001Okay. Can I get a motion to go into work session? >> Second. >> All in favor? >> I I so carry. We will start right off with Miss Dela University and ethnic pen. You're first. >> Hi everyone. >> How are you? I have some books. >> I use my my mug every day. >> I had it. That was a good one. I do. I use the mug every day this year. I'll make sure to bring some of those uh to send some of those along, too. Uh so, good evening everyone. Thank you so much for having us here tonight. I am here to share some of the highlights from this year's ethnic pen uh 29th annual ethnic pen student writers conference at Basher High School. Um and later, I will also introduce you to several
002of our very talented students who have joined us tonight as well, who will be sharing some of their work and their reflections from this year's event. Ethnic Pen continues to be a an important tradition for our school. Established back in 1996 by our English director at the time, the wonderful Miss Nina Wolf. Um it is a dayong event that celebrates student voice and really gives them the opportunity to engage with diverse perspectives all while exploring their own experiences and identities and culture through writing. And over the years, as many of you know, we have had the privilege of welcoming many memorable and distinguished guests. And this year, we were able to build upon that tradition in a new and engaging way. And so, for 2026, we did make a bit of a shift in the
003way that the conference was structured. Um, looking to increase student engagement overall and really to expand accessibility um and access for all different types of learners, of which we know we have many. We also wanted to broaden our approach to literacy to highlight for students the ways in which writing um extends across the different content areas and to show them that it can take on many different forms. And so we sort of reimagine the keynote to be a more interactive experience uh with more student participation for this year. We also wanted to expand access by implementing smaller workshops and breakout sessions for our multilingual learners and our ENL students um just to make it a more inclusive and personalized experience for all. And so to do that, we really needed just the right speaker. Um
004and we were very excited this year to welcome our 2026 keynote, Dr. Timothy Marzulo, who is a neuroscientist as well as an author. and his work centers on making very complex and intricate ideas about the brain and how it works um into understandable and accessible ideas for a wide audience particularly for young people for students. Um we also felt that his work really exemplified that interdisciplinary connection showing how writing and literacy can also intersect with science. Um and he himself he brings with him a wealth of experience when it comes to engaging a diverse audience. He is fully bilingual and biiterate and he has published extensively in both Spanish and in English. Um and so we felt like he really would be a strong fit for our students and our school and for ethnic pen.
005Um and he did bring with him a very unique approach to his keynote. As you can see, students were actively involved the entire time. Um they were volunteering, they were participating in live demonstrations and connecting with the material in a very hands-on way as he shared with them the storytelling. uh of neuroscience. Um I would also like to share with you just a brief video um if it works that showcases what all of this looked like in action for our students. Um this was actually compiled by our broadcast journalism students and you will see uh two of our field reporters. They're both seniors, Leighton and Delaney, as they interview students as they come out of the ethnic pen presentation. I'm Delini Begins here with the Bashore buzz at this year's ethnic pen conference. Our guest
006speaker is Tim Marzulo, co-founder of Backyard Brains and a neuroscientist dedicated to making science accessible and hands-on for students around the world. He is known for creating innovative tools that allow people to explore the brain and nervous system through real experiments, [music] bring neuroscience out of the lab and into classrooms. Tim has presented at schools, universities, and conferences internationally, inspiring students to engage with science in a creative and interactive way. Today during second period we had the chance to learn from his work and hear his story. >> Um so we just sat through um an ethnic pen um presentation with Tim Maru. How do you how do you like it? >> It was really entertaining the stuff he did with the students. Uh overall it was pretty cool. >> What was your favorite part? Like
007which science part was your favorite? >> My favorite part was the uh the one with uh Mr. Gordon. It was pretty funny and uh I learned a lot with that >> if you had the chance to go out. Which science experiment would you like to do? >> I'd like to do the heart one. I thought that was pretty cool. like because you see it in the doctor's office like the heart thing and I thought it was pretty cool how you could just do it on iPad. >> Now you were also somebody that was chosen in the audience. How did that experience feel? >> Uh it was really fun. Uh I think it's going to be like a memorable high school experience. >> You were also up there with our amazing principal Mr. Gordon. How was
008how did that feel? >> Uh it was it was kind of nervous at first but then like he showed some emotion and I realized like we were doing it together. So it was really fun. If you be a part of a different experiment that our presenter did, which one would it be? >> Uh, probably the one where you got to reject your heartbeat. >> Thanks, Jason. >> What an incredible event. Students had the opportunity to hear from a wide range of diverse voices and some even stepped up and shared their own stories. We're excited to see what's in store for the next year's conference. Reporting from Beayshore, I'm Zeli Begins. Back to you at the studio. >> She's awesome. >> Great. Yes. >> Holy moly. So, our broadcast news team, I think, did a really
009great job just capturing what the day looked like in action >> right now. >> They were really very actively involved throughout the day. Um, and as you can see, some of our staff members got involved. Even Mr. Gordon joined in, which was much to the delight of every student who was interviewed. Um the day also included a performance from our Bashar High School harmonires under the direction of Mrs. Campos which uh just added another dimension really showcasing the talent and the artistry of our students and of course supported by our staff. Um, and in the weeks leading up to Ethnic PEN, our wonderful teacher committee also developed a curriculum based on the work of our keynote speaker, which was implemented by our high school English teachers in the classes leading up to the keynote. Um,
010and I do think that these activities, reading and writing activities, really helped them come to the presentation, ready to participate and really eager to learn more. Um after the keynote address, students attended workshops by our visiting presenters that were facilitated. Some of them were based in creative writing, some in journalism, and some were even research and science-based, which was a first for us. Um but all connected to the day's theme. And as a result, our students produced many meaningful and thoughtful pieces of writing. Um, and as always, I do feel that probably the best part of this event is getting to hear from the students themselves. And so, we do have five students who were kind enough to join us this evening and they will be sharing some of their writing and their experiences during
011this event. Um, I am going to invite them up one at a time. So, first I would like to recognize and congratulate our first place ethnic pen writing contest winner, Michael Sumakus. >> [applause] >> And Michael is a sophomore in Mr. Elliott's English class, and he's going to be sharing uh his response to a a STEM related writing prompt that he wrote. Have you ever wondered how mathematicians discover new formulas to solve problems? Do they just guess and hope that what they pick is right? The truth is, it's all about trial and error. Mathematicians test and test and test until their formula is proven wrong or right. It takes thousands upon thousands of years and people to make one single formula. For example, the quadratic formula you use every day in math class was made
012over the span of more than 3,500 years and by hundreds of different Babylonians, Egyptians, Greeks, and Indians just for one formula. Mathematicians devote their whole lives to observing patterns and structures in real life scenarios and putting them into the formulas we know today. They typically start by looking for a problem or for something changing. It could come from numbers, shapes, or real situations. They then use this information to look for a relationship between the observations. As you increase this, what happens to that? Or if you half this, do you double that? It takes a very creative observer to be able to find these relationships and put them into generalizations, which is what mathematicians do to start a formula. Mathematicians can do this by using different letters and symbols to represent the pattern at any instance
013such as the ones you know today X Y N R D. After this, it gets the most tedious part of the process, the experimenting. The objective is to prove the formula using reasoning and have precise evidence to back it up. They test for consistency at all different levels and conditions. If there is an inconsistency, it is back to the drawing board to revise before trying again. Once accuracy is reached, a new formula is created. Without this long, laborious process, we would not have most of the math and science lessons you learn in school. So, remember to say thank you to the thousands of people who helped make your STEM class dreams come true. Thank you. >> Great job. [applause] Very good. >> Thank you. And you read that really well. Wonderful job. Um, next we
014will hear from Ariana Buchard who is a senior. She's also the editor and chief of our school newspaper, The Maroon Echo. And she will be sharing an article that she wrote after a journalism workshop that she attended. [applause] Trend it. Student journalists learned firsthand from journalist Marcos Papados several times throughout the workshop. Papadotus repeated the phrase trend it a reminder to focus on stories that capture attention and connect with an audience. At Bashore High School's annual ethnic pen event, students had the chance to put their creative writing skills into action. After attending a presentation from keynote speaker Dr. Tim Marzulo students attended workshops led by a diverse group of writers ranging from poets to journalists each bringing their own unique voice and perspective. Journalism students had the unique opportunity to hear from the power journalist
015Marcos Papadoo. Papadatos is passionate about writing. When asked about his favorite type of article to write, he explained that while he enjoys music, entertainment, and art and sports journalism, he especially favors sports writing because, as he shared, it required a lot of research with statistics and learning about parts of games that I didn't know before. Papitados also shared the story of how his career began began, offering an inspiring lesson about perseverance. In high school, he loved writing about country music, but it was often rejected for publication as it was taboo and not on any New York music station. He continued writing and everything changed when he joined the newspaper at Queens College. There his work was finally embraced and he realized that journalism was something he wanted to pursue, showing that in his words, rejection
016is redirection. Throughout the workshop, Papadoo gave students insight into the exciting aspects of being a journalist. He he has attended concerts, previewed films before release and expect experienced opportunities many people only dream of and he does them all for free. Though these perks are great, he made it clear that the true purpose of journalism is connecting with people and telling meaningful stories. As he explained, I want people to read something and learn from it. The purpose of writing is to inform and persuade. So I think my work to 24,000 articles does something for everyone. His journey shows the power of storytelling and the importance of persistence and dedication. Nice job. [applause] Thank you. Uh next we'll hear from Maline Boyd who is a junior. Maline is a staff writer for the Maroono and she's also
017a member of our broadcast news team. Bringing the brain to life. Tim Marzulo delivers keynote for ethnic pen conference. On March 27th, Beor High School hosted author, scientist, and founder of Backyard Brains, Tim Marzulo, as ethnic Penn's keynote speaker. Ethnic pen is an annual conference hosted by Beashore's English department. The focus of the conference is to illuminate the voices of writers from diverse backgrounds. Marzulo, known for his innovative work in the field of neuroscience and his commitment to making science accessible to all, captured the attention of the audience with multiple experiments by sharing his hands-on neuroscience tools that anyone could use to explore the brain. As he presented his keynote, it was clear that Marzulo understood the importance of keeping his audience engaged. with high school students gathered in an auditorium. He knew that the
018key to drawing their attention wasn't just presenting facts or complex theories, but offering an interactive experience. First of all, it's a large audience, so a thousand high school students and two groups of a thousand high school students. And the last thing I want to do is bore a thousand high school students, said Marzulo. Morzulo, who remembers his own high school days and the challenges of staying engaged with traditional lectures, emphasized the value of making learning exciting and dynamic. Because I used to be a high school student too and I hated boring teachers. So the easiest way to make something interesting is by doing live experiments and live demos, right? Said Marzulo. Inspired by his love of science, Marzulo alongside co-founder of Backyard Brains, Greg Gage, published How Your Brain Works: Neuroscience Experiments for Everyone in
0192022. Drawing from his own experiences and the habits that have shaped his success, Mulo emphasized the importance of consistency for writers. I try to write every day for about 10 minutes. So, I got into the habit, said Marzulo. A lot of people say that they don't like reading and they don't like writing because they just don't get into the habit of it. And once you get into the habit of it, then it becomes fun. Both Marzulo's presentation and writing advice left students with a clear understanding of the importance of engagement and consistency in learning. Thank you. [applause] Thank you, Maddie. And finally, we will hear from two students um who are representing our ethnic pen student committee. So, they were involved in the planning and the coordination of the event um and also served as
020ambassadors to our visiting authors on the day of the conference. Um they're both in 11th grade. So, Elfbach and Sophia Breto. [applause] >> Hello. >> Hi, I'm Elf. >> I'm Sophia. This year's ethic pen theme conference focused on using writing writing to connect people and share voices. Our keynote speaker, Dr. Tim Marzulo, bought brought learning to life through hands-on neuroscience demonstrations that make complex ideas accessible and exciting. His journey showed us how learning can evolve in to something interactive and impactful, although not what you might typically envision when you think of an author. Since his work is rooted in science, he immediately connected and with Beayshore students. >> From the start, we were immersed in conversation with authors which made the experience feel personal and meaningful. Being part of both organizing and partaking in the
021event helped us engage directly with the ideas being shared rather than just observing them. >> Tim Marzilla's presentation stood out because he didn't just explain science, he demonstrated it. His openness about his background and his interactive experiments showed us how curiosity and growth can shape both learning and teaching. >> Likewise, the author I was paired with, Basher graduate Porsche Ingram, shared her personal journey as a writer, showing how resilience and self-expression can lead to growth. Speaking with her made me realize how personal experience shaped creativity and purpose, and it was especially meaningful that she was from Beayshore. I [snorts] had a similar experience introducing Tim Marso. Although I was nervous speaking in front of a large audience, it pushed me out of my comfort zone and helped me grow in confidence and communication. After the
022presentation and breakout sessions, we continued our conversations with author authors during a school sponsored lunchon at Verde Main Street. There students, staff members, and authors had the opportunity to ask questions, share ideas, and connect on a more personal level in a more meaningful way. I spoke with several authors and staff members about their high school experience, how they first got into writing, and what inspired their love for English. It was a valuable opportunity to engage in thoughtful conversations, share perspectives, and build genuine connections with other peers, um, teachers, and visiting authors and formal sessions. >> Overall, ethnic pen was a transformative experience and helped us grow as students and individuals. It expanded how we think about learning, encouraged us to step out of our comfort zones, and showed us the power of sharing ideas and
023experiences throughout story. Storytelling ethnic pen made learning meaningful by turning it into a shared experience. One where ideas weren't just presented, but actively explored through conversation, collaboration, and personal connections. >> Thank you for allowing us to share our experience with you tonight. >> Good job. [applause] All right. And thank you. Thank you to all of you. Really, you did such a wonderful job. Um, we thank you not only for your time, for our students, for coming here and and also for sharing your work. And I do think that they really represent the strength and the best of our community of writers here in Beayore. So, thank you. >> Not easy. [applause] They were nervous. You guys did a wonderful job. Um, and just very briefly, because this conference is a collective effort, I really just
024want to say a few thank yous. First and foremost, we'd like to thank all of you just for continuing to support this event year after year for the benefit of our students. I do also want to recognize and acknowledge our amazing ethnic pen conference coordinators, Mrs. Hanley, Mr. Sullivan, and Mr. Ramirez, uh, just for all the time and effort they put into planning and coordinating this event. um along with the many many other Bashar High School staff members to help make it happen including our high school administrators, our custodial staff, music department, the English department. Really, everybody plays a part and most importantly to our students, our student committee, our student writers because it really is their voices and their work that's at the heart of ethnic pen. So, thank you. Thank you for having
025us. >> Thank you. Great job. [applause] >> Can we take a picture? We want to take a picture with you guys. >> I give you guys a lot of credit. We came a long way from creative writing back when you when Mrs. Rosenbar was there. Remember we had an ethnic penis kind of took over and to watch you guys get in front of everybody. Kudos to you. >> Very very good. >> Y journalism with Mr. Nash. Mr. Nash. We had a school newspaper. Everything. We did all that. >> Keep going on it. Right. >> Mr. Nash. He was great. Mr. Good. >> She's Sorry. Thank you. [applause] >> Oh, I was hoping this was the boo. Okay. >> Thank you. >> Gave us one. Sign it. >> Keep this. >> Oh, I didn't sign it.
026Excellent. >> Follow that. >> I know. Tough act to follow. [laughter] >> I hope you guys bring gifts, too. >> I know, right? We got books. Snacks are good. Uh, we'll have Miss Moore, Miss Padilla, and the assistant principles to go over STEM 3 through five. >> STEM's cool, too. >> Try links this because this was very science. >> Yeah. >> All right. Yes. Tough tough to follow all the time. >> When I saw the kids here, I just said >> one of those. >> That's it. Bring the kids. always bring the kids. >> Um, all right. Good evening and thank you for the opportunity to speak um tonight about an exciting possibility for our intermediate buildings. Um, on behalf of both Garner Manor and South Country, we are excited to present the opportunity of
027expanding the steam program into our three through five buildings. At the K2 level, it's a success. The Steam program has provided students with engaging hands-on learning experience. By extending these opportunities into the intermediate level, students will be able to communicate. I'm sorry, continue. Oh, that's my fault here. Um, continue to build upon these important skills and deepen their learning. The intermediate steam program would serve as a weekly special for students in grade three through five, replacing the current computer computers class, excuse me. [clears throat] While digital lit literacy will still remain an important component, the steam model would expand learning into to include science, technology, engineering, arts, and mathematics. These experience align with the New York State portrait of a graduate by helping students develop skills needed for future success. Through steam learning, students will
028encouraged to think critically, work together and apply their learning in meaningful and innovative ways. The uh structure of the program um so the goal is to have classes in grades three to five uh attend Steam Lab once a week. Uh students will engage in project-based learning uh an instructional approach in which uh students develop knowledge and skills by addressing real world uh problems. They uh work collaboratively to uh create solutions. Uh students will be assessed through performance tasks connected with these uh activities and these projects. with uh these assessments uh being aligned to I Ready curriculum and New York State uh NextGen learning standards. This is the fun part, funding. There's no cost. [laughter] The current computer teacher will transition into the role, so no additional staffing will be necessary. In terms of materials and
029resources, much of the cost is anticipated to be absorbed through the building budget. Additionally, the buildings will share resources whenever possible. And in the event that um funding is necessary, uh grant uh opportunities will be sought. So, uh, we would be really excited to, like Miss Padilla said, transition over from the K2 building to the 3 to 5 building and, um, then we can bring kids to show you the great work they're doing. [laughter] >> So, as excited as Maddie and Liz are to present to you, Christine and I, this is a dream come true for us. As former steam teachers, now administrators at the intermediate level, um we have a vision for what this could look like and what it will do for our students. So, we have four anticipated units of instruction. The
030first being steam challenges. So, during steam cha steam challenges, students engage in structured hands-on challenges using consumable materials that we already have within our buildings and that are relatively inexpensive to replace. um those experiences will uh focus on the engineering and design process and will foster collaborative problem solving. The next unit would be robotics. So in robotics we use dash um ozobat and sphero just to name a few and at the intermediate level we plan on kind of expanding on the coding and the robotics that are first explored at the primary level. Um we're very impressed by what the primary students are able to accomplish through coding, but we know that we can extend that um programming. It can be much more complex and we know that our students are ready for it at the
031intermediate level. The third unit will be um hopefully educa uh Lego education that in involves the Lego education kits which we've already started exploring different funding for that and we could share those kits between both buildings. Um through the Lego education students will again focus on that engineering the engineering concepts and the design process. They'll focus on simple machines structures and motion while fostering uh creativity and innovation. And then lastly, we don't want to abandon what we currently have in place um in terms of computers, but there's definitely an emphasis on digital literacy, digital citizenship. That's a key component, especially now in the the world of social social media. And as our kids continue to explore um computers and and what that means for them. Um we hope to continue keyboarding, applications, research, and um
032the Google suite, which they're very familiar with. Um we at the intermediate level our computer teachers do a lot with Canva and um researchbased projects using Google slides. So we're hoping to continue that um as an additional unit of study and um again focus on that digital citizenship digital citizen uh piece which will carry them through all um aspects of their instruction. So we do find that there is still a place for computers, but our kids have, you know, in fifth grade, they they have the one-to-one initiative. So they're using computers throughout the day. So this is kind of a creative way for us to bring in more steam-based um types of instruction while not really increasing our budget. Thank you. >> As Mrs. Mah had mentioned too, we were able to easily share a
033lot of um our supplies. I know that she would run over to Brook Avenue and I would grab it at the back door and we would share. Um, and when we were working together so many times we discussed how great this would be in three through five. We couldn't believe how doing a lesson with Ozobot and working on angles and symmetry and asymmetrical and and first that the K through2 picked it up and the second part was thinking okay now they've seen it. You see it say it multiple times. You bring it to three through five. the application again it's that repetition in a way that's similar to the ethnic pen was saying right is that this is a way to make a neuroscience a little bit more like a reality so there's a ton
034of benefits for steam at the intermediate level um it's a critical stage of their cognitive development and social and we felt the benefits included building critical thinking and problem solving skills the hands-on challenges if you're struggling in the classroom it's a way for you to soar strengthening the mathematical reasoning and an authentic applied context, right? Making it realistic. There's a reason that you understand coding or you apply that if you apply it to robotics, it looks different than applying it to paper in a classroom or a computer. Um, encouraging collaboration and communication through team- based learning, which is huge, right? We want to be put the human in it and make eye contact. Promotes creativity, innovation, integrating design and engineering. And that's what they were talking about before. Everything is trial and error, right? Every
035time you fail, that's what you want, right? You want to redirect yourself. Um, preparing students for careers in technology and steam, increasing engagement by offering the interactive inquirybased learning experiencing and supporting academic achievement. And I think it's another way for other people to feel successful. I think that no matter what track you're on, what language you speak, many people can succeed that way. In summary, the Steam program transforms the traditional computer class into a dynamic interdisciplinary learning experience. By integrating technology with engineering, mathematics, and creative problem solving, students will develop the skills necessary to succeed in both academic settings and future careers, all with an engaging hands-on environment. And I just jotted down a few things that as we were looking at it, there's more exposure to the concepts that are taught in the classroom.
036So now you're kind of marrying the special areas with the classroom teachers and more exposure. Um I talked about the repetition and the portrait of a graduate talks about the competencies and the social emotional right and one of the competencies that we're looking for is this >> um and that science really is a global subject. We used to when we would teach the students talk about that what we use in a science classroom that same language is all over the globe. Right? So now we're going to be speaking the same language and they're going to have global careers. So I think it's a great way um to get them started. >> Very exciting. >> Question. >> Sure. >> And I don't know if I'm going to fa phrase this the right way. So the current
037computer teacher, what if the current computer teacher ne didn't necessarily have the skill set to be like [snorts] if I was teaching computers and then trying to do the steam? I don't think I could do it. Um, would there be an opportunity for somebody like you maybe know somebody in your building who really does a lot of this in their classroom? Would that be a possibility instead of just transitioning somebody that it might not be the best person for that job? >> I I'd probably say this is the right time to do it. You asked the question the correct way because there is a retirement in one of the buildings >> and the ste well the computer teacher in >> um one of the buildings is very very strong. >> Yeah. >> And we're hoping
038to be able to find that same person. >> Yeah. >> And not to say that the other person isn't I mean they just a different >> So anybody watches this I do not know. I'm just making sure that we get the you know this is a great >> it's the right time >> right? So just to make sure the right person's in that position. Um even when you take somebody out of an elementary classroom and do like reading or the math specialist, you you pick that person based on their skill set. So just making sure we >> kind of capitalize on pretty intentional. >> And not without insulting anybody. >> No. That being said, you're right on the right track with this. You can't start too early. They're surrounded by this technology and for them
039to be able to make the connection that >> not only can they understand it but they can make it [snorts] >> it's uh >> it's pretty tremendous. >> It's great. >> It's almost remarkable how >> and tie in the uh I would tie you know just some tie the high school kids in coming down and teaching these kids and they can teach they say that they're teaching kids and younger kids and mentoring and all that kind of stuff. It just ties the whole district together. >> So it's kind of good stuff. And as a director when I entered the K building >> they were in the classroom so they see it as an outsider coming from the high school predominantly see the ability of a kindergart right that's great >> so it is time it's
040time to move it to the next level for sure >> yeah it would make no sense to have done it K to 2 and all of a sudden stop it right you need to continue it >> and we saw firsthand how they came into third grade >> asking when they were going to steam >> yeah so >> makes total sense >> are you guys do you guys have a a room in each building that this can be accommodated. >> Are you going to transform the computer lab? >> Yeah, you have the current computer lab so we can >> it's going to make cool. >> I believe in you guys. >> No, it's this is awesome. And I think the hands-on because you know they're behind computers for a lot of their lives. So to get
041them out of there and building and creating, I think it's it's an amazing >> Sounds like you got a lot of lot of support up here. >> Thank you. >> Good job. Thank you. >> Thank you. Great. Thank you. >> Awesome. >> When we come back, there'll be kids, right? >> Yes. [laughter] >> Hope to make. Great job. >> A concert. >> All right. >> I'm just so exciting, Mr. Gordon. >> Let's hear about the graduation photos. >> I I want to hear about your brain experience. >> They found it, right? >> He was such a good sport. [laughter] >> You went to the Wizard of Oz. thick skull because there wasn't much of a reading, [laughter] >> but we had a good time with Mr. Marulo. >> Easy job. >> Before you start, I
042want to actually thank Mr. Gordon for um again, we had some concerns regarding senior portraits in terms of the the cost and again they kept increasing each year. Uh Mr. Gordon working with the committee at the high school to try to find a solution to this. So, I want to just thank you publicly for uh taking this on. >> I appreciate it. Um yes. So, following some feedback from the community, uh, we knew it was time to take a look at some other options. Um, so I'm I'm excited here to be here tonight to report that we will be on on behalf of the high school and the middle school, we will be moving forward with a different photographer starting next school year. >> Great. >> Um, it will be Joe Art [clears throat] Photography
043in Seville. It's a family-owned business. uh which I think also plays well with our community and and is a little more personal touch uh for us. So again, some of the some of the concerns that came to us during the school year this year had to do with pricing. Um we also had some concerns with communication um and the customer support >> and additionally some of the delivery of the links of the photos. There was some some trouble with that. So I I also have to thank Mr. O and Mrs. uh De Antony, our yearbook adviser, for fielding many of those concerns and putting parents and families in contact with our current photographer. But with that, we we did decide to take a look at what else was out there. So, we did convene a
044committee. Uh the committee was made up of again the yearbook adviserss at both the high school and the middle school, Mr. Rayo, who does um help oversee portraits at the high school. We also had PFA representation and parent representation to sit with us and speak with not only our current photographer to see what we could possibly work with them on and we als we vetted two other two other companies ultimately deciding to go forward with Joe Art uh photography like I said from Seville. So [clears throat] I just want I I did provide tonight just some of the pricing packages. There's two packets there. you have the senior portrait package, um some of the information there, and then the underassman photos. I do want to start with um Joart has agreed that families with multiple
045children in grades 6 through 11 would be eligible for if they have three children, they the first two would be paid for and the third package would be free to the family. In addition, similar to other photography companies, there is a commission on underclass portraits. So, we would receive 25% uh commission on underclass portraits and 15% commission on any athletics uh portraits that are that are purchased by families uh throughout the year. >> Great. >> Uh one of the main sticking points and we had to go we had I want to let you know also we had multiple meetings and phone conversations with the current photographer and offered some advice on from our end and >> they were willing to work with us to some extent. But I will share that one of the sticking
046points in particular was the digital downloads. Um many families want to own those photos to be able to do whatever they will with them. Some make cake toppers, some make banners, all different things. And and you are purchasing the rights to the photo. So it is there is a cost to it. Um with that Joeart comes in at about a third of the price. Now, it doesn't appear that way because it is still $1.99 for their lowest digital download package, but it includes two poses, whereas our previous photographer was charging $2.99 for one pose. So, let's talk about poses for a second because that's one of the fun parts, I think, with Joe Art. You might see on the cover there that Joe Art offers the opportunity for students to take their senior portrait. Obviously,
047you're going to have your traditional photo cap and gown um or the tuxedo and the or the the blouse drape for for the yearbook photo. In addition to that, Mr. Saxs, the owner of the company, has shared that working with other schools, he allows students to come in with props. So, students can come in with sports equipment, musical instruments, art art materials. They're even allowed to bring live props, but they can't bring them to school. If they want to use a live prop like that dog, they would have to go to the studio on Main Street in Seville, but it is a possibility. >> So, that that would also be included. Uh, all of the retouching of the photos is included for both the senior portrait packages and the underclass packages. That includes uh teeth
048whitening, hair wisp removal, things like that. That's all included. Um they work they work in units, right? So a unit is an 8 by10. So whatever fits on an 8 by10 is considered one unit. So you can have an 8 by10 photo. You can have what would it be? Two >> 5 by7s. >> However it breaks down with the different size, one page is one unit. Um, you can see also if we look at our our photographer from now the past, one of the concerns was when you got your link and it was working, it brought you to the landing page for senior portrait packages and the first package right there on the main page was in the I want to say in the $600 range, which is intimidating from the start. Um, we did
049find out later that buried deep in the site there were opportunities for alle cart purchases. I say that because if you see here in the senior portrait price list, >> their lowest package comes with three units, three pages, and it starts at 139, >> right? So 139 is a starting point for a package, which we felt was a very fair price for the senior portraits and includes multiple poses. >> Yeah. >> In terms of the underclass portraits, it's your standard school portrait for the most part. The backgrounds are there. the prices are I fair again the backgrounds are there for for your choice um I'm a fan of the 90s lasers myself um but there are options for that I will say as a parent of two um students whose schools use Joe art photography
050the ease in which you receive your child's photos and the ability to order it's very very userfriendly just a few days after the photos are taken. You get a personalized email with a one of the proofs in embedded in the email with a a simple link button that you click. You go to the landing page. You re-enter your email address and you're in your gallery. And there are your options to choose um what packages you like and you can build your own packages. They also offer other options with the photos. So, if you wanted to create a banner, there's frames with tassels for the seniors. There's mugs, there's magnets. So, all those traditional types of things that other companies do, Joe Art does. Um, they will be coming in the uh each athletic season to
051take the team photos. >> Awesome. >> They will attend any of our events that we would like them to come to, proms, banquetss, ethnic pen, things along those lines. They will be there and they will supply photos for that to our yearbook as well. Um, they will do graduation for us for the class of 2027. Um, and those graduation photos will also be emailed to parents for purchase. So, they're covering everything that we've had in the past with both of our past two photographers >> because we were working with another photographer two years prior to this one. Um, so everything that was included with them is included with Joe Art. And I will say just sitting down and talking with them with with Mr. Saxs, um, he seems very responsive. He has said to us
052multiple times if you have if something pops up and you need somebody there, we'll send them. Uh he also offered this year that if something didn't work out at the end of this school year and we needed graduation covered, he would do that for us. So we were very pleased with our meetings with him uh and we're looking forward to moving uh to going forward with Joart. I think it's going to be successful. We did confirm they do work well with just as well, our yearbook company. So that that should be seamless. other schools that work with >> of it like like family run and stuff. I feel like that gives people also a sense of like you said community. >> Yeah. They he has mentioned that that some seniors have brought family members in
053to take photos too. Usually in the studio if they go to the studio. >> These are good prices and I mean Jen and I both had kids in 2025 and it was expensive >> and I had a 20232. >> Yeah. I had a 2023. The pictures quality was different, >> you know. So I I definitely saw difference. I'm excited about this. >> He did explain the process and I don't want to I don't want to appear to know exactly what goes into the photography processing, the photo processing. >> Um but >> what he described to me I will say simply as is the the the highest standard in the industry. He shared some of the uh samples during our meetings and they were very crisp, very clear, retouched like like I mentioned. Um I would
054be proud to own them as a as a parent. >> Awesome. Do we as a district does everybody use them now or is it just is it just middle school and high school? >> This will just be at the middle school and the high school. My understanding is that the elementaryaries work with >> that >> another company that's the name is escaping me at the moment. We did speak with them. Um >> they were a little concerned about >> the demand the yearbook demands at the middle and high school. >> Okay. >> So this was the one. >> I know this is that's not your job but So this is >> thanks for taking this on. >> Yeah. Absolutely. >> It's not an easy job. Probably >> questions. >> Okay. Looking forward to it. Thank
055you folks. >> Thank you. [clears throat] >> Okay. And Guy, we have our last um update on the display of the flag. I know Andy sent in some Thank you. some of the changes we had all talked about. So appreciate that you had >> Kaitlyn put them Caitlyn corrected everything and put all the all the corrections in. >> Let me just ask on this. The yellow is in what's the green. >> So the yellow is um what was recommended from >> NISBA. >> The green is um Andy's recommendations and changes based on our conversations [snorts] >> the conversations and NISB's recommendations on what needed to be changed in those areas. Yes. So, as far as some of the things that I put in in green, I I I cared more about the language that was
056being used, but like I arbitrarily said a week or whatever, and that's something that we can change and talk about. I just tried to pick something that was consistent with what we had generally discussed, but I'm not married to any of those numbers. So, if somebody feels strongly like I I tried to address it with regard to >> I think as long as you have a time frame in there, they're understanding that we're working with time frames. It's not I just think that you can adjust it. God forbid they hold off three weeks to the wedding. What at least we say listen we do have time time things in our in our thing and we can adjust them as per you know we we go on if we need some more time going forward or
057back. >> I would say the part that says provided the district comes aware in a timely manner. I think that could go at the front like at the beginning of all flags will be at flown on half staff on the day of the funeral. So, so could I let me do this because I did something after what you guys have. Okay. >> Um, so this afternoon in anticipation of talking about this tonight, I kind of looked at it and so um if if you want to just kind of follow along with what you have, I think at the beginning there should be like like one A, B, and C and that kind of thing. So I think that the flag display and just >> uh just humor me for the moment that could be number
058one and then right underneath that it would be a for the school buildings. >> Mhm. >> And then the next paragraph that starts with in addition to uh wait sorry >> Starts with weather permitting. That should be B and that should be administration building. Yep. So, so I will tell you that I got a little bit confus and I wanted to put in those numbers. Let me do them all and then I'll tell you why I did it. And then down the next paragraph that starts with fl flag shell um that would be about number two half staff >> which one's um on on the day >> flags are to be >> two >> that would be half staff >> half staff. Yep. And then jumping down to um uh at the discretion of the
059superintendent. So it's quite a bit down. I would make that almost number three. >> Where is that? Let me just >> uh that's in green on the second page. >> Okay. What would >> that would be about in three and I called it inclement weather >> and then hoisting of the flag would be number four. >> Mhm. >> And then indoor flags would be number five. >> Yep. That makes So just so just kind of take notice guys that numbers uh what I now have called numbers one and two um they they deal with um the um the the that the where the flag is going to be like when is it going to be out. It's not about half staff and etc. So because I read what I'm now calling B administration building that
060paragraph >> as maybe dealing with half staff and it's not >> so just be mindful of that. So down in number two where I got to half staff, that's where I think that perhaps we need to look at what we really want because that's how we kind of got to this. >> I know. I think you're right. >> Um and the only other thing that I do want to add in in terms of the holidays is that we don't have Memorial Day there. And I know that, you know, I I and I and I Googled it and researched it. >> No, but again, [clears throat] on Memorial Day, that means the flag is going to be out, right? It's not that it's going to be at half staff. Right. >> So down below where we
061have for 911 and um and for Pearl Harbor Day I think Memorial Day traditionally guy you could certainly speak. >> We usually we usually hold >> the flag is at half staff >> at half staff and then when we have our ceremony we blow the whistle and we raise it back to >> Yeah. It's it's it's so anything I read you if you Google it you'll see that Memorial Day is half staff till noon and then at noon it goes back up to full staff. So, I thought that that would be one holiday that we should perhaps add to it. There are actually some other ones that are out there >> that day, the day of the parade, let's say. Um, >> who's working that's going to put it back up? >> Well, that so
062that leads to the the other questions, right? like um so so when we're talking about the flags flying, we talking about the flag at the administration building versus at each school building cuz cuz I thought that was a little ambiguous between the first and second paragraph. >> I don't think we have a flag at the administration building. We have it at the high school. >> I know. So, right. So, that's that that it it's a little bit weird. >> Well, it says on or near the main administration building. So, it is at the front. >> So, so so it is. But for example, do we fly the flags on all the buildings on all of the holidays that are listed there? >> A lot of flags aren't taken down there. They're all lit up. >>
063I know. I I do know that, too. Right. So, so I'm just trying to understand because we should be consistent. If they're going to be up all the time, then then why are we saying that they're up for >> certain holidays when they're up every day? >> Yeah. Well, like >> is that kind of what you're saying? >> Yeah. So, because a lot of schools don't have them lit up and they take them down for the weekends. >> Yeah. But if we're going to make a policy based upon the fact that we light them all, then why not just say the flag is always up except for when we're going to put it down to half staff, etc. And that's the same thing like we had we had um something to do with that uh
064the oh the inclement weather. Same thing, right? What if it's if they're up all the time? I mean, unless it's a hurricane, I don't think it's matters if it's snowing if they're up all the time. Well, not only that, then we're bringing somebody in to lower the flag. >> Yeah, that that was >> you're now you're getting an employee to come here. That That's kind of how I feel about Memorial Day. >> I think you do not have to lower it on Memorial Day if your building is not open. >> We're open for business, you have to have it at Memorial Day. That's the difference. You You're only when you're open for business, that's when you got to go the up and down. We're never open. >> We're not open for business. It's a holiday
065when school is not open. >> We're doing days that we're open. >> All right. So this is sent for down by the >> and that's probably because then somebody would have to be paid. >> Well, somebody would have to be paid. Who's going to pay for that? Another mandate to some somebody. No, we're not going to do it. Which is why our a policy that's here and when our school is open, we fall. >> Well, that's why it's Pearl Harbor Labor Day in September 11th because we're open on those days. >> We're open on hope, you know, most but also look at paragraph two because it says and if it happens to fall on a Sunday, then the next day, which is kind of silly because the next day then they're up anyways. >> We're
066off anyhow. So, you don't have to worry about it. So we don't have to worry about it. We're we're closed. You understand? If if the if the holiday is on a Sunday >> the following day Monday, we're off. Nobody's in the buildings. We're off so the flag can stay where it is. >> Yeah. I'm not again I'm not talking about See, that's why I say paragraphs one and two are about just displaying the flag. I'm not talking about half >> mass. Mhm. >> So, so but but in that paragraph we talk about the flag shall be flown but if it happens to be on a Sunday then then it doesn't no one has to come in special and we're going to fly it the next day. The next day it's up anyways because down >>
067so I just redundant that's that's the that wording is from >> old >> from from the >> So can I ask I know we've put a lot of time and we've read this a couple times but I see you have changes again. I'm wondering if you can't share them with >> I'll do it again >> and then we'll look at it again. I mean, it's worth the look at it. I We'll get it right and I just want to be clear if I'm going to do it again. I want to make sure it's right. >> All buildings keep the flags up all the time. Is that >> Yeah, they do. >> Okay. Okay. >> I'll talk to Joe >> and I'll talk to you. >> Okay. >> Yeah. Because if we don't list the days
068like you're saying, why list them? >> Yeah. I'll gladly play with the language, but you give me the info >> when Okay, cool. >> Can you look at um a couple times it says provided the district becomes aware in a [clears throat] home manner. Um it's there and it's over here too. I'm wondering if at half staff it could say right at the top >> contingent on that way it covers everything under that category. >> Makes sense to me. >> Okay. >> That's why I wanted to put the numbers in there to break it down. >> Okay. Cool. >> Good. All right. >> Thank you, Andy. I don't know if we've given this much time to I mean most of the the policies are pretty simple but we want to get this one right. So
069all right that's good and that's the last thing before the meet the candidates and budget hearing. Can we take three minutes? We have to wait till six o'clock anyway. >> So if anybody has to get up motion >> um can we get a motion to go out of where my work >> motion? You are [laughter] >> Got it. All in favor? I so carried. All right, we'll take three Okay. All right. Can I get a motion to go into the budget hearing? >> Motion. >> Second. All in favor? >> I. >> So carried. Okay. This is the public hearing to present to the voters the budget for the coming year which was adopted by the board of education on April 21st, 2026. Um, current law requires us to adopt the budget prior to this hearing.
070Um, ground rules are a question and answer period following the presentation by Miss Versinger. >> Okay. >> Yeah, I'll make a couple comments. Thanks, Miss Gargan. And again, um, proud to present the 202627 school budget. Um, just over just a little north of $211 million within the allowable tax cap, which is again one of the goals we always have when we set out um to establish the budget. And when we talk about the budget, we talk about beayshore, we talk about this culture of opportunity that we have for all of our students. It's something that every uh you know the board is proud of, the staff is proud of that we offer programs for every single child in here um in terms of what they need. And probably the best way to really look at
071that is back in January when we had our legislative breakfast with our local elected officials. We did something different this year. Normally we have some students come and perform. We actually had five or six students get up and talk about their bashure experience. And I think that's the best way to really look at when you establish a budget, the programs are offering it. It's the experience of our students. And the issue, the March 26, our schools issue actually highlighted that. It highlights our academics, you know, the academic programs our students um have, you know, challenged themselves to take. It talked about the cultural arts department, our performing arts, all the different things we're offering for students as well as athletics. um all of our students in this um last issue kind of highlighted that in
072terms of what made their bashure experience unique and again it's what we're most proud of. Um, terms of the tax cap for this year, which is about 1.5% again in terms of being within that limit of the tax cap, supporting all of our academic programs and mental wellness initiative we started the past few years. It's addressing our special ed um needs for our students on English language learners. Um, also I'm always proud of, you know, what is the next courses that our students want to take? What is you know we just had a great presentation during our work session about transitioning our three through five computer program to steam you know these are things that again as we continue to move forward and keep things current but what are the the new courses we're proud
073this budget also will support some new courses in terms of IB physics HL um which we previously had we'll be able to bring back um looking at AP cyber security Mr. amends presented on that as part of our math and business uh electives. Stock trading and investments again future courses for our students under math and business and at the middle school as we start to transition our current technology program offering business essentials at the middle school. Again, these are different um you know, courses that again that will meet the unique needs of our students. And then also something again for probably 10 years when I was in the curriculum position uh always trying to continue to um increase our offerings and increase student engagement with our international baloria program. We're so proud that we're anticipating
074shortly to be accepted to be an international baloria career related program being able to offer that certificate because I think we have 400 students take at least one course and I think we can actually um really see an increase just in terms of the number of students um looking at that specific program. Also in terms of capital projects we're looking at for the next year, [laughter] looking at the our special ed program and our special ed suite at the middle school and again our old home and career rooms and some old science rooms will be converted to address the needs of our special education students and at the Basher high school for this year looking at some corners roof and masonary renovations. So again, this budget will support that as well. And a special thank
075you to the board for again, I think we had six or seven budget sessions looking at all the different revenue categories and different aspects of it. Again, um Moren Versinger who actually takes us through, you know, starting with the anatomy of a budget code all the way to the final budget which we're presenting um this evening. And again, a thank you to all the district administrators and the classroom teachers association and all of our units in terms of working with us to get this budget um ready for board approval hopefully. Uh but the board already approved it before the community's approval next week. >> Um would it be a good time before Moren goes to have David? Do you have a >> report say no report say? Okay, perfect. All right, then uh Mrs. Rosinger,
076it's your show. Thank you. I'm not sure if the board noticed we didn't have Thank you. [laughter] We didn't have a great deal of time. We sort of did this at the last minute, but we redesigned the budget brochure this year. So, I hope you're pleased with it. >> I did see it. >> Uh Miss Boundard and I did that in about a day and a half. Little bit more work to do in the in the inside, but um we're pretty happy. But one of the things that we added on the back page was a box called summary of of the proposed budget. Right? So we thought that that was a great place for somebody to go to just get the information really quickly if they weren't interested in kind of looking at the line
077by line. Um so everything you need to know is right there in that one little box. The proposed budget plan is within the tax cap. It has an anticipated tax levy increase of about 1.5%. An increase of spending of 4.7% and this budget maintains all of our educational programs, preserves property, and ensures the health and safety of students and staff. Uh 4.7% as a budgettobudget increase. Again, that is not the anticipated tax increase. That is the budget-to-budget increase is uh driven primarily by uh a more substantial uh increase to state aid this year than we have had recently which is uh in part coming from recommendations uh made during the Rockefeller Institute report uh that were to be favor. Um but you know just in general why does the budget increase every year right? Uh
078rise in salaries uh and employee benefits uh higher standards for all students keeping class sizes down at all levels and as as uh Dr. Malone Maloney just said adding new course offerings across the district, more opportunities uh during the school day and after uh after regular school hours. And we've had in the last more than a decade large enrollments to both our ENL and special education programs. Uh this year in particular, we added debt service related to uh child victims act or CVA settlements. Um so there's a bit more money allocated to um debt service toward the end of the budget. But I think as we look at it because I look at it from different perspectives. So if we look at the last sevenyear time span, seven actual years, not including this proposed budget
079over seven over the last seven years, we have averaged a 2.4% 4% increase in taxes each year. So, very close to the 2% tax cap. Um, and this year we're only estimating a 1.5 or under $12 a month for the average uh homeowner in Beayshore. Once we if this budget passes and we factor it in, it will actually bring down our seven-year average. Our seven-year average will be at 2.2 2 and our fiveyear average tax rate increase will be at 1.6. >> Very good. >> So, pretty strong numbers, I think. >> Thank you. >> Welcome. Okay. Um, we have a small audience. I'm not sure if anybody has any questions. Um, any questions? Thank you for coming. >> It's nice to have somebody here. the only one that lives in [laughter] >> shockingly there's a
080lot of people here. We we'd love to have some some attendance. But any questions at all? >> Okay. Okay. Um thank you really for coming. It is important and it's nice to have some faces here, you know, to see and hear what's going on. Um any of the budget's been doing the budget presentations. They're still online. All the meetings are taped. So, if you ever wanted to go back and hear any of the the meetings and her review of the budget as we've gone along, all the buzz pre budget presentations are still online. >> I just thought, >> go ahead. >> That sexual molestation case, how much of that came out of insurance and how much came out of the district? >> I'm gonna say Moren or Stephen. >> I don't know if we can
081right now. >> I think it's still in process. >> You're talking about the case that went to trial. >> Okay. That's under appeal right now. >> So, we're still waiting for a resolution to that. >> Fair question. >> Okay. Um I'll remind our audience that we uh voting is Tuesday, May 19th from 6:00 a.m. in the morning till 9:00 p.m. at night. Um hi, how are you? Um, we just did a really quick um, budget presentation. I don't know if you have any questions. >> Not yet. You Well, we just kind of did the budget stuff. So, just in case. Okay. Then we are going to take a few minutes and we have um a meet the candidates. We have two candidates running unopposed. Um, Gleio and Lube Nelli if they want to introduce themselves
082and say a little bit. >> Yeah. All right. >> We're just going to stay here. >> Yeah. Yeah. Go ahead. You want to go first? >> Yeah, sure. I'm uh Lou Betelli. I'm running again for uh board. We're running on oppose this year and uh don't have much to say. just uh in the last uh eight nine years, I think it's safe to say without too much exaggeration that this school district has gone through probably one of the most uh the most tumultuous times in it in its history. Uh certainly in my history here, I go back a few years. So uh we've met a lot of challenges. All districts meet challenges just on a daily basis just to stay in existence just to operate it's a huge undertaking and uh but to to do
083so under the conditions that we've done it going through COVID going through what we've gone through with the CVA cases recently is uh particularly daunting and it's been very impressive for me to be here to be part of it and to witness the dedication that uh has been displayed, the skill levels that have been displayed by our administrators and staff in every school and on a district level. And I am very very for lack of a better word honored to have been part of it and happy to have played a small part. and we have a lot of work to do yet and uh that's why I'm here to to follow through on it. >> That's about it for me. >> Thank you. >> I'm Guy Leo. Um I've been sitting up here for six
084terms. Um doing what we were doing like just like Lou was saying, it's a lot of work to do. um never missing never missing a meeting, never missing a workshop, never missing anything that we has to be done here because it is important to us as a group that we all work together and uh we're working together to make a good education for kids. We're bringing a lot of good things to the table. Um we're starting to bring back the trades. We're starting to bring back all kinds of things for kids college ready, ready to go out, ready to hit the field and whatever they want to do. And uh it's important for us to be an example and lead and be responsible for a budget that uh is responsible to the taxpayers of Bayore
085because like I pay taxes just like everybody else and uh you know we all complain about it but the final result is going to be what what what we turn out and our kids. I've been all around the state. I go to all I go to all the conventions. I paid attention to all of them. I pay attention and everybody always always asks me why how how does Beayhore do it? How does it do it? Because we got a community that cares about each other. The diversity cares. [snorts] Everybody works with each other. I mean, I I graduated here in 1981. I'm here for for good. I'm not going to go nowhere. I want to stay here in this town. And we have a lot to prove and we're going to keep it that way.
086I think it's going in a good place. Um again, like like L said, we went through a lot. We've been through a lot. Uh it was hell. It was hell. He he gave it was a lot of hell. We've been through a lot. And uh for us to sit here and and and to stay here and we don't get paid. It's uh we're here to represent and we're going to represent well. The board works very well together. We have no agenda. We work. We talk. We bring things to the table. If you say something out in town, somebody says something to me, I come back. Even if I don't like it, I come back. We talk about it. and we talk about and I try to get back to that person. So, it's uh we
087try to keep an open communication with everybody as much as possible. Um I'm running again because I want to run and I still like like he said, we have a lot to do. We have a lot to do. We have a lot to look forward for. There's a lot of things on the table that have to be finished. Um we have some new projects with Northwell Health. We got some stuff going on for kids, for nursing programs, for all this other stuff, for the college ready programs, everything ready for all situations. So, we're working hard and uh we're going to be here. So, thank you. That's why I'm on some more. >> If there are any questions for either of the candidates, um now is a good time. >> Okay. Then again, I will remind
088everybody that voting for the budget is Tuesday, May 19th from 6:00 am to 900 pm in the high school gymnasium lobby. So, we hope that everybody will come out and vote. That's it. Thank you. Thank you for showing up. Thank you for coming. We appreciate it. >> And, you know, to your answer, you know, like like you said, we Mr. uh we we said a lot of it the the insurance and everything like that was all there's some insurance, there isn't some insurance, there's work we're working on all these cases and stuff like that. It's still not done. We're working hard on it. It's uh we settled some. We did this and we did that what we had to do and but we're going at legislation. We're trying to do everything we can to to
089to make it right for everyone. And uh there's a lot of stuff that goes on behind the scenes you can't talk about, but uh we have been working very very hard at. So just to leave you, it's not a real great answer, but it went right through me. I don't think I blew it all. I understand what's going on. So, it's frustrating to sit out there and not get the right answer sometimes. >> Okay. Can I get a motion to exit public? >> Motion. Second. >> All in favor? >> I. >> And a motion to return to executive. >> Motion. >> Second. Second. >> All in favor? I. So, carry. Have a good night. Hopefully, we'll see you on Tuesday. >> Thank you.