Week 3 Reflection: Regrouping

I feel that as educators it is so important for us to be reflective about what we do and responsive to our students.   As a type A perfectionist I sometimes get so caught up in my commitment to an idea that I forget they just don't always work out the way we plan.  Although my students were learning the process of flipped mastery there were some unintended consequences that are quite frankly not good for my students.  Or for me.  As Gary Strickland (@SciAggie) from my PLN tweeted me this week "stepping away from a plan that's not working isn't the same as giving up.  Regroup and move forward."  So this week...I regroup.

Unintended Consequences
I had my mastery portion set up so that students would take a short five question quiz after learning each concept to show their level of understanding.  This week it became evident how that worked to dramatically increase many students' test anxiety.  I have always worked diligently to lessen that anxiety so it did not sit well with me that this increased.

I also found that the necessary management of reteaching several groups of students who were on different concepts took up so much of my time that I was having less time with my most struggling students. I always have students who, because of failing middle school math, tend to sit and do nothing due to their severe lack of basic math knowledge.  However, when flipping last year I found that I had time to sit and work with them.  Not so while implementing mastery.

I also feel that I don't have as good a grasp on what my students really know because I haven't been able to have those quality conversations with individual students.  There is just too much chaos.  And I'm not a sissy when it comes to organized chaos.  I have five kids of my own!  Chaos is the norm for me in my life.  But what's been going on in my classroom has not been beneficial chaos.  For my students or for me.  It is okay to acknowledge that.  And to make a new plan to fix it.

Right Fit?
Now its true that  there  may be things I could do differently to manage my time and students better.  Maybe there is a solution to make continuing mastery viable.  But maybe, just maybe, its not right for me...right now.  And maybe, just maybe, its not right for my students...right now.

I work with all freshman in a Freshman Academy setting (I'll blog about that at a later date).  We have four core teachers who have the same 125 students all year at the high school level.  We have the opportunity to have great conversations about our students.  And we are working to help successfully transition them to high school.  We are finding that our students are coming from a middle school experience where they rarely had homework.  Collectively we have an expectation of about 5 hours of homework per week.  That transition is very overwhelming for our students.  At some point I have to accept that our collective goal of getting 100% of our freshman to graduation is greater than my personal goal of doing flipped-mastery.

Regrouping
I've decided that rather than quizzing over each concept we will have a quiz for every 2-3 concepts.  This means that rather than having maybe eight quizzes in a unit we will have about 2-3.  The day following a quiz I will build in reteaching for as many students that need it.  If that's the whole class its okay.

I also found that students were trying to skirt the system a bit by taking quizzes without authentically watching the video, summarizing with notes, and answering the questions online.  We will be staying together as a group more.  When students come into class they will need to show me their notes and have done the online submissions in order to sit in a group with their friends.  I have a tracking spreadsheet to show me who has done theirs (thanks Crystal Kirch).  Otherwise they will sit in a row with a netbook and get that done.

Meanwhile, those who have their WSQ done (watched video, summarized w/ notes, question submission) will get a "rapid review".  Student grab whiteboards, I put up a few questions on the board, and we check their understanding of the concept and clarify any misunderstanding.  This helps me identify those who need small group intervention and gives those students who crave the "tradition" style a bit of that.  By the time we get to small groups those watching the videos in class should be done and can join the small group if they feel they need the extra help.  Those not needing small group can get started on the practice.  When small group is done they can then get started on the practice.

Since I'm finding that students (especially freshman) get a little squirrelly near the end of class we will do a whole class activity for the last 10-15 minutes of class (keep in mind I have 71 minute class periods).  These will be number talks or problem solving activities (see my post on Whole Class Activities).

Here's a recap of class time:

• Rapid Review/Watch Video 10-15 min
• Practice/Small Group Interventions 40-50 min
• Whole Class Activity  10-15 min

 Please know that I'm not saying I don't believe in flipped-mastery as a viable instructional method.  It's just not working for me and my students right now.  Maybe I'll give it more of a go later in the year.  Maybe I will decide its just not right for me.  In conversation with my principal he admitted that he could never do it.  It's just not right for him.  And I think one of the worst things I can do as an educator is to use an instructional method (or be forced to) that doesn't fit who I am as a teacher.  I love flipping.  It works for me and my students.  But it's not for everyone.  And that's okay!

There's a part of teaching we don't talk about much.  It's intuition.  It's time for me to listen to it. Are there growing pains in trying something new?  Of course.  But there's also personal growth in reflecting on the journey and listening to your heart.  What's your's saying to you?

Week 2 Reflection: Breathe!

Even though my level of exhaustion at the end of the day continues to be high.  Overall, it has been a good week filled with student progress and administrative conversations.  Here's the highlights!

Positives:
Students are getting the hang of the process and I have several who have finished the first unit ahead of schedule.  Everyone has made some progress, some more than others.

I have tweaked my organization for quiz retakes to help me better pull together students who need small group interventions.  When I grade that day's quizzes I have half sheets for quiz retakes and fill them out for students who need to retake, noting their original score.  I then gather these by concept and work with students in groups.  I'm finding that some students can explain concepts when we work in a small group adequately although they may do poorly on a paper & pencil quiz.  Therefore, if they show me mastery of the concept in small groups I give them a passing score on the quiz.

Negatives:
I have some students falling behind and really struggling.  There are so many that need help that I find it difficult to get to everyone.  I also have some who are resisting flipped.  I expected this.  Students who are used to "playing school" tend to resist flipped because it requires that they take responsibility for their learning.  I will be calling home for my struggling students this week.

Positive or Negative?
I'm not sure if this is positive or negative.  I have begun to realize that flipped mastery is magnifying the need for differentiation in my students.  It would normally take quite some time for those who might be disengaged, not really taking notes, and not being authentic on the practice problems to be identified.  But now they are quickly identified.  This is good because then it allows me to more quickly get them help.  The difficulty is that there are so many.  I just can't seem to keep up.

Conversation with Administration
I asked my principal to come in and observe me this week.  I just asked him to be an objective pair of eyes and tell me what he sees.  It was a very good experience.  He noted that when I talked to groups I would inadvertently put my back to the rest of the room.  As soon as he mentioned it I remember making the conscious effort NOT to do that last year when I flipped.  It was a good reminder.  He also noticed that when students would encounter a question they would just stop, put their hand up, and wait for me.  This will be something I need to work on.  I'm thinking about something like "ask three before me" kind of thing.  It will be part of our focus for this week.  Most students were on task most of the time.  Given that this is the second week of school and these are freshmen says a lot.  They have much individual work time and they are using it well, most of the time.  I'll take it!  He was also impressed with how well they have have learned the procedures of the class.  He stopped a few when they were turning in quizzes, etc. and asked what they were doing and what they were supposed to do next.  They seem to understand and I'm proud of their efforts.

My assistant principal, who oversees our Freshman Academy, had some wonderful advice for me this week.  Breathe!  She was right.  It was time to breathe and get to know my students.  I'll continue to do that this week.  When introducing the procedures of the class I struggled with whether or not to take the band-aid off slowly or just rip it off, so to speak.  I was a bit too focused on getting that right and because of that I had a less intensive focus on my students themselves.  It's good reflection to keep in mind for next year.

So this week I will continue to breathe.  To get to know my students.  To get them to buy into me and my devotion for them.  It was a good week.

First Week Reflection: Initiating Flipped Mastery

The first week has come and gone. I'm exhausted! My students are learning the process of flipped mastery learning and I am trying to ride the waves while maintaining my optimism. It is not an easy task.

To better understand my reflection you need to be aware of how I have structured things.  Students have a basic work flow; 

Watch video

Summarize by taking notes (I give them guided notes to help)

Questions submission (answer questions about the content online)

Practice what they've learned and correct it with answer key, fix mistakes

Check in with me (basically check to see if notes & practice are done authentically)

Quiz over the concept (must retake if score less than 70%)

We have been modeling watching videos and taking notes in class. Many soon realized that they would rather watch the videos in their own learning space so that they can do so at a pace that works for them. This helped to move them to that goal by the end of the week. Starting next week, viewing content will be done in the individual student work space either at home or in class on their personal device or one of my classroom netbooks.  

By the end of the week students were having discussions about math and working together to understand. For the most part. I am quickly identifying students who are disengaged, mostly because of a lack of understanding of basic math. This is an Algebra 1 class and we start with a review of fractions. Maybe this isn't the best idea as most students (and adults) struggle with fractions. However, we find that the inability to do fractions limits students ability to do more complex work throughout the year. So we start there. 

The check in process is meant to be a way for me to quickly ascertain students' needs. I struggle with it because I find that there is so little of me to go around that I fly through the quick conversation because I'm trying to get to everyone. I'm not sure how to rectify this but I don't want to give up on it quite yet. 

I give students choice in the practice assignments. They choose the level of difficulty and have other problems that they must do. Students are still getting the hang of it but they seem to appreciate having options. I have started to teach some students who are severely struggling to focus on the more basic problems to help lessen their frustration and support them in acquiring some progress. 

What is frustrating me most is that I have uncovered students cheating on the concept quizzes. I have multiple versions of the daily quiz (which has questions for every concept) and have found students putting answers to a version of the quiz that was used previously. This means they are taking other students quizzes and copying the answers. Unfortunately, I have been so focused on students learning the process of class that I have not been teaching them to work that process with integrity. That will be our discussion and focus for next week. 

I think this is evidence if how struggling students have learned to "play school" in a traditional system. Because students have not been held accountable for taking responsibility for their understanding they copied and cheated (or were just passed on due to social promotion) to move through grades.  Now I'm asking them to show they understand and they fall back on old habits or try to shut down. 

Class time is very chaotic as I try to reach every student. I feel like many are falling through the cracks because I just haven't been able to meet their needs.  Yet. It's early. But there is one thing that has become very evident to me. The traditional way is so wrong for kids! I'm not saying the aren't amazing teachers who do great things in a traditional classroom. But as I watch what is happening in my classroom I think about how it would be different for my students if this were a traditional classroom. My go-getters would be sitting there bored out of their minds instead of 3-4 concepts ahead of the others. My strugglers would be watching content fly by them with no level of understanding, broken and disengaged. Instead, even though they are still on the first concept of the first unit, they are right where they need to be. Still learning. Slowly. Ever so slowly.

As I work through the pitfalls and hurdles I feel the fear creeping in. It is a constant battle every day to remain positive and optimistic. To not get angry that students aren't taking advantage of the huge opportunities I'm trying to give them to finally learn a subject that has remained foreign to them for many years. And even though I am surrounded by colleagues and administrators who are supportive I am left feeling lonely and isolated. It's hard trying something new. But my fear has nothing to do with me.  I'm not fearful of trying something new and having it not work. If it doesn't I will learn and move on. I'm not afraid to make a mistake. Tomas Edison failed many times before succeeding with his many inventions. I'm not afraid of failing for me. I'm afraid of failing my students.

They are why I do this. Why I work so hard. Why I'm trying something new. Something I know will work if I just figure how. I guess to fall back on my optimism I must remind myself it is a journey. This week was one of many. Maybe it's one of the failures. Maybe there were some successes. Either way it is one small step of a long journey to help kids truly learn. Great things are not accomplished without great sacrifice, hard work, unwavering determination and a good dose of faith. 

So I guess, once again, it's time to let go of the fear. 

Changing Parents' Mindset

Over the summer I have learned much about the importance of a growth mindset.  I've also learned how devastating it is that our nation is so at ease with the feeling that ""I suck at math".  As I weave together my game plan to overcome this in my classroom with my students I realize there is another game plan I need to put together.  That of teaching the parents of my students a growth mindset too.

What is a growth mindset?
There are two types of mindsets and they are important to understand, especially in the teaching of math.  A fixed mindset basically says that I am good at math because I have an inherent talent for it.  I'm either born with the math gene or not.  This is the mindset most people have and it severely limits the accessibility of a deep understanding of mathematics.  A growth mindset says that I am good at math because I work hard.  The importance of this is that it opens the door to a deep understanding of math to everyone!  You don't have to be born with the math gene you just have to be willing to take responsibility for your understanding, ask questions, and work hard.  Other countries, like Japan, establish a growth mindset in their students and I believe it is part of the reason they fare so well.  There are things you can do to encourage a growth mindset (maybe a post on that in the future) and I'm working at putting those things into play this year.

I suck at reading and that's okay! 
It is a crisis in this nation that so many freely admit and accept being horrible at math yet it is not on the radar as such. Saying one sucks at reading or writing would bring specialists out of the corners to intervene.  Friends would be appalled to hear such a statement.  Yet Americans say they are horrible at math all the time. And most of their friends respond with "I am too."  Why is it acceptable to be horrible in number sense and problem solving (let's face it folks, that's what math is!) but not acceptable to say you are a horrible reader?  Somehow it has become socially acceptable to be bad at math.   This has to change.

How did we get here?
Where this is most concerning to me is when those saying this are the parents of  my students. It concerns me because they say it in front their children during parent teacher conferences and directly to me.  Now I don't blame parents for feeling this way.  In a sense they have been set up for it by the way we have traditionally taught math in this country (something we need to drastically change!).  Parents have come to accept a fixed mindset.  The horrible part is that they are unwittingly passing this onto their children.  I believe that you can't change what you don't acknowledge (Dr. Philism, I think) and I hope to find a way to help parents understand their role in helping me to change their children's mindset.

Let's ask parents, "What if?"
Cracking the shell on "I suck at math" is going to be difficult.  It's ingrained and carries with it many horrible experiences people have had with math.  Rather than confronting it abruptly, I wonder if asking parents to dream a better way might not be the way to go.  I wonder the reaction if I asked parents to consider, "What if?"  What if they had be given the opportunity for a better experience in math class?  What if they had been given the message that they are good at math?  What if their math teachers had given them praise for their efforts?  What if they had been taught that mistakes make your brain grow and they are okay?  What if they had been allowed to work in groups to learn from each other?  I think that if I can get parents to see that their could have been a better way for them that I can get them excited to help me create a better way for their children.

Newsletters never end up home!
I thought about sending home a parent newsletter to give parents information about how to help me change their children's mindset.  And I think for this to be successful they need to feel they are a part of the process.  I certainly can't do this without them! But I know in my own household of five kids, newsletter never end up at home.  If they do they sometimes end up in the garbage or read weeks later.  So I thought I would instead create an online newsletter (think parent blog) that was sent out by a link through Remind 101.  I already have parents sign up for it and that way it goes directly to them. I could even use it to send out periodic hints of things to ask their children about class or positive messages that they can relay to their kids.

Parents are your greatest ally!
I don't think there is anyone more powerful to help us change kid's mindset better than parents.  If they are on our side and working with us our students will benefit greatly.  Although I haven't worked out every detail I have gathered a game plan in my head.  Here are the highlights of that plan:

• Help parents to see how their experience shaped them and how it could be better for their kids
• Show parents how I am doing things differently by sharing what's happening in the classroom
• Ask parents to help me make things better by giving them concrete things to say and do with their kids

I believe that once parents see how doing worksheets of 30 problems on the same concept in complete silence sitting in rows day after day has affected their relationship with math they will be hungry for a better way for their kids.  And when I share with them all that I do in my classroom for students like giving them choice in assignments, having them work in groups, etc. they will see hope.  And maybe, just maybe, through their own children they will change their relationship with math for the better.

Algebra Teaching Game Plan

I have had so many thoughts running through my mind this summer that it became necessary to put them into some kind of organized manner.  Being that I am a visual person I put them together into a Google Drawing with links to the resources.

The Main Idea
I'm starting to see Algebra as really a course in Number Sense and Problem Solving.  I very much wish I could change the name of it but, alas, that will not happen.  My relationship with the teaching math has changed.  I see it as having three personalities that mesh together to form the study of mathematics (or at least the teaching of it). There is the "Conceptual" or all things important to truly understanding mathematics. There is the "Procedural" or the mechanics of math.  And kind of sandwiched between the two is the "Relational" aspect of algebra.  I see that as the ideal kind of relationship students have with mathematics that sincerely supports their potential to understand it's study.

Playing a big part in how I see teaching algebra differently is using the study of patterns as a foundation. There are so many inherent benefits to teaching algebra from this perspective that it cries for it's own post (I'll get to that soon).  There is the use of questioning to develop many conceptual and relational aspects of algebra. I have a theory that students struggle in math classes because they don't know how or feel comfortable asking questions.  There is much more to how I see teaching algebra (or maybe even math in general) that it is too much for one post.  For now, here is what has been brewing in my brain.

For the image with active links go here: Game Plan Link

Patterns Make Me Feel Stupid: How I'm Turning That Into a Positive For My Students

Having just completed Jo Boaler's How to Teach Math course thought Stanford's MOOC I am left contemplating the importance of studying patterns in Algebra. I understand they are more meaningful than empty equations. But as I study them for myself while trying to develop how I will use them in the classroom I have two reactions I didn't anticipate; 1) They make me feel stupid, and 2) I don't get how they relate to the real world.

Why They Make Me Feel Stupid

I'm talking specifically about working with visual patterns like those found on Fawn Nguyen's website.  I typically have little problem wrapping my head around how the patterns grow. My difficulty comes in finding the 43rd pattern and modeling the growth with an algebraic expression to find the nth case.  As soon as I recognized my internal voice commenting, "I hate these" and "I'm not good at these" I immediately realized that is how many of my students feel. So what was making me think these things? Im a teacher for goodness sake and I should know better. The answer; because they take forever for me to figure out. Epiphany! I was falling into the same trap my students do; if I can't figure it out in a few minutes then I must not know how to do it.  As much education as I have in teaching mathematics I still fall into that crappy old trap. How easy it must be for my students to fall into the same trap!

How Do They Relate to the Real World

Now I get that there is a great deal of learning that goes on in understanding patterns and using algebraic expressions to model them but how does that really relate to the real world? As i pondered the answer I took a walk on the beach during a family vacation. I found myself looking at the footprints and, noticing that some were partially washed away by the waves, I wondered how many waves it took to wash them away? And how does that differ with the varying depths of the footprints?  And why do some footprints vary in their depth? Then I wondered what caused the shoreline to jut out in certain areas and not others? 

So then I began to question whether the study of patterns was really a study of science rather than mathematics. Wasn't it really a question of the physics behind the waves that I was really wondering about? Then it hit me. I was asking the questions because I had been studying patterns.  thats what caused me to look for the patterns in the world around me.  And it is the existence of patterns and our wonderment about their cause that is the basis of science! Epiphany number two!  Happenstance does not give birth to scientific theory. Patterns do!  When we see things that occur regularly and with form; that is when we ask why.  Why does that happen? What is the cause? Can we recreate it?  By looking at patterns and working to model them with algebra we lay the foundation for scientific discovery and wonderment. That is how it relates to the real world. 

In the Classroom

In the end I am sticking with my desire to make the study of patterns much more prevalent in my classroom. I have decided that even though I am not so great at writing algebraic models for patterns, I will learn a great deal by sharing that journey with my students. We will truly be learning together. I will share with them how studying patterns initially made me feel and how important it is to remind ourselves that time and intelligence are not linked. And I will share with them how that created a curiosity in myself to see patterns everywhere and how to use them to explain the world around me. Ultimately I have come to realize that studying patterns is the seed to cultivating curiosity.  And that is more important than than my own feelings of inadequacy. 

Flipped Mastery: My Blueprint

As the school year draws near it has come time to finalize some decisions and layout my game plan for running my Algebra 1 course as a "flipped mastery" course.  Here is that blueprint, which includes the following:

• Background
• General Policies
• Assessments
• Class Structure
• Student Work Flow
• Students Who Do Not Finish Curriculum
• Physical Set-Up of Classroom

Background
I will have ninth graders all year as part of a new Freshman Academy initiative in our building.  The benefit for my flipped-mastery approach is that I won't have to get new students used to the routine and new approach each trimester.  Last year I flipped the entire year of Algebra 1.  Although I have many videos and guided notes to reuse this year, the first three units will need major revamping.  I changed things quite a bit during the first trimester last year as I found what worked (and didn't) for myself and my students.  I am also changing our practice assignments quite a bit from last year.  They are now tiered with a points systems that allows students to have a choice in the problems they do and the difficulty.  It allows for greater differentiation.

I also have the following resources in my classroom:

• 1 cadet teacher (an upperclassman)
• 15 netbooks in the classroom with Wifi
• 24 mp3 players (for students who don't have internet access at home)

General Policies

• Students can move at their own pace.  A “minimum pace” will be established and documented in a class calendar available to parents and students through class website.  
• Benchmark of 70% for assessments (quizzes and unit assessments).  Students must meet this in order to move to next concept/unit.
• Assignments that are not completed on pace will be marked “missing”.  If assignments are not completed by the Unit Assessment date they will become a zero until students complete them.  Note: I have decided to do it this way because I feel that my students will need the "incentive" and parents will need the grade to reflect that a student is behind. I know there is debate about putting in zeros for work that is not complete and I am not sure I will always do it this way, but I need to make some decisions for a starting point and this is it. 
• Parent contact: Contact home will be made if students fall a few days behind pace. Note: This very well will be done by the student themselves during class.
• Students behind pace: Students will have a 1 week window to complete what is “on pace”.  If they become 1 week behind I will call home and require after school tutoring to catch up. If students do not attend after school tutoring they will be required to attend academic lunch detention.  Note: We have free after school tutoring with transportation home. The academic lunch detention will be run by our Link Crew (some of whom are also Cadet Teachers).

Assessments

• Concept quizzes and retakes will be done in class in a "testing area". There is a "Today's Quiz" folder that contains multiple class copies of a "unit" quiz; broken down into sections by concept. Students do not write on these. Each concept has 4-5 questions. I have 12 versions of "Today's Quiz" and put out a new version each day. Students use the version for that day for their initial quiz or retake, whichever they are doing that day. Students have a quiz answer tpacket (SEE EXAMPLE) that they write down their work and answers to make grading easier. Note: I got this idea from @crystalkirch. It is how she has found to be the most efficient way to run paper-pencil quizzes and keep your sanity while grading them!
• Unit assessments will be taken in class during the on pace assessment date. Students who are behind will still take the unit assessment. If they do not score 70% or better they will retake it after completing the outstanding material. Note: I have struggled with what to do with this aspect of my flipped-mastery approach. I feel without the pressing assessments students will fall desperately behind. I may be selling them short and will revisit this if it seems necessary to do so. By having students take the assessments (even if not "ready") I can at least better ascertain how they are doing on the material they have learned.
• Unit assessments retakes will be done before or after school according to a set schedule. Students will need to fill out a "Retake Request Form" (I still need to develop this). This will require students to explain what they didn't understand on the prior assessment (with corrections to their mistakes attached), what they did to prepare, what their original score was, and what they anticipate scoring on the retake.

Class Structure

• Whole-class activity (see BLOG POST of these ideas)
• Check-In during which students get into groups, testing area, netbooks, etc.
• Flex-time during which students have their individual or small group work time (see Student Work Flow)
• Check-Out during which students fill out check out slips to help them reflect on and plan their time (SEE EXAMPLE)

Student Work Flow

From the students perspective, here is the work flow:

• Watch video and complete all guided notes & summary questions (via Google Form)

When they submit answers they are given link to responses. They can check their answers against mine and see how I have coded their answers (GREEN=good, YELLOW=almost, RED=wrong). They will record the date of their submission and the color score on the front of their guided notes packet (I call them VIP Packet - SEE EXAMPLE)

• Complete practice assignment: Students grade their own at the "grading station" and record their score on the front of their VIP Packet. They may work individually or in a group.
• Teacher Conference: Students must get their VIP Packet signed off by me under the "Info & Notes" column. We have a brief discussion about their practice problems and I look over their notes.
• Take concept quiz: The student then takes that day's version of the quiz and turns it in. I will return them, graded, the next day. Students keep track of their scores on the front of their Quiz Packet
• Passed - student moves onto next concept
• Did not pass - student reviews mistakes, gets reteaching in small group or individually with me then reassesses.

Students Who Do Not Finish

Although we are on trimester I will have students all year.  At the end of the trimester any assignments/assessments that students have not completed will be given a zero and that grade (failing if they have not completed curriculum) will be "finalize".  When the next trimester starts any student behind will pick up from where they left off.  Therefore, their "failing" grade is not "final".  At the end of the year if any student is still behind they will come in for summer school and finish what they have not yet completed.   If they do not come in for summer school they will take the last trimester of Algebra 1 at the beginning of their sophomore year.  I do not anticipate anyone being more than 1 trimester behind by the end of the year.  Note: In years prior if a student failed a trimester they had to repeat that trimester until they passed.  We had some students take a trimester over and over again.  My hope is that this will prevent that from happening.

Physical Set-up of Classroom

I have my classroom organized similar to "centers" as follows:

• Groups of desks for students to work together/helping each other or by themselves

• Small table for small group work with me or the cadet teacher

• Testing area for assessments

• Digital Work Station where netbooks will be set up and students can watch videos and do online submissions

• Grading Station where students can check their practice assignments against the answer key. (This used to be my desk. I've decided to give it up!)

I would greatly appreciate your thoughts. If there is something I've forgotten, let me know and I'll do my best to address it. This is just the beginning of what I'm sure will be an interesting journey!

~Lisa