All right, we’re gonna get started for those who are here on time. 6:30. We’re a little couple of minutes late, but I wanna just, uh, get rolling. We have a very different presentation than than we have done previous to this, uh, presentation, which is the 5th community forum we have done. For those who don’t know me, I’m the superintendent of schools Eric Tracy, and I’ll be joined throughout the night by a number of members from our, uh, OPM, our owners project manager and, uh, JCJ Architecture, the design from people doing the design work. Uh, to walk us through some of these, we have, uh, really focused in on some of the areas that people are asking about this evening, two main areas are kind of what’s it gonna be like for my child in this new building. So we’ve put together some, uh, slides and also, uh, created a video that seems to help people to understand the day in the life and in this case we’ll use the day in the life of a first grader, um, so tonight you will see. Why we’re building, uh, the new school instead of renovating, what are, what’s the student experience like what is the day in the life of a first grader? What’s the cost and tax impact the proposed projects we’ll drop, uh, some basic numbers out there, and we intend to put a, uh, calculator so that you can put your assessed value kind of in the calculator and figure it out on our websites. We are working with the town, uh, both towns actually to. Get those on their sites as well so that people can figure out the tax impacts for their own home. Tonight we’ll give you a rough idea, uh, based on average, um, that we take from the DLS website. Pass it off to Nick Massey from our OPM and talk a little bit about our timeline. Thank you, Eric. Nice to see a lot of the same faces here tonight. Uh, just this timeline you might have seen, excuse me, this timeline you might have seen, uh, previously, um, today the, uh, MSBA board of directors unanimously approved, uh, this project, uh, for schematic design, um. And coming up, the school district and the MSBA will be, um, executing the project scope and budget agreement. Uh, we’ll be getting into construction manager firms, which we have, uh, 8 that’s submitted, uh, for a statement of qualifications. And then after that, we get into the request for proposal phase, uh, which we’ll be getting into, uh, shortly in that reviewing those firms, uh, if contingent upon, uh, the vote on April 5th for town meeting and both Hamilton and Windham, as well as on April 10th and both Hamilton Wham for the ballot vote. Please Thanks. I can just so people are aware of the town meeting vote at town meeting, there needs to be a 2/3 majority at town meetings. So at each of the town meetings on Saturday, the 5th, uh, it’s not over then either you go to the following Thursday we have our election on the ballot there’ll be a question on the ballot, and that will need a simple majority as well. So there are 4 votes that would need to occur along the way for this, uh, project to pass. So when you’re looking at renovating or adding, we looked at costs for code upgrade based repaired at the cut the Winthrop schools, um, and really compared 24 sites across the community, and most of you have heard this before. Uh, we looked at sites in both Hamilton and Wenham at the request of our, uh, JCJ design team. They, uh, gathered information from each of the towns on open space and open lots that could have been available. Uh, many of those sites were, uh, weeded out, if you will, because of things like, uh, the topography or wetlands. There are, as you know, there are a lot of wetlands in this area, so a number of the sites were, um, moved out of the consideration for a site for a new school. Um, the district would receive no MSBA reimbursement if we just did code upgrades. So code upgrade, uh, we priced early on at approximately 40. Uh, upper 40s, 45, 49 million, uh, for just code upgrades and part of that would would be a base repair as well. It wouldn’t really change the size of a classroom or anything like that. It would look at all of the things like ADA compliance and upgrading for code like seismic activity and, uh, heat and things like that. So those types of things would happen to be no reimbursement from the MSPA. We’re really looking to give our elementary students the same opportunity as they traverse through our school district. In all three schools we have very different programs set up for kids, so people have said, oh well, these are all neighborhood schools, not really because depending on what where your child may need a program like uh for this program for English language learners, you are going to the Bucher school no matter where you live in the community. If your child child needs a specialized program, special education, you’re going to probably end up at the Winthrop school where some of our more severe. Uh, programs for students with disabilities are, are located, and that’s just because of the size of programs. Small school districts, small programs, they end up getting located in one place and kids get end up getting moved around, families end up getting moved around. We want to be able to have all those things in one place for kids so that they have that experience right there in one central place. Um, they’re with their peers, they get to meet their peers. Some of our elementary kids don’t really cross paths unless they play sports involved in theater, or they make it to the middle school and attend 6th grade together. It’s kind of an interesting thing is when you look at uh two small communities like this that several uh many of our kids get isolated. And then we really want to look at the way our specials works. We, we’re adding a special uh science technology, STEM for those who know and part of that special is gonna be new for us because our kids don’t really get that opportunity through elementary school. Science is something that teachers will touch upon. It’s also integrated in many parts of our curriculum, but the opportunity to be able to have that special along with our other specials, music, physical education, art, um. All give kids the opportunity to be outside of their academic classroom and pick up on their skills or to hone in on skills that they really might enjoy outside of the school day. So part of that right now is our specialist teachers move around the district. They move from one building to another, and they may go to two buildings, some cases 3, in some cases they may do most of their day at 1 and have to run over to another building for a couple of classes, just the way our classes are set up and how they work. This will bring everything into one place and bring everything into one location for our kids. And then mini minimal impact to school operations. Occupied construction is something that occurs when you decide to renovate on a place where you can’t put another school. So for example, if you decided to, uh, do just a code upgrade base repair, the students would stay in the building and parts of the building would be shifted into, uh, in some cases they may be shipped into modular units that are brought on site, uh, fairly expensive nowadays to bring in modular units. In those cases, kids would be moved in, they’d be worked out in that particular section of the building. Those modular units would remain for the next group that that’s segmented off and so on and so forth through that whole process. It does make the process longer and a little bit more expensive. Uh, we’ve gone through some pricing with our architects, designers and OPM and doing that in in any fashion, even in addition renovation, you still have to move students and teachers out of outside of the building so that work can take place. Um, it’s also dirty when kids are in the building with, uh, some of that construction going on. No matter how hard we try, it’s difficult. I’ve been in the project. It was a six-phase renovation and it was tough to not, um, run into construction if you would, across the, the, uh, the project. In this case, we’ve decided that if you’re looking at the age of our schools, uh, approximately 61 years old, when you look at the age of the schools in the district. If you take the middle school, which is the newest school out of the picture, you’re looking at 69.8 years old for all of our schools. Um, they’re tired and we worked hard to try to maintain them. If you walk around this building, I mean it’s and custodial staff do a great job keeping things up to snuff. Um, but things wear out, we’re replacing all three boilers in this building. Uh, coming up, they just have gone to end of life and cannot continue to run. So we’re running this building and the middle school building on a temporary boiler that’s out back in an 18 wheeler. Uh, those types of things are happening just because of age. One of the things that we know is all of our, uh, end point things like ventilator units that heat and cool or heat and ventilate, uh, we don’t have air conditioning. Heat and ventilate our, uh, classrooms and our schools are genuinely at end of life when you start to say how many years does classroom ventilator last? Well, when you get to 40 and 50, we can’t even find parts for some of these things. So it’s, it’s kind of a game that we play now and maintenance people really work hard to try to get parts, move parts, bring parts, take them from others, um, just to keep things running, so. Those are the the real reasons why we chose to consolidate and make this uh one school. For those who haven’t seen this. The site plan is designed specifically to bring traffic off the street. The big blue line that goes around the building, uh, would allow a number of cars to come off of Asbure Street and queue up and drop kids actually in the backside of the building, um, moving kids in and around the building. Once the drop-offs occur, there are two gates that close, closing off access to those roads around the building so the kids can come outside and enjoy the outside areas, uh, throughout the school day without interference. In the front, our buses would drop right in the front of the building on those yellow lines at the bottom part of the the building, and buses would come in, drop, and be able to move in and move out along uh back on their routes. We believe that consolidate the school also consolidate the number of buses that we use. We currently use 12 buses to transport our elementary kids. We also use 3 of them to transport kids from school to school to school what we call the transfer system, because some kids, although they may jump on a bus in their, their location, their neighborhood, they may have to get to a different school that’s not close to their neighborhood. So we transfer a number of our elementary kids around from school to school in the morning and in the afternoons. And this is a view, an aerial view of what it would look like, um, from, from, uh, across the street and up 60 degrees, if you will. So this, this gives us an opportunity to look at the site from, uh, The air but also to kind of see how things fit together. It’s, it’s really clean. uh there’s been a lot of work on the design, try to make it fit into the neighborhood. The architectural team has been around both communities really trying to figure out some of the textures within the community already like sides of barns and the way buildings are shaped and try to replicate that across, uh, this design for this building. This is another view from the opposite side. The baseball field would be. And then in neighborhoods Are really the crux of the design of this building. We heard a lot about making the school smaller and making it, you know, a place where, uh, kids wouldn’t wouldn’t feel like they were overwhelmed or anything like that. This is one neighborhood of the 5. There are 5 in the building, one for each grade if you wanted to look at it that way. The design of the building actually gives us the flexibility to use the neighborhood for one grade. To mix grades. So you could mix grades like we do in some of our schools, we will cross pollinate with 5th graders and 1st graders for reading buddies, and things like that. So they give us a lot of opportunity and flexibility. In this case, when you’re looking at a small academic neighborhood. We’ll use a 1st grader because you’ll see kind of a day in life and a 2nd. That’s essentially where their day occurs within that neighborhood. They’re designed around the 7 classes that we currently have at each grade level. So when you look at our 1st through 5th grade, we have 7 in each of those grades across the district. Essentially, we would pick up our classrooms that exist now and drop them in to the 7 rooms in the neighborhood. So for 1st grade, they would drop right in there into all 7 rooms. The only thing that would change is location. Teachers are the same class size remain the same, which is currently 19, which is really good if you look across the state. Um, the neighborhoods also give us the opportunity to do our interventions within the neighborhood so a young child does not have to be taken out of their class and brought to another location in school to receive an intervention. It also goes for things like speech and language, occupational therapy, physical therapy, some of the things that occur throughout a student’s day that don’t necessarily blend well with academics, but now these things kind of all fit together nicely like a clean puzzle rather than going, taking coming taking a child out of class at a time that could be math instruction, it could be English, uh, liter literacy. And those types of things really interfere with the learning of a child, so this gives them the opportunity to stay close, stay at home, and move in and out of, um, the interventions with very little, um, opportunity for missing out if you will. The middle corridor is designed for kids to work out in the hall. We really wanted kids give kids and teachers the opportunity to be flexible. And use the flexibility within the neighborhoods to give kids different opportunities. There are classrooms right now where, you know, use a 5th grade example out of the Bucher school where the two teachers switch classes because they one of them is, is really good, strong in a particular academic area and another is really strong in another. They teach their area and they switch classes and that’s something that occurs not because it’s a problem because it’s the best thing to do for children. Which is what we continue to try to do along the way as we are building these neighborhoods to give that flexibility. You also have the flexibility to bring 2 classrooms or 3 classrooms out into those learning areas in the main corridor to be able to do things like presentations. We’ll have groups come in from outside and do presentations on birds. They might do things in science projects. Um, you’ll have science for, for, um, I can’t remember the name of it. Science for technici science for scientists come in and they will do a hands-on experience with our kids. So those things can occur right outside the classroom and they don’t have to go very far. In a little bit, I’ll show you a video that will show you a little bit more about how this works specifically for a first razor. The schematic design process is the step in the MSBA marathon where flat site plans come to life in three dimensions, and we want to share renderings of what a day in the life of the new elementary school could look like for our students. Our preferred schematic calls for a new 740 student elementary school for grades 1 through 5 to provide a consistent equitable education. for every student in Hamilton and Wenham in this age group. One key concern we’ve heard from parents of our younger elementary students is how their child might navigate a school of this size and scale. We want to show you the day in the life of a first grader in the new school and how its design provides an intimate, integrated experience for each students through the use of thoughtfully designed. Academic learning neighborhoods. This layout shows just the corner of the school where a first grader would spend their day from where they arrive in the morning either through the bus entry or parent drop off line to the cafeteria where they could get breakfast and the connected gymnasium where they can play before school, but the home base for every first grader is their own academic learning neighborhood. First grade has its own age appropriate space, including a neighborhood library where they can grab a book or socialize before entering their classroom. The main classrooms are paired to provide expanded learning opportunities and use each teacher’s strengths to serve in the best ways. Integrated special education spaces are housed within for students to receive supports in their. Neighborhood breakout spaces for group learning or individual interventions are located between classrooms in their neighborhood. When it’s time for lunch, their neighborhood is directly across from the cafeteria where the grave can eat together and also includes a quiet space for students sensitive to noise and disruption. And when it’s time for recess, there’s an age appropriate playground connected to their neighborhood. Dedicated ACEs for specials like music, STEM, and art are just around the corner or a quick walk directly upstairs from the neighborhood with teachers escorting their students to and from specials and lunch just as they do now. The academic learning neighborhood provides a school within a school for students of every grade level, whereas 740 student school feels 1/5 of the size and where learning and growth are more intimate, integrated, and supported. In Hamilton Weham schools we’re committed to providing all students an education that allows them to engage the future with creativity and confidence, and one of our strategic initiatives as a district is to foster communication and community partnerships. We want you to be a partner in this process. You can view all documents site plans, recordings of community forums, beating notices and submit questions and feedback on the Hamilton one of Elementary project site by navigating to the wake on your story. The schematic design. So it gives us an idea of what the day in the length of first grade would be. They’re pretty contained. They don’t have to go too far. Um, things wouldn’t really change if you come to any of our schools now, any of the three students are escorted to their specials. They are escorted to lunch. They are picked up at lunch by their teachers. Those things would not go away. Uh, in the design of the building, the neighborhoods are, uh, perfect for location based on age and based on, um. Um, on growth through the building. So the first grade right there, right when you walk in, boom, 1st grades there, 2nd grade would be above them. On the far right side, you would see 3rd, 4th, and 5th grade students. And that gives you a lot more flexibility as well, because you can do a lot more things with the 3rd, 4th, and 5th graders within those three neighborhoods. You can, you can actually shuffle kids so that you had neighborhoods that are 4th and 5th grade or 3rd and 4th grade or just individual neighborhoods. So the building itself gives us a lot of flexibility as we grow through the years with kids. The next part is we’re going to shift into uh budgeting and financing. I know people are interested in their taxes and how much this costs and why, you know, what, where, when and why. Uh, so here we have another 2 minute video here that will get this started and we’ll jump into some some numbers for you. Here’s the project’s scope and budget for a new elementary school under the MSB 8 Cross. The total project budget is $142.3 million. This includes careful contingency planning for rising costs and the demolition of the existing building, as well as installation of new parking and play areas. If approved at both town meetings on April 5th and at the ballot box on April 10th, the MSBA would contribute about $49.8 million to this. We’re about 34% of the total project composed, leaving about $92.5 million for Hamilton and W to finance on its local tax rolls at proportions written into our district’s regional agreements, which abortions taxes based on the percent of students enrolled from each town. Here’s how we propose to pay for our portion, which will require voters’ approval in special town elections on April 10th, a debt exclusion, which means the tax increases. Temporary and expires once the bond is paid off. A 20 year bond using a conservative interest rate of 4.5% that amounts to $2,173 of additional property taxes in the first year of repayments on an $866,000 home, which is the average single family assessed home in Hamilton and about $2,197 on a $1.09 million home, the average single family assessed home in Wenham. In Hamilton that amounts to about $181 added to a monthly mortgage payment and $183 in Wenham. This amount declines each year until the bond is repaid. In Hamilton Wenham schools, we’re committed to providing all students an education that allows them to engage the future with creativity and confidence, and one of our strategic initiatives is that here’s the project scope. But one of the things we started to hone in on is, is really what that looks like uh in a bond. Most school projects are, uh, kind of the comfort zone if you will, is a 20 year bond, and I’ll give you a little story about that in our own middle school, uh, the, the bond expired and within 4 or 5 years we needed to put in new windows. We replaced all the windows in the front of the middle school this past year, uh, 85% of them. We’ll do the back along the way. We’re just continuing to, to kind of 25 years later, 26 years later, already repaired or replaced. So when you get into a longer bond, you have a couple of issues. You have more interest. So the difference between a 20 year bond for the towns and a 25 year bond is $8 million more in interest across that period of time, that extended period of time. So that was one of the decisions. Uh, that, you know, kind of made sense to go with the 20-year bond if this passes, um, and then the maintenance piece, after 20 years, you really start to get into some heavier maintenance where you’re replacing things like window seals and heat units and some of the things that just generally break down in 20 or 25 years. Um, things don’t last like they used to, unfortunately. So I might go a little more uh deep into the tax impacts, it really just kind of gives you a look at across um a 15, 1015 and 20 year period, uh, in each of the communities. As I said, we are going to give you more depth uh on our websites we’ve worked if you want to, uh, actually see this in action, I would suggest if you live in Hamilton to check out the Hamilton Finco. Uh, meetings there have been some really deep discussions in those meetings about how and why, where, and then, uh, if you want a lesson in regression theory, they, uh, they did an unbelievable job one of, uh, really doing some comparatives across a number of communities, and, uh, both fincoms came to the point of saying, you know, that this is a project they could support and because of the way they dug into this, uh, there were probably 5 and 6. For more meetings at levels just discussing this project and the realities that people brought up like why don’t we just rent it? Why don’t we keep our neighborhood schools and part of that work that you can see, um, many of those are on video, uh, so sounds weird, but that’s how I spent my Saturday mornings reviewing those videos, but really impressive work done by both cops to really dig into this to make sure that this was the right way to go. So when you look at the debt structure, we talked about these numbers already. $142 million project, um, people say wow, it’s a lot of money. I was in a meeting today with the MSBA. And the majority of the projects for elementary schools were in the 200+ million dollar range and rising. These are schools that will be built in 30 and 31 that they’re just getting into the feasibility study now. So that’s a concern the future value of money, the time value of money is consistently increasing, even if you put a very modern increase of 3%, it gets, uh, really expensive really quickly. Uh, MSBA, the max they would contribute is 49.7 million. That is the most. Given this project and given the structure of the way it’s designed, that’s the most money they would put into this project. That would be the amount of the 92 million. And if you look at a breakdown, we break down any assessments to the towns based on the students that attend the district from each town. So 65.92% of our students are from Hamilton. And 34.8% of our students come from one. That’s how we uh figure out the annual assessment, like how much each town pays. We use, we use a 3-year average of those student numbers and that 3-year average gives us new percentages each year. It also causes shifts in those numbers over years. So sometimes one of them has, you know, 10 more kids and sometimes Hamilton has 8 more kids. So those numbers shift just depending on how many kids are coming in and out of our school district. So the $60 million and the $31 million represent the split of that $92 million balance for each of the communities. I’ll start with Hamilton. When you look at the principle in the interest of a 4.5% bond, Over the 20 years works out to about $89 million and if you’re looking at the average single family assessed value, and I will note this number is different than what’s in the video. I think the video at 866 85, it’s actually 81685 is the average single family assets value for this year FY 25. Year one it would be an increase of $2.51 per cents per 1000, approximately $2,048 and would break down each year we get less and less. It will be a decreasing bond over time and and on year 20, the last payment would be 1126 20. That’s for an average assessed single family home in Hamilton. Why are there are clearly fewer homes. Um, if they carry a fewer, uh, pieces of the debt when you look at it from the perspective of, you know, 1/3, 2/3, basically, so principal $31 million interest about $15 million for a total over the 20 years of $46 million your $12.18 increase on a million dollar house, that’s the average home in the town of Wenham today. Um, and then as you can see, it drops down each year. To year 20 when it’s $1.20 increase on tax for uh for $1,209.81. So it gives you an idea how the bond works. The bond continuously drops down over time and it’s we’re using 4.5%. Uh, we recently got a bond for less, so we have a AAA bond rating actually, I think all, all three entities do the two towns and the school district, so. We feel like we’d get a better interest over time. We’re just using this for our example. And I think the, you know, the back up just a second. The, um, when you look when you’re talking about the the kind of the value over time, one of the things you’ll see when you talk to Fincom people, you can’t nail them down and say, what’s the cost going to be in 20 years, you know, in year 18. Things change over time, evaluations change, assessments change over time. So we don’t want to come out and say this is exactly what’s going to happen, but this is an example of what this would look like over time. Some communities choose to use a flat bond, which is the same amount each year for the 20 years. It seems to make sense over time and in the kind of the sense of paying interest that you save both by doing it this way with a decreasing bond over the 20 years span of the project. It So a couple of things coming up. We want to get people into the building and several people have asked us, well, what’s it really look like inside? Well, come on and look. I’ll be there Saturday at 10 a.m. Uh, we’ll leave that building open. We’ll have some people there, uh, from both teams, all three teams actually, the, the school district team, the OPM, the architects to answer some questions, show you around, give you an idea of what the school looks like inside. It’s been, um. Renovated several times and you’ll be able to kind of figure that right out when you walk in. Uh, it is out of ADA compliance. Uh, if you need wheelchair access, please let me know because we have to get you in a different way than in the in the main door. Uh, we’re gonna do this a couple of times. We’re going to do this on the 1st and then we’re gonna do this on the 15th, uh, just to be able to let people in the building, see what what’s actually happening within the cutler. Uh, second one will be on the 15th, same time, 10 a.m. I’ll be there, come see me. Uh, so you’ve seen me enough since you’ve been outside forums, but, uh, it’s a good opportunity to just kind of see, uh, what’s happening inside. These are two things that people ask for consistently and how do I get to the website. It’s actually on the district website, uh, but this lake on the left we’ll take you there and the documents and reports on the right hand side, any of the documents and reports that are available on anything that we’ve had done. From the perspective of engineering work or just traffic studies, all are all located on this website and available for you to review. There’s over a 200 page traffic study for the questions that came up around, you know, what about in Asbury Street, what’s going to happen? And that’s where the design of the road that goes kind of around and about the building to pull cars off came into play. Um, so these things are all looked at but that seriously, and that’s how we got to this point. So anything you Need to look at or if you have questions out, reach out to us, we can point you in the right direction if you can’t find something, uh, we want to open it up to questions and answers that are specific to the dating life of the child or some of the other things that we spoke about tonight. If you have a question, you can raise your hand and we can pass a mic around. And good Maybe that’s nasty. That’s . And Eric Peter Guo from Hamilton, uh, what, what, what growth can be accommodated by the design in terms of number of students? Good question. So currently we have 681 students in the 1st through 5th grade in our school district. Those 681 kids would drop right into this building without a problem. Um, that assumes the class size of 22, so, uh, we have room there. The state also creates two scenarios. They do, uh, birth rate studies over time to come up with what they believe would be the growth number of currently 740 if people have heard that number, so you could easily put 740 in there and looking at just the 35 classrooms. And doing some math, you can get 775 kids in there and still keep your class sizes in the low 20s. You don’t want to go there, but That’s part of the the the growth prospect. The second piece they require us to do is to identify future expansion. 15 years, all of a sudden we had 500 people coming to town. What do you do? And they have, we’ve identified two locations on the ends of the buildings where we can add a total of 8 classrooms which would take up another 170 kids if you really had to. I don’t see that happening, but there is, you know, there’s always the. The chance of growth over time. So 740 is what it’s designed for. We move in 680 kids. I would assume you’ll see a little increase generally when you build the school they count, um, so you’ll see a little bit of an increase in the beginning and then, um, taper off. We do have, uh, an increase over time in our elementary school last year, the second highest number of kids in the elementary schools that we’ve had in over 10 years. So that’s the thing that we’re keeping an eye on. Uh, it flattens out this year, and it’ll flatten out a little bit next year, then it slowly starts to rise again. Um, we know that from talking to real estate agents who’s moving to town, uh, what types of families are moving into town, so it gives us some opportunity to to kind of build and grow as we go. that’s great. It The correct the chief right here. Hi, my name is Albert. I live very close to a Catholic school. My question is where do the taxes, so I didn’t understand very well how much tax. I mean, I understand that these 20 we are going to pay an extra tax over 20 years from today. But can you explain it how much tax is going to pay? Where do you own your house in Hamilton Hamilton. I don’t know what the value of your house is, but I’ll use this as an example. So if you have a house that’s average value right now, which is the average in Hamilton of $816,000 the first year, I think the tax is this year of $1565 somebody can correct me if I’m wrong, I think it’s 1,565. Right. Yes, thank you. Uh good thing having a fake memory here, but it’s 1565 per 1000. So you take the value of your house, divide that by 1000 and multiply it by 1565. That would be what you’re paying now for taxes this year. To figure out the growth, the additional, you take for year one, the $2.51 you would add that on to the 1565. OK, that would be what, 1786? And then you do the math on the, on the 1000 per 1000. So if your house was worth $700,000 you would multiply 700 by 1786. That would be your first year. Does that help? OK. And we’ll, we’re gonna put a financial calculator on the website. So if you know your home’s value, you can put your own value in, click submit, and it’ll tell you exactly what it will look like. We just waiting to get that back from our finance people. Oh right there you go. Hi, my name is Laura. I just have a kind of immediate term question. If this is approved in April, how soon does the construction start and what happens with all the kids who are currently in Cutler and the other schools because it sounds like you’re actually going to tear down Cutler completely. So what happens for the next couple of years? How long does construction. So kick off in the summer of 25, which is this coming. I know it’s far off, but I know we can’t wait either. Today was a little glimpse of the nice weather. So we kick off in the summer of 2025. 26, excuse me, 26, sorry, it’s 2 years, yeah, that was the designer and the OPM both chimed in 2026, my apologies. So if it gets approved in April, it would, it would really go through the the design stage. They haven’t finished that yet. They would finish the design stage. We kick off in the summer of 2026 with the uh progress plan of opening the doors in the fall of 2028. So it’s a little slightly over 2 years, uh, to build and get ready. The kids who are currently in their buildings, the way this is designed. And you, I don’t think you can see it on the slide, right, honestly, that So it’s tough to see, but I’m gonna go up on stage. The current Cutler school is actually here. The Alpine is here. It goes all the way up to the top and around and red and it goes right to the edge of that road. It is designed to keep the school in place and functioning during the entire construction project, so kids would all be in the same schools the same as, uh, classrooms throughout the project. They do put up, um, fencing and walls to block it because, you know, every elementary kid be like, oh, look how trucks, uh, but those types of things are, um, pretty common in the business. The the the school over in Manchester, Essex, it was, what was it 11 ft. 7 ft from the building they were building to the building where the kids were, and they did the same thing. They took it down and moved everybody over. So the plan is to leave them all in place, let them stay in school, do their thing, certainly they have to make some adjustments to the backside to where kids would go out. Um, somebody asked me this question, how do you get 600 kids out to recess at once? We don’t do that now, so we do it in grades. And that gives us the opportunity to just kind of look differently for a little bit. So for two years, we’re really gonna move kids around differently uh throughout the school day, but structure will be taking place on the left-hand side. Winthrop kids would stay in Winthrop as well. So ideally we’d open the doors in the summer of 2028, we begin the process of kind of removing stuff from both of the schools, probably all three. Shifting that into the new building wherever we had to, and then moving the kids in, opening the school, say September 5th, all the kids show up for that day of school. Kids will go to school while the rest of the construction continues, so the cochler building would be dropped as part of the plan, as part of uh the 142 million number that would be dropped, taken away, could be turned into the field, playground, and the parking lot would be extended. Uh, up to the north, if you could see the two, there’s 4 parking lots on the bottom, the two top ones would go in after the fact. OK. Alberto down in the lock. Yeah, I, I would say so, yeah, I would say 29, yeah. Yeah. Oh, right. Spring of 30? Oh, spring of 29. You better. I thought I was thinking what you were thinking another year, um, yeah, so it’s just, it’s phased so that kids can stay in the building, do their thing, and then move over when the time is right. Part of the process that we’ve hired the designers, the opiums for is really plan that out, to lay that out, what that looks like over that two year period. There are things that will change along the way, you know, how we enter the the site might be different in a year after construction then. When we start, so there will be things that we just have to be flexible. But it keeps all the kids in their buildings throughout the process. Yes, Nick Rivard. It seems that this. Oh, I’m sorry, Linda Preston Hamilton. It seems that this, um, Tax rate of over $2000 a year is a very large amount and I’m mindful too that it seems that the school district could be asking for an override very soon on top of the fact that the MBTA3A issue could cause our town. Much more cost we need to continue to look at every factor involved, uh, when we’re making a decision on this very important item. Could you please give us, um, the percentages of what each town is paying not, well, the amount of dollars that each town is paying right now per 1000 on our taxes and what that will mean. It could be when this bond might kick into effect how many dollars on our $1000 assessments. Yeah, so just as I explained to this gentleman, Hamilton, $1565 per $1000 is what you’re paying right now. This year, if I were to calculate your taxes for you, I’d take the value of your house, the assess assess the value of your home, multiply. I divide that by 1000. And multiply that by $15.65 per 1000. That’s your current tax rate with nothing else on it. Currently, before this project came into play. Then the project comes into play. We take out the bond and then we assess the towns, the amount above that. I’m gonna back up to the Hamilton slide here again. This here’s the On here it is. So the first year if you have a house that’s average, the house, the average house price in Hamilton is $816,000 right now today, um. So in in addition to the taxes they’re paying now, you add $2.51 on top of that. OK, so you’d take your 1565 and your $2.51 on top of that, and that would be effectively your tax rate for that period of time. OK. And that’s only for the 1816. Yeah, so that would be $18.16. Yes. Um, it’s pretty close to. To make. So they pay, I believe 1535 this year, and then you add the $2.18 on top of that. So you’re looking at 174553, 1753. 1853. I get to. But, but what that doesn’t include is a prop turn override, which would be a bacon because we know that’s going to happen because of what happened with the budgeting for this year, the decision to not have an override when we’re having the debt exclusion of the same ballot. So the school committee voted to move the excess and surplus to, so taking, you know, one-time dollars and putting into operating expenses just so everyone knows, which one would never do in in the real world because you don’t have, you know, day to day operating expenses with one-time funds. So. I think the $15 or whatever it is for Hamilton is actually going to be higher as a base and then this amount is on top of that. So I think that the Fincoms really owe it to the citizens to make sure that these highly anticipated because I know our towns did the same things where they took surplus dollars and applied it to operating or they we’re just doing funny things. It’s a bit of a shell game, honestly, right, because we’re just trying to defer it. So that we don’t, so that to give this a better chance of getting through because it was stated by the, um, assistant superintendent, the treasury, Vinny that, you know, it it won’t pass this this wouldn’t pass if there was an override for the operating expenses of the schools. So that was a strategic decision that was made to give this the best shot, but everyone needs to know that there’s a massive override that we should all anticipate and expect and really bake in. To the understanding of what this costs because we value and love our teachers and we want to pay them. We’re glad there was no strike, but we have to bake that into these costs and not be Pollyannaish about it, right? So and the towns have also deferred. Uh, by moving money into that as well. And so when we have the boiler issues and we have all this other stuff out, if that excess and deficiency hadn’t been spent for operating, it could have been used for these one-time expenses. So I just think that’s an important clarification off of Linda’s comments. Yeah, I think excess deficiency is important to note it’s, it’s basically money that’s left over at the end of a year in the town, city, municipality, uh, just so people know, the town of Hamilton, the town of, and the school district are their own municipalities. So they function, uh, the school district functions as its own municipality. And again it is allowed to uh use excess and deficiency to offset what we’ve done in the past is offset capital costs, which is how we pay for the windows in the middle school. um, this year the school committee decided to use that excess and deficiency money to offset the budget given that we negotiated a contract with our teachers union, uh, and I think we did the the exact right thing we should have done. We, we paid them what their value is and we gave them. Um, exactly where they should be in alignment with their peers in this while avoiding a strike, and I think that piece is, it’s hard for people to understand that we negotiated a contract for a year FY 25 right now that had already been budgeted and approved by the towns, so we had to eat that money through the district to try to kind of move things around to the tune of a million dollars if you watched uh Mr. Leon’s presentations. So part of that offset was how do we offset the million dollars this year and then how do we offset the increase for next year, which isn’t quite as high, but the uh there’s 5 unions that we negotiated with successfully along the way. So those things are are designed to be used for those things, offset capital expenses and also to uh give the money back to the towns, which is really the right thing to do and we’ve been doing, we’ve been given since 20. $767,000 in excess money back to the town since 2021, I believe it was. Um, it was a year before I took over the superintendancy. So it does get used in different ways. It gets used for capital expenses. The advantage we all have as entities is we also have, uh, stabilization funds, and those stabilization funds in the case of the district can be used to offset some of those expenses, the capital expenses. So when you’re looking at capital expenses for Windows, if you have enough money in your stabilization fund, you can use that to offset capital expenses only. So that’s the kind of the extra piece that people aren’t aware of. But the reality is that the uh that city to I don’t remember his last name Leon he said that we do this. We wouldn’t really recommend it, but we’re doing it because of this debt exclusion and that we, I, I support the teacher contract. I think it was excellent. We didn’t have a strike, so I’m not saying anything about that contract. It’s just the principle is that this is not, this is a baked in raise so that money that was put in there to cover the budget is baked in. To what is now due next year and so I think the anticipation is just the reality is that there’s going to be a bump up already in the base rate upon which this is built as well. So I just think that’s an important clarification. Everyone knows there’s going to be a debt override next year and, and I just think that I mean I did a prop 2.5 override so. I just want to clarify that with Linda’s question. I do have a question about the school. Um, I’ve been trying to process as I’m looking at the plan and looking at the cafeteria and how big it is and knowing how many students are in that school and comparing it to the high school where two of my kids graduated from and thinking about, you know, that timing and the schedule, can you please tell me in the day of the life of these students. What the hours are, what the flow is, say, for cafeteria time for everyone in the school, when those hours would be hypothetically, how many kids are going through the cafeteria line at once so that we can all imagine our little first graders, 2nd graders, how many people they’re with and what time they could possibly be eating. Thank you. Yeah, it’s between 120 and 140 kids in each of the classes. Uh, 1 to 5. Each class would go to lunch on their own starting at around 11:15. Some of our schools now lunch starts before 11, um, because their class, their, their cafeteria is small, so they can’t fit everybody in there at one time. Sometimes they do it just because of organizational purposes. So currently in the schedule models that we’re making, we’re looking at a number of schedule models. We would schedule 5 different lunches. Individually, so first graders would leave their little unit. They would go across the hall and eat lunch together, and they would be able to get in through a double line. It’s designed to do two lines at once, um, within the same amount of time, actually maybe less than they do now in our, in our school buildings because we have between 70, 80, 90 kids at once in, in our current cafeterias depending on which building you’re in. There are more kids in the Winthrop school, so more kids eat lunch at the same time, but this, this cafeteria is designed. Required to be designed by the state to do 2 lunches. We find that a little bit insane. Uh, to be able to put that many elementary school kids, 300 elementary school kids in a cafeteria would be unwieldy, kids would be waiting in line, things like that. So our design is looking at 5 different lunches that start at 11:15 and then you just around 1 o’clock, which is similar to what we do now when you start to look at lunch across each of our schools, they’re all slightly different depending on their schedule. The Bucher schedule is very different from the Cutler and the Winthrop schedule. Bucher runs a 5 block schedule the Cutler. And with on a six block schedule, so that also decides when it happens, but we have looked at scheduling models and we think it’s important to be able to just allow one group of kids to eat at once. Uh, we can do that with staffing, we can do that with seating, um, and, and with the double, what do they call it the double. The lunch I figure what they call it, but the double service line, so you have instead of one that we have now, you’d have 2. That Hi , uh, Linda Mastrianti. I live in Hamilton and I know you said it was $142 million for the new school, and, uh, we would be paying somewhere around 90. Hamilton would be 60. Am I right if we didn’t do the new school. And we renovated it. Can you tell me totals that we would be paying and what reimbursement we would get and In round numbers, where we would fall as opposed to having a new score. Yeah, so if you want to get back to the beginning where we talked about doing ADA compliance and kind of getting the basics together. We have a number on the couple there it’s right around $48 million. Um, I don’t know if that’s going to be 3 years from now, if the rate things are moving. I’m nervous about that. Uh, zero reimbursement from the state. And if you had to do the same thing to the Winthrop, it’d be roughly the same. The number it seems to come in about $774 per square foot for code upgrade and uh 88 compliance things like that. So you’re running right around the same number, about $49 million for the Winthrop.s essentially you would take out a bond for say the $48 million for the public school over a 20-year period. I don’t know the numbers off the top of my head, but you break that over a 20 year period. Some point along the way, say 5 years later you said we’re gonna now do the same to the Winthrop school. That price would be higher, so say 51, 52 million on top of the money that you’re paying for the original bond from the Cutler school again with zero money from the state. So. It becomes a much more expensive proposition. It runs almost the same number, um, but then gradually gets depending on how far you go to do the second renovation. So, and then if you said we’re gonna do that for the 3rd school, the the Bucher school, 10 years down the road, you’re stacking. In this kind of bond situation, a 20-year bond, and then another 20-year bond 5 years later, and then another 20-year bond 5 years later running in the $48 to $60 million dollar range, I would guess over time I’m just guessing the time value of money over that 15 year period. It gets pricey really quickly. Um, you saw the Boston Globe today, I just heard there was an article about the costs that are coming in for schools now. I just saw a number today. I was in a meeting with the MSBA $600 million for the Lexington High School project. Uh, elementary schools that are running over $200 million for similar projects to ours, a little bit bigger, a little bit smaller in some cases, but It’s hard to project out the cost of construction. 15 years from now, it’s hard to even look at the time value of money. If you watch any of our Fincom meetings, that’s the sticking point for every single one of the people in the room, all really smart people, all their numbers, um, really do a good job of kind of building numbers, but it gets a little dicey when you get out 10 or 15 years and what the reality of those costs would be, especially without reimbursement. So that’s so it could be 50% more for old buildings than it would be to build the new possibly it depends on the rate you get for a, but yeah, it could be pricey. Thank you. Other questions? You got a question? Yeah. Uh, well, I don’t know because I kind of knew in the neighborhood, but so we’re going to the guys to build the, the new, but there is another two schools that could be renovated for that reason it’s better to to build that one from scratch. So the question is in the. Are we going to need to renovate the other two schools anyways because those are like a city property or what are they going to happen with another school or sales that one. Thank you. 3 properties for elementary schools. One in Beecher, which is in Wenham, that’s the requirement of the regional agreement. We have a regional agreement between the school district and the two towns that requires at least one district school to be in each community. So in this case, there is one, it’s in Wenham. That’s the Buker School. The second one is the Winthrop school that is in Hamilton, which everyone kind of passes by I’m sure every day, um, and then the Cutler School is also in Hamilton. So of those three schools. The widthrop and the cutler would be totally combined in grades 1 through 5. All the kids in 1 through 5 and Bucher would move to the new building as well. And any child who’s in preschool, grades ages 34, and 5. Just about back. Uh, preschool and kindergarten would be moved to the Buker School. None of the properties, the elementary school properties are owned by the school district. They’re all lease arrangements. The towns own the the properties and the buildings. We lease them from the towns, each of the towns, so we don’t own them. Uh, essentially if we did this, the property where the Winthrop school sits would become the would move back to the town of Hamilton and they would have to determine what to do with that property. Do they demolish it? Did they leave it? Do they convert it? So that would be a town decision in the town of Hamilton, and that would be again that that I would guess I would go to town meeting to make those decisions, um, but essentially all three schools, all the grades 1 through 5, would move into the new school and any child in preschool or kindergarten would go to the bure, and the reason we designed it like that is purposeful. In going through the tours with the MSBA, the MSBA looked at all three buildings. College school is your number one choice. We needed more than any of the others. Winthrop, they decided to say if you want to include it in consolidation, we would agree because it’s again in rough shape. Buker is solid, needs some, some updates we have in the past 3 years since I’ve had superintendents put money into the Buker school purposefully. Uh, to be able to keep that building is, is pretty as shape as we can. We’ve replaced the boilers, uh, 10 years ago and 9 years ago. Um, we’re looking at the roof trying to figure out the best way to attack that roof, and we’re looking at things like solar and kind of efficiency projects too, so those types of things would be moved around. The Winthrop school would not exist as the Winthrop school. It would, it would no longer be a school. Does that help? OK. OK, so that’s great. We get equity for the grades 1 through 5. We’re talking about two schools, get rid of Winthrop, we redo Cutler. OK, we still have middle school, we still have a high school. We are looking at tax rates now closing in on $20 per 000 by 2028. We have a $2 million override coming in 26 to pay for the teacher contract. Otherwise, we have to get rid of 20 teachers. Just sit with that for a minute. We’re going to be needing town overrides because as the ladies behind we have mentioned, we have taken from free cash, we have taken from END, we have taken from everywhere. That’s like draining your savings account to pay for your mortgage for one month. What do you do next month? Wenham is definitely facing overrides. Um, I also have one, yeah, yeah, downside. They have Wenham is in contracts with their, their employee unions, so they know they know they’ve got overrides coming and the Wenham Final has been realistic. In in trying to face. An absolutely ridiculous situation in what. It’s untenable, and they know it. They asked the question. Finn Sprague, the chair of the Fincom, asked the select board and let him, give me direction. Tell me what you want to do. And he was met with complete silence. So those good men sat down and they looked at the figures and they said, Well, we’ve been asked whether we should get a new school or not get a new school. That was the question they looked at. They didn’t look at where’s what I’m going to be in 5 years. They did that on their own and on their own, they said, when’s not going to exist. One of them’s gonna end up going into receivership. Wenham cannot do this, and they know that. Danno, and I’m not even gonna try, I, I don’t want to butcher his last name. He’s a wonderful guy. Thank you. Um, he said. There’s no way this can happen and I can’t vote for it. Because he knows that when it has been pushed past its limit, people cannot absorb these kinds of taxes. We’re not just looking at these numbers on the screen. So the gentleman in front of me, Hamilton, he has to take into account also. At least the 2 million override the 26 plus additional overrides coming after that because we’re lining up with MSBA to take care of this the roof on the high school and the middle school. So when we bake all this in, who’s going to be left to pay for this? And again, I will say Accord has seen a 6% increase in people using Accord. That’s more than 1 in 10 families. We have kids going to bed hungry. This is a terrible burden to put on their parents. There are other ways, and we have to find them. I think the beauty of this process has been presenting this to the public, putting this out there, letting the public mull it around. The work that the Fincons have done have broken this down. They’ve come to make some determinations, each Piton, good guy, different, you know, the. When we talk about 4 to 1 that this makes sense. Um, that, that’s the same on the, the Hamilton side. I mean when you’re looking at the numbers, that’s what they’re looking at. The reality is on April 5th, we’ll decide. It’s not my decision. It’s not the decision of any of the people on the design team. It’s the decision of the communities, which I think is an important piece of this puzzle. We’re going to bring this forward and have to vote. If it doesn’t pass, then I gotta go back to the drawing boards, figure out how to do this for our kids. To give them the best opportunities I can for our staff to maintain staff in schools that are functional that have heat that have cooling that are uh useful for them uh to attract quality staff members so those types of things that are all coming into play over time so that’s kind of the bigger thing for me to go back to the drawing board and figure out, OK, where do we go from here? Um, but this right now is an opportunity we we didn’t want to give up because of the $50 million on the table from the state. Uh, that’s a big deal that it’s money that doesn’t have to get paid back, uh, money that would be reimbursed on the way through the project, so we would keep the cost down, um, by taking advantage of that as well. So yeah, I think it’s up to the the people that really make the decision. Hi. Hi Eric, how are you? Um, quick question. Point of clarification, are the athletic fields included in the 15 point bla blah, whatever that rate was? Correct. The current, yes, yeah, that’s already included in that number, OK, um, and then on the ed plan, um, because that seems to be a big driver for this so because I do think there are ways you can enter into a contract with MSBA that is a renovation and you do get reimbursement for it, but. Does uh does the plan that you guys put together, does it address any like, um, does it allow more kids to stay in district? Does it keep that cost down, or does it just better serve the needs of the current student population better than we’re able to in the buildings? It’s a great question. Currently there are 41 students who are in the district in this district. Currently this year projected to be between 45 to 46 next year, mostly because we don’t have programs or program space for those things so yes, it gives us an opportunity to have larger uh places if you will for our specialized program like our CASL program or our TLC program, our therapeutic learning program, um, where kids would, you know, currently I can get maybe 34 kids in a TLC program and. In the bure with one teacher and usually you need a backup person with you in those types of programs. This gives us more space. I mean, classroom sizes, uh, would be 30 by 32 and the average build a separate classrooms. So even, even the subspaces are twice as big as some of the areas we’re using. Don’t forget we’re using closets, stages, and hallways to do interventions for our kids. The tables in the hallway dragged out there with dividers up in the hallway that goes to the cafeteria the bure so kids can have their math interventions or their literacy interventions because there’s no place for them to go. This purposeful design helps with that process of finding places to put kids so that you hopefully don’t have to send out a district. One of the places we worked on is our language-based program. We sent most of our language-based students out of district up until about 4 years ago and we started to focus on the program and find a better space. We moved it to the cutler. uh, we have a full classroom there that that program uses and we’ve kept more of those kids in district than we ever have. So those types of things will give us the flexibility to grow those programs appropriately while also having them in the right size spaces too. That help? clarify my my question was about the high school athletic field project. That project is in the taxes already. OK, if you look at your, at the assessment, you look at the documents online, uh, it’s about a million dollars a year assessment across the two towns, and that’s a 60 to 40 split. So yes, it was, it is in your taxes now. I believe it was last year as well, but, um, it’s a, it’s a 10 year bond that that actually I I go into this without confusing people. It doesn’t start out as a bond. It starts out as a band, which is a smaller kind of bond until we finish the project, then we finalize the bond and. It would be within a 10 year span. You can’t the bond can’t be longer than the life of the project. So when you’re looking at fields and things like that, it’s about 10 years, 12 years, the state gives you, when you’re looking at buildings, they’re looking at 50 years, I would never ever do a 50 year bond, uh, because you’d be replacing stuff while you’re still paying the original cost. It was a question that break their neck. That Uh, Robin Davis, can you tell me about preschoolers at Bucher? Yeah Go ahead, sorry. OK, can you tell me about preschoolers at er, or is this something that that we’re paying for now? So we have a preschool program that is in the Winthrop right now. Um, the Winter program is a split program, so it’s partially specialized and non-speed kids in the same room. It’s about a 7, 15 max in a classroom, uh, 17 split between the two. people who are not kids are non-special ed, uh, pay a fee, which is actually I’ve just learned much less than the preschools around us. Um, so we do get some income from that. Our idea is to possibly expand that program. Uh, because the bugle would give us more space, uh, more appropriate space as well. Uh. Does does that help? I, I just wondered if we are think or very free of it. Yes, we have offset by, by, we charge a weekly fee for kids who are not in the special ed side of the preschool program. So there is some offset, but yes, we are paying for teachers and staff to staff our preschool programs. Uh, right now we have 2 classrooms. Last year we had 3 classrooms, so it depends on the number of children coming in at the, we take them in at 33 years old, uh, so 34, roughly 5, and then they in kindergarten, they would transfer over. The idea of the Buker School is to have, I don’t know if you’ve been in the Bukker School, but right now our kindergarten and first grade is, that’s literally the perfect place to put a preschool program. Uh, that’s kind of everything you need with the cafeteria right there and the gym right there, and bathroom right there, and the nurse right there. You could literally put a wall up and run your own separate preschool. The idea of keeping those kids in the same place as preschool, they’d be there for for 34, maybe 5 years old, and then move into kindergarten and then transition with their class, everybody would transition into the new facility. Does that help? Yes, we do, but in the back. Hi Stephanie Andrews, um, I live in Hamilton. I had a question about the available spaces in the new elementary school. So I know you talked about the spaces for interventions. Um, are you planning spaces for this regulated students or students in crisis, um, where they can be removed from the classroom throughout the school day? Yes. And Let’s not focused on the So that’s what I’m my last time. The scale. So let me take a walk back up. That’s great and this is that first grade section. Sensory room. Which would be a place for kids that are just regulated to go. With an adult, um, it can also go into. Any of these areas here which are program classrooms for special education or any of the the classrooms that are in between, uh, depending on the level of this regulation right now we bring it hopefully to the counselor’s office, sometimes to the principal’s office in the Winthrop school we do have a room, uh, called the common room. We just call it sensory rooms common one of them are a common name for that too, but yes, there are spaces throughout the building. OK, and, um, a second question I had, so I’ve been speaking with um the teachers and with the union, um, and I know there are a lot of disruptions in the buildings right now due to freezing cold classrooms, boiling hot classrooms in the summer, um, poor quality of drinking water, leaking roofs, asbestos abatement. When you project out the cost of a possible renovation, are you factoring in those more extreme costs or are you factoring only the cost of a boiler? So, so generally when they do that code upgrade, it becomes an issue that’s where it gets expensive because you’re looking at asbestos abatement gets really expensive. The Bucher school is a good example. We’ve over the last 4 years done 3 or 4 classrooms a year depending on what we have for money in the capital, uh, pool, if you will, and, uh, have been able to abate all the asbestos flooring in the classrooms in the school. There’s still more things that are there, um, but not, not like the other schools. Winthrop and Cutler. We built in the 50s, so there’s plenty of asbestos flooring there, some places ceilings, but yes, that takes into account any of those ha hazardous materials because you got to remember those when those schools are built, it’s possible that painting issues is possible, asbestos issues, so all those issues have to get mitigated. As they do this renovation along the way. So theoretically I mean we could see what happened with the high school fields where we kicked the ball down the field as it were, and ended up paying more for that than was projected initially or we could see what happened in Ipswich where they’ve thrown money at two decaying schools and now they’re projecting up costs for. Rebuilding down the road, we could see that happen here where we are paying for renovations, kicking the ball down the field, and then end up having to pay more for these new schools down. It’s it’s a possibility. I mean, the best examples are right around us. Ipswich is a good example. Ipswich had the opportunity to consolidate to elementary schools, to do it, it got voted down. They said, OK, we’ll get back into the pipeline for MSBA. It took 6 years. I believe they just got accepted in about a month ago, back into the process, 6 or maybe 6 years later. Um, so they started square one with feasibility and they go through this whole process, you’re projecting about 5 years out from the start. So if they get there, I’d be interested to see what the price they get now versus the price they had, I don’t know what it was. I’m gonna I’m gonna guess 50 to 60 billion of that night. Uh, same thing on Manchester, Essex. Manchester and Essex chose to build one elementary school in Manchester and not consolidate, which is the town of decision, OK. Then, uh, Essex said, Well, what about our elementary kids, and they put their being back in the pipeline, back in the pipeline, back in the pipeline, they just got accepted in 2024 to join the pipeline for to build a new or renovated Essex elementary school, I think that’s what it’s called. Uh, and I’ll be interested to see what that price is. I’m asking you know a $100 million dollar range when they built the school in Manchester, Essex for $150 million I think right around $50 million. So those are, those are real considerations when you’re looking at process and time and decision making. It’s hard. It is not easy. I’ve been doing this for almost a year and there are no easy decisions. It’s just like we have the opportunity to bring it to the time and say, you know, is this something that I want to do? They could say no on people fit. I still got to figure out what to do with kids, especially in the copper school. Yeah, I have a, I’m a childhood cut now. Um, we’ll have two shortly. OK. Um, so curious about day in the life, um, similar to the cafeteria question. Um, could you walk us through how, um, recess will work and how that will be scheduled when we’re taking, we’re kind of tripling the amount of students on this site, and it seems like the outdoor play space is going to be reduced. So, uh, if you look at the first screen, we talked about here, just to the left of that is the play space which is designed for 50 square feet per kid, doesn’t look that big on the design, but it’s 50 square feet per student. Am I right with that? Yes, 50 square feet per per kid. Um, the kids don’t all go out at once, you know, when they go out for lunch. Sometimes there’s a class out at recess, so maybe 3rd grades at recess, 2nd grade might be at lunch. They switch after 20 minutes, uh, teachers come and, you know, they get moved into the, the kids get moved outside, so that’s one model we have. Others, teachers pick them up, bring them back to class. Another group circles in like at the bure, they circle in from the playground, uh, by class. It’s really mostly by class. It’s the only way you can organize that many. Elementary school kids, even in our small in our small buildings, it’s really the best way to do it because the kids are escorted by their class teacher to everything and from everything, so they go to specials, they go to lunch, they even a recess like, OK, we’re going out to recess and marching them out. So those, those types of things would still be the same. Um, the, the play yard in the first grade area is is big enough to put all those kids in their first and probably 2nd grade, which would be on the floor above. Yes, thank you. Other question All right , well, I thank everybody for coming tonight. I hope we will help answer some questions. Be on the lookout for our calculators on our website. We will send out an email when they’re active. Um, check out your Fincom meeting videos. There is a lot of information to digest there, uh, not sure about just the school. I think about the town budgets in general. Uh, great learning experience for me along the way. I’ve learned a lot about regression theory, so, uh, I want to just continue to point you to those people, those are the people doing the work on behalf of the Simpsons, so we look forward to seeing you at our own houses or continuing through the process. Thank you very much. You.