Saturday, October 23, 2010
School Board Refinancing of Bonds
At their meeting on October 20th, the Earlham School Board started the process to refinance the General Obligations bonds from the 2003 construction project. The reduction in interest rates make the refinancing attractive and are estimated to save district tax payers approximately $170,000 over the next ten years. The School Board will be working with Piper Jaffray to complete this process.
Wednesday, September 8, 2010
Annual Financial Update
Each year in August, I share a financial update with the staff during in-service and a more detailed presentation to the School Board. Below is the presentation that was shared with the School Board on August 26, 2010.
Finance Presentation August 2010
Finance Presentation August 2010
Wednesday, February 3, 2010
Homework Practices - Some Practical Advise for Parents
The following information is from an article in the School Administrators of Iowa monthly newsletter written by Ed Redalen, Director and Tracey Adamowski, parent, Iowa Statewide PIRC. I found it very helpful and thought provoking.
The January article on homework practices related to homework guidelines from the school perspective. It included suggestions on the roles of parents/primary caregivers relative to the value and importance of homework, expectations and encouragement for homework completion. This article expands on these ideas. Parents/caregivers need to tell their children that homework is important.
They also need to be aware that there are two important attributes to promote with their children to effectively complete their homework: effort and self-reliance. The types, complexity, and amount of homework are determined by the teacher. However, the amount of effort is determined by your child. Your child’s efforts in accomplishing homework assignments needs to be reinforced by providing feedback. For example, it is more appropriate to say, “you were successful on the assignment because you focused on the work and avoided distractions.” This is more reinforcing than saying, “Good job,” as it identifies more specifically what your child did.
The second important attribute is self-reliance. Self-reliance is looking within yourself to identify strategies and accomplish things. It is how your child plans, problem solves and approaches tasks. It is helping them to be proactive in their approach to tasks and learning. It is dependent on learning skills that can be taught by parents/caregivers. For example, by teaching your children how to organize things at home, or asking them to tell you the things they need to do before they go to bed, you are helping them to be organized and self-reliant.
Effort Tips: Effort is defined as exerting hard work and making a serious attempt to try.
• Identify with your child two or three things they do well or enjoy: a school subject, extra-curricular activity or hobby. With each one have them explain how they apply effort to these activities. Tell them that their hard work is what made them successful. Ask what they are doing to get even better.
• Provide reinforcement on things your child does to help the family – clearing the table, yard work, sharing ideas, promoting fun.
• Feedback needs to be specific instead of general, for example:
• “You helped organize your room by taking one thing at a time, and we got it done.”
• “You had a hard work day – from school to soccer practice to homework, and you even wrote a note to grandma.”
• “You stuck with practicing that song on the piano and were able to perform it without hesitation.”
• “When you started your history assignment I heard some moaning and groaning – then things got quiet – later you explained to me the two major causes of all wars. I sure learned some things.”
• Discuss with your child how effort leads to new skills and learning. These things make us feel competent, that we have good brains and can learn new things. One example, “You are learning so much – at the start of first grade you were mainly reading words and now you read whole sentences!”
• Explain how your efforts at work, problem-solving or completing a job have helped you.
• At least once a week share with your child something you are learning. (Some families make a regular practice of sharing what each member has learned that day.)
Self-reliance Tips: Self-reliance is defined as being able to figure things out by yourself, to be proactive.
• Tell your children if they don’t know what to do, there are at least five things they can do:
1. Re-read or study the material again.
2. Contact a classmate. (In some cases teachers provide their phone numbers to students)
3. Identify what you do know.
4. Think about it and wait awhile. Don’t panic, brains slam shut when we panic.
5. Identify problem parts of the homework you need to ask your teacher about the next day in class.
• Discuss and provide a regular homework routine such as where to study, time to study and have materials available. If there is no homework assignment, then use that period of time for reading. (Have a family reading time for everyone – even the youngest non-readers can look at books, parents may read the newspaper or other written material.)
• Help your children organize their work – based on first, second and third areas of importance so that all work is prioritized.
• Discuss with your children how distractions interfere – cell phones, TV – and they need to learn how to set aside the distractions during homework time.
• At times your child may be overwhelmed with homework, “shut down” and have trouble getting started. Have them decide two things they can start now and then discuss the next steps later.
• As a parent/caregiver, share how you do “homework for work or life.”
- preparing for a meeting - planning for family events
- learning a new activity - preparing for a teacher conference
- reading articles about your work - learning how to fix something
Questions to ask your child:
• What are your homework assignments?
• When are they due?
• Do you have the materials you need?
• Have you started any of the assignments? Finished any of them?
• Do you have any long-term assignments (term paper, science project, book review)?
Other ways parents/caregivers can help:
• Look over the homework, but don’t do the work or make corrections. Gently guide them to anything that is wrong.
• Learn about the school’s/teacher’s homework guidelines.
• Meet with teachers early in the year or semester to find out about homework guidelines.
• If your child cannot solve a homework problem and has asked the teacher for help, consider contacting the teacher.
The January article on homework practices related to homework guidelines from the school perspective. It included suggestions on the roles of parents/primary caregivers relative to the value and importance of homework, expectations and encouragement for homework completion. This article expands on these ideas. Parents/caregivers need to tell their children that homework is important.
They also need to be aware that there are two important attributes to promote with their children to effectively complete their homework: effort and self-reliance. The types, complexity, and amount of homework are determined by the teacher. However, the amount of effort is determined by your child. Your child’s efforts in accomplishing homework assignments needs to be reinforced by providing feedback. For example, it is more appropriate to say, “you were successful on the assignment because you focused on the work and avoided distractions.” This is more reinforcing than saying, “Good job,” as it identifies more specifically what your child did.
The second important attribute is self-reliance. Self-reliance is looking within yourself to identify strategies and accomplish things. It is how your child plans, problem solves and approaches tasks. It is helping them to be proactive in their approach to tasks and learning. It is dependent on learning skills that can be taught by parents/caregivers. For example, by teaching your children how to organize things at home, or asking them to tell you the things they need to do before they go to bed, you are helping them to be organized and self-reliant.
Effort Tips: Effort is defined as exerting hard work and making a serious attempt to try.
• Identify with your child two or three things they do well or enjoy: a school subject, extra-curricular activity or hobby. With each one have them explain how they apply effort to these activities. Tell them that their hard work is what made them successful. Ask what they are doing to get even better.
• Provide reinforcement on things your child does to help the family – clearing the table, yard work, sharing ideas, promoting fun.
• Feedback needs to be specific instead of general, for example:
• “You helped organize your room by taking one thing at a time, and we got it done.”
• “You had a hard work day – from school to soccer practice to homework, and you even wrote a note to grandma.”
• “You stuck with practicing that song on the piano and were able to perform it without hesitation.”
• “When you started your history assignment I heard some moaning and groaning – then things got quiet – later you explained to me the two major causes of all wars. I sure learned some things.”
• Discuss with your child how effort leads to new skills and learning. These things make us feel competent, that we have good brains and can learn new things. One example, “You are learning so much – at the start of first grade you were mainly reading words and now you read whole sentences!”
• Explain how your efforts at work, problem-solving or completing a job have helped you.
• At least once a week share with your child something you are learning. (Some families make a regular practice of sharing what each member has learned that day.)
Self-reliance Tips: Self-reliance is defined as being able to figure things out by yourself, to be proactive.
• Tell your children if they don’t know what to do, there are at least five things they can do:
1. Re-read or study the material again.
2. Contact a classmate. (In some cases teachers provide their phone numbers to students)
3. Identify what you do know.
4. Think about it and wait awhile. Don’t panic, brains slam shut when we panic.
5. Identify problem parts of the homework you need to ask your teacher about the next day in class.
• Discuss and provide a regular homework routine such as where to study, time to study and have materials available. If there is no homework assignment, then use that period of time for reading. (Have a family reading time for everyone – even the youngest non-readers can look at books, parents may read the newspaper or other written material.)
• Help your children organize their work – based on first, second and third areas of importance so that all work is prioritized.
• Discuss with your children how distractions interfere – cell phones, TV – and they need to learn how to set aside the distractions during homework time.
• At times your child may be overwhelmed with homework, “shut down” and have trouble getting started. Have them decide two things they can start now and then discuss the next steps later.
• As a parent/caregiver, share how you do “homework for work or life.”
- preparing for a meeting - planning for family events
- learning a new activity - preparing for a teacher conference
- reading articles about your work - learning how to fix something
Questions to ask your child:
• What are your homework assignments?
• When are they due?
• Do you have the materials you need?
• Have you started any of the assignments? Finished any of them?
• Do you have any long-term assignments (term paper, science project, book review)?
Other ways parents/caregivers can help:
• Look over the homework, but don’t do the work or make corrections. Gently guide them to anything that is wrong.
• Learn about the school’s/teacher’s homework guidelines.
• Meet with teachers early in the year or semester to find out about homework guidelines.
• If your child cannot solve a homework problem and has asked the teacher for help, consider contacting the teacher.
Monday, January 11, 2010
Allowable Growth: What does it mean?
As the page of the calendar turns to January, the State Legislators come back into session in Des Moines. One of the issues that will be discussed that directly affects the funding for public schools districts is allowable growth. Normally, allowable growth is expressed as a percentage. During my tenure as a superintendent, allowable growth has ranged from 1%. to 4%. But what does that really mean? Does that mean that schools have 4% more money than the previous year?
All Iowa school districts are funded on a per pupil basis. Each student equates to and generates a certain dollar amount for districts to operate. The amount of “growth” in that per pupil amount is referred to as Allowable Growth. For example, the funding per pupil for the 2008-09 school year was $5,546. The Allowable Growth set by the Legislature was 4% for the 2009-10 school year. This 4% increase added $222 per pupil for the 2009-10 amount per pupil. The new funding amount equated to $5,768 per pupil. Since this funding is based upon the number of students, it is important to remember that districts that are declining in enrollment may actually receive less total funding even though the amount per pupil has increased.
As we all know, the State is continuing to have significant financial challenges. I do not expect the $290,000 of lost revenues from the 10% Across-The-Board reduction in State Aid to be funded. Calculating that loss in revenues per pupil would equate to $453 less per student. In effect, this had a -8% allowable growth in revenues per pupil. The added difficulty with this scenario is that this revenue reduction happened in October and the district is required to certify their budget in the previous April.
Normally, the Legislature sets the Allowable Growth rate fairly early in the session. The current legislative session will set the rate for the 2011-12 school year. In addition, I am sure there will be some conversations as to the 2% Allowable Growth rate set last year for the 2010-11 school year. According to the most recent revenue estimating conference, there has been very little improvement in State revenues and the difference between State revenue projections and obligations is approximately $1Billion. With education constituting almost one half of the obligations, certain reductions will need to be made.
I hope this information helps you understand the term allowable growth and how it is used by the legislature and the school districts.
All Iowa school districts are funded on a per pupil basis. Each student equates to and generates a certain dollar amount for districts to operate. The amount of “growth” in that per pupil amount is referred to as Allowable Growth. For example, the funding per pupil for the 2008-09 school year was $5,546. The Allowable Growth set by the Legislature was 4% for the 2009-10 school year. This 4% increase added $222 per pupil for the 2009-10 amount per pupil. The new funding amount equated to $5,768 per pupil. Since this funding is based upon the number of students, it is important to remember that districts that are declining in enrollment may actually receive less total funding even though the amount per pupil has increased.
As we all know, the State is continuing to have significant financial challenges. I do not expect the $290,000 of lost revenues from the 10% Across-The-Board reduction in State Aid to be funded. Calculating that loss in revenues per pupil would equate to $453 less per student. In effect, this had a -8% allowable growth in revenues per pupil. The added difficulty with this scenario is that this revenue reduction happened in October and the district is required to certify their budget in the previous April.
Normally, the Legislature sets the Allowable Growth rate fairly early in the session. The current legislative session will set the rate for the 2011-12 school year. In addition, I am sure there will be some conversations as to the 2% Allowable Growth rate set last year for the 2010-11 school year. According to the most recent revenue estimating conference, there has been very little improvement in State revenues and the difference between State revenue projections and obligations is approximately $1Billion. With education constituting almost one half of the obligations, certain reductions will need to be made.
I hope this information helps you understand the term allowable growth and how it is used by the legislature and the school districts.
Friday, December 4, 2009
State Budget Challenges Continue: How is the Earlham Community School District Adapting?
I am sure that all who are reading this are aware of the enormous challenges the State of Iowa is experiencing financially. The next Revenue Estimating Conference is planned for the week of December 7-11, but all economic indicators show revenues at the State level continuing to be lower than projected last year. Because of the challenges at the State level, the Earlham Community School District is experiencing budget challenges, as are all school districts in Iowa.
As stated in a previous article, the Governors across-the-board reduction in State Aid equates to a reduction in funding of $290,000 for the Earlham Community School District. In response to this reduction in State Aid, the School Board has approved the following to reduce expenditures for the remainder of the 2009-10 school year:
• Three days of unpaid leave for all administrators and department heads. This includes myself, the building principals, the technology/curriculum director, business manager, head custodian, transportation director and food service director.
• Reduction of one hour per week for all hourly employees. This includes teacher associates, secretaries, custodians and food service. The central office will be closing Tuesday through Friday at 3:45 PM instead of 4:00 PM for the remainder of the school year to accomplish this in part.
• Reduction in out of district professional development when hiring a substitute teacher is required.
• Continued spending freeze on supplies and other nonessential purchases.
• Discontinued purchasing toner for HP6L printers. The plan is to have those staff members print to a networked copy machine when the printer toner is gone. In addition, the district is performing a printing audit to determine other potential savings related to printing/copying.
• Energy conservation is another area that cost savings can be realized. The Energy Committee continues to meet and talk about potential ways to save energy. Although it appears to be a small thing, we are lowering the master temperature in the building.
• Discontinue purchasing of water for the portable building.
• The Board directed me to propose reopening the Master Contract with the Earlham Education Association to discuss possible cost savings measures.
These items alone will not reduce spending the full $290,000 of lost State Aid, but will assist in not requiring additional depletion of the cash reserves. Plans for how to address the 2010-11 school year budget challenges are already underway. I am anxiously awaiting the results of the December Revenue Estimating Conference so that accurate information can be used to plan. Again, I plan to continue to provide financial/budget information to the Earlham Community School District patrons as it becomes available.
As stated in a previous article, the Governors across-the-board reduction in State Aid equates to a reduction in funding of $290,000 for the Earlham Community School District. In response to this reduction in State Aid, the School Board has approved the following to reduce expenditures for the remainder of the 2009-10 school year:
• Three days of unpaid leave for all administrators and department heads. This includes myself, the building principals, the technology/curriculum director, business manager, head custodian, transportation director and food service director.
• Reduction of one hour per week for all hourly employees. This includes teacher associates, secretaries, custodians and food service. The central office will be closing Tuesday through Friday at 3:45 PM instead of 4:00 PM for the remainder of the school year to accomplish this in part.
• Reduction in out of district professional development when hiring a substitute teacher is required.
• Continued spending freeze on supplies and other nonessential purchases.
• Discontinued purchasing toner for HP6L printers. The plan is to have those staff members print to a networked copy machine when the printer toner is gone. In addition, the district is performing a printing audit to determine other potential savings related to printing/copying.
• Energy conservation is another area that cost savings can be realized. The Energy Committee continues to meet and talk about potential ways to save energy. Although it appears to be a small thing, we are lowering the master temperature in the building.
• Discontinue purchasing of water for the portable building.
• The Board directed me to propose reopening the Master Contract with the Earlham Education Association to discuss possible cost savings measures.
These items alone will not reduce spending the full $290,000 of lost State Aid, but will assist in not requiring additional depletion of the cash reserves. Plans for how to address the 2010-11 school year budget challenges are already underway. I am anxiously awaiting the results of the December Revenue Estimating Conference so that accurate information can be used to plan. Again, I plan to continue to provide financial/budget information to the Earlham Community School District patrons as it becomes available.
Wednesday, October 21, 2009
10% Reduction in State Aid: What does that mean for the Earlham Community School District
On October 7th, the State Revenue Estimating Conference met to determine the anticipated revenues for the upcoming State budget. The Governor is required by law to use these figures to develop a State Budget that is revenue and expenditure balanced. You may have read where the Governor used monies from the State Reserve Fund to cover revenue/expenditure differences from the previous year.
With State revenues being estimated to equate to nearly $1 Billion short of projected expenditures for the current year, the Governor is required to make adjustments. In response, the Governor has ordered a 10% across-the-board reduction in State Aid for all agencies. The reductions in State Aid payments are set to begin in November 2009 and continue through June 2010. This obviously presents a significant challenge for all schools in Iowa and Earlham is no exception.
For the Earlham Community School District, this reduction in funding equates to $290,000. The district receives State Aid payments each month. This reduction equates to a loss in General Fund revenue of over $36,000 each month. The General Fund expenditures include salaries, benefits, textbooks, utilities and supplies.
An important concept to keep in mind is that this reduction in revenues does not affect the funding received through local property taxes. The District receives property taxes to pay for the bonded indebtedness for the building, the Physical Plant and Equipment fund which helps to maintain the building and purchase equipment and the Management Fund which pays for property insurance for the buildings, grounds, transportation fleet and liability.
The District is working to develop two plans: One to address revenue shortfalls for the remainder of the 2009-10 school year and another to address budget issues related to the 2010-11 school year and beyond. The District is fortunate to have some Cash Reserve funds that will assist in meeting financial obligations for the 2009-10 school year. Once the budget is approved on April 15th, there is no way to generate additional revenues for operating. We have started work with the School Board Finance Committee and ideas on how to reduce expenditures and operate more efficiently are being solicited from the staff.
It is very challenging to predict the future as the State revenues are always subject to change. The next Revenue Estimating Conference is scheduled for December. The Legislature can affect funding levels during their next session beginning in January. Economic conditions for the State and Nation can change between now and then. As these factors become more clear, I will attempt to keep updated information available.
With State revenues being estimated to equate to nearly $1 Billion short of projected expenditures for the current year, the Governor is required to make adjustments. In response, the Governor has ordered a 10% across-the-board reduction in State Aid for all agencies. The reductions in State Aid payments are set to begin in November 2009 and continue through June 2010. This obviously presents a significant challenge for all schools in Iowa and Earlham is no exception.
For the Earlham Community School District, this reduction in funding equates to $290,000. The district receives State Aid payments each month. This reduction equates to a loss in General Fund revenue of over $36,000 each month. The General Fund expenditures include salaries, benefits, textbooks, utilities and supplies.
An important concept to keep in mind is that this reduction in revenues does not affect the funding received through local property taxes. The District receives property taxes to pay for the bonded indebtedness for the building, the Physical Plant and Equipment fund which helps to maintain the building and purchase equipment and the Management Fund which pays for property insurance for the buildings, grounds, transportation fleet and liability.
The District is working to develop two plans: One to address revenue shortfalls for the remainder of the 2009-10 school year and another to address budget issues related to the 2010-11 school year and beyond. The District is fortunate to have some Cash Reserve funds that will assist in meeting financial obligations for the 2009-10 school year. Once the budget is approved on April 15th, there is no way to generate additional revenues for operating. We have started work with the School Board Finance Committee and ideas on how to reduce expenditures and operate more efficiently are being solicited from the staff.
It is very challenging to predict the future as the State revenues are always subject to change. The next Revenue Estimating Conference is scheduled for December. The Legislature can affect funding levels during their next session beginning in January. Economic conditions for the State and Nation can change between now and then. As these factors become more clear, I will attempt to keep updated information available.
Monday, October 12, 2009
September 2009 News
Greetings from the District office! As I am writing this, the weather is beginning to cool down, the leaves on the trees are just starting to change color, and the days are getting shorter. Fall is upon us and the students are doing a great job of settling into the routine of school.
One of the Earlham Community School District Belief Statements is; “Successful education occurs in a safe, stimulating, challenging and positive environment.” Let me begin by saying that I believe we have a very safe school with wonderful students and an extremely supportive community. With that said, I also believe that tragic situations can and do happen anywhere. It is the district’s responsibility to be as prepared as possible to address these situations properly. We must plan and be prepared with the hope that we will never have to use the plans. I want to share with you some of the things that the district is working on to make certain that the learning environment is safe for our students.
A Safety Committee was formed two years ago so that the emergency procedures of the district could be reviewed, revised and updated. As this process moved forward, six members of the committee were afforded the opportunity to attend a workshop entitled “Multi-hazard Emergency Planning for Schools” in Emmitsburg, MD. In conjunction with the Madison County Emergency Management services, the district was provided the tuition to attend through a grant from the Federal Emergency Management Agency. As one of the attendees, I can tell you that it was a very eye-opening experience. There were three other districts that sent teams of staff to attend this week-long workshop from various states. It became clear almost immediately that all schools face the same issues related to safety. What was also apparent was that the method used by each school to address safety issues was dependent upon the size of district.
Upon returning from the workshop, the committee started to again revise the Crisis/Emergency Procedures Plan with a new focus. The updates to the plan that had been made prior to attending the workshop were very good, but they would only guide the district for the initial stages of various crisis situations. Additional planning needed to be done to be prepared for the duration of the various crisis situations. In addition, the committee perceived the need to better educate the staff and increase the realism of the different practice drills so as to better prepare in case an emergency/crisis situation occurs.
The district will continue to practice the fire and severe weather evacuation drills as in the past, but plans are being made to slightly modify the drills so that they would be more like the actual situation. In addition, the committee is planning to practice a “lock-down” type drill in which the students and staff are instructed to keep their students in the classroom, away from the doors and windows so that all students can be safe and accounted for. Practicing this type of drill may be useful in the situation where an intruder may be in the building. The district will also continue to practice bus evacuation drills, instruct students relative to farm safety, and provide content filtering for students researching information using the Internet.
You may have already read about the district receiving a portable AED (Automated Electronic Defibrillator) via a grant from Cintas. The district was also awarded two additional AEDs through a grant from the Iowa Department of Public Health and a donation from the PIE (Partners in Education) organization. The two new units are installed in the building, one near the practice gym/commons area and the other on the stage area in the competition gym. Monica Tibben, the school nurse, has provided opportunities for training on the proper use of the units as well as a refresher course in CPR. By the time you are reading this, we should have more than 15 staff members who have been trained on how to use these devices properly.
In closing, I want to assure everyone that the district is making efforts to fulfill the belief statement mentioned above. We have learned that this is an on-going, never ending process of planning and practicing to be prepared.
One of the Earlham Community School District Belief Statements is; “Successful education occurs in a safe, stimulating, challenging and positive environment.” Let me begin by saying that I believe we have a very safe school with wonderful students and an extremely supportive community. With that said, I also believe that tragic situations can and do happen anywhere. It is the district’s responsibility to be as prepared as possible to address these situations properly. We must plan and be prepared with the hope that we will never have to use the plans. I want to share with you some of the things that the district is working on to make certain that the learning environment is safe for our students.
A Safety Committee was formed two years ago so that the emergency procedures of the district could be reviewed, revised and updated. As this process moved forward, six members of the committee were afforded the opportunity to attend a workshop entitled “Multi-hazard Emergency Planning for Schools” in Emmitsburg, MD. In conjunction with the Madison County Emergency Management services, the district was provided the tuition to attend through a grant from the Federal Emergency Management Agency. As one of the attendees, I can tell you that it was a very eye-opening experience. There were three other districts that sent teams of staff to attend this week-long workshop from various states. It became clear almost immediately that all schools face the same issues related to safety. What was also apparent was that the method used by each school to address safety issues was dependent upon the size of district.
Upon returning from the workshop, the committee started to again revise the Crisis/Emergency Procedures Plan with a new focus. The updates to the plan that had been made prior to attending the workshop were very good, but they would only guide the district for the initial stages of various crisis situations. Additional planning needed to be done to be prepared for the duration of the various crisis situations. In addition, the committee perceived the need to better educate the staff and increase the realism of the different practice drills so as to better prepare in case an emergency/crisis situation occurs.
The district will continue to practice the fire and severe weather evacuation drills as in the past, but plans are being made to slightly modify the drills so that they would be more like the actual situation. In addition, the committee is planning to practice a “lock-down” type drill in which the students and staff are instructed to keep their students in the classroom, away from the doors and windows so that all students can be safe and accounted for. Practicing this type of drill may be useful in the situation where an intruder may be in the building. The district will also continue to practice bus evacuation drills, instruct students relative to farm safety, and provide content filtering for students researching information using the Internet.
You may have already read about the district receiving a portable AED (Automated Electronic Defibrillator) via a grant from Cintas. The district was also awarded two additional AEDs through a grant from the Iowa Department of Public Health and a donation from the PIE (Partners in Education) organization. The two new units are installed in the building, one near the practice gym/commons area and the other on the stage area in the competition gym. Monica Tibben, the school nurse, has provided opportunities for training on the proper use of the units as well as a refresher course in CPR. By the time you are reading this, we should have more than 15 staff members who have been trained on how to use these devices properly.
In closing, I want to assure everyone that the district is making efforts to fulfill the belief statement mentioned above. We have learned that this is an on-going, never ending process of planning and practicing to be prepared.
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