Week of September 28th - October 2nd 

It's a Magnificent Monday Team Central!!

Welcome Back!! 

•  Ms. Hall for receiving a literacy grant which allowed the English Department to receive free novels!!!
• Ms. Gibson for celebrating her students and giving "Student of the Week" certificates!!!
• Ms. Fingal for receiving a note from a parent thanking her (Ms. Fingal) for showing professionalism and kindness during the parent's visit to Central!!
• Ms. Clark and Dr. Berry for working with a parent volunteer to begin a partnership with the University of Md. Agriculture Team. They will be working together to fix up our CHS Greenhouse.
• Mrs. Lorditch for spearheading CHS's Breast Cancer Awareness T-Shirt sales!!!
• Ms. Walker for spearheading our Parent University Night and Ms. Booker, Ms. Hogans, Ms. Kaplun, and Ms. Warner for volunteering to lead presentations.

5 Ways to  Incorporate Literacy in the Classroom

A CHS Blog Series

This Week.... 

Teach Vocabulary

• SELECT SPECIFIC WORDS - When planning your lesson, pre-select words that are critical to students' understanding of the content. 
• RANK WORDS - When considering which words need the most instructional attention, let's turn to Isabel Beck's practical way of categorizing vocabulary words into three tiers: Tier One: Basic words that rarely require instructional focus (door, house, book).
  Tier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis).
  Tier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism).
  Beck suggests that students will benefit the most academically by focusing instruction on the tier two words (since these appear with much higher frequency than tier three words, and are used across domains). Go ahead and select some content-specific words (tier three) but only those directly related to the chapter, article, short story, or whatever you are about to read.
• TEACH WORDS - If you haven't heard of him, I'd like to introduce Robert Marzano. This guy is pretty amazing, having spent countless hours observing students and teachers. An education researcher and teacher, he stresses that in all content areas, direct vocabulary instruction is essential and suggests six steps: Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery).
  Step two: Students restate or explain the new word in their own words (verbally and/or in writing).
  Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation).
  Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors).
  Step five: Students discuss the new word (pair-share, elbow partners).
  Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).
  
  *Alber, Rebecca. Doing it Differently: Tips for Teaching Vocabulary.  January 16, 2014. Edutopia. September 28, 2015. <http://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber>
  
  
  
   Continuing with our checking for understanding feature...
  
  
  
  EXIT TICKETS
  
  
  • An exit ticket is perhaps one or two questions or problems for students to answer quickly at the end of class.
  •  Not only are exit tickets a great way to assess what students learned, but they are also a good tool for teachers to see how well they taught the material.
  •  An important aspect of exit tickets is that you need to make sure that they are short and simple, and also usually focused on the main points of the lesson, not small details. 
  •  Make sure that you have the exit ticket questions ready before class begins, so that you don't waste time at the end of class trying to come up with questions. Either write  them on the board or pass out a slip of paper so that the students can visually see the questions.
  •  Allow students to get used to the routine of completing exit tickets upon the dismissal of each class period.
  
  *Thompson, Jordan. Exit Ticket. Teach Like a Champion. September 28, 2015.  <Teachlikeachampionjordan.weebly.com/exit-ticket.html>
  
  
  
  
  
  
  
  
  
  • Please sign up for the October 2, 2015 County-Wide Professional Development (for your content area). Information can be found on the Staff Portal.
  • Please view Student Services Videos and complete assessments by October 9, 2015.
  •  All SLO's are due in Teachscape by October 19, 2015. (REVISED DATE) See your Department Chair for more information.
  •  Please use the Google Doc LVL 1 Form to document minor student behaviors, and students with attendance concerns.  Send the LVL 1 form to all appropriate staff members. Remember,  three LVL 1 referrals, that show interventions attempted, must be submitted prior to submitting a Google Doc Discipline Referral. See Major Pabalan for more information. 
  •  Please make sure you are lesson planning each day, and using the school-wide lesson plan template. Lesson plans should be in a binder, and in an area that is accessible for visitors.
   
  
  
  
  
  
  

   

  MONDAY, 9/28 "A DAY"

  • Value Teachers @ 11:00am in Staff Lounge
  • Smart Board Training - Periods 2-5 (Location TBA) 
  • Department Meetings @ 2:45pm
  • Volleyball vs. Potomac @ Central - 7:00pm
   

  TUESDAY, 9/29 "B Day"

  • Foundations of Technology Collaborative Planning (PD 1B)
  • World Languages Collaborative Planning (PD 1B - RM 201A)
  • World Languages Collaborative Planning (PD 5B - RM 204)
  • Literacy Team Meeting @ 2:45pm Rm. 100
  • Boys Soccer @ Highpoint - 3:00pm
  • Girls Soccer vs. Highpoint @ Central - 5:00pm

  
  WEDNESDAY, 9/30 "A" DAY 

  • IEP Meetings (All day) 
  • Family and Consumer Sciences Collaborative Planning (PD 1A - RM 221) 
  • Math Collaborative Planning (PD 2A - RM 212)
  • English Collaborative Planning (PD 3A - RM 100)
  • Social Studies Collaborative Planning (U.S. His - RM 312; LSN Gov - RM 105; World History - RM 118)
  • French Immersion Collaborative Planning (PD 4A - LIB 1)
  • Science Collaborative Planning (PD 5A - RM 219)
  • Admin/ABIS/Security/PGC Meeting  - 2:45pm - 3:15pm (Location TBA)
  • Admin Meeting 3:30pm (Upstairs Conference Room) 
  • Parent University Night - All Grades @ 6:00pm
  •  
  • THURSDAY, 10/1 "B" DAY

  • Girls Soccer @Eleanor Roosevelt @3:00pm

    Boys Soccer vs. Eleanor Roosevelt @ Central @ 3:30pm

  • Volleyball @ Forestville @6:30pm

   

  FRIDAY, 10/2 "B" DAY

  • NO SCHOOL FOR SCHOLARS
  • PGCPS TEACHING AND LEARNING CONFERENCE
  •  

  SATURDAY,  10/3

  • (JV) Football @ Douglass 9:00am
  • (V) Football vs. Douglass @ Central @3:00pm
  
  
  
  

  
  

  
  
  

  THANK YOU FOR ALL OF YOUR HARD WORK!!

   

  HAVE AN AMAZING, GREAT BY CHOICE, WEEK!!!

Week of September 21st - September 25th 

It's a Marvelous Monday Team!!

I hope you had an amazing weekend!!

• Team Central for an outstanding job during our lock-down drill on Sept. 16th. We must conduct, and take, these drills seriously to ensure we are prepared in the event of a true crisis! Thank you all!

• To Mr. Spence for attending the PTA Meeting, and joining the PTA, on September 16th.

As we begin our CHS school-wide literacy journey, I am including an area in our weekly blog that centers around strategies to incorporate literacy skills into your daily lessons .

• In looking at PSAT data, our students struggled with Critical Reading..specifically, with finding the Main Idea of complex passages.

• Students must be given numerous opportunities to read complex text, and taught how to unlock the text for comprehension. Remember, with close reading:

First Read: Get the gist of the text.( circling important ideas/ words; underlining details that explain ideas, making inferences, asking questions, and summarizing the information.)
Ex.
What is this story/article/text mostly about?
Summarize the story/text.
Compare and contrast
What message is the author sharing?

Second Read: For the second reading (or re-reading) of the text, you will read with a purpose in mind.  
Ex.
Explain what [specific vocabulary word from the text] means.
How does the author feel about [the topic]?
What is the problem/solution in the story?
What is the text structure of this [story/ article/text]?

Third Read: The third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several sections of a text, or multiple texts or media. They may record their ideas on sticky notes, graphic organizer(s), or a thinking sheet. Select text-dependent questions that require higher-level thinking:

Continuing with our checking for understanding feature...

Checking for understanding MUST be done numerous times throughout a lesson to check for scholar understanding. Remember:

• Reject Self-Report - Refrain from asking rhetorical questions such as, "Is everyone clear on...," "Everybody got it?"..."Any Questions?" Most likely you will have a number of scholars who say, "Yes," but some may not understand or aren't clear about the skill/concept you are teaching.

• Targeted Questioning - Ask a series of carefully chosen, open-ended questions directed at specific scholars.

INSTEAD OF...

Ok, now that we've reviewed cellular structure, is everyone clear on the difference between animal and plant cells?

REPLACE IT WITH SOMETHING LIKE THIS...

Ok, so let's make sure we're clear on the difference between plant and animal cells. Jason, what does the presence of a cell wall tell me about the cell I'm looking at?...

Good, and what else might tell me I was looking at a plant cell, Kina?... 

And what cells have chloroplasts, Jose?...

Yes, and why do they have them Kevin?...

Good, sounds like we're ready to move on...

• Remember, you are just trying to get a quick data sample to get an overview of the level of knowledge in the classroom.
• Plan your questions in advance of the lesson.
• Sample students strategically and intentionally to get a "pretty"reliable data sample.
• Call on RANDOM students, not volunteers.

*All of the aforementioned information is taken from Teach Like a Champion, 2.0 - Doug Lemov

• Please sign up for the October 2, 2015 County-Wide Professional Development (for your content area). Information can be found on the Staff Portal.

• All SLO's are due in Teachscape by October 2, 2015. See your Department Chair for more information.

• Please complete your Goal-Setting in Teachscape. See your Department Chair for more information.

• Please use the Google Doc LVL 1 Form to document minor student behaviors. Ensure you send the LVL 1 form to all appropriate staff members. Remember, 3 LVL 1 referrals, that show interventions attempted, must be submitted prior to submitting a Google Doc Discipline Referral. See Major Pabalan for more information.

• Please make sure you are lesson planning each day, and using the school-wide lesson plan template. Lesson plans should be in a binder, and in an area that is accessible for visitors.

• ESOL professional development opportunities are available for ALL teachers. The flyers will be uploaded to the blog and Teacher Resource Site. Also, information is available in ERO.

MONDAY, 9/21 "B DAY"

• GV Volleyball vs. Surratsville 6:30PM @ CHS

TUESDAY, 9/22 "A Day"

• Family and Consumer Sciences Collaborative Planning (PD 1A - RM 221)Math Collaborative Planning (PD 2A - RM 212)
• English Collaborative Planning (PD 3A - RM 100)
• Social Studies Collaborative Planning (PD 4A - See Mr. Spence for Rooms)
• French Immersion Collaborative Planning (PD 4A - LIB 1)
• Science Collaborative Planning (PD 5A - RM 219)
• Literacy Team Meeting @ 2:45pm (Media Center)
• New Teachers Academy Meeting @ 2:30pm (Room TBA)
• GV Soccer vs Laurel @ 3:30 PM @ Central Football Stadium
• BV Soccer @ Laurel 3:30PM

WEDNESDAY, 9/23 "B" DAY 

• IEP Meetings (All day) 
• Foundations of Technology Collaborative Planning (PD 1B)
• World Languages Collaborative Planning (PD 1B - RM 201A)
• World Languages Collaborative Planning (PD 5B - RM 204)
• Admin/ABIS/Security/PGC Meeting  - 2:45pm - 3:15pm (Location TBA)
• Admin Meeting 3:30pm (Upstairs Conference Room) 

THURSDAY,  9/24 "A" DAY

• Instructional Leadership Team Meeting @ 2:45PM (Library)
• BV Soccer vs Crossland CHS  3:30pm
• GV Soccer @ Friendly @ 3:30 PM
• GV Volleyball @ Friendly 6:30PM

FRIDAY, 9/25 "B" DAY

• 
  

SATURDAY,  9/26 

• (JV) Football vs. Friendly @ CHS 9:00am
• (V) Football @ Friendly 2:00pm

HAVE AN AMAZING, GREAT BY CHOICE, WEEK!

Week of September 14th - September 18th

It's a TERRIFIC TUESDAY Team...

Welcome back!!!! I hope you had ANOTHER relaxing, long weekend!!!! 

• ALL staff members for continuing to enforce our school policies and procedures, including the uniform and cell phone policies. Keep up the good work!!!
• Ms. Holston and Ms. Claggett for starting a Pep Band and flag team!
• Ms. Schramm-Slavin for starting a Rho Kappa National Social Studies Honor Society Chapter at CHS!
• Our football team for a win over the Parkdale Panthers on Saturday, 9/5/2015.

Recognizing the difference between  “I taught it” and  “They learned it”  is one of the most important challenges that a teacher faces. Consistently and effectively Checking for Understanding allows teachers to both uncover and respond to student misunderstandings. - See more at: http://teachlikeachampion.com/checkforunderstanding/january2016#sthash.VSGQXanC.dpuf

 Checking for Understanding

Recognizing the difference between  “I taught it” and  “They learned it”  is one of the most important challenges that a teacher faces. Consistently and effectively Checking for Understanding allows teachers to both uncover and respond to student misunderstandings. - See more at: http://teachlikeachampion.com/checkforunderstanding/january2016#sthash.VSGQXanC.dpuf

Recognizing the difference between  “I taught it” and  “They learned it”  is one of the most important challenges that a teacher faces. Consistently and effectively Checking for Understanding allows teachers to both uncover and respond to student misunderstandings. - See more at: http://teachlikeachampion.com/checkforunderstanding/january2016#sthash.VSGQXanC.dpuf

Recognizing the difference between  “I taught it” and  “They learned it”  is one of the most important challenges that a teacher faces. Consistently and effectively Checking for Understanding allows teachers to both uncover and respond to student misunderstandings. - See more at: http://teachlikeachampion.com/checkforunderstanding/january2016#sthash.VSGQXanC.dpuf

 Recognizing the difference between "I taught it," and "They learned it," is one of the most important challenges that a teacher faces. Consistently and effectively checking for understanding allows teachers to both uncover and respond to student misunderstandings. (Doug Lemov, Teach Like a Champion)

When Checking for Understanding, remember....

Frequency: Check for understanding at least three times a lesson. Minimum. Teachers should check for understanding at least three times per lesson – after Introduction to New Material (INM), Guided Practice (GP), and at the conclusion of a lesson. Far too often teachers motor through INM right into GP without checking the class’s level of understanding. Or doing little more than “Any questions?” Example - 12 minutes into a 60-minute class, 17% of the class might be confused but the teacher doesn’t know.

  

Variety: Teachers should use different individual and whole group techniques to check for understanding. This means, during a single class, the same CFU(check for understanding) technique should not be repeated.

 Usefulness: The litmus test on a quality CFU is whether or not the teacher can adjust course or continue as planned based on the information received in the check. Do you need to stop and start over? Pull seven kids aside for three minutes to re-teach? Or move on? 

(KIPP BLOG, Dave Levin)

This week, make it a priority to use a minimum of one of the following check for understanding technique:

• Exit
 Tickets - A short quiz/summary/questions, aligned to the learning objective that scholars will complete prior to leaving the class. Use the data from the exit ticket to plan for the upcoming lesson.

• Turn and Talk - Turn to another scholar and discuss, explain, share specific information regarding the learning objective (skill/concept). Tell scholars that one of them will have to share out to the class, so be prepared. During turn and talk, move through the classroom listening to conversations, and use the data to determine whether scholars are grasping the concept/skill or if there are misunderstandings. If there are misunderstandings, reteach.

• The 60 Second Paper - Scholars describe the most important thing they learned and identify any areas of confusion in under a minute.

• Ms. Walker's Traffic Lights - Using red, yellow, and green paper, index cards, cut-out circles glued on sticks, etc....write "GOT IT" on the green paper, "ALMOST" on the yellow paper, and  "HELP" on the red paper. During specific check-points in the lesson, scholars hold up their colored paper to show their level of understanding. Scholars can also place the appropriate colored paper on their desk during the lesson and, as you circulate, you can assess the scholars' level of understanding.

• We will strictly enforce the uniform policy, including non-compliance of jacket color. If scholars are out of uniform, they should be sent to the In-School Suspension Room on the 3rd floor. PLEASE DO NOT ALLOW A SCHOLAR TO SIT IN YOUR CLASSROOM IF THEY ARE OUT OF UNIFORM.

• Continue to review your classroom rules and procedures. Model and have scholars walk through procedures to ensure they are clear regarding your expectations.

• The first 15 minutes of your class is critical, as it sets the tone for the entire class period. Ensure you have a clear and specific entry plan when scholars enter your classroom. What are your expectations?

• Cell phones, ear buds, and/or ear phones MUST be turned off and out of sight during instructional time (unless used for instructional purposes). We MUST "sweat the small stuff" consistently across the entire school.

• Please do NOT allow scholars to stand and wait by the classroom door at the end of class - including at the end of the school day.  Scholars should sit in their seats and wait for YOU to dismiss them, not the bell.

• Please limit all hall passes.  We must enforce our expectation that instructional time is the priority, and all scholars MUST be in the classroom to learn. You will soon learn who your "hall pass" scholars are - they ALWAYS want a pass. Please DO NOT issue passes, with the exception of true emergencies. Additionally, passes should NOT be issued during the first and last 15 minutes of the class period, or after 2:00pm. 

MONDAY, 9/14

• SCHOOLS CLOSED -ROSH HASHANAH

TUESDAY, 9/15..."B" DAY

• Boys Soccer @ Bladensburg -  3:30pm 
• Girls Soccer @ Home - 3:30pm
• JV/Varsity Volleyball @ Gwynn Park - JV(5:30pm) V(6:30pm)

WEDNESDAY, 9/16..."A" DAY

• IEP Meetings (All day) 
•  Family and Consumer Sciences Collaborative Planning (PD 1A - RM 221)
• Math Collaborative Planning (PD 2A - RM 212)
• English Collaborative Planning (PD 3A - RM 100)
• Social Studies Collaborative Planning (PD 4A - See Mr. Spence for Rooms)
• French Immersion Collaborative Planning (PD 4A - LIB 1)
• Science Colaborative Planning (PD 5A - RM 219)
• Admin/ABIS/Security/PGC Meeting  - 2:45pm - 3:15pm (Location TBA)
• Admin Meeting 3:30pm (Upstairs Conference Room) 
• PTSA Meeting @ 6:30pm (Cafeteria)

THURSDAY,  9/17..."B" DAY

• Foundations of Technology Collaborative Planning (PD 1B)
• World Languages Collaborative Planning (PD 1B - RM 201A)
• World Languages Collaborative Planning (PD 5B - RM 204) 
• Instructional Leadership Team Meeting @ 2:45PM (Library)
• Girls Soccer @ Home- 3:30pm
•  Boys Soccer @ Bowie -3:3

FRIDAY, 9/18..."A" DAY

• Achievers of Success Meeting @ 2:30pm

SATURDAY,  9/19 

• Cross Country @ at Fort Washington Park - 10:00am
• Football @ Home (against Surrattsville) 2:00pm

Recognizing the difference between  “I taught it” and  “They learned it”  is one of the most important challenges that a teacher faces. Consistently and effectively Checking for Understanding allows teachers to both uncover and respond to student misunderstandings. - See more at: http://teachlikeachampion.com/checkforunderstanding/january2016#sthash.VSGQXanC.dpuf

• Please submit morning, afternoon,  and website announcement requests via the Teacher Resource Site beginning Thursday, 9/17.
• If you are interested in starting a club or extracurricular activity, please complete and submit the Proposal Form. The form can be found on the Teacher Resource Site beginning Thursday, 9/17. See Dr. Fuller for more information.
• All fundraisers must be approved prior to the start date. This allows all clubs/classes, etc. to have an opportunity to collect money without competition from other clubs.  See Mrs. Lorditch for more information.
• All LVL 1 Disciplinary Infractions and Referrals must be submitted via the Intervention form located on the Teacher Resource Site. Three LVL 1 referrals, with documentation of interventions, must be submitted prior to submitting a Discipline Referral. Please see your department chair for more information. See Major Pabalan for questions regarding how to complete the Intervention Form.

HAVE AN AMAZING, GREAT BY CHOICE, WEEK!

LESSON PLAN TEMPLATE

CLICK HERE TO DOWNLOAD THE CHS LESSON PLAN TEMPLATE

Week of September 7th - September 11th

Welcome Back Team...

I hope you had a relaxing, long weekend!!!! 

•  To all staff members for an amazing Back-to-School Night. The night went smoothly and many parents made positive comments regarding your classes.  THANK YOU!!

• Dr. Jones and Mr. Miller for hosting an IB Parent Meeting to discuss the  IB Program!!

• Mr. Amaker and the Central High School's Soaring Falcon Football Team for an exciting WIN over Parkdale High School. Also, thank you Coach Walker and the track team for selling concessions, Mr. Patnode for a well-planned game day, and all of the staff, students, and parents who attended the game!!

• Mr. Nichols for teaching his scholars how to annotate text in his Math class. 

• Major Pabalon for creating our Teacher Resource Google Site!!! Awesome job!! (An overview of how to utilize the Site and the Student Intervention Forms will be done at our Faculty Meeting on 9/8.)

• Please ensure you have your daily lesson plan available - in an accessible area.  We will continue to utilize the lesson plan template that was agreed upon last school year. It will uploaded to this blog and the Central High School Teacher Resource Google Site.

• Learning objectives should be displayed daily, and scholars should know what they are expected to know/be able to do by the end of the lesson. Please ensure you thoroughly explain:

-how the learning objective relates to the real world.

-how the learning objective aligns with the previous lesson, upcoming lesson, and entire unit.

-how scholars will be expected to show mastery of the skill/concept.

...also, scholars must be able to explain what they are expected to learn in their own words (not the activities they are completing).

• We will strictly enforce the uniform policy, including non-compliance of jacket color. If scholars are out of uniform, they should be sent to the In-School Suspension Room on the 3rd floor. PLEASE DO NOT ALLOW A SCHOLAR TO SIT IN YOUR CLASSROOM IF THEY ARE OUT OF UNIFORM.

• Continue to review your classroom rules and procedures. Model and have scholars walk through procedures to ensure they are clear regarding your expectations.

• The first 15 minutes of your class is critical, as it sets the tone for the entire class period. Ensure you have a clear and specific entry plan when scholars enter your classroom. What are your expectations?

• Cell phones, ear buds, and/or ear phones MUST be turned off and out of sight during instructional time (unless used for instructional purposes). We MUST "sweat the small stuff" consistently across the entire school.

• Please do NOT allow scholars to stand and wait by the classroom door at the end of class - including at the end of the school day.  Scholars should sit in their seats and wait for YOU to dismiss them, not the bell.

• Please limit all hall passes.  We must enforce our expectation that instructional time is the priority, and all scholars MUST be in the classroom to learn. You will soon learn who your "hall pass" scholars are - they ALWAYS want a pass. Please DO NOT issue passes, with the exception of true emergencies. Additionally, passes should NOT be issued during the first and last 15 minutes of the class period, or after 2:00pm.

MONDAY, 9/7

• SCHOOLS CLOSED - LABOR DAY

TUESDAY, 9/8..."B" DAY

• Faculty Meeting: 2:45pm - 3:45pm (Cafeteria - PLEASE BRING YOUR LAPTOP)
•  BV Soccer vs Northwestern 3:30 pm @ Central Football Stadium
•  GV Soccer @ Northwestern @ 3:30 pm

WEDNESDAY, 9/9..."A" DAY

• Underclassmen Pictures (DURING ENGLISH CLASSES)
• IEP Meetings (All day)
• Admin/ABIS/Security/PGC Meeting  - 2:45pm - 3:15pm (Location TBA)
• Admin Meeting 3:30pm (Upstairs Conference Room)

THURSDAY,  9/10..."B" DAY

• Underclassmen Pictures (DURING ENGLISH CLASSES)
• Content Collaborative Planning - (DURING ALL PLANNING PERIODS) 

• 	5:30 PM	H	Bladensburg	JV Volleyball
  	6:30 PM	H	Bladensburg	Volleyball

FRIDAY, 9/11..."A" DAY
ALWAYS REMEMBER...9-11

• BV Soccer @ Gwynn Park @ 3:30 pm
• GV Soccer vs Gwynn Park @ 3:30 @ Central Football Stadium
• Varsity Football @ National Christian Academy 6:30pm 

 Thank you to all team members who submitted emergency substitute plans by the due date - Friday, 9/4/2015. If you did not meet this due date,  please submit the required documents as soon as possible, or by close of business, on Tuesday, 9/8/2015. Plans should be submitted to the Main Office.(Please see the Faculty Handbook for the list of items that should be included in your plans.)
Thank you!

HAVE AN AMAZING, GREAT BY CHOICE, WEEK!!!!