still
working on and when it's complete you
will have that information.
Um then I think the last one was that
there's the same request as prior years
which is to drive home the point that
class sizes are too small once our
hiring is done and the students are in
they would like a student count by grade
school along with the teacher count and
uh we will work on having that for you.
I'm trying to um work uh within the
system to
uh
better show um FTEES as well and then we
can we can correlate that to enrollments
within buildings
I'm sorry full-time equivalent um
position. So basically how many how many
heads and if it's um a part-time role
what that looks like if it's part
>> when do you think that might be
providing?
>> So typically for every state all our
numbers are due to this state uh
finalized October 1st. So September 30th
is typically the time that we have to
have all this resolved
>> with the amount of
>> with the class size.
>> Yeah.
>> Yeah. That's our reporting deadline.
>> Yes.
>> So that was that was the questions.
>> Thank you very much.
>> You're welcome.
>> Ask other questions for them.
>> Yeah. I don't see why not.
Um
they're here.
>> Okay. I'm just asking a question. Yeah.
Okay. So, uh on May 84, school board
meeting, you said parameters for the
budget. Can you summarize what that is
for us
according to the schedule
discuss budget parameters at the age
school board meeting
or was that not done?
>> I don't believe that was done.
>> That was that has not been done yet.
Okay.
It's on the schedule that we have.
That's why.
>> All righty. Um,
thank you for that. That's helpful. Um,
we do really appreciate
the communication, Lori.
>> You're welcome. We by the end of the
meeting might end up compiling another
list but we'll send it along. We won't
have to sit here and answer them foot.
Usually we do that at the end so that
we've file this as we go. Um quick
update on uh
the budget committee Zoom meeting
responsibilities. Mr. Young has informed
me that the IT portion of our meetings
is taken care of for the rest of this
session. Um things may change in the
future, but they are trying to vet it
and make sure it works and have some
sort of standard operating procedure so
it's not a clunky roll out. So it will
be brought up in the future, just not
this year. Um that pretty close.
>> Yes, we have a lot of committees that
are going to be in the same situation as
we move forward. We're going to use some
of the other committees to
uh streamline and hopefully
uh create a process that is easy enough
for everybody to be able to adopt as we
move forward. There is a a financial
component to this having tech here. So,
we're just trying to be fiscally
responsible at the same time as meet
everybody's needs. Um, but as we move
forward, uh, for at least this year, um,
Al's going to be with with you and be
able to to support you in your needs.
>> All right. Next on the agenda, I have
the budget timeline. Um,
Misty sent this out. Um, we as for the
budget committee still have to set our
two Saturday workshop dates. And last
month we kind of said we were going to
do that this month. Does anybody have
any proposed dates?
>> Usually Christmas works for you guys
pretty good, right?
>> Not the first time. [laughter]
>> Jam,
>> I um I know you're not there yet, but
because you're talking about calendar,
I'm going to bring it up. Um, House Bill
135 564 564.
So, um, House Bill 1300 we talked a
little bit about and you're going to get
into that more. The one that I want to
mention is is 564 because that's the one
that requires two separate warrant
articles to go on um, the warrant docket
for the public to vote on. It requires
that all SAU budgets be separated from
the regular main budgets. Um, right now
13564 are competing in what they
actually label SAU budget and the
termination by law. I've read so much
about this since our last meeting. the
termination that's used by statute,
they're still trying to work out because
single district
school districts, the SAU designation is
not meant for them. So, they got to work
that all out. The lawyers are working it
out with whomever. Anyway, we'll have to
have two separate warrant articles. The
school the the SAU budget will have to
have a separate hearing. That hearing
has to be done in December and it has to
be voted and determined by January 1 so
that it can then go into the other
budget. Not specifically for us because
we're a one SA1 co-op, but there are
many in the state that are multi- town
cooperatives and so the SAU is actually
a separate entity and then it drives
into every single other budget. It does
here too by the town, right? But we
still vote on one big one. Um,
so it's going to require another hearing
date to be added to this calendar.
>> You're projecting that that's going to
be a December hearing.
>> It's going to be a December hearing.
Yeah. So the board has not this all of
this information is really really new
coming out. Okay. On all the dates and
everything and the legal.
>> So when did 564 go into effect?
>> She signed it.
I think so.
>> I think she signed it in July. So,
>> well, end of July, but it's it's
effective this year.
>> Yeah.
>> But 60 days from signing.
>> So, that would that mean that we would
get a SAU budget in October?
>> Yep. Yeah. Not once determine what it
is.
>> It means I also need to separate
I think for comparative purposes I need
to at least separate the budget for this
year perhaps actual numbers for last
year. So you have some sort of
comparative basis. Um but I don't have a
definition yet of what I should be
doing.
>> The separation is
>> Yeah. I'm a little bit anxious about it.
Well, and
>> so is that all the other 127 districts
in the state that they sprung this on.
Um so it's going to take a little bit to
do that, especially in multi- town
districts. Um, but I just want you to
know that there's going to be another
hearing added and it will require I'm
pretty sure we're still going back and
forth on this because I have a budget
committee where I work too that
determines the budget still.
>> Yeah. Right. So, it'll still need a
recommendation from the budget
committee. Okay. Um, we're being told
that those as their articles are put
out, I think. We're not sure. We're
still waiting. Um that those can be
overridden by a certain level of vote.
>> Super. Yeah. I think depends on what you
>> other RSAs I was going bonkers after
reading house HB this that and the other
today had a twoth3 super majority
language. Okay.
>> So, 13564
have competing language. As was
mentioned earlier, and I've mentioned
it, I think at the last meeting, there
are legal there are legal proceedings
right now on 1300.
So, we'll see if it hits the ballot in
November. Anyway, anyway, so I guess
what we're saying is we're going to need
another hearing in December for the SAU
budget. So, just be be advised.
>> The workshop dates shouldn't be in
December.
before the
>> well the budget it's going to be two
separate budgets right you're going to
have the budget for everything other
than SA like you're used to seeing it's
just SAU operations and whatever they
determine those to be are going to be a
separate budget and so that'll have to
be done and set ratified to go to
warrant before we finalize the other one
and it's not a big there's three weeks
in Queen. So yeah, welcome to our world.
Um, so just know that we'll have more
information on the next meeting coming
out because we have to discuss it with
the school board. We've not had a chance
to discuss it with the school board on
the list.
>> Jamie, I'm assuming in your profession,
you can make some general assumptions of
what I mean, you could start, you might
not be able to finish it on what's going
to be in it, right? The SA.
>> No, it's going to be determined by law.
And right now we have two laws that are
competing against each other. One is
very clear on what's in there and one is
not.
>> So you absolutely
>> one of them has language about district
IT support. It's not defined anywhere
>> and and um so like you know is any of
that so so um Kyle works primarily at
the high school supporting high school.
So he has uh direct interaction with the
students. Um so one would think that's
district and would be included in the
district level, but my language in HB13
is telling me that I might need to
include him in the SAU cost. It's not
clear. Um it could be then it goes down
to another level like our software
packages and you know is it supporting
students? Is it supporting the district?
How is that defined? because we have
this language that's vague about it
district-wide support. That's one
example.
>> And there's many examples because it
goes to guidance counselors, it goes to
special ed directors, it goes to speech
therapists, it goes to and they compete.
press one one is very concise and it
says the only thing that you should be
reporting or the only thing that the
that the uh if there is a cap will be
under the 6% will be the superintendent
the business office and if you have a
curriculum and education I mean one's
very specific very small
>> the other one's very wide not specific
so
>> TBD
>> going I have to have another hearing
date.
>> Very uh interesting.
>> Oh yeah.
>> I would like to circle back to uh
picking some Saturday dates or
>> do you guys not want to go there right
now?
>> I'm fine with that Saturday the 19th of
this month.
>> Yeah, I think they'd be a little further
out. Matt,
>> let me dismiss the question on 564. 564
is written in law.
>> They both are. They both 1300 is subject
to vote.
1300 is still a law right now, which
means it has to be voted on, right? So,
it's still a number that has to be voted
on as well. So,
>> 1300
could be long, Jimmy. So,
>> um 1300 is the ball question to see if
we would vote to have that cap.
>> Correct.
>> So, we can vote that down.
>> Correct.
>> But the cap is it's just a percentage at
this point, right? There's no need to
>> correct. But what the problem is on 1300
>> it's twoprong right it's you have to
determine what is saua costs because
those if it carries those are subject to
a 6% cap within the budget itself in the
same fiscal year
>> correct
be the next fiscal year
>> no
fal year 20 immediate
>> so it's immediate on both
>> and the way the the laws are written um
We could have an SAU budget that we are
presenting to you for the hearing in
December and then we can have a central
office administrative cost uh
calculation that complies with HB1300.
They don't have to match.
>> They may not match.
>> Um I I don't want to
>> Yeah.
It's a mask.
>> It's a massive bill
separately.
I'm not I'm not having a discussion on
that right now.
>> Yeah, I agree.
>> The fact of how to do it
>> and turn it around that fast
>> stupid
>> is ridiculous
>> from a government standpoint. That's
absolutely absurd
>> because you're going to be
>> if there are caps that are voted.
>> Yeah.
>> You're not even going to know
what some of the costs are.
>> Yeah. and the formulas until after the
March vote.
>> Right. Right.
>> Somebody didn't think it's through.
>> No, they didn't.
>> So,
can't wait.
>> So, the two Saturday workshops are
discussed for
>> November 21st.
>> Yeah, we usually just get way in the
weeds on stuff and um it's a still
meeting where we produce minutes. Um but
it's
>> so would it be after the 26th of October
once we get
>> Yeah, it would have to be I would think
cuz
you need five minutes to review stuff
instead of
total wing it.
Uh
so Steve was suggesting what November
21st.
>> Yeah. Thank you.
That'll give us time
follow up from the uh
rest
>> I would think. So 6:00 or earlier.
>> Oh, it's usually
earlier like midm morning to afternoon
but not late afternoon dinner nap time.
It takes a long while.
>> It It's a little more than our usual
hour to hour and 45 minute elbows.
>> Yeah.
>> You want two?
>> Uh we did two last year. Um
maybe given the new circumstances, we do
one in November and then regroup and
decide on a second one as we see how
things roll out. I'm open to
suggestions. cuz I don't know what the
right way to proceed is.
>> Getting info in October and then trying
to do a regular monthly meeting. Well,
>> yeah, the scheduled meeting and then a
Saturday meeting and then a second
Saturday meeting seems awful aggressive.
>> I like that idea.
First one to set the second.
>> We could wait to set the next one. I
don't care. Yeah, I'm fine with that.
Um, we see how things shake out on the
21st.
I mean, we have we can't announce it 2
minutes before we have it, but
>> um,
cool. So, sounds like the 21st. It is
>> November, 21st.
>> Yeah.
>> Oh, what have we done historically in
the past?
9
to one probably run a little bit.
>> Steve, you think you can hook us up with
the
>> meeting spot somewhere?
>> Okay. Location's being announced.
Uh
then in the packet there's the rest of
the timeline. Misty emailed that out to
the group too. So we all have it in our
email as well. But
anything else on budget timeline for
now?
Uh
Steve, you want to go back to House Bill
1300 or do you
>> No, I think we covered it already.
>> Covered it already.
>> Perfect.
Uh, so House Bill 1575,
Mr. Young called me, believe last
Friday. We played phone pack, but then
we got got together
and he brought this to my attention.
I have some wicked cheat notes here for
myself, so
please bear with me.
I will figure out how to share my notes
with the group. It is
basically
a bunch of copy and paste from the
internet and the New Hampshire legal
site. Um,
I'm just figuring out how to get my
thing.
Sorry,
there we go. New Hampshire House Bill
1575.
HP 1575 shifts the authority for
determining the local default budget
from the governing body such as
selectmen or school boards to the m
municipal budget committee.
New Hampshire House Bill 1575 is a state
law that makes the local budget
committee responsible for setting the
default budget and towns that use
official ballot voting.
The legislation passed during the 2026
regular session became law without the
governor's signature on June 13, 2026 in
parenthesis chapter 49 and took effect
August 11th, 2026.
Key details
the status of this be
became law without see Oh, that's a
repeat of the statement I just made.
Copy [clears throat] and paste. Sorry.
Uh scope applies to local political
subdivisions that use official ballot
referenda SB2 and have municipal budget
committees. So to the best of my
knowledge that applies to us.
Anybody disagree with that? Okay, just
checking because this is a lot for me to
digest and I don't know it all that even
though the SB2 one's obvious. Uh
previous law the governing body
typically prepared to default budget
unless a specific local adoption allowed
delegation to the budget committee in
the new rule.
Municipal budget committee is directly
responsible for determining the default
budget
according to what I've read and been
told. Core change assigns the primary
responsibility of calculating and
setting the default budget to the
municipal budget committee and local
political subdivisions using official
ballot referendum RSA 4013.
Process and transparency requires the
governing body to present default budget
calculations on a departmental revenue
administration form with provisions
allowing the budget committee to review,
explain, and make necessary corrections.
>> Do I have anything to the um the default
budget? They just took that away from
the the school boards and gave it to the
budget committees.
>> Yeah. Way way into this. So it's
basically we take
>> tracks and things like that.
>> This is quite frankly ridiculous.
>> And there's
>> nothing that says the budget committee
cannot work with the school board and
the admin. But I think this is where Mr.
Young would like to add some
>> so that the reason I'm bringing this
forward now is because um ultimately
there is a RSA that goes along with it
and there a formula that goes along with
this. So there are things that need to
be in the default budget. How I see this
working is us collaboratively
supported by Lori as the VA to be able
to accurately reflect the default budget
as we move forward and being able to
um use
her knowledge and the knowledge of this
committee to be able to um
gain gain.
The fall budget is is pretty complex
when you actually think of it. every
>> Oh, my head is spinning from all the
reading once I dived into this
>> and I not being a business person as
much I'm in the same boat as you. Um so
we need to use the expertise that we
have um and be able to
ultimately support each other in in this
process. But when you look at the RSA as
as it is written, ultimately the budget
committee is the one that has the
signing signature on that dotted line at
the end. So,
>> right. So, I I'm more than happy to
support this and I was going to um this
year approach um a little bit
differently because I know that there
were concerns last year about uh um
transparency. Um I will tell you that if
the attorney can't support it, I know
it.
>> Yeah.
>> Um and that I I'm not one of those
people that play with the formula to
manipulate. It is what it is. I'm going
to comply with the law. Um, but what I
want to do differently this year is that
I want to have a detailed document
available like you would see for the
budget to support. So you can see that
in the default I
>> Yeah.
>> Um,
>> you should probably do this fall 101.
>> Yes.
>> There is a one-hour webinar webinar on
the 29th of NHMA
to address this issue
>> of this month.
>> Yeah, if you're I already signed up. If
you're a member of NHMA, it's free.
>> Yeah. [snorts]
>> So my 29th.
>> No, you're not because it's municipal,
meaning town [clears throat] or city
>> for your town,
>> right? So Steve, you probably get
access.
>> Um I don't know.
>> So can I bug my town to
>> But $20,
give them the $20.
>> If you have a town membership, you
should be able to sign up.
>> Charles has one,
>> right?
that she would have made the $20.
>> But I'm pretty sure they should have.
[laughter]
>> If you did it collaboratively together,
they could
>> like come to one location and put it up
on the screen and let it run
>> or not. I mean, it's just a thought.
>> Yeah. Well, anyways, uh it was my hopes
when I started. This is good to hear,
Lori, that we all want to approach this
the same way. I think I don't know how
the rest of the committee feels, but
I'm not qualified to solely compile the
default budget by no means,
Mr. Sol.
>> What it does to it allows you at least
the budget committee to ask questions
pro and working hand in hand. Um,
>> I mean it gives you that, you know,
ultimately it sounds like you might sign
off on it, but you get to probe and ask
questions.
>> Yeah.
>> And I and I and I and it's,
you know, whether or not people are
going to agree if it's going to be
beneficial, but I ultimately will lend
to transparency and cover everybody.
Right. That's what if I was sitting in
your seat, I'd be like, "Hey, here you
go.
>> Ask away."
>> Well, right. because you won't have the
you won't have the questions after the
fact. But that's the good part of it,
right?
>> So, do any of the committee members have
any questions or statements on this?
>> Well, you have a 21 person budget
committee. It's going to be the real fun
getting everybody together so they all
understand it, isn't it?
What I'll do because I only got like
quartered the way through all the boring
blah blah blah is I won't subject group
to me reading the rest of it and I will
>> when I have better Wi-Fi capacity. I'll
get it to the whole budget committee.
>> Does it say in there anywhere um what
the state's motive for making this
change was? Uh, they wanted better
transparency.
Um, it doesn't
I don't necessarily get any of the
backstory. Um,
>> anyone have any idea?
>> What's amusing is if the lore wasn't
subjective, it wouldn't be relevant. We
did it. So actually [laughter] if you
look at these bills that as they come up
and I haven't looked at this one in fact
thank you for bringing it to my
attention because I missed that one in
amongst all the other three that we've
been dealing with. Um so I have to laugh
because I have a 21 member budget
committee. Okay.
>> That's going to be blast. Um so usually
if you look at who the sponsors are and
then go back to their districts probably
something occurred within their
district. If I had to make a guess, and
I bet you a dollar, it's probably
probably coming out of the new found
school district.
Um, probably because they had a bit of a
there was a bit of a mess up with the
default budget.
>> So, this shift shifts the authority and
accountability dramatically to the
budget committee. Now,
>> can it have real
>> kind of but jointly? because the school
district I'm sure reading through that
law it says that the school district has
to provide you with the information and
all because otherwise what may as as a
as a result what may happen if any
school district you know snubs or
doesn't help you with the data I could
see this going sideways a default budget
being tanked by a million dollars
because somebody had a great idea going
on a warrant they voted it and then a
school district can't pay it. It can't
operate because it'll have to
[clears throat] cut so many programs,
right?
>> School district,
>> right? So, I mean, there are a couple of
I'm not I, you know, I'm a Democrat and
I'll tell you that right out front,
okay? Because
>> we know
>> these are going to be my opinions, okay?
There are two things at foot in the
state of New Hampshire and they've made
no they've made no uh secret about it,
right? They want to try to affect
consolidation of small school districts
into larger. They want mergers to occur.
Okay? They haven't been quiet about it.
They also want merges to occur occur on
SAUS. They don't want they want to have
13 SAUs in the state and they think that
those 13 SAUs can take care of 220
districts. Okay. Vermont tried it. Maine
tried it. It was one by the wording how
we said it.
>> Yeah. It sure sounded like it shipped
responsibility and accountability.
>> It did. It should.
>> It does.
>> Your signature will be on the board.
>> Not the school board,
>> but it doesn't take the BA out of the
equation.
>> I I would imagine if I don't know how it
could
>> I don't know how it could.
>> You couldn't do it.
>> I don't know that the right because what
would happen?
>> Because if it does, we're all going to
come begging to you anyway. Well, and
what would happen is it could happen
like it did [laughter]
one year 18 years ago, 17 years ago. I
don't remember what the freaking date
was when the budget committee said, "Cut
a cut $911,000
out of this budget and I don't care
where you do it." Okay? Like a directive
with no data, no backup, no anything.
Budget committees have that kind of
authority.
They can look at a business
administrator and a superintendent of a
school district and say, "Blah, I don't
care what you have to say. Cut a million
dollars." That's it. Bottom line, here
we go. Okay. They've done it. They've
done it here. And so I could see that
happening in a default budget without
all of the guard rails hopefully that
they've put into this new bill. Looks
like there's good things in it for both
sides when you
>> really start digging into the minutiae
of it and
>> you know like how all the language is
written and it references one thing. So
then you go and look that thing up and
you start going around in almost circles
and you know
besides being a pain in everybody's butt
seems like it's got decent intentions.
Um,
>> so we'll have to get that on your
>> calendar
>> because it has a time frame on it has to
be
>> Yeah, we'll probably have spin-off
conversations on this almost every month
moving forward because it's
>> the default
>> move to the new main priority of what
we're tasked with.
>> Yeah, but ultimately it's not the
budget. It's just the default piece of
it, you know. It's
>> Yeah, it's an equation.
>> Critical.
>> It's Yeah, but it's a snapshot in time
of the previous year's budget with some
other, you know,
>> I'm over broad brushing it, but that's
really it's a snapshot in time.
>> But we got a default right now.
>> So, I mean, it's pretty damn
>> by default, right? But you always say
that
>> it is very
>> but it doesn't mean the school board
can't move money around once it's
accepted.
>> You still
>> correct. You don't set every single line
item because if you were tasked with
that, you better come start working with
us every day to understand what the
hell's going on.
>> Right. I mean that's that's the truth of
the matter, right? You are building a
budget in October for the next July. If
we were not allowed to move anything
around, can you imagine?
Like, ask the towns. The towns are
building.
>> You got to be able to pay the bill. Put
it in the right lines.
>> Things change from day to day.
>> Oh my god. They change big time.
>> It would be impossible
to build up a budget without
>> the VA and the SA.
>> Absolutely not.
>> Intimately involved. I think they just
want to laid off that you've seen it and
that it makes sense.
>> Do you want to add something?
>> I do just want to add something because
um um a practicality for a default
calculation. If we're eliminating
positions from our budget, it must be
eliminated from the default budget. So,
if we um that's why I always hedge in
like giving the default budget as late
as I can because I need to have a feel
and discussion as to what we're looking
for for positions because it has an
impact on the default budget. There are
other things that don't necessarily, but
that is a big impact on the default
budget. So having conversations and
reviews too soon, I'm not necessarily
going to have a full default calculated
much before what was pres proposed on
the timeline
>> with D7. Mhm.
>> Lori, can you
give us a little detail what this might
look like if with the teacher contract
still in negotiation with the default
budget like what that overall?
>> So, it would be so the default budget
begins with it's a formula again. It
begins with this year's budget and those
warrant articles are not factored into
the default budget. Okay.
>> Um so, it's it's uh current positions,
current rates. Um the support staff
increases would be factored in because
that's been previously approved. Um but
there's nothing nothing aligning with
the teachers contract under negotiation
would be included in the default budget.
>> Okay. Thank you.
>> However, there is an interesting uh we
can come back to that.
>> Do you have any good news? [laughter]
>> HP 1300 can affect CD8
>> big time. I don't know how you
>> I don't know how I don't know why I came
back. I knew it. And secondly, why she
still is being that she probably
retirement.
>> It's impressive, right?
>> It's the craziest. I thought CO was
mental. Crazy.
Yeah. Compared to this.
>> So, anything else on House Bill 1575
for now?
>> Sounds like I have a fun weekend
reading.
>> Yeah, I will get or the cliff notes.
>> The cliff notes I excuse my amateur
PowerPoint, but I basically took the RSA
and got it out of seven font
into little bite-size conversational
thoughts,
not one sentence per slide, but I broke
it down so it wasn't so overwhelming.
>> No, but like Steve said, you've got a p
you've got a presentation coming to try
to boil it down to layman's terms. Oh, I
just ripped off AI search summaries and
did a ton of copy paste out of
>> actual legal the
state reporting on it.
>> What was the date for that?
>> 2019.
>> And what's fascinating here is the
legislature by their action of shifting
it from the board to the budget
committee is really an overt mission
that that is objective because if it
wasn't subjective it would be
irrelevant. So, you know, they really
need to tighten up the law. So, as Lori
said, it's just a matter of writing out
Paul Miller's doing it. There's nothing
to discuss.
>> But that's not something but that's not
true, is it? [laughter]
>> Right. I mean and there's and I've
worked with varying um attorneys over
the years attorneys
>> and so you know like I said there there
are certain factors that when I if I
switch a district first thing I'm asking
attorney during budget season is what is
your opinion on this because I need to
know how you will support it being
treated because there there is some
subjectivity to it.
All attorneys think differently.
>> Even then two attorneys walk into a
courtroom by definition one.
>> Yes.
I'm paying. That's who I'm gonna follow.
You know what I mean?
>> They get to practice, Steve.
>> Yeah.
1300. They're all having a rough time
grappling with that.
Oh, next on the agenda, if we're good on
this, last call on this topic for
tonight.
>> Um, is
Matt expressed interest in the last
meeting on class sizes and then I threw
in because
I heard Chris Spalding was going to come
here covering for Christa and he went
down this rabbit hole pretty good last
year when he was on the budget
committee, block scheduling versus
traditional scheduling as well. Floating
around the room
is this big sheet of paper
with
>> Chris Spalding. This is
>> this is the same stuff when he was
discussing it in the budget committee
last year. Um,
for the sake of time,
>> you want to have it.
>> I'm going to kind of just roll it over
to Chris and uh,
>> what?
>> It's 6:46, bud.
>> Well, we'll make it short.
>> We'll do the camel suit version.
>> Yeah, we'll make it we'll make it short.
>> Um, and then I'm sure we'll have some
spin-off combo after.
>> Yeah. Um, so like Eric said last year,
this was uh uh was something I was
assembling as we were beginning to
discuss the budget and get down towards
the end uh end of the budget season and
we are um when I was on the budget
committee making our recommendation to
the board and the administration. Um but
this is regarding this is Fall Mountain
because at the time we had felt still
feel that the other schools the the
little schools are are
um were bare bones. So we've heard over
time what basically what's the teacher
student ratio at fall mount. So what you
have here is is based on data. It's all
been data that's I have I have gotten
from well the first piece I got is from
Lori. Um and that was basically um a
sheet that discussed as you can see if
you want to start if you go into this
um
the classes this would be math and I
have every class through the fall of
2025 in the same um format
and what it does is discuss how many
students were in the math class
over to the left you see there are
teachers and then I accept
separated it because it's it's the way
the information came, which was nice
because it's questions I had asked. How
many students are sitting in each of
those classes at that time during during
the block schedule?
>> Yes.
>> Yep. And then over to the right, uh
you'll get the total number of students.
Then you'll get what the
um teacher salary and benefits are.
That's not a total labor burden rate,
but that's just the salary and benefits.
I was able to get that information uh
because Lori sent the package to me that
was a lot a lot of lines to go through
to glean that information.
And then you can see here as you keep
going on this first block to the right
the average cost per teacher but then
you can go to the average cost per
student for that for that math setup. So
the whole thing about this was really
for me was driving this was
um
the teacher student ratio and
what you can see here
currently we had in 2025
um I don't have any new information but
this was last year so probably similar
I would use that word anyway uh you have
four teachers and in the block situation
currently we had 14.42 kids per class.
Now, the state requirement, the state
requirement is that we can have up to 30
per class.
I also broke it down into what's the
district requirement. The district
requirement
is similar to the states, but what does
the district want? 25 per class. I also
put down which would be my opinion the
minimum you would want per class 20 20
students per class. I would think that
would be logical. However, so then what
you the next thing is you go how many
blocks are utilized? There's three out
of four because every teacher gets one
block off. That's prep time. And then
the next one would um utilize periods if
you went to a traditional traditional
method. So,
anybody got any questions in terms of
totals yet?
>> Just just one.
>> Sure. Just making sure I'm reading this
right.
>> Yeah.
>> All right. On the first the first
blocks, you have B1 and B2 both for
geometry. You only have eight students
per class. Is that correct?
>> That's the data that I received and I
put it there. Yes. So one class is
having has eight students and then then
the next geometry on block two has eight
students. That's how it was reported.
Make sure you're not ready. Okay. Cool.
Thank you.
>> So what this is um all goes down to if
you start to go down and look and I
provide the block schedule versus a
traditional schedule.
It's just numbers.
Um really what you find that currently
we're at 48%
uh capacity
uh utilization I should say and we have
a total classroom capacity of 360
um we have uh student availability of
187 currently we only have 173 so 48%
uh utilization
and that's that gets us to the uh
classroom room of 14. I also break it
down per students per day, per teacher,
and then students per classroom. So, I
like to break things down as much as Mr.
Veron do sometimes. Um, and then if you
keep going all the way over to the
right,
uh, you can begin to see the breakout
for cost.
So, that's at 30. And you can see what I
did was break it down in the block
schedule to 30 students is 25 and then
20. And you can see that they all
relatively the current average classroom
sizes, they begin to when you get down
to that last number, they all start to
to mesh out similarly.
>> Can I ask a question?
>> Sure.
>> Is that based on FY25 data?
>> 25. All of 25.
>> It's 2425 data. No. Of uh 2526.
This was the fall of 25
>> our October letters of election.
>> Yeah, I got the data for it. Yeah.
>> Yeah. So,
>> yeah. So, we would just want to look
into the cuts.
>> And I have spreadsheets for English,
science, social studies, health, foreign
language, ESL, fine arts, ROC.
>> Nice. all of them put into spreadsheets
like this, which
I have an opinion, but everybody here
needs to, and certainly this is
hopefully something I wanted to bring to
the board on moving toward a
maybe more of a traditional setting, but
yet even in the block schedule,
there's ample room to re to potentially
reduce staff to get the to get the
averages up to get it up to 19.2.
>> Let's bring up one more session.
>> Definitely.
So
great to have data like that. Would love
to have it up if we are willing to share
the spreadsheets updated this year to
see if we've captured any, you know,
changes at all.
>> Um,
interesting situation. And I know we've
beat this around a little bit at the
school board, but it was a different
board, different numbers. Um,
it would be interesting to find out of
the student census because obviously you
realize and I hope the budget committee
realizes that you can move towards a
more traditional schedule, right? But at
the same time, you have to figure out
where the students that you have in the
scheduling mix where they are with the
credits that they have to have in order
to graduate, right? because that's
always within a high school. The
challenge why you usually will end up
with so many little classes
is because of the scheduling challenges
for the requirements of what they have
to have and how many skinnies or
electives that you can introduce into
that schedule in order to make sure that
the kids are all getting what they need,
right? because they don't go through,
you know, some of the ninth graders
might be taking trigonometry where some
of the 12th graders are taking basic
math. You know what I mean? So, they're
not all going to be like first through
8th grade where they're all on the same
little path. That's what
>> right
respond to that.
>> Yeah. Yeah.
>> I mean, you got you got two geometry by
the same teacher, different blocks.
>> Yeah.
>> 16.
>> Yeah, I know.
>> Well, what you're saying doesn't apply
there. There's no reason why in my
opinion 16 kids can't be in the same
class.
>> No, it's not that they can't be in the
same
>> It's not.
>> It's because Yeah, but the children also
have a schedule, right? They have a Each
child has a daily schedule.
>> And so depending on what grade they're
in, you don't have just ninth graders or
10th graders or 11th graders, right? You
have classes that may have ninth or 12th
graders in it. And depending on where
they started their class schedules, it's
a it's like a puzzle from heck in order
to make sure that all the kids schedules
align with the things they have to have
in order to graduate. That's all I'm
saying. I'm not opposed to looking at it
because tiny class sizes are
when we were kids. It was 24 to 36 kids.
>> 7 hours per kids here, not 400.
>> Right. It's also a matter of how many
children in the school. At the turn of
the century, there was I think 712
students here. Now we're below 500 and
50 of those are imports from other
districts for that matter. And that
makes a huge difference in terms of
class sizes.
So we have some hard decisions.
>> And when I was in high school 40,
[laughter]
>> you don't have to go. 46 years ago,
um we didn't have block scheduling and
it wasn't a thing then.
>> Yeah. Right.
>> Very exciting.
>> So,
>> I just want to caution that if you
decide to make the change, it may take a
little bit of time to put it into play
because you have to be sure of where the
students are that you can accommodate
what they have to have in classes at
Red.
I was going to say uh yeah and and
actually it's the the class that just
came in. They actually uh this year they
they've changed uh the new the new kids
come in and Chris you can correct me if
I'm wrong but 26 27
they need 16 core plus four electives.
My son who's a sophomore needs 14 core
and six electives. So um I'm just saying
that the state changed a few things and
there's new requirements that have come
on. So ultimately
they're numbers and it's costs and but
at the same time even if we re in the
block setting you reduced take note if
you went down to one less teacher three
just know all the way over to the right
class offerings would switch to nine
from 12 to 9. We currently have 12
offerings there would it would go down
to nine offerings. Okay. And but if you
thought about traditional scheduling,
you can find that as you get down to
three
three teachers, you could have
potentially 18 offerings. Um so
it's it's also a year-long course versus
um and because block is also I always
get that half year. So
>> right go ahead. So that's what I was
going to bring up there. When you look
at block scheduling, how it's set up
currently, it is set up that there is a
semester one and a semester 2. One
happens in the fall, one happens in the
spring. Often when you talk about
skinnies and other things, that is
considered a hybrid schedule where it's
what a lot of people discuss as hybrid.
Skinnies go year round. We have a block
in which those are semester 1, semester
2. So there when you look at course
offerings, there are course offerings in
the fall. They may look a little
different in the spring too. Uh we may
not offer certain subjects in the spring
that are offered in the fall and vice
versa. It just depends on the track and
what students need. Um there are pros
and cons to block scheduling. That is a
discussion that administration has
had in the past and will continue to
have. Um there is uh the hybrid which is
kind of the in between which allows
certain courses that may benefit from a
year-long
um daily I will say daily but having it
consistently throughout the whole year.
There are pros and cons to to that. Math
is typically a subject that it is hard
when you look at a block schedule to
have algebra one when you first come to
up as a freshman and then you may not
have a course again till maybe sophomore
year spring or sophomore year. You're
still on track because there are core
requirements but that lag time may
affect students differently. So what's
what's the current educational
English?
>> Which format prepares kids better?
>> I think it depends on what information
you're looking at. Um I don't I have not
spent as much time at the high school
and I have been diving into this in the
past year.
>> Um but
I I don't have a recommendation. This
would have to be something that would be
discussed.
>> Black mirror is what they'll see in
college.
>> What's that?
>> For those going to college, a block
scheduled mirror, what they're going to
experience college. Yeah. So the only
other thing to keep in mind and this is
a broader discussion that probably going
to happen in multiple different areas is
we are also a CTE center
>> and the CTE centers are designed around
longer classes that are more hands-on
approaches within not only our setting
here but settings in um current nine uh
and other places work it looks like
financially it makes sense but that's
about the whole equation
>> where there's a lot of equations when
that piece is what's the educational
impact uh how does it prepare students
and all those correct
>> oh the human element
>> how long have we been on block versus
>> being switched in 1997
>> yeah long time
>> prior to that we had eight periods and
teachers only taught five of them
whereas now the Can I ask you a quick
question, Chris, before you head? I'm so
sorry, but I do have to leave.
>> Thank you for coming on. Bye.
>> So, quick question is I just want to
make sure I'm understanding the hybrid
that you're speaking of. Are you talking
about because some schools do
>> a semester and they do AB days. Is that
what you're meaning by hybrid? And then
the elective there's a lot of different
ways. Every school does it a little
differently. Some have year-long,
>> some have AB, some have a combination.
>> Okay. Uh Keen has been they have some
they go year round some of them are AB.
Hanover High School is a hybrid.
>> Granite Valley Craft is doing like AB
but the electives are weird. I just
wanted a clarification. So hybrid's very
vague at this point.
>> Very vague in terms of we have a very
tradition I will I will say traditional.
We have a um semester one, semester two,
type model
>> which very much is the college model,
but it's also important like as you guys
were talking about like college prep um
with it being the start of a new
semester um in colleges we are actually
currently tasked with students who are
struggling to sit in backtoback 90minute
classes and that's been a big
conversation like this week but that's
just another one of the things to factor
is like I'm interested in the AV diagram
model and like what that would look like
in the cost effective but also being on
the other side of when your K to2
education ends and there's students that
are like they have 15 minutes between
classes which is a lot longer than like
the 3.5 I had nearly 2000s [laughter]
but they're struggling to get like
they're like that's a long time because
they're sitting for three hours
straight. I think the budget committee
though
this isn't I don't think it's a budget
committee decision.
No, no, anticipating the conversation,
but
>> I I think ultimately what it is is it's
a reflection of cost and even under the
current program
>> there's a room
>> even under the current program that
money and that's budgetary.
>> That's absolutely
>> now what the now what the schools and
the district decides to do.
>> Yeah. But I agree that yeah,
>> but the larger I mean it's pretty to set
with the administration and with the
school.
>> It'll be be good to see the October
first numbers for class sizes and
teacher count and their life.
>> Incredible how you just
>> it's just data all supply all from the
SAU office. That's all it is. It's
reorgation of data and it should be
stuff that we should have always been.
Well, we were just talking about this
for a week or so. Wonder how many
>> Well, I took advantage of knowing Chris
was coming and that he did this in the
past and you have been very curious
about it.
>> Yeah. Thank you.
>> But Chris, you always put it in such a
nice
color coding. I like the information.
>> I love the color.
So I I think that it'll probably be
brought up at the school board again for
discussion um because you've given it to
the budget committee. So
>> well there's a Well, I'd also say Jamie
there's you know I I've come to learn
>> right but it would be nice to update it
right with the new numbers and then have
us take a look at it as well.
>> Is there a CBA requirement for class
size?
>> Not in the past. A
>> CBA what's that collective bargain? No.
No,
>> there's nothing. I was trying to revert
that to policy like what's
>> more about the prep time having the time
to prep.
>> I would feel kind enough to bring them
out.
>> Spreadsheet over
time wages to class sizes. Watch how
fast class sizes cease to be if you
sign.
>> Oh, this is [laughter]
an interesting concept. Everybody,
>> well, not 50, but if you pay him $5,000
a kid in the class of 20, you're going
to get 100 grand.
>> You get crickets at that class size.
>> Well, that's an interesting concept.
>> It is.
>> Paying the teacher for student. Is that
what you think?
>> Yeah, it's been discussed before. We've
done it. I've done it at one school
district for administrators that way. So
one last thing and I know um you guys
who are reading this forum
>> if you do look at the blog class
offerings of equip right remember that's
only half the year if you go down below
it's 24 so it's just a doubling if you
look it's just a doubling so we're doing
the traditional schedule you'd have 24
offs at current teachers right if you
were doing um a block which we are it's
12 and then 12 cuz they break it up into
two blocks.
>> I was I was disturbed that they're not
offering trigger.
>> Yeah,
>> has a thought.
>> Can I just
>> Yeah, Alyssa, go ahead.
>> I forgive me if I'm being daffed here,
but can you show me on here where it's
showing that it's actually financially
more appropriate? Like I'm not seeing
that on this document.
So
we we're financially appropriate is is
if you win reduce staff to get your
numbers up, your class membership up
from current 14 to get it above 20 and
you reduce staff, you begin to save
money.
>> Okay. So that doesn't necessarily have
anything to do with traditional versus
block. That's simply class size.
>> Yeah. Which we've mentioned
format. I just wanted to make sure I
understood like you were talking about
average cost per student at class
capacity under the block is exactly
twice what it is under the traditional
schedule except that you have that then
twice. So I just want to make sure I was
reading this properly and not missing
something.
>> No, it's it's really about the student
teacher ratio. So if you read Yeah.
>> Thank you. Mhm.
>> And also
demonstrating that you're not losing
offerings. It's the same.
>> It could be the same,
>> right?
>> Depending on Right.
>> on the amount of time needed.
>> Oh, sure. Sure. And and I agree with
Chris. There's a lot of ways to set it
up. It's not where I mean hybrid. I've
I've reached some other schools and it's
not just AB. It's uh it's traditional
and they'll have two classes like
they'll have science for 45 minutes and
then lab for 45 minutes. So they you
know they there's so many different ways
to set it up. Uh very creative
superintendent or districts that are out
there in New Hampshire quite frankly and
uh Franklin's done a really good job.
I've looked at their um
>> and our high schools is pretty
>> is pretty good how they
>> but they have a million offerings too.
So, because they don't care about cost,
but
>> um it it's an art, right? It's a data
person that's really good at what they
do in spreading the kids out to fit them
all in a little block. I I would not
want to do it. When I looked at
scheduling, I I was confused. I was
like, "Okay,
>> that's what I do, bro."
>> Oh my god. [laughter]
>> Especially difficult at the high school
class sizes K3. that bears looking at
because you don't have that difficulty.
But, uh, the high school
>> I see what you're saying, Steve, but if
if we're making recommendations,
if if we decide to or do maybe do this
or do that to save money, it's an
absolute budgetary issue. anything that
the budget is
>> if we're saying hey use use use red
basketballs instead of going
what I'm saying is that I believe that
going from one format to the other could
save money by to headc count reduction
or whatever but there's a going it's not
our I can't sit here and say that one
block scheduling or traditional
scheduling is better educationally right
I have no concept of that whatsoever and
I think that's something for the school
board has to consider with the SAU,
right? Uh
>> depending on the student has to do with
the tangent thing.
>> Yeah, there's a whole bunch of factors
that I'm not qualified to even guess
what they all are. But I mean, I'm all
for looking for ways to reduce cost. And
if headc count is one way, then if it
makes sense, then it makes sense. But if
it, you know, there's other factors that
go into that.
>> I mean, eight kids to class. I get what
you're saying. They're going to try to
figure out who we know. When we went to
school,
>> the student fit the schedules. They had
their schedules and you picked what you
had to graduate. We didn't go there
every student in you know former
classrooms with two kids. I mean it's
crazy.
We didn't we didn't have all these other
whatever the adventure period
>> requirements and all of that both CBA
and children and state
>> there's a lot there are more
complexities to formulate
>> but to your
thought just left my head it's
>> there in part of the problem why we're
spending 37 37 million a year because
it's too complicated
>> right so maybe a recommendation is to
simplify this stuff.
>> But some of it remember that some of it
is driven by state law.
>> I know you want to say that Steve, but
some of it is not all.
>> It's not all of it. I'm not saying that.
I've been I've been at this table for
>> five years now. I think
>> this is my fifth year. Maybe
>> you were here way before I got here.
>> Yeah. And you know, we've we've managed
the budget fairly well. I think I don't
think we've been abusive in saying cut
this, cut that, and do anything. We've
given explanations. Sometimes you win,
sometimes you lose with the voters. Um,
but there are things that you have to
consider across the board that are out
of our control. You know, I think I
think the school bus routes are crazy.
There is a law that says you got to
transport kids from point A to point B,
right? In our day, we walk four blocks
to catch a catch a school bus, right?
And now you don't do that anymore.
>> A two mile radius.
>> Yeah. Right. Uh the seat
we'll go to Suzanne and then back to you
Matt.
>> Steve, can I ask you a quick question?
Were you the VA when the switch went
from block traditional to block?
>> Do you know if by chance there would be
any historical data on those
conversations and why it was switch like
I know it's a great question.
There might have been before I left
because I never threw anything out that
he left behind but who knows now
>> since then. Yeah, I agree with that.
>> I then cleaned out the house that when
he before he left I there was
>> Okay.
>> All of those.
>> Did you just answer a quick yes or no?
Was the point to enrich students with
their education or was it a was there a
big financial component?
>> I didn't see growing back then. We
peaked in 99 2000.
>> Yep. So, this happened just before we
peeled.
>> Y
>> and and I mentioned before, one of the
things it did
>> was it had teachers teaching three out
of four, which is the equivalent of six
out of eight.
>> Yep.
>> They used to teach five out of eight.
So, it gave us more capacity,
>> which some of them aren't too happy
about, but you know, um so some of that
move had to do with additional capacity.
Some of it had to do with theory about,
you know, does this mirror a college
schedule more? And the trade-off is on
one hand it mirrors a college schedule.
On the other hand, some children don't
have the attention span for a 90-minute
block,
>> right?
>> And so, you know, what do you do with
that? And maybe that's where some of
these hybrids come from. Uh, which
probably is a good idea, these hybrids,
because it it it fits the block to the
right student. And even in an eight
period day, there's no reason you
couldn't have two periods in a row
that's covering one one subject just
like a block does today. So,
>> um, some kind of a hybrid is probably in
order. Thank you. That's great insight.
Thank you.
>> I didn't hear you, Chris.
>> I said no, that's how some of the school
the new schools have set it up is uh
same class. They just split it into two.
And some students don't do the you know,
they either do independent or they go on
to something else. It all depends on
what you know how you want to set up
your own schedule.
>> You wanted to Yeah. Does anybody know um
how much money we get from the state
from the lottery?
>> It does on education
whatever the whatever the
>> So there is a there is a
I don't know specifically for fall
mountain but somebody asked that
question once before. It's funny you ask
that.
>> They state tried to get us to the
lottery at our store. There is a
breakdown enough numbers worth the 7575
blank that we gave you. I was just
curious if any I haven't heard anybody
actually say it. I haven't seen it
anymore.
>> There's a breakdown of what funds where
the funds come from
>> to fund adequacy aid and it gives the
breakdown of like how much is from
business and profits, how much is from
the the different you know places that
they get revenue from. There is a
breakdown. Let me see if I can find it.
the show the lottery. I'm just curious.
We're getting our fair share from the
state and
>> some states you got to
>> kind of fight them.
>> You got to fight the head office so to
speak to get your share
>> so they don't redirect it. Yeah.
>> Right.
>> Or steel.
>> That's what happened in New Jersey.
>> Yeah.
>> Of course, the lottery only provides
about 25 cents of the dollar because you
got to have a wind pole. You got to have
administration. You've got printing
costs. You got agent cost. I think what
ends up dropping to the bottom line for
education is about 25 cents of the
dollar.
>> It's 25% goes to state
>> to the to the schools. I was just
wondering how much of that we're
actually getting
>> cuz they're they're making billions of
dollars a year.
>> 25% of it is still billions of dollars a
year.
>> Yeah.
>> W about how many districts we have in
the city. We should
not tell
people what we are getting. Of course,
it would have been a job of teaching
probability. Nobody would play.
>> That's funny.
And it's fun.
>> Or maybe we should make a new clock for
probability.
>> Yeah.
>> They teach that in statistics.
>> So you're looking
>> I will see if I can find it. Yeah,
>> I appreciate that.
>> Yeah, absolutely.
>> Closing questions or comments on this.
Any new business to come before the
committee? We had plenty of open
discussion. So, I'm checking that box
off already.
All right. Um,
next meeting is on Wednesday, October
7th, 2026 here at 6 p.m.
>> I make a motion to second both meeting.