MMM 121018 How Starbucks Could Save Education | Monica Genta | TEDxNaperville

Good Morning Deep Creek School Family, 

I saw this video this week and I wanted to share it. The video really matches what we believe here at Deep Creek...RELATIONSHIPS FIRST! Please enjoy.




Please make sure you sign up for the Cookie Crawl which is posted in the Staff Lounge. Also, if you want a leadership team member to come in and read a seasonal book, sign up for a time via the link in the google presentation! DCES 12 Days of Christmas

We hope you have a great week.

Thanks for all you do,
Adrienne and James

Holiday Fun

Happy Holidays Deep Creek School Family, 

We are changing things up a little this year for the holidays. Beginning on Thursday, we will begin our 12 days of Christmas fun here at Deep Creek. We understand that not everyone celebrates Christmas but we hope you see these days as gestures of good will and appreciation.  

Please follow this link for the 12 days of fun. We will send reminders each day but we wanted you to see in advance so you can play along. 

DCES 12 Days of Christmas

All the Elves have been busy prepping this fun so please enjoy! 

Thank you for all you do each day! 

Adrienne and James

Reflection

Good morning to all,

We hope that each of you enjoyed a Thanksgiving break that gave an opportunity to be with family and recharge for the next 4 weeks.  We both have started formal observations and have a few more before break.  Don't forget that you may schedule at any time.

Today's MMM is going to continue the highlighting of the elements under Design Question 2.  They are steps that help students interact with new knowledge.  Again, not all of these elements are part of the CCPS evaluation process, but each are proven to help students' learning.  It needs to be constantly reiterated that these elements are not just something that should be used for a teacher evaluation, but research based methods that show how students learn.  The elements are a "road map" to show directions on how students' brains will absorb new information.



Helping Students Reflect on Learning is Element 13.  Strategies for reflecting on learning not only focus students' attention on the content but also on themselves as learners. (Marzano 2017)

Some strategies for this element appear in the table below.

The essential focus of reflection is to help students understand their role in the learning process.  Students must understand that this process must involve their attention and effort. 

Teachers should be able to see the following behaviors in their students.

• Students can describe what they are clear about and what they are confused about.
• Students can describe their levels of effort and the relationship of their effort to their learning.
• Students can describe what they might do to improve their learning.  

The elements in Design Question 2 lead to student learning, instructor introduces new information and alerts students to what is critical (Element #6), instructor organizes students, previews content and presents material in "digestible bites", which leads to students organizing and representing the knowledge (Element #12) and finally (Element #13) where a student reflects on their role in the process of learning.  Once again we will close by stating that these elements must not be thought of as strategies that are used for formal evaluations, but as a blueprint on how the brain operates and student learning.

Thank you for reading.  Candy Cane Lane is this Thursday evening at 5:30PM.  Be sure to check the Master Calendar for upcoming events.

Have a great week,

James & Adrienne

Happy Thanksgiving

Good Morning Deep Creek School Family, 

We hope you take time to reflect and be thankful over this break. We have a fabulous school for which many want to be a part. As with any family, we have our ups and downs. We are thankful for each of you and what you contribute to this family! 

Please rest and rejuvenate over the break. You deserve it! 

Thankfully yours, 

Adrienne and James

Element 12 Record and Represent Knowledge

Dear Staff,

It was shared previously, but it needs to be emphasized that Dr. Marzano and colleagues have worked tirelessly to determine the best methods to reach optimal student learning.  Instructional thinking needs to continue to shift that the Marzano Framework is not an evaluation tool, but a blueprint on the necessary steps that lead to the most effective manner in which students learn.  Students come to school to learn how to learn and the Marzano Framework is the map to their success.

A few weeks ago the focus was on Element 6, Identifying Critical Information.  The next step will be one of the elements that the Deep Creek PPC chose as a focus, which was Element 12, Helping Students Record and Represent Knowledge.  This is was a wise decision by the PPC since there has been tremendous effort at DCE in the common language of using Thinking Maps across all grade levels.  Looking above one should notice that each of these elements fall under the same Design Question, which is Helping Students Interact with New Knowledge.  To simply, it will greatly assist student learning if instructors emphasize critical content and help students organize this critical content in a manner such as Thinking Maps.

The proceeding graphic shows the rubric for correctly using Element 12.  The expected standard is highlighted in yellow.

https://www.youtube.com/watch?v=gk2b2yJN6IM

Also to go along with the rubric is the above link that enables the viewer to see the element being used at the Beginning level all the way through to the Innovating level.

Beginning is shared up to the 1:42 mark.  It highlights an error that is often observed where the critical information is being highlighted and organized, but it's being completed by the instructor instead of allowing students to work through the content.

Developing is then shared up to the 3:33 mark.  One can see the error here is that time is not used to ensure that all students are not being monitored for the desired effect.  The teacher stops and works with only one student.

Applying: 5:06 The instructor is allowing all students to prove their organization and understanding of the critical information.

Innovating Starting at 5:07 the instructor notices two students have mastered this portion of the lesson and adds an extension for them to continue as the remainder of the class completed the first part.

Thank you all for watching and reading.  Please make sure to look at the Master Calendar.  We do have a fire drill and code red drill on Tuesday.  We will do them one after another as we practice the Reverse Evacuation.  Looking forward to a great week.

James & Adrienne

Vote 11/6/18

Good Morning Deep Creek School Family, 

Let this be the year, we all get out and vote. No excuses!

Someone shared this website with me https://www.vote411.org/ so I thought I would pass it along. I am not sure the nature of it but I found it helpful to read about each item.

I am looking forward to our day together on Tuesday. Just a few reminders:

• park in the bus loop
• cafe and staff lounge are off limits
• try to use the side entry and limit access to the foyer unless you are voting 
• make sure you sign in "PD Day #2"

Here's to another great week! 

Adrienne and James

What's Critical?

Good morning to all,

Dr. Robert Marzano and his research team have proven dedication to determine the best methods to reach optimal student learning.  However, even Dr. Marzano himself states, "....to counteract the incorrect belief that research could ever produce a list of instructional strategies that could guarantee student learning" (Marzano 2009b).  No single instructional strategy can be used in isolation to garner student learning.  "These items work in concert or sets to produce positive results" (Marzano, 2017).

 


The above image shows the elements that fall under the Domain Question 2 set, which identify methods that will help students interact with new knowledge.  Although only three of these elements; Identifying Critical Content, Helping Students Record and Represent Knowledge, and Helping Students Reflect on Learning are on current evaluations all of these items are important steps in helping students understand their learning.  A master teacher will develop and refine these elements within instruction and will be able to implement the strategy, monitor students for the desired results, and adapt the approach so that it is effective with all students.

This week focus will be upon Element #6 Identifying Critical Information
This is simply the teacher pointing what is important and what is less important.  The need for this strategy arises from students being bombarded with all types of information and not all of this information is equally important, Element 6 assists students with paying attention to the most important content.  There are 11 strategies below that can be used to highlight critical information.




There are 5 questions from the book, "Identifying Critical Content - Classroom Techniques to Help Students Know What is Important" that should be considered when building lesson plans. 

1.  How can you begin to incorporate some aspect of this strategy in your instruction?

2.  How can you signal to students which content is critical versus non-critical?

3.  How could you monitor the extent to which students attend to critical content?

4.  What are some ways you can adapt and create techniques for identifying critical information and address unique student needs and situation?

5.  What are you learning about your students as you adapt and create new techniques?

If you would like to read more from this book, please use the following link.https://www.learningsciences.com/media/catalog/product/i/c/icc_lookinside.pdf


Thank you all for the Character Parade on Friday, we are looking forward to this week's activities.  Please check the Master Calendar for school events.

Have a great week,
James and Adrienne

Questioning part 2

Good Morning Deep Creek School Family, 

As we alluded to during the PACE faculty meeting, this week we encourage you to go back to last week's and read the parts of the MMM about questioning that you didn't read last week ;) 

After reading that, please watch this video clip and pay attention to the teacher's questioning techniques as well as her managing response rates. Remember the goal is the majority involved. 

http://www.doe.mass.edu/edeval/resources/calibration/g4VisualizingFractions.mp4

As you watch I am sure you will see other elements as well. Reflect on this video and again we will encourage you to video tape yourself! Set up your ipad and let it record. It does not have to be shared with anyone but just used for your reflection. 

Thanks for all you do, 

Adrienne and James

Don't forget Wednesday is wear RED day. Please remind your students to wear any red shirt and uniform bottoms. 

All uniform ballots need to be turned in to the office by end of day Tuesday. 

Do you ask good questions?

Good Morning Deep Creek School Family, 

It is hard to believe it is the end of the first nine weeks already. Routines are set and learning is occurring all around campus. We canceled Music & Measurement as to not distract from the routines and learning that have just begun. We recognize there are enough distractions within the normal course of a school day. Minimizing those interruptions and ensuring engaged learning is occurring in your classroom is a priority. We can tell and we appreciate all your effort toward that.

Hattie has shared that questioning takes up so much of the classroom time that it is essential for teachers to be skilled at questioning techniques. In fact he stated that skilled questioning by teachers can guide students to thoughtful and reflective answers which will facilitate higher levels of academic achievement. Questions serve many purposes. They can help pupils to reflect on information and commit it to memory. They can develop thinking skills, encourage discussion and stimulate new ideas. Questions allow teachers to determine how much a class understands and enable them to pitch lessons at an appropriate level. They are an important tool for managing the classroom, helping to draw individuals into the lesson and keeping them interested and alert. And questions have a symbolic value - sending a clear message that pupils are expected to be active participants in the learning process. That is why element 26 is so important and remember the key to this element is questioning. If you aren't asking good questions, does the response rate even matter?

Hattie discussed lower level questions are more effective when aiming at surface level information, and a mixture of lower and higher level questions are more effective when aiming at deeper information and understanding.

Effective questioning:

• involves all students
• engages students in thinking for themselves
• reinforces and revisits learning objectives/goals
• shows connections between previous and new learning
• gives the teacher immediate feedback on students’ understanding, which they can then use to modify teaching
• includes ‘staging’ questions to draw students towards key understanding or to increase the level of challenge in a lesson as it proceeds
• helps students develop their thinking from the lower order concrete and factual recall type to the higher order analytical, conceptual and evaluative which promote deeper understanding
• promotes justification and reasoning
• encourages students to speculate and hypothesis
• can support students to draw inferences
• keeps students focused on the salient elements in a lesson and not on extraneous matters
• encourages students to ask as well as to ‘receive’ questions
• encourages students to listen and respond to each other as well as to the teacher
• creates an atmosphere of trust where students’ opinions and ideas are valued and where teacher praise can be connected directly to their responses

As a teacher, developing really effective questioning isn’t something that just happens. Effective questioning is an aspect of a teacher’s professional practice that needs to be developed and honed throughout a teacher’s career.

It is recommended that teachers need to: critically reflect on their practice in relation to questioning; observe the questioning practice of others; have others observe them; work with colleagues to track and evaluate the frequency and types of questions they ask and then plan ways to sharpen and improve these practices.

More specifically, when planning to incorporate effective questioning into teaching practice teachers need to:

• examine and reflect upon questioning practices
• establish expectations
• establish student accountability
• build essential questions into lesson plans
• ask more open questions
• use questions to promote collaboration
• involve students in forming and asking questions

For more info check out this website:  http://www.ssgt.nsw.edu.au/teacher_questioning.htm

Questioning is one of those areas that you would benefit from recording yourself and reflecting on your questioning techniques. Remember Weston (Bold School) said the best athletes video tape their games and critique their performances for growth. Why again do we not do that as teachers? Use your ipad, it is quick and easy.

Please review the master calendar for the week!

Thanks for all you do,
Adrienne and James

Speaking and Listening.... Skills that Can't be Forgotten

Good morning all. Hoping each of you had a good weekend and are looking forward to the upcoming week ahead.  Last Monday the MMM had a focus on staff collaboration leading to improving instruction and increased student proficiency.  Today, let's focus on student collaboration.   Again, remember that Dr. Robert Marzano did not create his elements just for instructor evaluation, but instead his chosen elements are a blueprint on how learning takes place.  These elements focus on how our students' brains work and what instructional steps need to take place for students to deepen their knowledge. 

Element 15 shows how grouping students to practice assists with deepening knowledge.  Students should be given opportunities to work together to practice skills, see others strategies, check answers, and explain their reasoning.  This is not always an easy task for students, especially the younger the age.  This is where your role comes in as a facilitator as you set the expectations and roles each student has in their groups.  Collaboration like other skills is learned.

Another aspect that some may not know is that grouping students is not only just a Marzano Element, but in the state of Florida is also a Florida Standard that is required.  It falls under Language Arts standards (LAFS.SL.1.1), but must be taught across the curriculum.  Take some time to read your grade level Speaking and Listening Standard below.  Keep in mind where your students should be when they arrive in your room and where they need to get to by the end of the year.

These standards probably show some of the most important skills that can be offered to students.  What the future holds for students can't be predicted, but what can be assumed is a need for communication and collaboration for students' careers and relationships.

Thank you for all you do.  Have a great week.
Adrienne and James

Collaboration: One Way Road to Student Success

Good Morning Deep Creek School Family,

When the thought of great teachers comes to mind, always at the forefront is the ability to simplify concepts and processes for students.  Teaching is a challenging, complicated, and often overwhelming responsibility.  This is why again, chasing the bouncing FSA ball can not be focus for student achievement.

Last week week the focus of the MMM was centered around the quality instruction that leads to student achievement.  In review, it has been clearly stated that the focus of every lesson needs to begin with OUTCOMES.  Lesson planning needs to start with three items at the forefront.  Element #44 Attention to Content Standards, Element #43 Lessons Within Units, and Webb's Depth Of Knowledge.  Below is a link to last week's MMM for review.

http://dcesmmm1516.blogspot.com/2018/09/outstanding-outcomes.html

This Monday the focus will be on the processes. The process to improve student achievement will always start with collaboration and focus on collaboration.  All of the following 8 items have an emphasis on working together.

1. Collaboration

Recall this picture from the beginning of the year Power Point. This group had a clear achievement goal.  Each person knew that goal and they worked together to achieve it.  This should be no different for your team here at DCE.

2.  Clear Achievement Goals

  Element #44 

3.  Data-Driven Decision Making

Common formative assessment provides data.  Data are feedback to immediately assess if the instruction has been effective.  It will serve as a blue print to where instruction needs to travel next.  A great instructor will use these data to reflect and will  not use them as an avenue to blame, complain, or deflect.

4. Common Understanding of Quality Student Work

Groups of teachers in the county are currently working on Critical Concept Scales that will allow the entire county to have a common understanding of quality student work.

5.  Common Understanding of Quality Instruction

6. Quality of Teaching and Learning

Remember the Marzano Framework is not just the evaluation tool that the Union and CCPS has chosen for evaluation.  The framework is a researched back road map on how the brain works and how learning takes place.  All these elements work together to promote learning.

7.  Job Embedded Site-Based PD

Our November 6th PD, Kagan Team, Thinking Map Teams, PLC, etc.

8. Sense of Urgency

Act Now

Thank you all for reading.  Make sure you check the master calendar for this week's events.

Have a great week,

James & Adrienne

Outstanding Outcomes

Good Morning Deep Creek School Family, 

Don't we all want the best outcome in everything we do? We began the year talking about Outcomes and the importance of beginning with outcomes before choosing the strategy and tool. The tool could be a thinking map, a piece of technology, a Kagan structure or any tool in your tool belt to get your students to achieve the designated outcome. Don't get hung up on the tool. Focus on the outcome. Your tool belts are full but only you have the power to choose the correct tool for the outcome to be obtained.

When we begin any lesson, we need to think about what we want the students to be able to do at the end of the lesson or unit. The lesson or unit should be chosen based on the appropriate standard which happens to be element 44 from the Marzano framework.

After understanding the standard or standards you must teach, you must them have a good understanding of the depth of knowledge which is element 43 from Marzano's framework. 

Even though you are not scored on these elements for a formal evaluation, these elements are the key to our focus this year. "We aren't chasing the bouncy balls the DOE is throwing at us." We must simply teach to the depth of rigor required in our standards. In pre-conferences, please be prepared to discuss the standards you are teaching. As instructional leaders, we need to ensure you are applying in element 44 and 43, meaning you teach what you are supposed to teach (standards) when you are supposed to teach them (pacing guide) to the depth expected within the standard (Webb's Depth of Knowledge). Our walk-throughs and our monthly team meetings around data are with this intent in mind. We are here to support you and your students' learning! 

We hope everyone has a great week! Please review the master calendar for events. 

Adrienne and James

Pumpkin Spice and Everything Nice

Good Morning Deep Creek School Family, 

Starbucks is carrying pumpkin spice again so it must be fall, right? The weather certainly doesn't feel like fall yet. Fall does bring about the beginning of the evaluation process. We have shared all the elements for informal and formal observations this year. 

 

Hopefully you will see some transfer between the CCPS framework and Hattie's recommendations.

Just a few reminders from the beginning of the year.

We learned a few things from Bold School by Weston Kieschnick.

Bold school teachers know that tools don’t drive pedagogy decisions. Outcomes drives pedagogy decisions.

Once we understand the learning outcome, we ask ourselves which high effect-size strategies will best help us meet our learning outcomes. We don’t even start thinking about tech tools until step 3 of the Bold School Framework for Strategic Blended Instruction.

Ask yourself...How can I leverage digital tools, to support instructional strategies, in the pursuit of meeting rigorous and relevant academic student outcomes?

What gets planned gets done. We can’t plan for success until we understand our academic outcomes (know the standards), we know which strategies give us the best bang for our buck in meeting those outcomes, and we understand which digital tools can best support these strategies.

How do we know if what we’ve planned is even any good? This frameworks can all help us to evaluate our planning and assess for rigor and relevance.

Invite us in early and often to take some of the stress of the end of the year! The best part of our days are when we can visit classrooms. 

"The achievements of an organization are the results of the combined effort of each individual." Vince Lombardi 

Don't forget to review the master calendar! 

Sincerely,  

Adrienne & James

April Test Showers bring May Success Flowers

Good Morning Deep Creek School Family, 

Monday is the first of a long line of testing days. I see the anxiety and stress on faces all around campus. We have to shake it off!!! We are at a better place than we were last year. We know what we have done in the past has worked, we just have to tweak it a little bit to push us to the A. You have planned some great tweaks...not only to your instruction but to your testing plans. I BELIEVE this will push us to success. So pick up your heads and hold them high! You are fabulous and have done an amazing job. NOW...when your Cubs enter the room, make sure they believe the same thing!!! 

When they say it takes a village, it really does! Even though you may not be sitting for the 80 minutes testing day after day, you can say a positive an encouraging word to a student or to one of the staff members who are testing. A positive treat or reminder to a good friend can go a long way during this time. That is what families do! 

Please be patient and flexible as schedules and routines may shift a little during testing times. Thank you in advance for your support. We are all in this together. 

Shirt Pattern if you choose to participate:

Monday - Books turn Muggles into Wizards Shirt

Tuesday - May the Force Be with You

Wednesday - Keep Calm

Thursday- Keep Calm 

Friday - DCES Spirit shirt

I know we will give it our all during this time so THANK YOU! This confidence is such a good feeling, I thank you for being the remarkable people and educators you all are. I am proud to lead DCES and am thankful for each and every one of you. 

Nothing Less Than Our Success, 

Adrienne 

March - Remembering Math Discourse

Comprehensive Literacy Framework has been the focal point of our Professional Development this school year, and rightly so, but we know that mathematical development can not be forgotten as well.  That is why we started the second semester with a short Professional Development piece on Math Discourse.  During that PD you were presented with the Depth of Knowledge percentages that are assessed on the 3rd - 5th grade Florida Standards Assessment Mathematical Test.  These percentages of Depth of Knowledge show the importance of delving deeper into mathematical understanding at every grade level, preparing our students for what awaits.

At that time, you also received a poster entitled, “Let’s Talk Math.” This was just the start of learning about how to invite your students to deepen their understanding of mathematics. While this poster had 20 Power Sentence Starters & Questions, there is much more to Math Discourse than we could disclose in a 30 minute meeting.  “The discourse of a classroom—the ways of representing, thinking, talking, agreeing, and disagreeing—is central to what and how students learn mathematics” (NCTM, 2007, p. 46). Mathematical discussion is viewed as “a primary mechanism for developing conceptual understanding and meaningful learning of mathematics” (NCTM, 2014, p. 30). In addition to the poster, below is a link that will provide 100 questions that promote Mathematical Discourse that has been created by Curriculum Associates.

https://www.curriculumassociates.com/products/ready-100-q-promoting-math-discourse.aspx


Ask yourself, can your students answer your math questions with a simple “yes” or “no?” Studies find that when students are engaged in meaningful mathematical discussion, they are better equipped to share their ideas with one another. In a collaborative setting, this further allows them to reflect on their own understanding and evaluate the ideas of their classmates.  Below is another link that shares 7 strategies to assist instructors into creating environments in classrooms that support Mathematical Discourse.


http://www.casamples.com/downloads/7-effective-strategies-graphic.pdf


For successful Math Discourse, students must be engaged in math dialogue and have to understand that their participation is expected and their contributions are important.
There are valuable learning tools that students use when involved in Math Discourse. They learn to use words, diagrams, models, and technology when posing and supporting their ideas. As a teacher, you have the opportunity to better monitor and evaluate your student’s understanding of the topic.



“A visitor to a classroom rich with mathematical sense making should be able to identify the following traits:
• Students and teachers acknowledge and discuss errors and the reasons behind them so that students build greater understanding.
• Students question each other using mathematics arguments to establish the correctness of solutions.
• Students reach and justify conclusions based on their own mathematics knowledge without relying on the authority of teachers.
• Students engage in “productive struggle” with appropriate scaffolds for support.


Students must be encouraged to use a variety of approaches to convey their knowledge and solution strategies, including oral presentations; written explanations; and physical, graphical, pictorial, or symbolic representations.” (G. Kersaint, 2012, White Paper)

For more information, and to learn more about Math Discourse, read “Orchestrating Mathematical Discourse to Enhance Student Learning Whitepaper” by Dr. Gladis Kersaint, available online through Ready – Curriculum Associates.  The link has been provided below.


http://www.casamples.com/downloads/ready-math-whitepaper-orchestrating-math-discourse-2017.pdf

Evaluation Season

Good Morning Deep Creek School Family, 

It is the season of evaluations again. As a school family, we have made a concerted effort all year not just as the deadline approaches. But in the spirit of the season, I wanted to share a few thoughts on some key elements. The CCPS tool is based on the research conducted by Robert Marzano. Let me emphasize that again, based on the RESEARCH. The elements are not random or arbitrary. They are researched based strategies that yield student success. I appreciate those of you who have owned these strategies incorporated them into your daily instruction not just in the time of an observation. Being fluent with the use of the strategies is a key piece of the Marzano research. 

As we discussed in the faculty meeting, there a distinct difference between element #33 Withitness and the Student Monitoring elements #24 Engagement and #26 Managing Response Rates. It is important to note that #33 has everything to do with Behaviors or lack thereof. 

Every element that a teacher utilizes during a lesson has monitoring in the rubric therefore every element has element #24 and #26 involved in its use. When we think about monitoring think about quality and quantity. Monitoring is determining the quality of student engagement and quantity of students engaged. Please see the following slide presentation for more information. https://docs.google.com/presentation/d/1sO1bP36ZaJ_9ciUpzEoedBtNYoYFmfeWrCRBN2fWcHo/edit?usp=sharing

I truly look forward to being in your classrooms and working with each of you to be the best teacher you can be. If you are not in the classroom, please be patient and supportive of teachers during this season of evaluations. Every little thing can be a stressor during this time. 

Thanks for all you do, 

Adrienne 

One Word 2018

Good Morning Deep Creek School Family, 

2018 is off to such a positive start. I thank you all for all you do each day but it has been an exceptional return. Some may say it is because I had such a fabulous break, but I choose to believe it is because of what we all do together! As I reflect back on my years at DCES, I have to say I feel very blessed to work with each and every one of you. I feel we have a staff that exemplifies great character and competence. Having those two characteristics in our staff will enable us to succeed!

I issued the challenge to think of your #OneWord2018 and as usual many of our staff members stepped up to the challenge. The #OneWord2018 challenge is to pick one word that defines your goals, dreams, ambitions, and who you want to be in 2018 instead of making a list of resolutions. See below the collaborative list of our #OneWord2018.

 

I think together we make a pretty picture! Just as I believe this year we are going to achieve our goals. I stuck with my one word #Believe. When I was teacher of the year, Believe was part of the theme for the Florida Teacher of the Year celebration in Orlando. It stuck with me. I firmly believe I am where I am today because someone believed in me. I am thankful for those that continue to believe in me. When I become stressed and frustrated, it is due to my lack of believing in the particular situation. So I am putting my word out there so you all can keep me accountable. I believe in US. The old saying Together Everyone Achieves More. I believe this is our year to achieve more!

Educationally Yours, 

Adrienne 

#Believe