All right, we'll help you. Thank you. As long as we have the team after, here, I'm all set. All right, I guess I'd like to call the meeting to order at 6.04. Is there any adjustments to the agenda? I make motion to accept the agenda. So moved. Do we have them? I don't know. Okay. Is there any public comment? There's no public. Well, you are. Consent agenda, act to approve October 29th, meeting minutes. I actually did not have time to go back and adjust those minutes. And also, we need to table that one again. Okay. Sorry. It's okay, just a little further. Okay. But we can look at approving the Tuesday, November 12th meeting minutes. We're gonna turn them off. Okay. I'm sorry. That's not them there? No, this was my pile of all our meeting. Can we just table those for right now? I didn't look at them. I'm so sorry.  I thought it was the list to fill in. It was connected to that. All that work, though. Was it connected to the list? The options? No, no. Look at it this way. It'll be done for next time. Okay. I'm so sorry. I described it in detail. Now we need to describe it in detail. Okay. That's your piece. Not your call, it just was what we all did as a group. Okay. Any action items? I don't think so. Okay, closing right along. Okay, so moving to discussion items, review completed worksheets. So, Carl was going to, did anybody send stuff to Carl to PDA? Yes. Okay. And he said, I believe it's attached if you have his emails. I do. If not, I'd have to go to my phone. I didn't know about that email from him. It came at 522. I just saw it. Oh, that's funny. I believe he had an attachment on there. It did. I think it had to do with the two people that did send. Okay. Okay, so he's done. Yep. It is a school of wifi. Yes, it's the public. I'm connecting right now. What should I do? Oh, wow. Deep, deep, deep, deep. Just ask, yes, it's public. Okay. So, just going to read the notes that went with it. Okay. So, it will be a little tough though, but it'll give us a starting point. Can you print those from, or not? Get them here. I looked at them, but they're again on my phone and it's hard to read them, too. I don't know how I can print from my computer. Stockbridge or SCS public. Go to the SCS public. I always get the calls from. I think Wendy's working on it. Okay. I can go get my computer out of the car and print one of your friends. Get the keys and go get them. It's on that desk. Could it be a leather bed? Yes. It's a leather bed. But I think, this is my own that I filled in. I didn't send my stock to him, so I was trying to watch him. So, are these from Cricut? Are they from? Carl's, and is it both? Both, I believe. Right. He connected. We can print it all out and look at it. Are there some notes to go with this? I think in the body of the email, Joanne, but I didn't really read it very closely, so. See, look at me. He gave some stuff that we should put in the meeting minutes. Okay, right. He gave us some rates on mass gas stuff. Right. Such as if we tuition kids out, he gave it back to us. Okay. Yeah, that's all I can say. No worries. So, there's Cricut's in the... I have Cricut's in my email. I used to always keep it.  Well, I guess we should print that one out to them. Yeah. I'm trying to see.  It goes. Yeah. I'm reading Carl's. Should I read it out loud? Yeah, good luck. Oh, no. I haven't read it. It's complicated. Well, every little, we talked about several different things. Yeah, okay. Yeah, go ahead. As we get to that subject. And then we can decipher it. The legal ease of a board member. The legal ease. Okay. All right. I attached my version of Wendy's spreadsheet so it can be compared with others. I've seen crickets and Rob's versions. Thanks. I wasn't able to come up with any good method for splitting out into two districts again. So I left those choices empty. So it'll be the bottom two choices of how to on the chart. As far as going forward, I think we need to get a better idea of where our student population figures are trending figures are trending. We need to get a better pulse from our communities where we are generally parked on these options so we can narrow some things down. So, from that two sentences, it doesn't sound to me that he combined his crickets and Rob's. I don't know. It looks like anything's been rushed, but give me a second to print. Almost should be done as the group. Yeah, hopefully. I was kind of thinking though, if we came together and did it. And it looks to me like he, he put new headings. Oh no. Yes, he put S-C-S-R-E-S-R-H-S on instead of short of costs, short-term and long-term costs. How did everybody else fare with doing that short-term? Because I was not able to do that either. So the short-term costs, long-term costs, bondability and flexibility. I don't know. You know, there's just so much information that's missing in this. You know, what I thought, and I guess Cricket thought too, is that it was made more sense to just use the minimum sort of thing. That gives you a pretty good picture, just of the picture. But it's so complicated, there's so many, and the other thing that I think is overarching is that this is much larger to me, a political conversation between the two towns and what the people want, than whether or not we have what kind of drinking pounds we have. Oh, I agree. I think if you're on this week, I think we're trying to get some numbers out there of using just what's in the book, really. So like if we took option one, which is Lee, I mean, do they have their spreadsheet? Oh, whose spreadsheet? What? From your own. Oh, wow. Aren't we all going to have different figures for it? Well, I have a problem, but we're trying to come up with something. Trying to figure out, let's just start with option one and let's just kind of talk about it, looking at all of our own spreadsheets and just see if we get anywhere. Which is, leave as is, maintain all three buildings fixed priority items. So, another similar thing, oh yeah, they said to help. Maybe what might help us is to combine Amy's idea with Rob's idea, which is basically take those options that we generated, you know, remain as is, use, alter it, whatever they are. Take the minimums for those three, whatever those options are, and just look at that picture. Because I think what we keep doing is we start down a road and then we kind of take a left and we take a right. So if we were to look at the options, however we define those options and just use the reports minimums for those options and then just step back and say, okay, does this help us or doesn't it? Does that make any sense? It does. I'd like to dive in though a little bit more because Stockbridge Central School, option one, leave as is, fix the minimums, comes up to, it's $161,488. In it is $45,000 a project manager. Now, I'm questioning what we need a project manager for. And if we're going to look at that size, you would end up either somebody in town that had knowledge might volunteer to do that. That's a relative amount based on percentage of costs though. So they have to put something in there. So that if you hire a company to do it, they're going to charge you overhead costs to oversee. That's what we're doing too. But then on smaller projects, don't they, here we do a clerk of the works. And sometimes that's a local contractor, that's a craftsman, a local. We've done it before. Yeah, okay. Just because when I- It depends on the scope of the work. Right, depending on the scope of the work. Exactly. You have to have people that are knowledgeable at least to see the beginning of what you've heard. If you need a plumber, you get a plumber, you don't. Right. So in my section, I had taken out the asbestos testing because I had thought we had already covered that $20,000. I think we're pretty good on that. So from that, for Stafford Central School, during the minimum, I came up with, it says 161, but you take out the project manager, the asbestos and the soft costs, because still, what are the soft costs? Same type of stuff for bigger projects. You definitely need them in there for something that is just moving the bus plug, found. I think you're more important. You want to pull together all the pieces that are non-soft. See what that is. Okay. Accessibility. What you need would be right there. Okay. Which is pretty easy to do once you know, like replacing the furnaces is one example. And then incident board that we pull up the red tile and redo the floor, you know, and add that. So why not the items that we think in this issue, or that we would put in that pile. I think. That would go from there. I think we're going to go crazy. Because if we try to go down in this, we're going to go crazy. Let me suggest that we look at these 10 options. Someone were just politically untenable anyway. They're never going to happen. And I'd suggest we could probably sit down and kind of wipe some of those things and get the thing down. This is Carl's spreadsheet. Well, I guess the reason I bring this up is because when I did number one, what I saw for what would cost for Stockford Central would only be $68,000, not $101,000. Which makes a big difference when you're looking at with the overall. But they're not real numbers. They're just a thumbnail that this engineering group put together the best they could in a short amount of time. But they do do this all the time. They base it on stuff of their experience and their knowledge. Yes, they're a ballpark. But even until you actually build the project, you're not going to have the exact cost anyway. I'm not talking about that. There's such a swing.  I mean, there's such a great variance. And he talked about it in the items on here. And the icing on there. And the report. You know, do you put a roof on or not? That's a big question. Well, how long are you going to use that building? What's the school population? Blah, blah, blah. You start thinking about that kind of stuff and you change the entire. But what really stuck out of me is that the two big things, Rochester buys the school and you do the de-merge, those are outside of our control anyway. There are possibilities. But that's a whole other department of things out of our control. What do the voters think? What does the state think? What do we want? You know? When you agree that maybe any of all of these are out of our control. Yeah, let's start by wanting to go. Right. I mean, to gather. We have to do something. Either the rest is too long or we now want to whittle it down, which is a change. But you shouldn't whittle it down based on cost is my point. You can use a general cost. Right, so if you look at Carl's then, he took the costs, including the extra project managers for the SES, RES, and RHS, and it was $259,000 is what he put in there. I just don't know why we would have a number if somebody who has experience thinks it should be less. I don't know why. Well, all he did was he just dealt with all the numbers. I called him at times. Yeah, he eventually, that's fine too. But can we agree that we know that's high? Well, so going back to what I did was I just simply put in, I could tell you what I would put in. All I took out was the asbestos, the project manager, and the soft costs. Leave as is. If you leave as is, talking option one, there are things that you're gonna do, regardless of whether, you know. It's a priority item. If option one is there, there are items that need to be done. And I agree that I think if you're just gonna leave stuff alone for a couple years and just do what you need to do, there's $50,000 or $60,000 that over the next few years, you've got a couple years that you would have to spend even to maintain where you are right now. So in the original spreadsheet, we did like short-term costs and long-term costs. So would you say the short-term cost is like 50 to 60,000 per year? I would call them short-term, but I would call them short-term because we don't know in four years what will happen. We don't know any of the big dollar options. That's exactly what people are at. Well, if enrollment's going down, I mean, we're getting into that policy side of stuff. We simply take option one, the advice is for Stockbridge, I think just to keep you at a par, I'm not talking about when the bathroom's over and they had just to survive based on your student load. I came up with somewhere around $50,000, $50 to 60. Yeah, if you take it, yeah, I came up with 68, but that's because I had the ADA bathroom compliance in there. Do we have to do that? You mess with that and then you're into it with all of them. So you got to be careful there. So I didn't quite add that, but it could be. Right, so I did leave those in for all of them just to, because I wasn't sure about that ADA, but I haven't noted it here. Do we really need to do that? So, but if we came up, if you come up with what you need for Stockbridge Central School to be as is and fix the priorities, you can apply that number moving down to number two. To number three, to number four. Oh, wait a second, I did it two A, sorry. Wow. Yeah, right, so we need to agree with these top numbers. So it's kind of the same going down for number two on maintain RES and fix the priority items. The number that we come up with for number one is the same number for RES that we can use for number two. And then we needed to add a number for the high school if there'd be any. Right. That's where I looked at it. Yeah, and I think that the little bit of caution we have to have is that there's, so I think the ADA bathrooms are a good example. We're already getting some push on that, that we don't have what we need to accommodate some people's needs. So I don't know that we can take those out for many of our options. Yeah, that sounds okay. You know, there again, you could put another percentage of money in there to SFAT to say we don't know this, but until you dig into that and what you have to do, nobody in this room, me included, could tell you what that costs based on the fact that once you start doing something in certain bathrooms, you have to go, they don't care that you have to do this, you have to go fully to ADA, maybe two different things. So what's our mission in trying to get through? What's our mission? What do we want to get out of it? Well, I thought we wanted to put price tags on all of these options so that we could really see for a presentation. So what I'm telling you is that you can't do that. I would say you can't do it with great effort. You can't do it. We wouldn't want to be helped again. No, taxpayers, you can't do it. Could we take the buildings that we find and rank them then so that we don't give, it's going to cost $3 million, it's going to cost $400,000. We just say this is the lowest, this is the middle, and this is the highest. So I think that would be helpful. I think that might be helpful. Let me ask this so we can combine a couple ideas. And again, I'm making some assumptions. I'm making some assumptions that right now option one and option two are the most viable options. This just made you. I have an option two A. Okay, I just emailed everybody that really goes along very similar with option two. It's just flat. Just listen to the big idea and see if that helps. So let's say we have one two and two A, as Amy said. Excuse me, are you working for tomorrow? I'm working for the college sheet. Just for, I'm not looking at the numbers. All I'm looking at is the two options. Part of what we're struggling with is the volume of information that we have and the volume of unknowns that we have. So again, this is my assumption and tell me if it works. What if we delved in based on these ideas we've talked about, to option one, two and two A? And for now we didn't look at three through 10 because they don't seem very viable. I don't think we're gonna close the school in either community in the next couple of years. I don't think we're gonna build a new school. I don't know. We probably could take eight out. Can we all agree that that's probably not gonna be, but we could throw a number at that. I think that's given. I think we're not going to build a new school. The new unified pre-K through six, RSUG. We're going with smaller schools. Right, I don't think that we, I think that's not acceptable. Don't we, do we all agree with that? Yeah, I think it's really, it's a lot of money and we don't know how many kids we're gonna have in five years. Yeah, I mean, that's great. Are we okay with that? Yes, okay. I could take that out. I think that's just being irresponsible. The only thing I would suggest, Andrew, and as a step one, could we take all these ideas that people have expressed and just apply them to one, two and two right now? Sure. Just work our way through that way. Okay. And if we could get it done on those three, that would be a chunk. I think also, if we're gonna do that, I'm only take those items. It is important that we now, based on what Carl's figured out or what should we look at, it's important to let Stockbridge and Rochester people know what it would cost them based simply on today's rates if they had the tuition. Well, okay, Carl did some research on that, how viable that is, but it's information that we could get better at and also talk about the number of kids and give, say, this is approximately what this one is and leaving that in there. Not saying that anybody wants it. Okay, I just, I disagree with Carl's numbers. What was Carl's numbers? Number seven, I disagree. Seven. Okay, but do you want to, we're not gonna know. He brought it up, that's why I said it. We're gonna have to talk about it now. Yeah, but I'm talking about leaving it on the list. That's what I say. Yes, yes. So then we would look at one, two, two-way, and 80 shares, and we're just gonna say that. I need two-way, I'm one, two, two-way, and seven. I'm just for a point. Yeah. I'm going to be still. I'm going to be supportive. I'm going to be supportive. Now everybody else knows. Does that make any sense to look at those four? Yes, I think it really does. And do everything that we've talked about. Put it in, put it out, we, blah, blah, blah. But not doing the other ones? Well, for now, if we could just start with those four. Just a starting point, and then working our way down. You can just take arbitrary first three. No, it's not. I mean, we should do what Joanne is suggesting, which is kind of go through and say, is this, is this tenable or not? Are there any other ones that's, should we move that? I mean easily. Well, looking at moving all the kids to Stockbridge School. We are talking about additions. Mm-hmm. So does that. That's not going to happen. It definitely not going to happen. It won't happen. So are we now kind of active at this? You don't have land enough to stipulate and put on, you know, to do that. Then the parking will be enough to work anyway. You'd have to reach out for the access to 100. It'd be a whole lot. So I guess Hollister's point is what I'm trying to say. I think there's some, I'm sorry, there is. There are some things I'm hearing that just don't seem at this point in time that will be viable options. And I think we're getting tripped up with that. I think there's too many. I think we should go through and kind of do a slash and burn and remove those things which just don't seem very tenable. And that'll give us what, three or four, I guess. And then figure out what's the best, what's the best presentational thing we can do regarding numbers. To me, just using the lowest figures because they're going to be constant and then adding them all together, that shows you what ranks in terms of cost without worrying about, you know, what are you going to do about the asbestos, what are you going to do about that? Right. But really, where are we going with this? What do we want to have when we're done? We want to create this most noticeable and give the children the best education they can have, period. We want to have, as I see it, we want to have an understanding about this report that clearly identifies, here are some options that the communities of Rochester and Stockbridge have. We have to make a decision about how many buildings we're going to operate and where we're going to operate them as we roll forward, from maintaining the three we have to doing something different. So I think what we want is a clearly laid out document that says here are one, two, three, four, however many we pick. Viable options, viable options. Here's our best guess at what those viable options could cost. Without doing a whole lot more, actually. Without doing a whole lot more. And so the only thing I see, and these are cost estimates. Based on the length of the board. No one can hold you to those numbers. It's just a matter of ranking of what we think arranges these options. And if we put those four out, and let's say two of them have tremendous community support, that's where we'll be recognizing we spent some money to say, okay, let's find two of these two options. If the rest of them- It's to make it reconvene based on those findings. Based on the feedback from the community. And digs into those options. We're gonna replace the boiler. Now we're about the tiles that are under the boiler. It depends on which one's picked.  And whether that's needing to hire more for a survey or just- Whatever it is. People or whatever. But I like Joanne's statement. I don't know if everyone heard it about the, can you say it again? Do you remember? Financially- You'll be financially responsible. And give the kids the best education. Right, and that helps. So I wanna agree with that. You don't? No. I mean- You don't agree with that? No, I wouldn't agree with that. Here's why. When the whole merger thing first came up, everyone always talked about it's about the kids. It's about the kids. It has to be about the kids. It's not about the kids. It's about the communities who are paying for it. The communities that have to vote on it. It's a political thing. Of course we wanna have the kids have the best. Of course we do. But without- The audience that made the video, it was financial. Exactly. They thought it was gonna be cheaper to do this. Yeah. Yeah, we now know it's not. We were forced to do it. We did it. Now we've gotta figure out the best way we can live. I mean, I could argue probably that you could have the very best situation for the kids and the towns wouldn't vote on it, would turn it down. So there's no point in having something that the towns aren't gonna vote for. That's my point. But we've seen that a number of times. So I'm gonna suggest- They spent the money on the bill. I'm gonna suggest, I don't know who said it, but I'm gonna suggest that this is my thought, people will lean on it. But we take number four out because I don't think we're gonna be building an additional- Let's go right down to them again. So we're gonna take one, two. We need to hear two, one, two. We can't even go down there. Tell us the way down. I cannot go down. I like that. Oh, no! I mean, what you saying? Because we can't seem to get that. No, I'm like, I need to go. I've done up so much now. Just so- I'm heading in as you say. Okay. Wish I had a red pen. Yeah, I'm going to go get one. Okay, to keep Sacramento Central School open to move Rochester Elementary to the high school building for the town to purchase the elementary school and the rent back, the kitchen and the gym to the elementary school. Which number is that too? Which is basically the same thing as the high school. Not putting in a new kitchen, not putting in a new gym, not putting in- It's like just- We're using the facilities over in the elementary building. And then just that back. Just that back. We're keeping just the Rochester elementary kids there. And that's better than using the other one and then renting the- It's another option. I have exciting information too. Cool. Is it going to help us? It's a lot easier than- I was really negative about the whole idea about Rochester taking the school back. But I spent time with the slide board and the budget committee and they were pretty interested in it. So I think that's a much more viable- There's also- They are interested in the high school. High school. And I would have agreed with you that based on meetings, spaces, based on maybe town meetings, everything seems to be at the high school would be what they go after. So I don't think that has to do with our thinking because a little twist on Amy's thought is- I don't know how they want to do this, but a little twist would be that we would keep Rochester Elementary School where it is and we space for art and music. Fact. We're just- I know. We need to talk about that too. No, I'm just saying that's my idea. That's what- That's what number two is. That's what number two is. Right, so that's- So that's- Can't you do it? Well, I- Yeah, will there share responsibility for- I don't know how- I was like- Eight. And then four. And then we started to go back. Oh, okay. All right. Remember, we're not picking. We're just trying to put out there- No, I know, I know. But I want to make sure that we discuss that as we go. Gotcha. Okay. I didn't hear. We were over here writing. Sorry. No, I'm not so good. I can make- So four and eight have been eliminated, is that what I understand? We got two A. Yeah. And move all Rochester students to Stockbridge. So that's- Four is gone. Four is gone. We're not going to be doing any building. Due to the fact that we would need to build extensive additions to house 134 kids on- The current- Are you talking about under number four? Under number- Yeah, I'm just going to say- Under number this many teachers, we would have half as many- This much. Right, I know. I built a spot. You wouldn't necessarily have all the tuition students. So there's a lot of things that would change in that. Right. So we've got to think about that and we might move- Well, not just revenue, but just you wouldn't have the need for double teachers. Right. Well, sometimes physical like- I don't understand, but you're spending your expenses by a lot. Expenses, Craig. Right. I'm just saying that the Stockbridge Central School, the proposed space that the need is 230 square feet per kid. What's this? This report. It's in there. There's just the end of that. So, okay, let me get back to what they call the house. So, Stockbridge Central School, the kids currently have 181 square feet per kid. That's what you call- That's what you call- No right. No new addition. No nothing. And that's feeling that. That's a good one, divided by the number of kids. Right now when we talk about Stockbridge, our Rochester Elementary School about square footage, we know that this is important. Yeah, specifically. Okay. We were at a time thing that by the 134 students, but now I didn't take into account that we could be losing on some of the high-conferential students. Right. But I just was trying to go currently what we had, that would be 24,254 square feet that we would need in Stockbridge. We would need how much? 200, 24,254. Based on what the- Based on just like the numbers we currently have right now, and based on the square footage that each student has right now. And again, that's just math. That's right. Both of them. So we just had- I was just saying earlier, seeing that yeah, we would immediately need to sign it back. The house right now in Rochester has right now in Stockbridge, because those are two. Or was there a recommendation that I missed that should be that? I only referenced the current space in Stockbridge and the square footage per student currently today in Stockbridge. And that was my question. Yeah. And times did by the total number of students that we had in the district. And do we remember including pre-K as full-time students? They are space. Yes. They need the space. Even though they're not year of full-time. Right. They are year of full-time. Yeah. So I guess- Double up. They haven't learned in a minute. Right, right, right. So the only thing you can do. So really going through that little exercise, just show that that option does, would include a substantial addition. Okay. To Stockbridge. Okay. So if we, does that- I agree. Okay, that's fine. We're closing it out. Let's just reference the number again. What number? Four. Okay, good. So four and eight have about- Four and eight have been done. That's fine. Let's get ready for more. So we have less to- I'm gonna make a suggestion. I think we, Rob, I think we can get rid of five. Because here's my assumption. In order to move all the Stockbridge students to Rochester Elementary School, parents and communities are gonna have to tolerate much larger class sizes. Somewhat larger class sizes I think will apply, much larger class sizes. Do you have how many kids are in there? Four and four. I don't think- Well, it's just for Stockbridge Elementary. I don't think that's an option there. Yeah. I'm happy with that. I don't think they're gonna, I think closing Stockbridge is probably a political non-starter. Not right now. So even if it were a political starter, I don't think they would all fit in the Rochester Elementary School. We'd have to do that square footy. You'd have to do that. That's right. I think that's fine. I'm not sure. It's you. I don't think that- I don't think Rochester Elementary is pretty extensive. It is. So can we take five out? Yeah. Right. Okay. Hey, we're getting down there, guys. So do we take six out? Yeah, exactly. I don't know. We have to do it fast and low. Same thing. So we should take six out. Move all? Well, for a different reason, we would take six out. These are all unified students to RHS. Rochester High School. So they would fit. RSUD students to RHS. But I think closing Rochester, I think closing Stockbridge School has to use your words as a non-starter. So I think that one can come out. But we're going to just give these numbers to more of like- I think that- I think we got a little bit ahead of ourselves. Okay. I think we started thinking vision and we started getting into the long-term thing. And it's just eight when we're all here of us, sitting here talking. And we really, when we start, we do need to have a community discussion. And I see community in the whole term of Rochester and Stockbridge about what is valuable and what is our vision in the long-term. I think originally the value of this report was supposed to be that we can't keep doing what we're still doing and be financially responsible. I mean, we don't have the numbers to support it. We're not using space. But we do have the wherewithal to make this less to do it the way we're doing it. Right. But also qualify to the bill that we're presenting to and say, well, for long-term, no. Here's what it has to be a conversation and find out what the communities, what the forecast of students and in long-term is. So we're not, we crossed them off to right now. Right. That is part of the conversation. Right. We are down the road. Once you kick that in a couple more times, they'll all be in trouble. And again, this state may mandate something different by that end. And the reality is that one of the things we're lacking clearly is core community input. We've got, so our job. We have a lot of sampling here, but not. Just to get out something that is accurate, that makes sense. But if you make that statement long-term, that will get people thinking about it without us being committed. Exactly. And dollar value or anything else in it. Right. And then we could pursue a sense of. Because that's not our job when it comes right out. That's not our job. Right. And then. It's just to think what's common sense. Considered short-term, long-term, like that makes sense. But the short-term ones are the ones that we got to prioritize in the end whilst the best options were ranked in the middle of it. Exactly. Okay. So with that said, are we tabling six for right now? I guess so. I don't see. The only number I was able to come up with was four. Oh, six? I'm sorry. Six is gone. I got. No, that's all right. We're going to have another one. Yup. Yeah. Okay. Seven, I think clearly stays. And I think they should be doing research on that. The only thing I did was took the 15,500 and times it by the 134 students. Again, that's not right though, because not all of them are, you have to do it by residence. I need to do it by residence. Right. In Carl's email. But that's poor you. I remember too. He stated based on the best daddy he had. That doesn't include. But. That doesn't include, right? But he said it looks like right now, based on where we are right now and the number of students, it'd be about a penny more. Okay, so we need to do. But wait a minute. 96. He's the only one that's looked into any data though. So we got to start something. I asked as you. That's fine. Nine to six is what we need to do. But right now, I'm just saying. Right. We leave this option on here. Then we pull together the most accurate number. That's right. Qualified what those numbers are. But it looks to me that it's within reach to have that. But at this point, it's still a valuable possibility. It is. I don't think it's a political option. Yeah. I think. Rochester one closer to school. Anymore in the stock market. Is there a gap? But it still has to be an option on here. Well, I mean, there's a question. We could, there were 10 options on here.  Well, it's easy. But you can't have a million options. You've got to get down to the point where we have a containable, understandable, reasonable group that you can give. They can take off the fact that neither town wants to close their school pretty quickly. But we would be insane on the financial side of things. Not to say that that may be a viable option. That money. What are your views for that? Well, the problem is when I asked, and Lindy will agree, when I asked the SU, she gave me the number of high school students that they've paid tuition on already. Not the total tuition student. Not the total number. Total number. Can't you get all the boys as soon as time 50,000? It's a change. But we don't have the number. We don't. Okay, I can't be like close to the number. Well, it's okay. Some schools are the average. Some schools are $17,000. Because I get the average. In 51 Rochester K through six. I mean, yeah. Which was, it's actually in 96. Oh, no. You have to take out some tuition kids in. Right? Right. And I took the number from Tara's numbers. 51. I counted them. And this was last year's numbers. Okay. 15,000, because that was last year's tuition. And it's $765,000 for Rochester's elementary. Stockbridge, according to her notes, was there were 36 kids. These are K through six, not pre-K. Right, it's a different cost by pre-K. Right. And it's not mandatory. Right. It's not mandatory. Okay, so it's. You get access to 10 free hours. Okay, so 15 times 15K is $540,000. And then she said there's 29 Rochester's high school students. So I use 18,000, which is a high average for high school. Very high average. So that was. For now. What? For now. Right, right. Well, it's actually, I took it from this year's numbers that were on the website. So 522,000 for Rochester's high school. But she only gave us 11 for Stockbridge High School because that's the only ones they had verified. So that's the problem with my numbers on this, is that I don't know how many high school students there are in Stockbridge. Well, is there's like 11? Is that a pretty high? No, it's going to be more than that. Okay, so someone said it was 39. Jesus. It's 11 that just left the building last year. Right. But she's 7 through 12 students. It's 39, but then she wrote the Stockbridge numbers out and that added 11, but I think 39. We did have more high school kids. Yes, so this is a number that we do need to find, but we need, it needs a lot more. Right, so if it's 39, so 39 times 18,000 is 702,000. So all of that said, it's 765 plus 540 plus 522 plus 702 is 2,529,000 for all the kids. Then you have to add in the SU assessment and no one could give you that number. Did you find that number? No, I didn't, but we have to be careful when we're talking about budget versus buildings and we're talking about budget for building. And I think the number you just came up with is a perfect substitute to compare to the cost of the building. There's a lot of other costs that would, the budget would not be that, it would be different. It's just comparing to the cost of the building as the repairs and versus. But again, we wouldn't have the buildings anymore. We still have your debt. But that's what I'm saying, this is, I think, is a good number.  If the town will buy it. Right, I'm saying like that. The number she came up with is a good number that we could put in on this chart, but it is not the budget of our SU by any means. It's a little bit hard, it's apples and oranges in a way, because. Well, not really. Cost, well, a little bit drill, because there's costs that are gonna have to be added to that. Right, you have your board expense, you have your board expense, which is a minor. That's the straight budget. I mean, that's all volunteers. Yeah, but we'd still have to hire them to do stuff. To do what? You'd still have to hire them to pay your bills, to pay your financial, to pay your SU. No, I don't use that. No, I don't use that. Because he said we could really supervise what we do about that. And that's why I'm trying to say that this is not the budget. There's a lot more in the budget. It's just that we're trying to do that in the budget. Yeah. And there's five numbers. The building. So getting back, getting back to reality. Is it an option staying on the list? Yeah. Well, it is to me, but you have to add all this other stuff into it. Well, it's research. If you're gonna work, we're gonna be building the left. That's the way we're building for $10 million. You still have to, all the costs of running the, so it isn't a three million. My only thing was that number should stay on the left. So I'm gonna agree with that. I'm sort of thinking I'm gonna be the admin out here, but here's why I don't necessarily see that as viable. If you look around at the closest elementary schools, so if we offer choice to everybody, the closest elementary schools are what, Johnton, Bethel. Not that much further for us. I mean, so the thing is everyone that lives in Stockbridge works out of town or a lot of people that don't live here. Right. And probably not north. Definitely. Probably not north. It's east-west. So the only issue is we're, how do I say this? I'm not trying to mix this idea. Just want to be realistic about it. No, it's fine. We're having, we've had a number of calls, and maybe it is more Rochester than Stockbridge, about the time that kids have to leave, kids who have made choice. That's how I'm gonna go to South Royalton, so I'm gonna go to Bethel, so I'm gonna go. They're leading buses in the Rochester parking lot at 6.30 in the morning. So we're talking about elementary populations on buses really early. I'm not saying that takes it out the list. I'm just saying, I think that's important to consider when we're talking about church. I hear some now, when your student quant number is reduced so much that they're not getting the same education that they are if we send, you know, you send kids to whatever the high schools are in Waitsfield or whatever, you know, or some of those, and I don't know how far those are, but that's a viable way that I've seen people from Rochester. Yeah, the only point I was trying to make is that with choice, there's something other than cost that has to be considered. Nice. For how long for a job here? No, no, no, no, it is, it is a jab to make. If the Stockbridge kids, they're not going, they don't wanna go north. The people going to their jobs in Rutland or Bethel or whatever, they're gonna go in that direction. That's a factor, that's a real factor. And the people of Rochester, they probably are living or working around in Rochester and they're probably not going to be sending their kids in Middlebury or something, unless they're in high school. So I mean, to me, that and the fact that it's Apples and Orange's financial consideration makes me think you should just take this off the table because we gotta cut this down to less. You gotta cut it down to less. I disagree, we're not taking it off the table. Says you. Yeah, and I think it's fair that it should be done. I think for that case of tonight. You don't pay people to ask what we should do. What do people do every year? No, no, I think they will. I think it's a legitimate question, but I think we know enough now to know that it's not about how to say delve any deeper into it. Yeah, yeah. And I don't think, the reason I think you need it on here is because when we did the merge, we weren't even given the option. And I was gonna bring that up to Carl tonight. You made me option a lot. To not, to have that as an option. To, to, to never, never that conversation. We were never happy to do so. But you have, this is one of the options to choice. So I think I'm not so happy with this. I think that's the point of this issue. Just I agree, it's, it's comparing apples and oranges, but I think we need to know. Yeah. And whether it gets presented on the same spreadsheet or not, I think. That's an option that should stay on, but it's not one that we can answer, find out the question. Right. We can't answer. Ask to every search that we've been asking for, number of students possible to find a student. Exactly. It's a whole different. Poster boss. It's a whole different spreadsheet. It's a whole different spreadsheet in and of itself. What makes up the total number? But there it can. All right. Every one of these has the same thing. Oh, absolutely. Absolutely. I just, I just think it's the only one. Every one of these is going to need a lot more than we're giving. Absolutely. Once they decide to refine it down, or, and then they, if they hire us again, or whatever, task us to delve deeper into something, then we take them. And I'm not saying this is my choice. Right. I'm just saying people have the right to know what the difference is. Absolutely. Look, you got number nine. Soccer retrieval can go wild and free and pushing them out, right? You want to merge, close the school. You're saying, can that really happen? And we have no idea. I have no idea. But at least it's within the universe of the possibilities over here. I was going to bring that up. And I know, again, it's not popular. I don't, I've talked to two business managers, a superintendent. I do still have a call into the AOE that hasn't been returned yet. I don't believe there is a vehicle other than suit, other than suit the state of Vermont like some districts are, to unmerge. Right. They have the last say, whether they allow it, if only one of them. So I would ask for that nine and 10 aren't necessarily viable. I don't think we have the, I don't think we have the funds to, to file a suit to unmerge us. The only way I understand that any of that could happen is if the towns decide they're merging with someone else. That would be easier for some schools to unmerge if they had a plan. Right. If that's what I'm asking. That's what I'm asking. I believe you're correct. They will not allow it. I would like to say though, to represent Stockbridge, that whatever decision we come up with, and if it's a decision that we split 40, 60, but yet 90% of the money goes to one town and not the other, I think it would be something to think about. So it may, I think 40, 60 split and we get nothing and someone else gets something. I think we need to look at that. I think we have to look at this document. Look at unmerge. I think we have to look at this document as not being carved in stone or the final thing. An idea, when we finally get to the communities, what we're trying to do is figure out a way to get to the communities with information. When we finally get to the communities, they may say to us, we think this is great, these four, we think one in five, and I'm not even picking my numbers out, one in seven are the best ones to pursue. Please go back and get us more information about that. This is going to be a living document. So it's not like if we take something off tonight, it can't come back on, or if something isn't on here. And our town usually when something gets hit on, it never comes back. And I've experienced that for 40 years. Well, I think it would be our job, Jordan, to make sure if there's a strong voice from the community to explore something different, the board, I'm going to look at Amy right now, the board has the obligation to explore whatever that different idea is. Right. They need to either send us back or charge another committee like us and say, this is the option that the communities want to explore. I know we never even looked at it once. Yeah, but I'm saying we need to change that. But I'm telling you that it's important. And I'm hearing you say that. I'm not hearing what's not important. Yeah. I don't think there's a lot of return in re-litigating the merger. I think that if the merger were easy to get rid of, you didn't have to go to that lawsuit. A lot of times you're doing it. You know, a lot of times you're in lawsuits trying to do it. That's right. Why are they doing it? Because they hate it. Exactly. You know, well, I'm not saying that I'm not saying the stockage doesn't hate it. I'm saying if we have 10 things on our list and we're trying to swim them down, that things, those things, which are just not likely to happen, if you have them in there, it's just going to generate conversation on something that's not going to happen to work. So I think my vote would be to swim it down. But I think if it comes up, I think if there's a strong voice from either community to look at emerging, then the board would have an obligation to say, we need to go forward and figure out, is this the possibility? If so, how does it happen? And what are the implications? And again, it depends on the 4060 split. That's a big one. 4060 split of what? The money. The population. Right, the population. The money. The budget. The budget. I mean, if we decided a $5.4 million bond and 40% of it was coming from Stockbridge. But I wouldn't vote for that if I was in Stockbridge. I could give you... Exactly. Because I thought about it. But listen, because of my new enlightenment, I thought a lot about what a Stockbridge person might think. Because I continue to say, this is a political conversation. If I'm from Stockbridge, I would say, A, Rochester did not maintain their buildings and we did. Right. B, there's twice as many buildings over there. And C, I was at best lukewarm about the merger in the first place. Right. So I can rationally see a Stockbridge person just none the back of way from all this. But that's a political question. And I think that's the kind of thing we have to think about. Same with Rochester. Rochester is not gonna want to send their kids off in 19 different places. When most of those kids are not adults, a lot of the kids in Rochester walk to school.  I think it's not viable with the Rochester School of Closet. But I'm hearing you, Joanne. I thought about it. I mean, these are all gonna come up in the next steps anyway. Anything we want to talk about and then the board's gonna decide. So since we're chatting and it's all going really good so far. And I like the A and all that idea. Why is it that we can't consider the elementary school in Rochester? Why is that building with all the square footage not good enough? I think we did leave it on. That's never true. Yeah, but I mean, Carl certainly leans to the high school, we all. What's jumping out as the big issues with that? Yeah, yeah. What is the big issue of not putting the elementary students in the elementary school? I don't have, if you look at a media, I don't have a problem with some pictures. Oh, I see, please. What's that? People in Rochester feel that they have a kind of artistic town. They invested a lot of money in the theatrical thing, in the art room, in the music room. That's the kind of town it is. And so there's a psychological ownership of it. I'm not saying it's rational. No. But there's a psychological ownership to that kind of vision of things. Right. And that's how that community feels. Okay. So do you, with that said, do you think with our students going there twice last year that it's viable for your heat to be 70,000 in hours five? I'm not talking about that. Okay. I'm still from Rochester, and I see what you're saying. From our standpoint, regardless of what's going on there, we have to be rational about the cost to make the high school more grade school, or whatever those costs are. So it is an option, either one of them are an option. Right. But we do agree you can only have one of them for the most part, don't we? They don't now. Well, I don't think there is a, and correctly if I'm on Rob in Amy, I haven't heard a compelling argument from anybody in Rochester to maintain both buildings. But yeah, we're there. That's what we have. I have had, I have had, I have had the desire to keep the high school for all the reasons Rob just mentioned. And that's what she said. So I think the other thing we have to constantly acknowledge through this work is that both towns have strong feelings about certain aspects of how the youngsters are entering. No, that's very rational. It's just from the basis standpoint when I say, okay, now you're gonna add a gym back on? Are you gonna, you know, I've had to, I can see, I know exactly what you're playing, the way river players, and I mean, the whole town is like that, I get that. The town meetings take place in them. Right, exactly, and that's a great thing. That's the only reason I thought of that more for the town might wanna take one, it would be that one. Because of just that. So that's where the town is at the beginning. And then they use it to give it out, or sell it out to the arts people and different stuff. Because if the town took that building over, then they could lease out whatever parts of it they did. Right, yeah, I think that makes sense. Which is the first thing I said, I think going that way. And then the legislature could pay for it because it's your own. Right, because it's their building and their love. So when I look at the elementary school, the one thing that I don't see is the flexibility to be able to add any more care for the younger kids, to add any more preschool opportunities. We call it for the kids. Not by repurposing the gym? What was the, when they say that, what were they gonna stop? So this is the gym as well, though. And I mean, it's currently, we don't have basketball in there now. That would be nice. Yup, we'd love to have that. We'd love to have that. We have stoppage students coming out to play in there. I know, I understand what you're saying, but also I wanna say that we are, it's something that is being used as a gymnasium right now. It is being used for after-school programs. It is being used on, so I just, I'm not saying it's the way, but if you get rid of that building and decide that the one building you have is the high school based on your thoughts, that's a whole different kind of thing. It's easier to go this way and lease or use the space for things. One of the dilemmas in Rochester is that two of its, let's call them specialized faces are one building and two of its specialized faces are another building. So the kitchen and the PE space, which is a gym, is in the elementary building. The art space, the art room and the music room, are in the high school building. It would be so much our luck if all four of those were in one building, this problem would be far less complicated. But I think we do have to go back to the notion that we can't, at this stage of the game, it's not necessary for us to eliminate completely options that respect what we know both communities feel strongly about for these kids. I think we can move all of these forward. If you choose not to have an item, that's on you. We chose it because we were fiscally responsible for years and we didn't have this bond. Well, you asked me, I'm telling you. Wendy, where do our kids do art? In the multi-purpose room. Right. We share it in space. And where do they do gym? It's all in the multi-purpose room. And where do they have preschools? In the preschool room. And repurposing Hollis is the key to using that gym effectively. Why do I keep coming home? I don't know. But I'm wondering who's that to take off. Consistence. So I'm, I'm a bonus. So I'm lining with us right here in the place. So we're trying to eliminate another option. No, no, no, no. I wish you'd try to get numbers in the arts. Repurposing is the key. But I think, Amy, everybody, to answer your question, you said something about like, you're nervous about one space over the other, that all the high school over the high school because of the lack of flexibility in the future. That was my biggest. I think that is something that everybody's going to have to come to grips with. There's going to have to be some sacrifices. I don't know what's the right sacrifice. I'm not going to be the one to pick that for the communities. But we're all going to have to give some money to take to make it. Those are covered within those items. The reality is though, even Rochester is going to have, somebody will have to make a decision on reducing, eventually, what students number it up. Whether one building goes away or you take the theater and the rooms you're using right now, one space, and you detach it by lockable doors and lease the rest of the space to someone else or put a walkway between the two buildings. I mean, there's a million things you can do, but something could happen. I'm going to get it right this time, Willis. Because the fundamental reason for us to be able to do that is every dollar we're spending on maintaining space that we're not using to the maximum right now is dollars we do not have for field trips, and math books, and concerts, and teachers, and artists, and so forth. But I also really feel there's a lot of money that needs to be put into that younger generation. Exactly. He also needs it, too. I do, but I think there's creative ways to do that without space. Right now, in this case, the thing to do in the elementary is, yeah, it's going to, it should be looked at as the option, is that $3 million to do that and do what a Rochester wants? That's one thing. Or, does the high school make sense, and it actually costs less to renovate that, to make it accessible for the little kid, plus keep the mantra or whatever that Rochester's trying to do. That's all in this. And the only time, in my looking at this, the only time we get the guy ahead to spend money to do exactly what you just said is when we get some of these ideas forward and get feedback from the community, we're interested in these four. So please go forward and further explore these four. The only one thing I will say about using the elementary building, and it's not for debate, it's just stating the fact. If our populations, if stock bridges declined and people decided they didn't want choice, now that would have to be an option, could they do choice? When they wanted to come to Rochester, there's probably not enough space in that building, so there's not a lot of flexibility, is all I want to say about the elementary school. Rochester, the present Rochester population pretty much maxes it out. I don't know that we're gonna have that problem to worry about in the foreseeable future. Because everybody's... Bethel is also declining. Right, everywhere's declining. Bethel's got space. Right. Right, honestly a lot of people in Stockbridge go towards Bethel. Right. And I'm not saying because I'm just saying that's the reality and I get it about spatial, but there again, that's the conversation. One of them must go or something must go for the sake of Rochester's budget, say nothing about this, oh, Rochester, something has to happen. Listen, our donors don't put that dollar figure onto it, but it's the same way this building. It's gonna be cost. This option's jostling. One of them's gonna make more sense than the other. One of them might be the perfect one, but it costs five million. This alone here is not quite as luxurious, but it's three million, and then they get voters gotta make their choice. Right, so my question. Yes, yes. But one should be kicked out too, because three buildings. Oh, to maintain the status quo. Yeah. Well, that makes some sense. I mean, why would... I don't wanna maintain three buildings. That's what we voted. I don't have a solution. The merge literally said two buildings. Well, if we, regardless of what we do with that line item, we still need to come up with the cost for each building. Okay. As a... As long as we keep doing it. Right. Because then it filters down to later. We need to know the cost or the minimum cost of SDS. So then as we go down through, we can keep that same number. This year, the number two could say Rochester will purchase one or the other, and you could get your pricing with then that same line item. In other words, one or the other of the buildings has to go away. So whether you keep number two and number three goes on, I mean, excuse me, one or two, you're really talking about the same thing. You do have to have prices on all three, but you have to have that to make a decision to get rid of one. Not to keep that. You have to see it in comparison. Right. You're not keeping it. But I think Jordan's point is a good one. I haven't heard any of us argue lobby, put a argument forward for maintaining three buildings. It was in the murder. None of us have said that at any time. The only reason to keep number one, and I agree with you, you're right, is the idea that we're just, we're gonna think about it for a while. We're not, we're gonna sort of pack the band-aids on things and we're not gonna make any giant decisions until we know more. That's the only reason for me to see that. It's a lot of money though. It's a lot of money. It is a short-term reality. It's a short-term reality. Yeah. And we said, do we agree we should leave it on or should we? We should tell them. We should leave it on. The reality is if they decide just to do a couple of one, number one items or it takes a year and a half to figure out what they're doing, one, you're not gonna close the building just because. Can I ask though, do we put fixed priority items? And that is all the more reason to grow to get the right solution, but it's not gonna happen overnight so you have to discuss. Right now it's costing us X to keep this third building, but these are the priority items and these are the cost of revenue. I'm just thinking of the money that doesn't go to the kids. There's down to two buildings and quite honestly, Rochester's got a tougher decision in which one in the long run with the money spent versus the student population versus community, which one it's gonna be because one has to go. Right, just to clarify in the words, the way we're structured now, that won't just be Rochester's decision. I mean, it'll be Rochester's decision to decide if they want to buy one, but I'm not meaning to make this sound that. All right, I'm good with that. I'm good with that. I think that's a fairly new thing there in all that. I'm good with that. Whose decision is it of what building in Rochester these students are educated at? It would fundamentally be the decision of the school board. Exactly, and that will be, I would hope that would have educational input to say the speaker and everything else, but it's also going to give you two very distinct financial numbers. It's also, you know, whatever it is comes down to a budget, it has to be voted on by the people. And we've got to stand for some sky high voting show. That threshold is a big deal, and I think that our board will do that. But the research to do both buildings, to find out, to bring them to what would be the goal, right? Because if we're not talking about number one, we're not talking about number two, where you are going to have one of them, which one will it be, and what will it cost? Got to figure that out. And that will have a lot of discussion. So what does that say about number one? We're leaving it on us. Okay. So I think, because I think short term, that's exactly what we're doing right now. It's not short term after the studies done, is it? It's going to be short term, right? Listen, I'm going to ask you next week, whatever you're going to do. Other than doing troublesome items, this is not happening overnight, people. And this won't even happen in March, even if you could get something on, to get a vote year too late. Yeah, it's almost to guarantee it. And there is something to be said for kind of treading water for a while and getting more information. Getting more public meetings, whatever it is. The other thing that supports Willis' statement he just made, is that even if we could, even if the board could make a decision in time, even if we could get it on a ballot, which we all agree it's too late, let's say you've got a vote either way, pro or con. You'll have to let 30 days elapse to see if the other side wants to mount a petition to call a second vote. So by then you're into April. There's no way you get any major construction done in the summer that's just being authorized in April. No, because even if you decide you actually had no idea. I was like, I'm a minor, I don't mean major, even minor. You've been from and on to after this. They've got their summer work booked up months ahead of time. You're going to be short term for three veterans father for a year. So they're done. But we didn't vote on that. But we didn't vote on that. That's the hard part. That was not in our articles. But it is the reality of where we're at. But that's not right. I mean, I guess the point, move the kids into one school. I think is.  I don't think so. No, no, I would never consider that. But I'm sure that you can drain it. I think we're getting into weeds. We don't, we're going to talk about that. I don't mind doing, I think we need to be in one building. I just don't have a good idea about it. It's not happening over the next few months. Yeah, I mean, the board of care.  It's not expensive. No, it's not expensive. Yeah. But you have to have the option here to tread water because this is going to be very hard. It's not what we voted on. I don't care what you voted on. Exactly. I don't care. I'm not. What you voted on doesn't matter. We're in a situation now. I think this conversation, though, keeps us from moving forward. Okay. No, no, no, no, no. Joanne, I agree with you. I think three buildings is like... I'm going to, That's what I'm going to do. That's what I'm going to do. So it would be easy for us in our report to simply state that the biggest actual number one priority is, is getting one of those buildings closed down. I'm not sure. And make that their number one. Our recommendation is to find the best, fastest way to close. One of those buildings working on short-term items until all of these factors that other choices can happen. I may be reading this incorrectly, but I feel so strongly about what you just said that I would still suggest we take number one off. Why do we even put a third option? I don't take three buildings. That's right. I don't care. The conversation's going to happen. What you just said, though, is exactly what I wanted out of this report is I want to see how much is it going to cost for us to be in Rochester Elementary School? I want to see how much it's going to cost for us to be in Rochester High School. So then we can say, which is a better option for us. And which, and I thought that, you know, we need to. Right, that's right. So one doesn't exist. We do. And the first thing I said, based on that decision, it has to be educational based on people that teach it. But you also have to look at what makes the most sense for the building you're getting rid of. Exactly. If you're a real estate person and you've got two buildings and you know I can sell this one now or do this now, then that has to be part of the thought process. And I think we have to set the information up, exactly what you said, Amy. I think we have to set the information up so that the communities can do cost comparisons. Certainly if one costs $2 million and one costs $7 million, probably not a lot of discussion's going to happen about education. But if one costs $2 million and one costs $2.4 million, then there might be some space to sell. Look, what are we giving for that extra $400,000? Is it worth it or is it? It's all by everything that's in this report to do each of those buildings. Then you start whittling away at it. It's the only way. It's called VE.  And start. And start. It's done every day. So yes or no for one? I say remove it and we'll deal with the issue in two. Okay. What do you guys say? I think that's, I think it shouldn't be a real option except as the lifeboat that everybody's going to be sitting in while we figure out something. I think I would only be difficult to know what we're talking about. And I would only want that ashes to have that comment in there with this list that one building should be a priority to come off as soon as possible. Once that decision's made or at some point. I think it's so grand with the limit. You could close the high school a lot easier right now probably than the elementary school if you had to do something. And isn't your backup generator connected to the elementary school? Right. I think taking it off forces the question. It's not an option folks for us to continue with two buildings. I agree with this, it's going to be a year. But that forces the issue. Yeah, okay. Down it goes. Number one, off the list. Good. Maybe you can summarize what we might figure out. We have a list. Okay, well so I guess my next question is do we need to change the headers based on all our. Yeah, I had a hard time coming up with like short-term costs versus long-term costs. So it was kind of more of just what the cost of the minimum. Those will be in your line items though. Right, but instead of, she had a short-term cost. When we're back there I mean. But in number two, instead of having short and long-term. Right. Your short-term is like in number two. You're doing your priority items. So these really, each of them should be just doing the priority item. Even the decision in Rochester could be the number of priority items right at the moment. At least that would be the first cursor to say, oh my God, you know right now without even coming out of the starting gauge we'd have to do this. And some of that will come up over the next few weeks because the board is starting its budget development. So Linda and I have to look at this report and say, what are the priorities that we must address this year in all three of these buildings because we are now using all three of these buildings. And those two buildings have a lot to investigate. There's eight, eight, eight, eight. What are the small things that we need? Well, there's is, but there's some big things that you're going to go and stay there. There's some big items that you can't keep up. Yeah, we wouldn't take those on this year, though. In terms of the budget, we're on the part for some time. So the short-term costs are the... So the short-term costs is now basically the, excuse me, the minimums for all three buildings. Is that what we're saying? I think that's what we pick or the ballpark we want to connect. So without additions, I have that as, like in Stockbridge, move the bus plug, the fountains. I'm questioning about the ADA compliance in the bathroom, emergency lighting. Can I ask what you mean when you say question? Well, I'm gonna do it. Whether it is a priority one item. It is a priority one item. We have a student currently who needs ADA compliance. We have the report failure to not... Okay. We're just opening ourselves up to something bigger. So the only thing I took out for Stockbridge was the asbestos testing. We've already done that. And right. And so that doesn't need to be in that cost. So if you want to follow along on this sheet, but then on the, I thought we had the red tile flooring was in here, but we were not going to, it was $23,091 to do that asbestos for a baby. To remove the red tile. And I thought that that was one thing that I took off. Cause are we talking about removing that tile or not? The minimum. There's no reason we can't maintain it if it isn't cracked and broken, is there? You don't have to touch it if it's not peeling up. There's a search peeling up. Okay. So in the short term minimum that this report tells us, if you go to page 14. So we started at, it's wrong, there are numbers wrong. So that kind of bothered me about. Their total project cost was 100, it's 161 for 88. And then if I take out just those, those are two things. And the project manager, the asbestos and the soft costs. It's a total of $93,000. Okay. So that brings it to 68198 if you take. For Stockbridge. Stockbridge, so does that make sense that that would be the minimum things that we would be doing? To me it does. From what this report says. I would have to see your list and go through it again. I took out. There's 6,000 gallon oil tank on your list. Is this, you're not in Stockbridge. Nope, excuse me. Okay, so it's this number. And I took out the soft costs. This is Stockbridge. And this part of the life. And then everything else, priorities, what they want to do. That's the right thing to come up with. All what they have listed in this dark, in their priorities. Right, it's the underground fuel tanks. The underground fuel tank, are we using it? Or are we not using it? Right. If you're not using it, and you're not taking it to the ground, and you're not selling the building, Stockbridge shouldn't spend money to pull it out of the ground. And let's just stay here. I don't think that's the point. That's just to test it. To see if we can. Again, that's it. I don't know if that's a requirement or not. They're recommending you do and get rid of the tank, but I'm not. Okay, so that would mean some investigation. That's another cost. That maybe is not a minimum, is what you're thinking. It's not a minimum. Right, and to help that along, the RSA Board authorized a sum of money for us to look into the fuel tanks. We need to bring some people here to look into it, and we need to get them permitted. We found out that your tank and one of our tanks are not permitted. And the reason we think that is, is because they've changed the regs since they were put in, and we didn't get, somebody didn't catch up with it. So Amy, can you say your number? Okay, so for Stockbridge, I'm still trying to figure this out. Okay, sorry. And this is minimum, must do short term. Minimum scope? Minimum scope? Yep, if you go down to the bottom, the 141.488 is actually not the current number. It's missing $20,000. But it might just be that asbestos, if anybody put that asbestos. Oh, Amy, I love you. You found missing $20,000. So regardless, if you take out the soft costs, the $28,298, the first to fill them up, and then the project manager, the next one up, that's all I'm taking out. And then, where's project manager? It's the only costs on page 14, basically, under minimum scope. Minimum scope, the only costs. Here it is, right here. Project manager. Project manager. Because there's no, okay, what, I'm questioning, that was one of my questions, do we need that? We have to be careful because it's not just project management, it's insurance, it's O&P, it's contingencies, it's the payment bonds, we're gonna have to reach some of that. Somebody's gotta do the financing. Somebody's gotta leave some of that in there. Put it back in. I would put some of it back in. Cal, I'm not sure we want to put it up. See, it doesn't say project manager, it says project management. So I don't know if that even includes the clerk of the works or... It's very clearly general conditions. That's everything from running that work, in other words, the work conditions, you have a person that's in charge of making sure the subs are getting that work done. It's an entire... So do we need to leave that 45 in? If you're gonna do, what's the extent of what you're gonna do? You'll need half of that cost. Okay, so we have to do that. Because you're gonna be able to, whether even if you get someone free on some of it, you won't get all of it. So if you get it back from 1.13, 1.9, so half of it, we're gonna take minus 45 and a half is... 27, 22, 50, 20. Or 22.5, brother. Yeah, 22.5. Okay, so you're taking minus 1.13, 22, 500. Okay, so... What's your total number? So now, is there anything else we're putting back in or... So the only thing I'm taking out then is the asbestos abatement, because we've already done that and the soft costs for the project. Is that correct? Fees and congenitalities? How can we not have soft costs? We left some in, we just took out half of it, right? No, that was... We took out the project and insurance and bonds. I'm fine with... Man, this is a question I have. I'm sorry, I'm sorry. Because they did it at 25% as of all. It was over half of the amount that it was. So I think it's 93,000 dollars. If they used... It said they used 20... It looks like their calculation was 25% of the construction. Of the 13? Yeah, so whatever your total is right now, maybe do 25%, and that's where the question is. But this one is... I would rather ask the 13, so... Right. I'd rather us be high, that sounds terrible, than to be super low, and something comes up. So I just want to be clear. Yeah. The number you have is the total number of all these priority items. It's this. Any of the jerk, the minimum's so hard. The bonds that are just number ones. Right. So let's just take them. That was a question I had about these additional costs that didn't have to do with actual construction. So let's take the one soft cost in here. We'll take the floor out. Yeah, she did. I don't think, I'm not sure if that's what we did, but I don't think we can take all the soft costs out. That's what we're gonna keep over here. It's over here. Okay, let's, because we're gonna need contingencies in there. We may need designs. Depending on what we're doing. What floor are we looking at? Well, flooring the abatement. I see it. Yeah. If you're talking about short term things that you need to do, that's not one. I agree. You don't need to. So, I would just take these items and read down to the page, start with your total, and start doing negatives. Right, well that's what I was talking about. In my opinion, I'd do more research to find out that you really need to do the hang until you know more. Or you can leave the money in there right now and know it's in there. Right. So maybe we just need to. The red tile, I would not put that in short term. I would put that in overall. I would add it when I do it. What do we do with that? I'd add put ventilation. Well, this is the number that. For number two. If for number two, this is the minimum cost that for Stockford Central School. Right. For the priority items for Stockford Central School. So you're just taking their minimums and making some costs? Yes. What they came up for minimum in this report was 141.488. I just was saying, is there anything that we can cut out of there that is not really priority one minimums? Or is there something that needs to be added that really is a priority one minimum? At this stage of the game, why don't we just use this figure? Because it's not going to be, whatever it is, it's not going to be accurate until the engineers come in and. I'm okay with that, too. You still are letting stuff away. I just, if I'm realistic, but looking at this though, some of the stuff they consider priority isn't necessarily a short one-year priority. You've lived with stuff the way it is for some time. But I'm also okay if we stay consistent to what you just said. I don't have a problem with that either. Putting that number, because it's still going to be a shame. As long as it's apples to apples. That's good. We don't sell our decision on these numbers and then go, by the way, we're going to add two million to that because we want this. Right. Because we were wrong. Because we took that number. Right, because we're just doing it just on an idea. So we're going to have people read this at once. Beyond that, let's just put that number. Let's see what we're up to. Okay, so the minimum scope items for Stockbridge Central School is 101,488. Yep. Okay, so the minimum for Rochester Elementary School is 57,000. Okay, hold on. And so that's without any additions. Right. That was not adding anything to it. You're going by just the number one. Right. Just the number one ends. It's just what's there right now. So I need to back up because when I pulled that number, I took it from the column that was if minimum, if remaining into buildings. Because I was using it for number one. Right. So if you move over a column to, if for May 17th. Yes, page 17, we're now down to a million three. Now I would need to go back and take a picture of that. So we'll move in at that one. So hold on though. Yep. To maintain for a year as is, wouldn't we take that remaining two buildings? Right, because I, because we're not doing any major, right, because is in the, assume our functions are at elementary school, does that, in that, and I haven't followed up enough, is there an addition in that 1.3? Yeah. Of space. Yes, exact column. Yes, exactly. I'm just thinking back to the drawings. So it was right here. So take the addition out. It was really tough because they didn't label the top of this page. Yes. Really. So if we take, what's the addition? So we have a, I'm curious if it lines up with that other column. 801. 8801. It's that 8801. Yes, it's that 801. But see the project manager because they're doing addition is now at 2,880,000. So we wouldn't need that big of a project manager because we're not doing an addition in the short term. Right. So I kind of think we should go back to the, if remain in two buildings as that short term cost. No, because isn't this the vote? Isn't, are we making a decision beyond this two, this three building business? Isn't this supposed to be our decision beyond what we're doing right now? Say that again to her. I guess maybe I'm just going to say. You just have to identify which one we're going to do. Either we're going to pick the column that already has it down to one or already two. The problem with doing the two is we know one has to go back. I think we should do the single one. Okay. And then remove some stuff. Yeah. I think so. Yeah, that's exactly what I meant. Because what else is also in there, it looks like it is. Because we've got to get to reality. Exactly. If they're keeping that for another year, then they'll know what that cost is. What it's costing them to keep it all back. Okay. So if you look at, so now we're going to, if remain an elementary minimum, 1.3. That's for the structure not to be. But that has, so I did just take out the addition. And it gets you to. You got to do is what we call them. Right. But we don't want to know what's going through and add them up. I don't think we, if we go backwards, how much unsoft costs and in project management, insurance and bonds, do we need if we're not. Believe them, those will all be adjusted based on percentage that it's agreed to and the size of the project. You shouldn't use, if you just left it in Starbridge, leave it in all of them based on, even the addition isn't going to make a huge difference. It's between 10,000 for not. Yeah. But what's the budget? But it's only $60,000 when you take out demoing the other building and the addition. There's demoing the other building. Right. That's about another. Which is not, that's not even in one of the columns. That doesn't transfer over. So number four. It doesn't go the other way. It doesn't go the other way. But is the soft cost included in that? Right. And is the demoing. Does that include that? But it's only on this column when they say that's what she's saying. I think we should, I just think we should re-percentage it. To do the same percentage. Right, we can have. So do we actually think of that? No, we left it. Oh, we should have left the whole amount. We should take out the, if we could take out some costs and then find a number and then take a percentage. You'll need seven to 10% of what your value of your project is at a minimum. Yeah. You want to be careful. You don't want to take out, you don't want to take it out twice. That's why I wonder. That's what the problem is, right? They're using the same percentage. They use the same percentage throughout for their soft costs. So. It's no different if you take 1,093,000 and figure their soft costs. You can figure that percentage and then just do that percentage based on your lower cost. Yeah, that's what I'm saying. Like 25%. Yeah, that's what I'm saying. They're using 25% for everybody. For every, which, which online? Go down to other soft costs. And that's everything. 25%. Yeah. So I'm just saying. So if you don't put those soft costs, I'll guarantee the unknowns you'll find on any of these projects. Yeah, are huge. They're all buildings. They're going to be huge. And there again. You know what you're putting in on all of them. You can change that when you get down to the Nebraska right now. So when we pull our numbers, when we get that photo, we're going to use 25%. We're not going to cut that in half. Simply using this report because if we mess with this too much, people that are looking at this or have copies of this are going to say, why did you do that? Why is this kind of like? It's not lining up. That's true. So we can take out for that column of the elementary minimum, the $801,000 for demolition. For the addition. Yeah. For the addition. Because somebody's going to produce a document that has all these numbers in it. Are you trying to do that? Okay. What's your total minimum? Is there anything else before I minus that? Because I'm still struggling on my own column here. Oh, okay. So this is the past stretch here. Yeah. Let me see. It's not like we're talking about a month of demolition. Okay. I know. And I would think of this in the back. I can't imagine you're going to do that. I know that. So, right, if you go over, and I, I don't want to. It's the third column from the end. I don't think there's anything else that we would, we would take out. So let me just take that out. So I got $593,063. $593,063. If you get something different. Oh, okay. I'll go ahead and do it. If there's something I'm not taking out. Art music. So you're taking $59,363. Is that what you mean? Yeah. Okay. Boy, did I screw that up. $593,063, minus. Basin, it's not, what's the speed? Okay. So that is what I got. Where are we? So now how do we readjust the soft costs and the project value? Where are we at? Elementary school. Because those costs of this, all right. Percent, in other words, the $500, is that taking out just the cost? That's not taking any of the solves out. Right. So the only way to do it is take the true cost, take all the soft and other out. Find out what the true cost is and then add the percentage. So take out the other soft costs too. The soft cost and the. In other words, you just reduced it by almost half. Right. Right, which is what happened.  So then I get 314 to 50 to then multiply for the soft costs. You just took out. If you take 350, multiply it by the percentage of your thing, you'll have a number that will work. And we're keeping the project management insurance and bonds at the same cost. The only thing, that's fine. I just wanna make sure we're all talking about the same thing. That'll be important to me. Dad, it's a good one. That's a good one. Pay it in case someone gets it. I say that to Bonnie all the time. Minus. What'd you get? You can do it, we'll do it. Okay, the irony in this is, I was a high school social studies teacher, so this is a lot of, this is too much. Well, I think I'm right, but then we're timing 25%. Yeah, yep. She's not gonna say it out loud. I know that. I wanna know if I followed up. No, you did. Okay, so the cost and then add it down. I'm just using an adding machine, so you have to do stuff different. All right. That's what she's got. 314-250 plus 78-562.50. Okay, so yeah, so 392-812.5. That's 50 cents, baby. It's a P.M. report. I will chip it in. Okay, so that's funny. So that's the number that was 39,000. No, that's elementary school. Oh, we changed it, okay. Jesus, we've changed it three times. 300,000 and then we're really 100. Just because we wanted to get the construction out. She doesn't wanna pay anyone to do that. Okay, 392-800. Okay. I don't know. High school. Okay, so now the high school, if we go over to page 20. Okay, no titles on there, none's either. So we need to be looking at, all right, okay, so the high school minimum will just be the scope, it remains opened and we've heard this, is that correct? The first blue column? The first blue column? I'm not sure. H.S. Reef. No, oh, they didn't move to the second blue item is scope items if R.S. remains in high school is repurposed. The first one is. It's not the one we want. The first is, we've minimum been suggested if the high school remains. But aren't we now at the next to last column, scope items if R.S. moves to H.S. minimum? Yes, I think you're right. Next to the last column? Yeah, that's what we want. Yeah, they changed the column. They changed the column. The second from the end, it starts off at two million, when you're nine, six, 25, okay? And so, that's okay. It's out there. Sure, cheers. Again, I would remove, oh, see, in here we have the big tickets are renovating for a gym and a cafeteria, renovating for a kitchen and renovating for. Those are priority? Well, that's what I'm saying. They're in the overall. Right, right, but they're not. Our column does not have all those. Right. They would do that as just one or the other, not with that choice of. So to really take that. So to really take that, without getting those luxuries, there should be a deduction on this one. Just like we did. So I put in the. Okay, well, hold on. Now you're talking about repurposing would be. No, no, no, no, no, no, no. He's saying to the column. Just like a priority for that person. And even if it says the repurpose, it's still keeping mold building. And we got rid of those. Okay. And it's also repurposing them? 2,099 and then which items are we going to get rid of? Oh, too many. That's the question. Okay, well. And what. Hold on, what are we at the just maintaining as is or are we at, cause I thought. Even if you are, you have to do everything, but you don't need to get a new kitchen. You don't need to get a new. Right. Hold on. If we do what? Anything? The minimum. You just simply minimum move over there. Well, to minimum. Where do you have to have that? See, that's different. If we, if you're moving normal out of a kitchen, the way they want at this, the way we're comparing apples and oranges. That's not what our option today is. Because it would be nice. I feel right. So I'm not sure. I'm confused as to where we're at. I've got to say. But if we move to the high school. You got to add the kitchen in. We only have to. Yeah, we only have to add the kitchen in. If we're not going to access the elementary school kitchen. Right. And right now I'm going to just have to decide which way we're going. So you have to leave the kitchen in. Okay, so. Middle school size gym. Cafeteria is needed. The question is, we purpose a short term to move into the high school. We're joining up. You don't have to have that. Right. It's nice, but you don't have to have it. So I was looking at 2A, where we're going to start sharing. So you don't have to leave this, right? No. Sharing the responsibility with the town. Oh, well, no food? No, like the auditorium situation where the town would have access and we would have permission to use the auditorium in the music room. Well, we can't do without some gym. Quite a bit there. We're required to offer FIZZED. So we can't. Well, we have FIZZED. The engineers suggest that in the high school, you repurpose that big open room as an elementary school. Okay, then that has to be left in. That is not what the drawings show. I'm lost. They do not show repurposing lines to that open area. No, they're showing to repurpose. They're showing to repurpose another area that the shop area as a new gym. Yeah. Well, there's another bump on that picture. But how that ends up in the end is irrelevant to what we're doing now, either. Yeah. I thought I heard that big open area that had the open walls and the commoners. That was definitely a discussion point. That's not what they put in here. And that couldn't be a gym because it's only like an eight foot ceiling. If it's not much more than that. This is a how it be target practice. Yeah. I guess what I'm confused is I'm just trying to follow along with the spreadsheet and put dollar amounts in. And I had moved down to two A. Well, I don't... Okay. Trying to fill in what it would cost a short term for Rochester High School, which we had said. Two A. Maintain Rochester High School and stop their central school. Fixed priority items and determine if the town of Rochester will purchase RES and share responsibility of gym and cafeteria. Okay. If you're calculating that the same way you did that elementary school, then you wouldn't calculate any additions. Right. Right? Yes. If we're on two A, if that's what we're looking at, which is to the town would own, but we'd be able to use the kitchen and the gymnasium, then we would not add any of, we would pull out that repurposing the $872,000. But, but is that comparing Apple? But I guess I'm confusing additionally. Right. See, I was thinking, I thought we were looking at. If you're going to get rid of it, remember, this is simply the minimum to do with what buildings. You have to do the ice grill over to make it work for it to be one building. I was comparing Apple. So if you took all of these costs, even put in the kitchen and or the gym or deducting or putting the gymnas and asterisks, that's the cost for you to not be in the grade school, to bring the high school at a minimum to where you need it to be to function. Gotcha. So that's the way I'm reading that. Because we're back up to two buildings. We are not back up to two buildings. No, no, I know, I know. This one here is not. And that's what we're trying to establish. How much is it cost if the group pays to have the high school be the one or we just did the one to be the one? Right? So regardless of which one of these are ours, we need that information to either add it in means or in order. So then do we need to go back to the elementary school and add in repurposing that? That wasn't what we took out. We took out an addition. Right. Is there repurposing that we need that was not? Is that a requirement to turn that into there? If it is, then yes, you should. Okay. I don't know. What's the question? Is there repurposing, is there a cost needed to be associated with repurposing the elementary school for us to just be in the elementary school? Is there something that needs to happen in there? Yeah, there would be something that we'd have to look at things like building shelving in the locker room. I mean, art is not. But it's not that much. But the way they described it is not as, the question I was trying to answer is, what would we have to do if we moved everything into the elementary school? Would we have to do major construction in the gymnasium? Were all the elementary kids in the elementary school before the high school closed? No, I'm just talking about art and music doing it. I'm talking about, No, and they weren't. Fifth and sixth were in the high school. Fifth and sixth. See, it's been a long time since Rochester's had K-6 in the elementary building. Five and six were over in the high school. So that's a piece. Just if we're to make sure we're comparing everything correctly, is there anything that'll have to be added back in? Was there any major things that we would have to do with the? There again. I don't know. I'd take the entire column. The only thing I would change, if you're gonna do it and you want what you want, if we agree, or even if we don't agree, that to use the elementary school for a functioning short-term or long-term single building, take the whole column. Same thing in the high school. Back to the middle. You may necessarily get those items, but that's apples to apples. And let the community give us direction so they may say, no, you're not going to do that. Your number of students is going down, figure it out. So then that minimum, that's going to be all functions at elementary school building. So use that 1.3 number then, right? I guess. Is that what we've done with the others? That's what we did with the staff. Remember, we're just pulling numbers together. You haven't even necessarily figured out which column we're using these in. But these are numbers we have to have. If you're going to go to a single building, you have to know what it will cost you in your high school and you have to know what it will, and Starbridge, to do what they're suggesting as the minimum to become viable, even short-term or into some, is X. Right. And that's all you're doing right now. And then you can decide where to use them. Thank you. And I don't want to throw a monkey rinse into this, but if somebody saw this and I didn't let me know, every time I've read this, I haven't found in the moving to the high school one. Are we on that now? Or do we go by that? No, we had moved on to working on the high school right now. So I had jumped back because of the, when you had to ask for one. What I didn't see, and please correct me if I'm wrong, in the moving to the high school one, is monies to, I guess I'll call it retrofit, the high school. In other words, the blackboards have to be lowered. It's all high school level stuff and you're bringing first and second graders. I thought about that. Yes, in and yielding. Yeah, building stuff, I saw that. Did somebody see it? Moving costs, because basically. Interior finishing, gypsum board wall, painting, baseball, power, domestic, theater, seagrass. And there again, you're probably gonna find those items as functioning items. They're called FF&E items, you'll have those. You may need different chairs. You may need, I mean. So that's what it is. There should be a budget on all of them for FF&E items. Finishing, I think. It's like chalkboards, it's. Finishing? Yeah, it's just. Not free though, that stuff. It's not free. No, it should be put in on all these projects. Okay. So it's good that you remember that we'll need those and if you do, they're putting the space in. You have to populate that space with the right number of chairs or the right, but you're gonna have FF&E. What's the E-Wheel is in that FF&E, Finishing, that's all I had to say. I'll just call it FF&E. Finishing, something. Existing. Because there'll be costs for a moving company to actually vacate everything from one building to another. Unless you do it as a weekend thing for the community. Well, yeah, the community could do it. But yes, you will have costs. You will have cleaning costs. You will have moving costs. You will have equipment. Equipment. Furniture, fixtures, and equipment is what it is. She would kill me for saying this, but Janet would occur here and I make a fine moving company. Could you do us a quote on Rochester Elementary School? We can. She'd kill me. And I like her too much to do that to her. Which column? Okay, so in the high school. That gets one in from the end. Yeah, with two. That's two. Second. Two million, 99. First white column. Right after the world zero, no, no, no. Six, two, five. Six, six, two, five. Okay. Wow. Okay. Elementary school. And like I said, the numbers in Rochester to bring those to one building thing are costly, but that's the reality. You killed her. You killed her. There's no reason to stick your head in because she had these. Yeah, okay. Right, so, so comparably in, yes, soft costs, of course. Bug me, those soft costs. They just jacked up so high. Soft costs may be where they throw them for fitting equipment. Sure. So it's a, right, so. Oh yeah. So yeah, okay. Because those numbers are high for a soft cost, but a soft cost would be the same almost as FF&E. It could be curtains. It could be chalkboards. It could be chairs. It could be. Bonnie, on page 20, it says renovate for use as elementary school classrooms and offices. Oh, kind of. Where did you find it? Yeah. 20. On page 20, right? Okay. Oh, there you go. We were at classrooms and offices for programming leads. But it only says that in the column all the way. The suggestion that doesn't say it doesn't put it in the one we just used for the minimum. See, it's only in one row. They only moved it into the third row. You know you're gonna have it so add it and say you make it out that you did add it. Okay. So should we add that whole or no? It doesn't do any good to build a bunch of rooms and then not have to be able to use them. Never has. It's realistic though. That number's realistic. You're about your house. Sit on the floor. I mean flexible seating. Flexible seating, all right? Okay, so class. So what we established was really number one, what the minimum to function in Stockard Central School. Two, the minimum to all Rochester students in the Rochester Elementary School. And three, to all the Rochester Elementary students in the high school. That's correct. Period. And I would not mix it up with calling that short term. Those are the monies that it would take for you to function as a. If we did it, it's combining. We're not gonna pay $2 million in and have it only live, she said. Don't get bogged down with that. This is the cost. If Stockbridge is gonna stick around, it's X. If the high school sticks around over Rochester, it's this and it's this. You gotta keep it simple or you're gonna just keep running. This is what you think those individual buildings, no crossover. Correct. That's right. One building only for. That's right. It's in comparison. So I didn't even put it in, I just wrote down. We need to write that no crossover. So it's not option two, when it's not option two A. Right. It is not anything. It just says Stockbridge Central School costs minimums $140,000. But that's still gonna play into all of those and we don't even need to do those numbers. I think we just put those as the options. They need to figure out what the costs are or task us when they decide to do what. Right. It's not gonna matter. As Will said, I think a number of the questions are gonna come up, are gonna be related to some of these but they're gonna come from the community. And all we gotta do is put that in the last year so it says these costs are nearly based on one simple report. When we decide what way the communities are going, we'll work towards those. Yeah, cause eventually you're gonna have to work yourself to a final solution.  What I was gonna say is, did anyone get the numbers on the bond other than Carl, I guess, got an interest rate or whatever? Yeah, it's still a lot of money for 15 years. Yeah, it's different. It's a very common taxpayer. Money's gonna be definitely over the commercial building. Construction costs don't have to count on the threshold. They pull those out. Some do though, right? None of them? Not construction costs. I think your AFF and E and certain things are. Your equipment that you put into it, the gas that you put into it, stuff like that, but your actual bond and interest. But it still has to get paid in the tax office. When I asked you, it wasn't a risk or a threshold. Yes, I think so. I mean, we're one school board member. Yeah, we're close enough. We're going whisper. A last year's budget, or the current year budget, we're pretty close, yeah. So, we'll see you going forward. Wow, I feel like we got a chunk of work done. Am I? Am I over? Have we eliminated 70? We have totally, we had this down, and we did something else. Okay. I mean, it has to be presented. We decided to take it off this list and just make notes about, obviously, in conversation, the school board due diligence should be making a best gap to tuition out. We don't think it's going to be a viable option, really, in either town. We've tried to hear, and it's failed, because people don't want to, and at that point, it's been destroyed. Well, we never offered it, actually. Well, we've had the conversation about it several times, even in Stockton. Right, but I don't think so. Well, there are people, more people over in the town, they got less kids, it comes up. And again, we talked about these not necessarily. So, we put these down, and we picked that up, and so we've established the cost for all three buildings individually. So, it's almost like as ideas come up, you can move those numbers around. If somebody says, have you looked at doing boom, we can say up, and it would cost boom, boom, boom. And then I think on the short-term side, we should look at things that over the next year or during this process that should be budgeted. Right. You know, some of it is, some of it is not. The emergency lighting, I get that, but you don't do enough nighttime stuff here to spend that money if you're not gonna, the electrical panel, if you're fixing it anyway, I won't leave it away. In some of the short-term costs, you'll still need as a fiscal and responsible board, there are some of the items that are listed here that need to be done right off. Right. In some of that. For making room for your, I mean, those are maintenance. The other thing we're gonna do, and I don't have to do is we'll have to take these, let's use emergency lighting as an example, take these recommendations. We have to lay them over our insurance carriers' recommendations, which aren't always recommendations. Sometimes they're must-do's. Right. You know. I'm assuming you're up to speed on those. Well, emergency lighting is one of them that keeps coming up, because we're not well-lit outside, and they only need one compound fracture of a leg to say, we're sorry, but you should have put them under the emergency lighting. Yeah, I see all the $20 million building because they messed with where they needed lights on the need-us door, and I bought two solar lights and put them on the wall. It doesn't have to be that much. Where did we find the solar lights? It's exactly what it was. It literally was that low. I was like, I didn't tell us what we have to do. Obviously, we need one lumin of light to get you to the parking lot. I think this building has a lot of egress right straight to parking lots. This isn't like you have to walk across a lot of dark space. So how, what do you say we are right now? How can we take a position of? I think that we are- I think we shorten that list. We did, we totally changed the list. And we're going to the board and saying, we have looked at this report and we've established that Rochester needs to be in one building. And this is the cost of this building and this building, and this is the cost of minimum at Stafford. Is there a list of options three, or is it six? On this list? Yeah. Well, this list got set down. That's what I see. What's that? Those list of options that we crossed off still should be in their preview, but all we did was put numbers out of here for Stockbridge there. Stockbridge could spend minor amounts of money just to bring some of the stuff up to either insurance or minimums. Rochester, we could pick items out of there in another meeting. We could say, all right, well, they're building right now, you desperately have a problem with the water. Backfall vows and stuff are really important to have very near on yours. Those should be immediate things. But that's different than what we're trying to do. Exactly. But I want to get back to the number of, eventually something goes to the, do we have six or three options? Do we still have Closem and Joyce and Unmergement? I totally want to go on record saying it should be out there, number seven, but that's just my opinion. Okay, number eight, seven and get rid of buying two. Well, I guess I thought that the numbers we just came up with don't maintain two or two A at all. So I think you're right here. I think we could take that one. I think we've just changed it to number one, is Stockbridge, is the cost for Stockbridge? Two is the cost. Maybe if we want to combine them. Number one is the cost of Stockbridge and Rochester on my major school. Number two is the cost of Stockbridge and Rochester High School. So maybe we have two options. Maintain Stockbridge and Rochester Elementary School. Maintain Stockbridge and Rochester High School. And Closestockbridge, Rochester Elementary School, Rochester High School offer choice for all students and everything else goes away. And number one could be in there without leave us is just maintain fixed priorities on the two chosen buildings. Stockbridge, Central and whichever building in. And that could be determined at that point to what you decide has to be done right now. It's not really number one. So you're right. You could get rid of two or three. You could have one, seven you could leave on just because it's not our option to price anything on. But it is an option maybe. I don't know. And then we change these lists to just say what we did. All we ever do is say what we did. Here it's Stockbridge and the high school. It's Stockbridge and the elementary. It's neither. That's the choice whether it is. We're one leader all together. And then up here is while we're working not leave it as is but maintain Stockbridge Central School and one of the buildings in. Making, while making a decision. Right.  You're right. Get rid of nine and 10 completely and they won't either come up or they won't. Some are something. Right. So it's not what the price is. You're down to four options in mine. And one of them is a short term, which is that number one item, which is just get by for right now in two buildings as fast as you can. As fast as you can get to two buildings. Making a decision. So. And that might even be an option. That's actually the given. We've got to maintain. We discussed the cost. Right. But we've got to maintain our buildings. And we have to work. I'm going to have to wait. That's what I mean. So the given is we have to maintain these buildings and we have to get to one building in Rochester. But our recommendation is get to one building as fast as possible. That's what I was saying. So we don't have to do all the maintenance stuff on both of those buildings. No, but you have to keep the heat going. No, I know that. I know that. That's all you're saying. Well, maybe in the summer. So. No, no, no, no, no. Harrison, if it was worded this way, I think this is how we summed it. While making a decision to get to two buildings, too many twos in there. Sorry. To two, two buildings. One in Rochester, one in Stockbridge. I don't want to confuse people. Yes. Maintaining slash fixing priority items in all three buildings. Is that the right language? What we're saying, we're doing. Or like maintaining all three buildings. Not necessarily fixing. Right, because why would we do all those? I wouldn't make, I wouldn't make exactly maintaining an item. I would put an asterisk on the bottom of our list. Priority. Reduce Rochester by one building as fast as. Right, because why would we stop. Not as fast as feasibly possible.  You're doing it now. Right. You're going to keep doing that. It doesn't need to be on the list. You're going to do it. All we're saying is our study shows you got to get out of one. So. To be a devil's advocate here. So let's say, we say to the voters of Rochester, we're moving everybody out of the high school and we're cramming them into the tiny or run to the old elementary school. Wow. Have you looked around? And I'm not that. And we're going to continue to heat the other building because we don't, the high school, we're going to eat it. It's going to be there, but we're not going to get in it. So. I don't know. Has that ever come up? No, because isn't the town. Because we're saying you have to get rid of one more. You're saying, well, I'm, I'm, I'm perceiving. He's saying that is either from the eyes of the voters of. Wait, he's pretending he doesn't. So you say we're going to put the kids on the ratty old 1953 street of the blockers. In the 70s, high school building in Mockwallet. Lock all the doors. So we're going to do with it, but he, while it's going to be heated. So then they're going to say, well, it's going to be heated and it's going to be sitting there. Why, why don't we put the kids in there? How much more possible to kids? And I know this come up. I don't think we would, we would lock the doors and not let the kids in as long as the district still owned the building. As soon as we would try to get it off out of the district. As soon as possible. And while we can see the strict and then as soon as it's not one option is the town buys right now. And it's a simple question. Well, they, they had a first option. Is that right? And I'm glad you could sell it to a chemical plant or something, you know, whatever they want. So, but I'm saying is if this was a presentation to the, to the town, I would say, well, well, wait a minute. Why, you know, we're still paying a bond on that thing. You're still eating it. But you have that old ratty 1953. And would you ever, there's $2 million is proposed to put into that to make it not so ratty. And meanwhile, the town of Rochester cannot afford to heat space based on student volume of all of this, all of both buildings. No, no, no, except you are going to eat it. We don't, you have to keep it at 55 degrees. We, we are until we're not. They, they could be until spring of this year. But so why can't I use the, put my kids in there until that time? Why are we crying? If you put them in there right now, I would have thought it was like that. I'll come back to you, that this is about politics, not about money. I mean, it is about money because you're not going to get the votes, but you have to convince the people of Stockbridge that's good for them. And if they're feeling like they got screwed on this, then they're going to want to make it, or they're not going to get it. You're going to get a similar period, though. This is what we're proposing. This is where you really are. You're not going to not use that space for the rest of this year. I would almost guarantee it. You're going to get into the warm season in the summer. Hopefully there's been, hey, conversation with the town and everything else before they even get here. That's a lot to put in this tiny chart. No, I was talking. They're going to do their job. As a committee. Because we don't know if the town will take it. That's a big if. It is. And I think the, the, the system, you can only afford one bulletin. Which you're paying for it anyway. Until you get rid of it, you're paying for it anyway.  Exactly. That's a disease. You know, now if you guys just talked, we should have thought before you got that. But I think, I think, please be. The one that said, the one that said you could use the one, you don't have to stop it. The one where you said, you could reduce the one bulletin. Yeah. Yeah. Okay, just checking. So I'm not, I think this is, I agree, I'm agree with you totally. I'm just saying that you got to go to the voters of Rochester but you're not in the same room with them. You know, you're going to go with them. This is now going to the board. If this goes out to the community tomorrow from them, that's a mistake on their part. They should be there. We'll ask them. But the board has to be responsible without a percentage. So I'm just going to say one more time, I feel so strongly about Rochester having to get to one building that I'm, maybe I'm wordsmithing. I don't think it should be listed as an option. I think that's the one recommendation this committee can make to the board. We can't recommend anything else. We can't recommend the closed-stop way to keep going. But no, for what I'm saying is we can recommend, we feel very strongly that Rochester get to one building. And here's the cost to do it if you go to that one. It's not a bad sales pitch to the town of Rochester.  Unless you buy into this deal and then pick up your end of the thing and help out, blah, blah, blah. I mean, to me that's- You're not on the PR camp. Yeah, you're not on the PR camp. You're not on the PR committee. I'm just going to make you do the balance. So I'm very agree. We've stepped away from this. We've approached it in a different manner that I think is much better. And I think that's our next step now is to go to the board. And- Is it or do we need to meet again and look on? I don't think so. I think that we should show this to the board. And then we say to the board, do you want us to do any more with this or not? But I think that the one building thing is- I think the only thing, whoever from here is presenting it to the board, needs to talk about those other talking points. This is why we did not do this. And speak for the committee to say, look, we're not thinking two buildings, but you should find out immediately whether we can even get rid of the other. Who knows? That $2 million might buy you 10 years of using both buildings, but you won't know until they do some research. Because if you can't get rid of the building, you're right. I think you can't go through this. We have to make assumptions somewhere, though. I think you should go- This is the assumption we made. I think we, as a committee, can't go much further than we've gone. It's got to get to the board and it's got to get to the committee. We're going to make sure all the other points get to the board. One of the things we might think about is when this gets out to the communities, then they say, we don't like any of these. We want you to look at this. I don't know what that might be, but we want you to look at this. Or we're going to get some, my guess is we're going to get some pretty definitive feedback. Either we've captured what's important to both communities, or we've missed it, or we've captured it for one and not the other. That's what will enable us and the board to move forward. I don't think we can go much further than we've gone. I don't think it's prudent to, I think it's not a good news story. I think something is important that needs to be done and maybe we need to meet again to do it or somebody can do it. And that's, there needs to be a kind of a narrative because of this that says, for these are the basic assumptions, there's only one building and it explains in text. I agree. I think that's very... So maybe your idea of meeting again to talk about the presentation is there. If someone in here better than me at I think or whatever chooses to write that out and we all look at it via email, I'm okay with that as well. But I do think it's important that we send the list, we send the cost of the three, we send what's called the sums and clarifications, which is a page that says, we assume desk. We assume for option two, that we can get rid of the high school and keep the 19 junkie 53 out. I don't know, something like that. I also think that we need to consider expenses for these three things. How much does the high school cost to maintain per year in the winter or what for the school year as well as the elementary school in Rochester, that the elementary school might be haughty and it might be going out in the room. So do you have the member's figures? That's information that needs to be part of the... Do we have that? This is what Joanne is talking about. Do we have those figures? Yeah, I have some of them and I'm working on it. All we have is the heat right now. So what else is there? The heat's a big one, isn't it? Well, and that's actually for two buildings because that was the one Tara gave us, which was 70,000 for two buildings. There we go. There we go. We're doing their due diligence. Parts in five. They're going to chase all that stuff. If they're going to make value for it. It has to be in the presentation. The operation. The cost. The one operation. The one piece that you know what it is. Yeah, the one piece I didn't think about in terms of the math of the dollar. One costs more to keep going than the other. After you maintain it? I don't know. The one piece I didn't think about, Joanne, in terms of that 70,000, I think we'd have to get the dates of the heating bills. Rochester has a 10,000 gallon tank. It gets fuel for the high school. It gets fuel twice a year. So if that 10,000 gallon tank was filled up, and I don't know that it was, but if it was filled up on June 1st, that's a whole lot of cost in that fiscal year that really spreads out over the next year. I've heard it fiscal year to fiscal year at school. That's what I'm saying. So I'm not sure what the 70 just sounds like.  Well, I know when we would look at numbers to measure. But I'm just not sure that that's what they did when they gave that 70. I just need to check that. I know when we looked at the merger numbers way back, and it was 65, and that was through February. So it is a high number. I'm not saying it's not high. I'm just saying we have to look at how many grades. But is that something that this committee needs to present to know? I don't think they can move it. It doesn't need to, but someone may ask a question. How many grades? They can come back to us with a list of questions. They might still need to be figured out. How they can stick with all that stuff. You know, I think because you're talking about using one of the other buildings, that kind of information is really kind of important. Even if it was a kind of a thumbnail. Your high school familiar, it may cost less. We don't know. That gym in the elementary might be like crazy expensive. All right. I will get that done shortly as soon as I can. So what needs to be on the narrative? Bullet points, not word for word. If we're going to try and do all this electronically versus meeting, I'm not saying we have to, but I'm trying to get, make sure we have the set up. Yeah, who's going to start this? Who's good? Andy? We can start it. We can start it. Okay, that would be great.  I think we need to wrap up. So without the brain, I think we should just list the points. I'm going to take a crack at studying. One building. Right. For Rochester campus. One building for, one building for. One building for Stockbridge campus. One building for Stockbridge campus. So another way of saying that is closing no schools. One of our assumptions is both communities want a school in their community. Right. Okay. I'm okay. That's my big one. I'll put that up there. I had our, which brings us to our list and the individual costs of all three to, and I put as a header for the cost monies that would take to function one building on each campus as elementary schools and it says SCS costs, minimums. Rochester elementary school, only minimums. Only minimums to function as an elementary school. Rochester high school, only minimums to function as an elementary school, plus the 390,000 that it would cost to rework classrooms and offices for program needs. To explain how our total's different than the columns. As we get to finally in. They have the support that should be valid. Right. Okay. What up? What other talking points? Oh, and then the other option on the list is to close all three and offer school choices. To throw it out there. Right. Not that anyone wants it, but it should be. There should be a list called assumptions and clarifications. Okay. Assumptions. And what we're going that was. Simple things like that. The assumptions we made. We assume that going to one building in Rochester is viable based on getting a marketable use of one of those spaces. Right. If you're going to cut back to one and you're gonna, like you said, if you're going to pay for two, if not, then a comparison between getting to one building versus the two over a period of time should be discussed. I think the point you made is good and we have to be clear with both communities that while we're trying to figure out how to get rid of whichever building we're getting rid of, there are costs to maintain it. Well, whatever assumptions did we make, we made in our costs that they have no, that the cost prices we're using are the minimum we think to make them viable areas to educate our children. I think another assumption we made is that once the community's identified for us, do we want to call it their priority choices or whatever, there will be a need to further refine these numbers. However you say that in your language. And I should state that, but the assumptions and clarification should be, how did we get where we got? We got there because of this. In other words, so we made those assumptions based on bringing the property, one or the other in Rochester, to a point where we're properly educating the kids. All right, other assumptions. We assume right now that both communities want to keep their schools open, but tuition should be, can look that. A tuition model should be looked at. May want to be looked at, tuitioning out for both communities, even though everybody seems pretty sure that that's not a case. We assumed by not putting it on a list that it's not an option, but we did discuss it. We did. And I do have a question. And I'm sure there's other items that are in there that we assumed. The minimum scope, is that like all in one year? Or because it looks like, no, I mean, like. You won't do the project. That's what a question may, is this going to happen right away? Is this going to happen over five years? It's already too late to do it next year, really. Right, right. But I mean, that may be a question that someone asked. They're gonna have to determine that process. There's certain protocols they have to do, probably. There is 30 day wait periods. There's appeal periods. There's certainly several months to refine to the actual construction budget. You gotta go out to bed. Yeah, yeah, you gotta remember one, you gotta hire an architect or somebody which is part of some of that. Right, right. That you've got to define exactly what you're doing. You're not just gonna say, here's $70,000. Fix my ropes. Somebody's been seeing my ropes. I think I understand what Joanne's saying though, that these are potentially one-time costs, but will be spread out over a period of time. That's what I mean. But if they're health and safety issues, aren't you gonna do them right away? Of course, but we don't need to spend $2 million every year just to keep the high school open every year. This is too late though. This is totally for the next cost. Well, it's the two elementary schools with $100,000 or $500,000. Maintenance is still there. So that's a lot of money to add to the budget, so that's what, but that wouldn't be added. That's all done with your bond. Right, no, I know, I know, I know. But I just, I wanna go back to something Joanne said that maybe should be our first assumption. Our first assumption was that the two communities are very vested, or we can word Smith, are very vested in providing a really top-notch education for their youngsters. That's really our first assumption. We went about this thinking, we're not looking to cut and slash. We don't wanna just provide the minimum that the state will let us get away with. Nobody talked about that. So maybe our first assumption is how to be that that's what we want. Are you agreeing? Actually, that's part of the merger cell who has a better education. But that is what we're trying to do here is to make it, is to make the best education. We're not just fiscal. Right, we're not trying to pollute. And we have some good examples of that. We have joint positions now that are full-time positions. Safe to say we would not have the people that we have in them where they have a two-day a week position working for one employer and a two-and-a-half day a week position working for another one. Yep. Both communities are vested in offering high-quality. You think on the assumptions we have to let them know that they need to determine the short-term fixes that are required. They should budget appropriate items within this report that need to be done within your normal budget. While this project unfolds. Right, exactly. Yeah, and basically the health and safety ones. Those are the ones we're gonna look at initially. And what's the most expensive way we can address the health and safety concern? But what is the... Depends on the term. The question is for the narrative and that is that both communities recognize the schools as a kind of a vital element in the flourishing of the communities that it's not just about educating the children. It affects real estate values. Make it larger than just... Right, and it comes to the entire community. Whichever one lawchester does should be saleable. Should be a viable entity of real estate. Should enhance the town. And even though we're gonna continue with the Stockbridge School and our plan here, they're not looking to go from two buildings to one. But the quality and the caliber of their school also is gonna enhance Stockbridge. I mean, schools, community, a community school either attracts people or kind of pushes people away.  So Wendy will write that up. If you guys feel like we need to meet again, we can, I kind of would hesitate to just because we've already spent a... I heard Carl's gonna want to. Carl might want to meet. I said let's write the narrative, send it around. Let's see where we're at. If you write the narrative in the basic numbers and give them to Carl and say you don't want to do any more working on it. There you go, then. I agree. Okay. So the next Rochester School Board meeting is the first Tuesday in January. That I believe is January 7th. Does that seem reasonable for everybody to be able to finish this? If we see that that's not gonna work, of course we need to meet again. And the holidays, you know, we'll make it work with the faster we keep this moving. Because... I think she gets the time. Take your time. Yeah. No, no, no, no. I'm gonna look at it. Oh, I'm out of money. Exciting, safety training. I'd like to see that on my dash in the morning. Well, what do you like and what do you get? You get the things, boss. I've got 40 years, 50 years, but the next school board meeting is January 7th. Here. And, uh, let me choose that. Great, yes. So the camera, the next one will be in function. The next regular schedule of Rochester, no, Stafford Unified School District School Board meeting is in Stockbridge, January 7th at 6.30. Yeah. Entertain a motion to adjourn. So moved. All there? All right. All right, adjourned. Yeah, well, I worked on this. Congratulations, Amy. I'm trying to keep this while we move together. Thank you, guys.