Friday, June 27, 2014

"First Graders Offended By School News Article!"... An Exercise in Persuasive Writing

Last month, I shared a post (here) written by first grade teacher, Renee McAnulty from Hesperia, California.  Her candid description of the challenges she faced with her class at the beginning of the school year generated TONS of questions, comments, and emails from teachers with similar classroom situations and experiences.

I'm excited to share this second post by Mrs. McAnulty about the "unexpected consequences" of having taught the Secrets to her first grade class!

The day started just as any day would.  My happy, joyful, busy, and near-the-end-of-the-school-year kids were getting ready for Daily 5. They grabbed their Daily 5 folders, bookmarks, and went to pull out their book bags... but wait…they had no books!!! Being the end of the year, we had to return them back to the library. Great. Well, if there is one thing I have learned in my years of teaching, it's that great teachers improvise. 

So I calmed my panicked babies and told them I had something incredibly special for them to read during Read to Self and Read to Someone, and that they were going to flip out. So they began high-fiving each other and shouting cheers of joy and celebration while I frantically searched around the classroom for something, anything, that they could read... they didn't know that I was winging it... there had to be something they could read that was still in the classroom.

Then I spotted it, shining down from the heavens above…a stack of hot-off-the-press school newspapers. “The Howler!  It's perfect,"  I thought. "They can read this. They will love it!"  So I gasped loudly so my students sensed my excitement.  I told them I had the most wonderful thing in the entire world that they would be able to read… their very own, big kid SCHOOL NEWSPAPER!  “Boys and girls, because of SECRET STORIES, you now know how to read big kid things.  This is a perfect opportunity for you to use your newly found super powers and read this paper.” One would have thought that I passed out ice cream at that moment. The kids started screaming and yelling with excitement, anxious to read this mysterious, and previously 'intimidating', big-kid newspaper. 

I started passing them out and the kids got even more excited because pictured on the front of the newspaper was a picture of our beloved school mascot, Rocky the Coyote. “I can’t wait to read about Rocky," some of my students shrieked.  And I’m thinking to myself, "I'm amazing! I can't believe I thought of this on such a whim.  And I can’t believe my first graders can read an actual newspaper! What could possibly go wrong?" At this point I am so high on my cloud and nothing could bring me down… or at least I thought.

I turned my kids loose for Daily 5 and they knew exactly what to do. I watched in awe as my sweet babies were traveling to “Word Working” centers, “Work on Writing” centers and “Listening Centers”.  I watched with tears of happiness as my “Read to Selves” are grabbing their Nooks and pulling up their texts INDEPENDENTLY and reading right away.  I glanced over to the “Read to Someone” group and they have their newspapers clenched tightly in their sweet, little fingers. The excitement is radiating through their faces as they read their newspaper. I can hear the others say, ”Oh, I cant wait until Read to Someone so I can read my newspaper”.  This is a teacher’s dream.  We had come so far this year, and it's always good to enjoy the fruits of our labor.  

As the kids worked feverishly, it was time for me to get down to business. I was a 'free' teacher right then, and I was all set to finish up my end of the year DRA's in peace as the kids were happy. Life was perfect.

So I sat down at my reading table and called over the first child. Now, my kids know my Golden Rule during Guided Reading and/or DRA’s, and that is, "Unless you are bleeding, or your head has suddenly popped off your body, you do not interrupt me... at all!!" So there I sat, testing away happily thinking how amazing these  kids were when I started to hear a small ruckus developing from the Read to Someone kids.  I thought nothing of it at first, but noticed that group had started to recruit other kids over to their group. I noticed that "Word Workers" and "Read to Selfers" were sneaking back to their desks to retrieve their newspapers, too.  

I quickly called for order, “Boys and girls!  My goodness, this is so sad.  Get back to your stations until you hear the chimes. Then you can switch to your next station.”  Disappointed, the kids get back to work. They know to not argue when Mrs. Mac is testing. Well, the chimes rang and it was time to rotate.  I got a bit suspicious when I noticed how fast the kids were switching to the next rotation.  Especially, the Read to Someone group. They zoomed to their desks and grabbed their articles and immediately found their partners,  which was becoming more of a mini-mob instead of partners, but you pick and choose your battles. They were reading and on task, and I had DRA’s to do.

About 7 minutes into this rotation, I started to hear a commotion coming from the Read to Someones again.  This time I looked up and saw kids in complete chaos.  Kids from all rotations were literally crying and pointing to an article in the newspaper. Kids were consoling and embracing each other. “Don’t worry,” said one of my munchkins, “Mrs. Mac is almost done with this DRA, we'll get to the bottom of this.”  Needless to say, they officially had my attention now. 

I jumped from my seat and raced over to the hysterical kiddos. “Oh, babies, what’s wrong?!”  With tears streaming from down their cheek, and anger in their voices, they proceeded to tell me that they were “offended” by this "horrible article".  (Exact words) “How can they say such lies about our Rocky?!" another child yelled. “They are nothing but fibbers!” said another.  What on earth were they talking about?  

At that moment, my students grabbed me by the hand and led me to a spot on the carpet. “You better sit down, Mrs Mac, this is awful news.”  They started reading, in unison, this article to me. They were crying and emphasizing the parts that were upsetting them.  It was the cutest, yet saddest, yet most exciting moment of my career. THEY WERE READING... and reading well, with inflection in their voices.

The article was about our school mascot Rocky. He is a lovable coyote who shows up at all of our school's events. The kids love him and he is a huge part of our school.  The school news team had written an article, "Who is the REAL Rocky?”, insinuating that our mascot was not really a coyote, but a person in a costume!  Now, one might think, "Hey, what’s the big deal about that?"  But when you are 6 and 7 years old, and have magical elves, gingerbread men, and leprechauns visit your classroom on a regular basis, you see Rocky as Rocky... He's a coyote - our coyote.  No ifs, ands, or buts about it.  Sure, Rocky can be anywhere from 5’4” to 6'2", but my babies never noticed those details, they just cared that he showed up when they needed him.

The article made accusations that maybe Rocky was our former Assistant Principal, or even Batman, or a ghost.  “We need to bring this to Mr. Mauger (our principal) immediately!" yelled several students.  So, we sent over a few representatives to bring this to his attention. 

Meanwhile, I ended Daily 5 and called the kids back to their seats to have a discussion. They expressed their concerns and how “offended” they were. We then talked about how they could appropriately address this situation, being the highly educated first graders that they were now.  One of the student’s raised their hand, “We can write letters to the editor!” ..... “YES!!! Let’s do that right now!" the kids shouted.  

I’m sorry, did my six year olds just ask to write letters to the editor, or was I dreaming? At this point, they had taken over completely.  My paper passers took the liberty to pass out papers to each of the students, team leaders started giving directions to underline offending sentences in the article.  I’m just standing there in utter amazement watching this unfold before my eyes. These same kids could not read the word “the”, let alone a sentence, at the beginning of the year.  Now they were analyzing a newspaper article and responding to the editor... ON THEIR OWN!! Was this the Twilight Zone? No, I was witnessing the power of SECRET STORIES.  Because they now knew how to read, they actually enjoyed reading. They can sit back and focus on the words, and what they mean, rather than trying to figure out "What does this letter say?" and "What does this word say?" It was the most beautiful sight I had ever seen. 

Then, in walked my principal. He had just finished up his emergency meeting with our upset first graders in his office and wanted to address the class. The students immediately read their responses that they had just finished writing. They proudly showed him the underlined sentences that were “offensive”.  Mr. Mauger and I were fighting to hold back smiles, since this was a very serious matter to them.  He calmed them down and explained that the article was an "opinion piece" and that, of course, we all believe that Rocky is Rocky. 

As their little faces slowly started to smile again, the tears started to dry, and faith was once again regained in our society, Mauger looked at me said, "This is amazing."  My response, "I wish I could take credit, but this was all them." 

This amazingly perfect lesson was never planned, was not in any teacher's manual, and probably will never happen again, as it was driven by learners and their passion to read.  I'd done nothing but give them the tools they needed to be successful. They used those tools and in turn, created something amazing that I never in a million years would have never thought possible from a class of 6 and 7 year olds. And that is why SECRET STORIES will always play an important role in my classroom.

A quick word from my principal, Chris Mauger, regarding the "tragic" incident....

As I'm sure Renee has covered, our first graders were very upset by the implication in our school newspaper that our mascot Rocky is anything other than an actual coyote.  The sixth graders who wrote the article about our mascot theorized that perhaps Rocky was a former school employee in a costume.  Or maybe a ghost.  Naturally, the first graders were appalled, and felt the need to express their displeasure by writing letters to the editor.  The simple fact that six-year olds would WANT to write in the first place is impressive, let alone view it as an authentic, everyday strategy to make your opinions heard.  And did they ever!  Because of the SECRET STORIES and our first grade teachers' emphasis on applying the stories to writing, the kids' letters were not limited to simple statements like "We are mad."  No indeed, our first graders were tossing around words like unacceptable, offended, and apologize, and even if the spelling wasn't perfect, their message rang out loud and clear.  By writing what they wanted to say, without limiting themselves only to words they knew they could spell, our first graders proved that they are well on their way to becoming highly proficient writers down the road.  They also have charm and compassion, as evidenced by one little girl who, after writing five sentences of complete disgust and disdain for the slanderous journalists, closed her letter with a simple, "Love, Kaylee." Because it's possible to be really, really mad and someone and still love them.  Kind of makes you want to say "aw" .... or is it "au?"    

My little first graders....
Posing with the upsetting article.  Just look at that passion on their faces.

Our class representatives requesting an emergency meeting with our principal, Mr. Mauger. 
Students underlining and writing their responses to the article.

And just look at these faces.....

Some "letters to the editor" written by some of my babies.... 

A very big "THANK-YOU" again to Mrs. McAnulty and her principal, Mr. Mauger, for taking the time to share their experience with us, and if you have any questions for either of them, please feel free to post them here!

Until next time,

And just a remember that the June drawing for another free SECRET STORIES Classroom Set is in just a couple of days, so if you haven't already done so this month, be sure to post any comments or questions for entry, as I'd love to hear from you!

PS  You are also invited to follow me on one or ALL below!  (Just click underneath the icon :)

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Tuesday, June 17, 2014

You Can't Fight the Brain 

You can't fight the brain.  You will lose!  

In my last Secret Session, I explained how to get the most brain-BANG for the buck during phonemic skill instruction by prompting learners to "think through" or pattern-out alternative sound options (with the Secrets™) for letters/letter patterns to attack unfamiliar words, rather than simply memorizing them. (Read the recent Stanford University study on "reading vs. memorizing" in the brain in this post—this is a must-read for all primary grade teachers!)  

While that post focused on how to facilitate learners' ability to "Think Like a Doctor" when working with unfamiliar text,  this one will explain why.  

Image Source
When it comes to learning, the brain's core belief system is comprised of everything that's already known to be true.

Our brain is the ultimate "pattern-making" machine!  It is continually engaged in two primary functions, seeking-out patterns and creating new ones!

Whether deciding what to eat for lunch or solving complex mathematical equations, our brains remain on a perpetual hunt to both find and make new patterns!  

Once a pattern has been identified, our brain will attempt to connect the new information its perceived to that which it already owns, so as to create a new pattern! This is the learning process in a nutshell.

And with each new pattern connection made, our 'thinking-network' continues to grow... and the more connections madethe easier it is to identify new ones! 

Acquiring knowledge in this way is both easy and effortless, with no memorization or repetitive skill-practice required! 

(For quick mastery of individual letters & sounds, click here)

Research shows that those considered most intelligent (based on testing) are actually the best pattern-makers, able to "see patterns where others see only randomness." 

In his recent blog post entitled How Geniuses Think, Michael Michalko (author of Thinkertoys, Cracking Creativity, and Think-Pak) wrote that "when confronted with a problem, a genius will ask, "How many different ways can I look at it?..... How many different ways can I solve it?" 

When learners use the Secrets to help them identify unknown letter and pattern sounds in words they can't read, they should employ the same analytical thinking....  "What else can it be?....  What else could I try?" 

Engaging with unknown text in this way transforms daily reading and writing into a virtual playground for critical thinking and diagnostic analysis, as opposed to learners asking "What have I been taught by someone else about how to solve this?" (a.k.a. 'memorizing it')

Find this Article and MORE up-to-date Brain-Based Teaching Bits Here

 How Geniuses Think by Michel Michalko 
According to Michalko, it is the ability to 'connect the unconnected' 
that makes one capable of "seeing things to which others are blind." 
Einstein, Mozart, Edison, Pasteur and Picasso.... some of history's most prolific thinkers 
who were also known as prolific pattern-makers! 

Research shows that it's about teaching students how to think, not what to think!

So what does this mean for teachers?
It means that we can teach thinking by teaching (i.e. modeling) patterning!  

It means that regardless of students' personal strengths or weaknesses, inclinations or academic interests, teaching them how to pattern-out new information makes them better thinkers ... and more intelligent!  That's right!  The research shows that helping learners foster new connections within the brain actually builds-up the brain, itself, maximizing learners' potential by better preparing them for future learning!

It also means that we can't tell beginning learners that the letter will make the sound as heard at the beginning of the word turtle, and then proceed to ignore all of the times that it doesn't (i.e. the, this, they, those, them, then, than, these, etc...)

When we know that the odds are almost 'ten-to-one' against a letter actually making the sound that we say it's going to, teaching it to learners serves little purpose by the brain's standards (as the caption in the first picture clearly states!) 

Daily literacy skill instruction should align with the brain's natural learning process, not fight against it... especially given the amount of time spent working with text across the elementary grade levels.

Teaching critical reading and writing skills with the brain in mind allows learners to actually understand the skills, not just remember them.  

"Cheating the Brain is Like Robbing a Bank!"

And if you're not convinced that teaching critical literacy skills with the brain-in-mind can really be this EASY, check out the Kindergartners in this video, below!

Until next time,


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Thursday, June 5, 2014

Thinking Like a Doctor and "Working Through the Options"

Did you know that if you had a fever and cough, it could be the plague, 
or pneumonia...
or maybe just the flu?
Actually, it could be a lot of things.

Click for MORE on Thinking Like a Word Doctor!
Because doctors know that the plague is the 'least-likely' cause of your symptoms, and that the flu is the most likely, they will probably go with the flu first, and then work their way through the alternative options, as needed.  lucy

As medicine is not an exact science, doctors have to continually work through a series of options in determining the most effective. They make these decisions based on a hierarchy of likelihood of what's "most likelynext-most likely, and least likely" to be successful, given all that they know.

Like medicine, the English Language is not an exact science, and neither is phonics.  But by taking a similar approach when working with unknown words as doctors take when working with unknown patient ailments, a logical thinking-construct begins to emerge, empowering learners and their decision-making when working with text.  

First, it's important to realize that despite how it might seem, letters and the sounds that they make are not random.  You will never see the letter q say "mmm," nor will you ever see the letter say "ahhh," or tion say "rrrr!"  In fact, the apple will never fall far from the tree when it comes to the letters and the sounds they can be found making, and contrary to popular belief, letters don't just "lose their little letter-minds" and start making any old sound they please! All they do (and it's usually the vowels that do this) is make sounds that they are perfectly capable of making anyway... it just might be their next most likely ones! 

With this in mind, it's also important to note that before doctors can assess patients, they must first possess a general base of knowledge, so as to be able to know what's most likely.   Students must know the Secrets for the same reason,  as you can't think "outside of the box" if you don't know what's IN it!  

The ou/ow Secret

Ou ow play really rough and someone always get's hurt... "owwwwww!"
But, flying overhead is Superhero O, ow's all-time favorite superhero!
When ow sees him, they stop and yell out,"Oh! Oh!" 
And that's the other sound ow can make.

Knowing the above Secret for ou & ow, let's look at the word you.  The letters 'ou' aren't doing what they should, according to the Secret Still, their sound in the word you hasn't strayed too far away... in other words, we can still figure it out if we think like doctors!

A Hierarchy of Likelihood Approach to sounding out 'ou' in the word 'you':
1.  Try the Secret Stories sound for ou (as in house)
2.  Try the individual sounds for the letters o and u, long and short
3.  Try 'like-lettered' Secret Stories sounds- oooi, ous 
4.  It's the PLAGUE!  It requires a specialist! (i.e. must be memorized)

In this case, we got it on the second try..... The ou make the long u sound in the word you, which was  logical to conclude for a good "Word Doctor" who knows the options! See!  EASY-PEASY....  even for KINDERGARTNERS!  

"So why go to all that trouble to figure it out?  Why not just memorize it instead?"
Here's why- because it's this "figuring-out process" is where the REAL learning happens... not the learning how to read the word you, but learning how to think... how to "pattern-out" information so as to be able to critically analyze and think diagnostically determine the most likely successful option!  Thinking through, or patterning-out information in this way is what our brains were designed to do. It's how we learn best. Seth Godwin (author of Looking for Patterns (Where they don't Exist!)) writes,  "Human beings are pattern-making machines. That's a key to our survival instinct- we seek out patterns and use them to predict the future. Which is great, except when the pattern isn't there, then our pattern-making machinery is busy picking things out that truly don't matter." 

Our brains are hard-wired to look for patterns. The ability to classify incoming information quickly into categories means the brain can use easier rules to deal with the new input, which is less stressful than always having to deal with things that haven' been seen before (i.e. "It just is... It just does... You just have to remember...." in response to learner questions about how to read or spell certain words.)

The "Critical-Thinking" Muscles!

On the flip side, just think of how many sight words can be crossed off the 'must-be-memorized' list! Consider that for every sight word a learner memorizes, that's one less opportunity for reinforcement of the critical phonemic sound skills that you work so hard to teach, and more importantly, it's one less opportunity for students to use their 'critical-thinking' muscles!

Now before you read any further, watch this short video.

It's easy for teachers to empathize with Ricky's struggle to read words like: boughs, through, rough, cough and enough. His plight could easily be that of any one of our kiddos in guided reading group as he diligently attempts to decode these seemingly 'un-decodable' words, and becoming understandably frustrated in the process. Ultimately, Ricky just closes the book and gives up, convinced that the sounds letters make just don't make sense.

However, in the same way that a doctor works through various options to heal a patient, so to can we to heal these words... or at least make them 'figure-outable!' (I know that's not a word but it gets the point across)  First you must know the following Secrets, in addition to the ou/ow Secret above.

The gh Secret
Gh will make different sounds, depending on their spot in line.

When they are at the FRONT, they're glad! 
There, they make the hard g sound, saying....
 "Good!  This is Great!  We're Gonna Get to Go first!"
(as in the word 'ghost')

When they are in the MIDDLE, and surrounded by lots of other letters, 
they are silent and are too afraid to say anything.
(making no sound, as in the word 'sight')

When they are at the END, they're none-to-happy, and are always complaining.
Here, they make the f sound, saying....
"We're so Far away, it'll take Forever to get to the Front!"
(as in the word 'rough') 
The 'gh' Secret (Fun & Funky framed version)

The oo Secret

oo makes a sound similar to the one owls make... "Oooooooo! Ooooooooo!"
(students should cup their hands around their eyes, like 'owl eyes' when making this sound)

But it can also make another sound. Can you hear it?
"Look at the cook in the nook with a book on a hook... he's cooking' up snook...take a look!"
"Look in the nook!  There's a cook with a book on a hook and it looks like he's cooking a snook!"
"I see a cook with a snook in a nook and he has a book on a hook... LOOK!"
(Have fun with this one, letting the kids mix up the words any which way they like while sharing this Secret over and over again in lots of different ways.  Doing so allows them to both  hear and feel this alternative (and difficult to describe!) sound.
The 'oo' Secret (Classic/ Resource-Size version)

Now let's take a look at these seemingly non-decodable words, but this time, "thinking like doctors" as we work through a SECRET STORIES® hierarchy of likelihood...


The ou IS making the sound that it should, based on the Secret, so that part's easy. 

The gh however, is NOT.  It should be making the f-sound, but since it isn't, we'll just try one of the other sounds it can make.... and that's all it takes! The gh is silent (which IS one of the sound options shown in the Secret, above) and knowing this, we can now we can read the word!


The ou is NOT making the sound that it should, nor is it making the sounds of either of the individual letters, o or u, but it IS making the most likely sound of its cousin, oo! (and by cousin, I mean another  Secret that it looks related to, as per both having one or more 'like letters,' in this case, the o.

The gh, like in the previous word, is silent, and NOT making the 'f' sound as it should when it's at the end of a word. Once again, by simply trying one of the other two sounds it can make, we can read the word!  (just remember, the phonics rules are, at best, like "best betting odds for Las Vegas" and often work only six times out of ten... that's why knowing all of the other possible sound options is so important!)


Like in the word you (from way above), ou is NOT making the sound that it should, but by simply trying the individual sounds for o and u, we can still get its sound!  In this case, ou is making the short u sound

Thankfully, the gh is doing exactly what it should at the end of a word!


The ou, as it did in you and rough, is NOT making the sound that it should, but it IS making one of their individual sounds, in this case, the short o sound.

Again, the gh is doing exactly what it should be!


Once more the ou is not making the sound that it should, but it's doing the next most likely thing, based on our hierarchy of likelihood (see way above), just as it did in the words yourough and cough.  In this case, it's making short u's sound.

Once again, the gh is just doing exactly what it should!
(See, that's why phonics rules (i.e. the Secrets) are like the 'best betting odds...'  they don't always work, but they are the most likely options!  That's why the real trick is knowing what the "next-most likely" ones are!

The following video clip shows a group of first grade "Word Doctors" applying some critical analysis and diagnostic thinking to the word "light," which they can already read,  and yet are determined to account for WHY the "i" is making his long, superhero sound...especially since there is no Mommy E® or Babysitter Vowels® in sight!

A Brain Study on "Sight Words vs. Decoding" by Stanford University...
Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading, according to new Stanford research investigating how the brain responds to different types of reading instruction. This is the first evidence that a specific teaching strategy for reading has direct neural impact. In other words, to develop reading skills, teaching students to sound out "C-A-T" sparks more optimal brain circuitry than instructing them to memorize the word "cat." And, the study found, these teaching-induced differences show up even on future encounters with the word. 
You can read more in this post, or access the study direclty, here.

Patterning IS Thinking

The following excerpt is taken from 12 Design Principles Based on Brain-based Learning Research by Jeffery Lackney, Ph. D.

Pattern making is pleasing to the brain. The brain takes great pleasure in taking random and chaotic information and ordering it. The implications for learning and instruction is that presenting a learner with random and unordered information provides the maximum opportunity for the brain to order this information and form meaningful patterns that will be rememberedthat will be learned. Setting up a learning environment in this way mirrors real life that is often random and chaotic.  

The brain, when allowed to express its pattern-making behavior, creates coherency and meaningLearning is best accomplished when the learning activity is connected directly to physical experience. We remember best when facts and skills are embedded in natural, spatial memory, in real-life activity, in experiential learning. We learn by doing. The implications of applying the findings of neuroscience related to coherency and meaning suggest that learning be facilitated in an environment of total immersion in a multitude of complex interactive experiences ..." 

"You can't FIGHT the brain.... You will LOSE!"
Critical literacy skill-acquisition for reading and writing becomes natural and EASY when taught with the brain-in-mind!  If you'd like to take a peek at some more Secrets, download the FREE Secret Stories Chunks Sampling!

a/aw Secret Stories Sampling pack
eu/ew Secret Stories Sampling Pack
And for all those who don't have the Secret Stories Classroom Set (or if you do, but would like variable size options in a reproducible format) I would encourage you to check out the Secrets of the Superhero Vowels, also on TpT.  It's a great place to start!

The Secrets of the Superhero Vowels pack
The vowels are the "meat and potatoes" of our language.  You can't read or write anything without them, and they are also the FIRST thing to check when words don't 'sound-out' like they should! Just as a doctor checks your eyes, ears, nose and throat when something is wrong, a good reader checks the a, e, i, o u!  These are the 'eyes, ears, nose and throat' of words, and they offer the best 'window' into what's most likely causing the problem when all Secrets have been applied, but the word still isn't 'sounding-out' the way it should. A reader should check the vowels and ask himself, "What else could it say? What else could I try....?"
SS Vertical Alphabet

The Secret Stories Vertical Alphabet (left) also has the Superhero Vowels depicted for daily reference and practice when singing through the skills, rapidly manipulating them to  music with the Better Alphabet Song and the Letter Runs!

Well, that's it for now, but keep an eye out for next month's Secret Sessions and get your military gear ready, as the topic will be S.B.T. (a.k.a. "Situation-Based Training") for a critical thinking "thrust" to your reading and writing instruction! It's one more  new and researched-based way to 're-think' WHAT we
do and HOW we do it! 

Upcoming Post...."Situation-Based Training" (a.k.a. S.B.T.) to Navigate
 Learner Decision-Making with Unfamiliar Text!
I'll also be doing a video on this as well, so if you're subscribed to my VLOG on YouTube, you should receive an email notification!

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