001which is the first item for our information and discussion this evening is the capital projects bond update so I'll turn that over to Drew okay thank you very much I appreciate that and we appreciate the opportunity to continue our discussion about the capital projects planning process so tonight's presentation will really be in five parts It sounds long, but it's kind of smooth, moves through that. We'll discuss the public feedback process we've developed. Jim started talking a little bit about that in his opening comments, but we'll reiterate those details. Andrew's going to provide sort of a bond 101 overview, how we determine what is funded by budgets and what is funded by bonds, and share some history of our capital work in the past. We'll discuss some of the building conditions projects that are in the
002proposal, including information related to the building management system, or BMS. We'll share proposed work scope for Edgewood and the middle school that was not recommended for inclusion in this bond, based on our conversation last time, and then review next steps. So I won't... I meant to put those five things up there while I was talking and forgot but I'm not gonna linger on these next two slides but I just do want to remind the board and community that this work is in service of our vision and mission and strategic plan goals and an important board goal which is to support participate in the planning and development of a bond proposal that addresses the current and future needs of our school facilities and programs while accounting for the anticipated decline in debt service following the 2026-27
003school year. So I just think it's important to keep those things out there. Okay, on to the feedback process. So as a reminder, one of the guiding principles centered on stakeholder engagement in the process outlined feedback loops. So as we continue down the road of scope definition, We're at the point of seeking public feedback, public input, after engaging a larger stakeholder committee that developed an understanding of our conditions and needs and made recommendations. So in order to support public engagement, one of the things we've done is established a bond website that will collect relevant documents, presentations, and reports and highlight key developments throughout the process. the site can be accessed through the facilities page under departments or through popular links which is highlighted in yellow here it's now listed there or if you can remember
004this by visiting www.scarsdaleschools.org forward slash bond 2026 so those are three ways to get there And then of course we've also scheduled public feedback sessions that Jim referred to earlier. So as a reminder, the first of those sessions is in this room on October 16th. It's actually at 7 p.m. I think you said 7.30, Jim, but we're going to start at 7. And the session will begin with a brief overview of the process and recommendations to date. We won't replicate that 45-minute presentation of September 15th. I don't think that's a great use of time. That is available on the bond page. Thank you to Ben and Mike. They cut it out, separated that segment of video from the board meeting, and you can just watch that. to get that whole thing so that's a prominent
005link on that page but we will provide a brief overview and then provide opportunity for members of the public to visit stations for each school that has sort of the proposed scope of work from that school also things that maybe were considered but not recommended and district administrators and our consultants and potentially some of the members of the steering committee will be around to answer questions and listen and and board members to the extent you're able to be there can kind of hear that and we'll conclude that evening by sharing a survey which will also be sent out to the to the public and as Jim alluded to earlier that survey will be an opportunity for everyone to kind of take in what they've seen or heard or we will in that survey link provide
006a short video summary of what's going on in case people aren't able to come to the session or didn't watch the initial discussion and then give give their give their feedback we are planning to ask our community partners to help us disseminate that survey to maybe constituents that are a little harder for us to reach as the school district empty nesters or maybe families who don't yet have kids of school age so we'll try to get broad dissemination of that survey As you see on the slide, there'll be a second public input session on November 6th, also at 7 p.m., but that will be held via Zoom to provide different level of accessibility to people. We'll modify the aforementioned format to the digital environment, but we'll lead with any new or updated information that we
007have by that time. And then we'll share more about how and when. We will share and use the feedback from those sessions at the end of tonight's presentation when we discuss next steps Okay, so as previously mentioned the bond website includes several key documents These include the building condition survey or facility study the recommendations made last board meeting on September 15 Last year's joint field and court study. Thank you for that recommendation from one of our board members I had forgotten to put that on there, but that appears now along with the appendix And our previous planning updates to the Board of Ed I want to take a second to walk through how to locate, this is a little how-to for people, how to locate the building conditions survey items that were recommended to be
008included in the bond on those summary slides that we showed, and I'm going to walk through this, and then the actual facility study. So what you see in this slide on the left is a screenshot of a page of the very long facility study. that lists out items in one of several categories. This happens to be architectural items, but there are architectural items, HVAC items, plumbing items, electrical items, and site slash building envelope items. And it's the first letter of each of those that is key. So for architecture, the first letter is A. and I just happened to pick this item. Item number two, highlighted in the red box, says install ADA grab bars at four toilet rooms in the new wing. This happens to be Fox Meadow. Install door operator at faculty room for
009ADA. Replace sink cabinet at faculty room for ADA. $55,000. What we showed in the slides is a condensed version of that. So to the right appears what... what we showed on the September 15th presentation. And that's listed under the second column BCS as A-2. The A stands for architectural, the 2 stands for item number two in the list. You might see H-4. H4 is the HVAC section of the report item number four in that section. So just so you can go back and forth as needed to try to understand what's in that more abbreviated list. Does that make sense? Let me pause there and see. It's just a little coding there to figure that out. Okay, I'm gonna turn, so that's our quick review of the feedback process. I'm gonna turn it over to Andrew.
010So we've been talking so much about this project. There's so much detail. We really did feel it was important, though, to kind of take a step back and make sure everyone's using the same terminology because it could become overwhelming, quite honestly. So for those of you that are familiar with this, it's going to feel a bit remedial, and I apologize for that. But if you would, just please bear with me for a few moments. We wanted to talk about... Phrases or terms you're gonna hear repeatedly over the next several months and just make sure that when there's nuance you understand what that nuance is or when there's an underlining assumption that you've got this as background so First one's very simple debt service. We talked about it all the time here It is the principal
011and interest payments that the district would be obligated to pay in future years for a bond referendum State aid sometimes used interchangeably with Sorry building aid is interchangeable with state aid. It is a subset of state aid It is tied directly to the voter approved projects that we get a CD approval on and it gets amortized over a useful life of the of the Project so it could be 15 years or 20 years depending on the type of project we go through We are using planning numbers for this work that we're doing to assume what the ultimate impact is on the district We're assuming that our current state aid ratio of 19.5% remains valid. We are assuming that 95% of the work that we're asking the voters to approve will be aidable work. And there's
012another term you may hear later on in the process, which is the maximum cost allowance. That is another way to say something that... Beyond that the state is going to say you can do it, but you wouldn't get aid on it So just want to make sure that we've talked about what some of these these terms are If you hear the term local share, it really is the debt minus The building aid we get and that would be the tax levy impact right so it's all connected We've spent a lot of time, you know, dr. Patrick just had a slide up with dollars on it like Talking about project costs that is different than the resulting debt service cost, right? It's obvious when I say it that way, but but sometimes it gets lost in
013the in the conversation So we will spend a lot of time talking about project cost in terms of scope development and what we're asking the voters to approve The result of that bond is the debt service that we will be estimating But we will not know until the actual bonds get sold sometime in the future We've talked quite a bit about a tax neutral version of a capital project that really is intending to mean the tax levy impact that's offset by building aid. that's already existing in our annual budget. And when that debt falls off in the future, we would be trying to replace that so it would be tax neutral. We recognize that anything we do is not tax neutral. It does have a cost, right, to our community, but it is our way
014of planning through that. So when you hear the word tax neutral, that's what we're talking about. It is important to note sometimes even in the budget making process that the budget is different than the levy, right? The levy being the budget minus all the various revenue sources we have including state aid. And then the tax cap is certainly something that we spend much more time talking about during the budget process. But the tax cap has an exclusion in it that has to do with capital improvement work. The debt service payments that we would incur in future budget years is part of the exclusion in the tax cap. And I'll talk more about capital appropriations work in a moment. Those expenditures, project costs, would be an exemption in the tax cap. So there are two different
015items, both exclusions in the tax cap. And we do talk often that it is a property tax cap, which tells us what the threshold would be. for voter approval of the budget. If we're beyond the levy limit, then we need a supermajority. If we're at or below, it's a simple majority vote to pass our annual school budgets. It has nothing to do with the bond vote. It's the school budgets. I should stop there, just make sure the board is comfortable with all those terms. So just to clarify again, and I understood it, but for the community, I think it's helpful to understand. So the levy is what we're taxing the taxpayers, right? That's what we're raising from taxes. So we will choose an amount with the bond, right? Vote on it. Correct me if I'm
016wrong on any of this. And then you're levying, you're going to get some stuff in building aid, some funding in building aid, and that's not part of the levy, right? That's the stuff. Correct. You levy the rest. Right. So I'll talk more about what the authorization does and how that all interplays. But you're right. The levy is the amount left over in an annual budget that we have to ask the taxpayers to fund. Okay. Thank you. Thank you for the extra clarity. Yeah. No problem. So this is a chart you should all be familiar with. We've used it many, many times since the budget-making process. But this demonstrates, as you can see, the decline in projected debt service that's part of our budget each year, that following the 26-27 school year, we will have a
017reduction in our debt service. Not shown here, there's a corresponding building aid reduction that follows in the same amortized fashion with the projects that these projects funded. And we talked about that decline as part of our planning exercises resulting in a tax neutral project cost of $40 million. So that orange section that I highlighted there and continuing out for the years beyond is what we're trying to articulate as a tax neutral option. We then provided additional information about what increments beyond that would mean to our community with a million dollars of construction cost resulting in about a $10 per year impact above the $40 million, $10 per year impact on the average assessed house in our community. Every $10 million above the $40 would be about $100 per year. And this is not new. I
018just wanted to make sure that we're covering it as a... Then I want to take a few minutes to talk about, this is a side that we talked about last time on September 15th, and I won't spend too much time on it, but it really highlights the three primary funding sources for our capital improvement projects, the maintenance budget, the capital appropriation budget, both of which are part of the annual budget vote, and then the capital bond financing option that we have that we've been talking about this year. The maintenance and capital appropriation budgets each year are annual commitments. They're one time. They do not bind us to future year expenditures in our budget-making process, whereas the bond financing would make mandatory contributions in the budget every single year to pay off that debt. That's an
019obligation that we would have if the community votes to approve that bond. It's also important to note, so in the bond financing situation, The voters are approving two things, a scope of work and the associated construction cost that we estimate it to be, and to issue debt to pay for it. Once the voters have approved that bond proposition, we are obligated to include that resulting debt, whatever it may be, in future budgets. And we can only do as much work as was approved by the voters up to the dollars that were given to us in project cost. So that's a really important nuance, and we just want to make sure that we talk through that a little bit. I'll spend a little more time on this. We thought it would be important to give some
020examples of what would go into each bucket, and I wanted to take a few minutes to discuss this. We've simplified this into bond versus annual budget, but note, as I said earlier, annual budget could mean the capital appropriations line of the budget or the maintenance department. Bond funding for large-scale projects where we amortize the cost and try to align those costs with the building aid that will flow in subsequent years is really what we try to package in a bond. Building additions are a key example of that, but so are the auditorium project that we did just a few years ago. Equally important are coordinated projects at multiple locations or affecting multiple building systems that could be broken into smaller projects, but with incremental funding happening year over year, there could be challenges in completing
021that project in a coherent way. Another project that would... benefit from a bond funding are things like the security vestibules that we did a few years ago to do that all at once at all of our buildings made a lot of sense we could have done that in smaller pockets over much longer period of time but there would be no guarantee that that work would get completed because of the annual need to get voter approval we talked quite a bit last time about the building management system so I'm going to dwell on this a little bit further here Included in our building condition survey, we identified portions of our building that still had pneumatic controls in our HVAC systems. That is the oldest of controls we have on our building HVAC systems. Other portions of
022the buildings have been converted to a more efficient digital control system. However, that system has become outdated. We can only repair it through refurbished parts as new parts are not currently being manufactured. And the software that it runs on is near end of life. So newer projects that we've done more recently are on yet a third version of that BMS system. The newer sections are what we're targeting to upgrade to, but as we develop this bond scope and if it becomes part of the project, we will certainly look to move that. as far along as we possibly can so we don't find ourselves in this position later on but we'd like to have this in the bond so that we have all the funding necessary to address all the buildings for cohesive consistent implementation across
023all the buildings the current patchwork system right now which controls all the centralized heating and cooling is it's effective it's working but it's not efficient. It also is not efficient for our maintenance department when they try to troubleshoot and address concerns in the buildings. We want to have that updated all at once if we could. On the other hand, smaller projects that don't benefit from economies of scale or are small enough to fit in the annual budget we believe should be included in the annual budget. Examples of projects in recent years are like the SHS auditorium pumps that were small enough that we could implement in the annual budget. The basic replacements that we funded in this year's capital appropriation line for the Fox Meadow playground, which is an example of one building at one
024time, we were able to fund that. Or even large projects, the scale of which the high school practice turf field. That was a large project, but was able to be funded through the annual budget process. Projects we plan to address in future annual budgets should be able to withstand deferral. And I will note that as we noted in the BCS process, sometimes it gets to the point where that deferral rises the issue's priority in terms of safety or end of life of a system and could cycle that project right back to where we are today with some of those things showing up as a priority for bond consideration in the future. So it's an important cycle of what might happen as we defer things. So this next slide is just some examples. It's certainly not
025complete, but we think it is the most representative list of items that we could come up with for major spatial projects that were funded through bonds at each of the school buildings. I mentioned a moment ago the security vestibules in 2018's bond. We had a new library at Edgewood in 2014 and the new NPR and some classroom additions in 1998. Fox Meadow had the security vestibules in 2018, new MPR and the kindergarten wings was part of the 1998 bond. 2018, we had new construction and renovation of Green Acres, which we're very proud of. And in 1998, it was then the new MPR, it is now the old MPR at Green Acres was part of that bond. Security vestibules at Heathcote in 2018, the new MPR there with small group space in 2014, and in 1998
026we had a classroom addition there where the A-Pod got additional classroom spaces there. In Quaker we had security vestibules in 2018 and a two-story addition in 2005. That was a big addition to that building at the time. At the high school, we had the orchestra room addition that happened as part of the 2018 bond. And going back to 2000, Popham and Fountain. fountain houses were added at the top of the hill so they got a major addition then in 2023 we had the auditorium bond here at the high school in 2014 the learning carbon i lab the design lab the fitness center included some offsetting sources of revenue through private donations and then in 2000 we had the classroom edition the library and the gym edition as well and it's important to note that each
027of these projects each of these bond projects had things happening with them that were included in the building condition survey or through other district priorities that needed to get addressed or at that time okay so we're on to the section now talking about the middle school and Edgewood spatial projects that were discussed as part of the work of the committee but were not recommended in our last board meeting presentation. So we had used this, the committee used this bucket model to think about must include, should include, on the fence, do not include, or defer to the future, so forth. So we're talking about items that the committee's determination was these are valid and important projects but not to be included or to be deferred to the future based on the total needs of the district.
028So I'm gonna start with middle school. This is the same format that you saw last meeting where you see a line item, you see square footage or some other metric there, a dollar amount per and then the total cost. what you're gonna see here with the middle school, there were two major, two options of the same solution to a problem, basically, an option A and an option B. So this is, we would, even if one of these were recommended, both would never have been recommended because they're solving the same problem. But what it is is essentially building a new cafeteria, dining building or part of the building that would accommodate a full grade level. instead of a quarter of a grade level. So you see here at 36.7 million option A version of that, at
02915.2 million in option B version of that. There's the cost of renovate after you build that new building You now have dining for dining rooms that don't need to be dining rooms anymore. So renovation associated with turning those into more functional instructional spaces and then The current location of the kitchen would then be able to be reclaimed for instructional or other types of space so that's what these Two versions of one thing and then the two other components are. Just to orient you, this is a view schematic of the second floor of the middle school. The two of the four houses are in view, the lower ones, Butler and Cooper. And version A of the project proposes building that dining facility connected basically to this space where the library and above it the main office.
030and then the Great Hall are. So it would be really integrated into the upper part. It's a much more complex construction job because of its location and its integration with existing building facilities. Version B would be built down in the courtyard closest to the gymnasium and auditorium. If you drop students off in the lower level by the breezeway, that it would... you would have a building there through the breezeway instead of grass. So here are, I mean these were not fleshed out into serious drawings. This is sort of a vision of what it would look like. And in fact this was a conversation during the 2018 bond process as well. So on the left you see version A in two stories basically you're seeing at the bottom the library level footprint and then above it
031the the upper level footprint of it and then you can see version B on the right with version a still there for reference where version B would be it would be a essentially almost a freestanding building connected where the current breezeway is that would be enclosed with a new entranceway and access to it either from the gymnasium side or the auditorium side of the building so again I'm just going to go back those were the 36.7 million and a 15.2 million dollar big difference between those two for those reasons that we stated anything you would add to that on to Edgewood similar format here proposal for Edgewood committee discussed the addition of a new more functional kitchen dining multi-purpose room in conjunction with four new kindergarten rooms And then repurpose the space you built this
032new space you'd repurpose the space as as it existed so you would repurpose the Current kindergarten space and the current multi multi-purpose room So here's here's let me orient you to this what you're seeing in the schematic is the first floor current first floor of Edgewood In blue, in light blue, would be the addition. You see a learning commons at the top, serving, kitchen, toilets, some small group instruction spaces, OTPT, speech, ENL, and then the four new kindergarten classrooms. To the immediate left of that, you see sort of the vertical space. You're recapturing what's currently the multipurpose room. and reorganizing the current kindergarten spaces that are purple there. And then the inset up at the top is like an overlay on a satellite view. So you can see it would be, you can barely make
033out the current garden in sort of the bottom right of that image, and that's, it would sort of, the footprint would be there. there was conversation there was an alternative that encroached significantly on the current blacktop area and there was very strong feeling that that's a very important space in Edgewood for the kids and that that would not be a desirable location to go for building but there's only a certain number of places just to point out In the lower left, both of the schematic and of the satellite image, that is the new recently, fairly recently built library. That's the new library there. So we wanted to share that. Oh, the little image way over to the right is just like the roof line that would be above the Learning Commons and classrooms. So just
034as a reminder, the committee discussed this addition. with sort of the understanding that if the potential exists for enrollment growth at Edgewood, that would substantially change the program at Edgewood, drive our music, Spanish, and art teachers out of their spaces because they need to be classrooms and onto carts, that that was not something we wanted. But we weren't convinced that the, the enrollment is gonna drive that. So that's the conundrum we're in, that we find ourselves in. So I think what we would say is that I think I can speak for the committee when I say there was support for this, recommending this plan, if the substantial change to the existing program was going to be a reality. So I think, as you know, we have a demographic and enrollment study commissioned. My hope, of
035all hopes, is that it's done before the end of this month, but if not, it'll be certainly ready by our November meeting to kind of help inform us and validate those assumptions sort of one way or another. We also, as we heard in public comment tonight, we did make the choice as a community, as a school district, to situate our two eight-to-one classes and our 12-to-one class at Edgewood. That is a decision we could revisit in the future from a space consideration. I completely appreciate the comments about how integrated those classes have become to the Edgewood community. It's very important, very important to us. I think it's my responsibility and the responsibility of the board to consider all of the alternatives and be able to weigh those as... with as much information as possible before
036making a recommendation so we thought it was important to bring forward these two you you would ask quite a bit about the middle school and we heard a lot about Edgewood that these this is what was considered it's not to say this would be the final final final thing if it is included or isn't included there's still more work to be done on all of this but those were the considerations that our committee uh faced so let me pause there and see if there are any questions on those spatial items before we move on Leah Thank You Drew so for Edgewood there's specials like Spanish and music and art they all have their own classrooms currently currently and Fox Meadow they they're on a cart right those don't have their own classrooms so they're moved
037around a lot right now they they all have their own space there are spaces being utilized being utilized that we wouldn't look at and say that's a classroom So they've taken space, made it the best that they could under the circumstances. So for Edgewood, going back to Edgewood, the providers, like the OT, PT, speech, they have their own spaces now? There is a space they share. Is that right? some have their own spaces the building level but the consultants do swaps or kind of use the same space and share yeah and if and if a grade level were to break would that take space away from any of those providers that you know like next year if additional grade levels break with are those are those spaces in jeopardy at all so there there's a
038scenario where if we have three additional up to three additional sections yeah we're we're out of room so we're close we're close at Edgewood right now yeah thank you and when you look at like I don't know the math behind it but there's the concept of building utilization that the architects think about you know Fox Meadows at our highest utilization Edgewood is up there but by contrast middle school utilization is very very comfortable so the the kind of The project that we discussed at the middle school is solving a very different problem. It's solving the idea of designing a new opportunity for kids who are across four different spaces to come together in a different way, enhance belonging. and create a novel space in each house for new kinds of group instruction. Like there's not
039that cafeteria space right now is used for lunch. So there are different, there are solutions to different problems, if that makes sense. Yes, I just have a middle school question since you mentioned it. So the slide that had the cost amount for middle school, when it showed the 15 million for B. So if we did the $15 million for B, it would be plus the $3,000 approximate. We'd have to renovate those house dining anyway, right, to be new classrooms? So that would be a cost? So we wouldn't have to. There's not a utilization demand there, right? And we wouldn't have to renovate the four dining rooms. Okay. But that cost is not on there necessarily at the moment. The, yes. Regular cost of the renovate. Say that we did. They're there. Those two costs are
040right there. But so, but that's like to renovate current house dining, right? So if you're renovating it into a classroom. Right, or into a large group instruction space. Okay, but it's an approximate amount. So say we did the $15 million and then we had to, you know, thought about doing the $3 million. I'm just trying to understand what the actual cost would be if we did do the option date. If you do it all, you're. Yeah, so option A is the $36.7 million plus those other two amounts. Option B is $15.2 million plus those other two amounts. Okay, that's what I'm asking. If that's a priority, you know, to do that. Can I also tie it back to something I maybe didn't articulate well enough earlier is if we went down the option of the
041$15 million addition for the cafeteria and said we'll just defer the $3.5 million renovation work. the future well we have 1.7 million in our capital line this year total total how would we choose to do that and would that become a priority amongst all the other deferred items that we've listed and then a subsequent board would maybe be asked the same question for the second year of funding and is it still 3.5 million at that point or is it more expensive? So it's a challenge that we really think if we were to do this addition, including the dining, the existing dining rooms and the renovation work, it just makes the most sense to do it all at once. And said another way, you could say, oh, we could do that in our budget one each
042year for four years, but you can't really bind a future board to do that, right? Other, yeah? Could you go back to the Edgewood proposal? So just so I'm clear, the pink or the purple lines are what's already there and the blue is the new proposed? Yes. Okay. With the exception that where you see the blue and the blue on top of the purple. So I don't know if you can see. reflects reconfiguration from what's currently there because that's currently kindergarten and currently a multi-purpose and I know that Edgewood really does that courtyard is lovely but sort of like that the middle school where there were two options sounds like it wasn't even is there any savings to doing an addition in a different location or was there just too much pushback from like I'm
043wondering about using that courtyard so so if that same section of the building that exists now if you're looking at it there's a there's a exterior wall hallway there there was conversations amongst the committee that that would potentially make the most sense for a building addition um however there was clear feedback that that courtyard is so vital to the community feeling of the Edgewood community that encroaching in that courtyard would have been a bad idea So they wouldn't consider it. But I think your question was about cost savings. That was where I was going to go. So would there be any cost saving if it was to be considered? Just like there were different options for the middle school. Is there any cost? Because that does seem very separate. Potentially, yes. Potentially, yes. Potentially a
044saving. Okay. Yeah, no, I'm sure. I've been in that courtyard. It's lovely. But, you know, just thinking about costs right now. So what's key here? Okay, thank you. before moving on other questions on this segment yep Thank you both for doing this and it was a lot of work on top of everything else so I appreciate it for so I'm looking at right now in the proposed bond Edgewood is getting a revamp of all the classrooms in the building correct so with this option that is no longer being completed that I mean I'm just like what you know what you've proposed up here I mean in this in this they're separate they're completely separate so what was written the recommended work scope included those classrooms Showing you this does not change the committee's recommendation on
045that. Right. It is what it is. Right. But the costs on slide 21, those are just for this proposal that was not accepted, correct? Yes. Okay. Yes. I just wanted to make sure. Okay. Thank you. Okay, there'll be time you know for discussion afterward so here I'm just putting up the duplicate slide of what was presented last meeting just to remind the board of the summary total or sum total of recommended work scope that it was in these four different categories What we just talked about with Edgewood in the middle school would be additional to the spatial category here or you'd be discussing You know changes to what is already included there just just to give you the sense I think it's really important to understand work is underway has been to under to verify
046and validate the assumptions and cost estimates that were developed for this work. So for example, We need to make sure we've accounted for all of the so-called large instructional spaces that we're proposing to air condition. We know there was a few things missed in that conversation just because it's so complex. And we also promised you we would be generating a prioritized list of those large spaces. That is underway. Another example would be we are combing back through the BCS. report in lining up the recommendations that we shared by category to make sure we haven't omitted or included any projects of a like type across buildings so if we have something say yes we're going to include that in these three buildings did we exclude that in the other four we want to make sure we're
047coherent and consistent on that and that's just good practice to go back and it was a very hands-on group and we had a lot of lot of different things so we are doing that work that work is underway so what you should expect is that later on these numbers will change to some extent as those processes take take place and we aren't going to change this slide until we come to you with a revised recommended scope of work based on input okay so we're gonna live with this for a little while until And ideally, we'll be able to strike that revised scope at the November 17th meeting. That's our goal. So this won't change until that time. This was just another version of that that same slide broken out by school just to remind you
048and then we also looked at the the Distribution in pie chart format. So just just wanted to remind you of that So finally on to our next steps this slide shows not only the dates of the public feedback sessions that we've talked about quite a bit tonight but also the board meetings that are situated in between there where we'll continue to discuss this so our october twenty seventh meeting will provide a chance for us to share the feedback and discuss the feedback we've received from the first public feedback session in the survey i'm hopeful though not certain that we may have the demographic and enrollment report uh... by that meeting similarly we expect to use the feedback from November 6th to help inform an update at the November 17th board board meeting and indeed we
049hope to have a somewhat revised scope of work as I just mentioned and will provide updated cost estimates as we have them at that point in time at the November 17th meeting