Thanks to your efforts, the inaugural video about the fight to save public schools from privatization has reached over half a million viewers. In addition, it has been logged in by over a million Facebook feeds.
This is the video you shared. Please share it some more. We are aiming for one million views!
Our voices together have generated a mighty roar!
The public is waking up to the threat to their public schools.
They know that Betsy DeVos hates public schools and wants their children to go to charter schools, religious schools, cyber-charters—anything but a public school. She truly doesn’t understand the role of public schools in a democracy, nor does she have any ideas about how to improve them other than to eliminate them.
Together, we are sending her a message. The public schools belong to the public. They were paid for with tax dollars, and we are not giving them away, leasing them, or selling them off to entrepreneurs.
We will not tolerate this theft of public assets.
The public schools are a public responsibility, not a consumer good.
Diane Ravitch's blog 
Eloquently spoken Diane.
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Congratulation, Diane!!!!!!! You make a positive difference.
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Public schools used to be an important institution of democracy and inculcating academics and citizenship in students. The ideal is to be the great equalizer and allow opportunities once afforded only to the privileged gentry. Unfortunately, the Left (not liberal–I considered myself to be a JFK-era liberal, which is now considered to be “right-wing” conservatism) has succeeded in indoctrinating several generations of students identity politics, balkanization and “multiculturalism”. Daniel Patick Moynihan (another classic liberal, not Leftist) was prescient–we have succeeded in defining deviancy downward. I never thought Diane Ravitch–still one of the very best education historians–would abjectly morph from a classic liberal into a Leftist. I also do not support the well-intentioned but terrible testing/accountability Era “deforms”, but Diane and others must understand that they were/are an overreaction to the descent of education due to Leftist indoctrination that accelerated from the late 60’s onward. College is the new high school; high school/middle school is the new elementary; elementary is the new daycare for most. An American tragedy.
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Thanks, I needed a laugh. What color is the sky in your world? Ignorance is strength, I guess.
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Kael is playing at a game of purposeful confusion by mixing up terms willy nilly. Leftist is not liberal, blah, blah, whatever the hell that means. “…descent of education due to Leftist indoctrination..” What a bunch of insipid hog wash. He’s a troll.
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Descent. Differences with which I diagree perhaps, but lumping all differences as general descent seems a bit illogical. The topic is public schools with tax money or private schools with tax money. Some charters meet the original purpose, random selection, innovative curriculum based on best practice, faculty well supported. Others appear to suit some one’s private feelings of what’s needed to be successful. And others, just a misled scam.
When parents flee to charters, does anyone think about the undermining of local control by principals and boards by the courts overreach in some cases when deciding if a student’s rights have been denied. A lack of discipline is one dynamic that causes parents to choose charters.
Another is the charter supporters continual outrage over test scores, tests of no validity statistically. Would individual students score differently in the public school or is the charter simply creating a school isolating higher scorers from lower scorers?
Parents become convinced by the press that in the lower-scoring school (whose rating is based on a wide-spread of scores from high to low) that their child would receive less of an education I have taught in both and found no difference in the teachers or teaching, except in regard to meeting students’ individual needs. But parents react to the press, finding the criticism of the school a more socially acceptable rationale for their own child’s scores. (Parents’ increased feelings of status might affect student scores as well in a charter. Are parents more demanding when they “get into” what might be seen as a selective school?
If we as a nation can agree we want a well-educated citizenry, we as a nation must have an honest discussion, lacking passion and subduing personal beliefs. I am not sure enough of us can be Spock, however.
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“A lack of discipline is one dynamic that causes parents to choose charters.”
Something that can only be said by someone who hasn’t set foot in a public school lately. Why the pervasive push to portray low income, largely minority public schools – even elementary schools – as hotbeds of violence and disruption? I guess it must be something about “Those People” – so many of them are just animals, amiright? Charters are the only ones who can provide the proper cages that those animals need.
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dienne77,
You just can’t help yourself: every disagreement has to eventually result in you implying or stating that a dissenter is racist. There is abundant evidence that many low income and largely minority public schools are in fact plagued by disorder and violence. Those are the reasons why many thousands of Hmong parents in St. Paul now send their kids to charter schools – they were tired of their kids being assaulted and called vile, racist names by other kids, almost all of the hoodlums being black. Everyone here knows that reality, including the very left-wing alternative newspaper City Pages. Friendly advice: lay off the left-wing ideology and introduce yourself to the real world if you want to be well-informed.
http://www.citypages.com/news/distrust-and-disorder-a-racial-equity-policy-summons-chaos-in-the-st-paul-schools-7394479
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wonderful. This from Politico today.
Traditional public school advocates today plan to hold protests targeting the Education Department’s regional offices and members of Congress “who have continued to remain quiet as President Donald Trump and Education Secretary Betsy DeVos push forward their agenda to dismantle public education,” the Alliance to Reclaim Our Schools says in a release. Members of the advocacy group also say they’ll be on hand to protest in Grand Rapids, Mich., where DeVos is expected to participate in the ribbon cutting for a new Michigan State University research facility.
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Here is why so many parents – especially black parents – favor school choice. For all the commenters here, please tell the parents cited in this article that they are right-wing racist haters for not being willing to wait for the traditional public schools to get their act together.
http://www.startribune.com/minneapolis-black-families-parents-flock-to-other-school-choices-while-home-district-reels/445108753/
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Oh my, but when you base an education on an unreliable test based on the awful Common Bore curriculum, what do you expect to see? Kids taught test prep all day certainly will score higher on the test, but that does not mean that they have received the education that they deserve.
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Total non-sequitur. This article says nothing about test prep or Common Core. It says much about dismal academic results and serious student behavior problems that thousands of black parents want to get their kids way from. Stay on topic.
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Do you keep up around here, John? “Academic results” means test scores. Hello.
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The article certainly does talk about test scores and achievement gaps from the results of those test scores. Did YOU not read the article you chose to cite? When Charter schools do nothing but test prep, their scores will certainly rise….but does test prep constitute an education? I think not. PARCC and SBAC are tests to rate how well Common Core is being implemented in the school setting. Common Core is nothing but drill and kill of a skill set in Math and nothing but close reading of text for ELA. Bubble tests with no thought involved. Maybe, John, you should do some homework.
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My kids went to two charter schools that did zero test prep, other than familiarizing kids with the format of the tests. No drill and kill/skill. I oppose test prep as that term is commonly used, because it doesn’t – it can’t – prepare students for tests (other than for math and for basic conventions of the English language). Reading comprehension (beyond very narrow limits) is not an all-purpose skill that can be transferred from one text to another; good comprehension of any moderately complex text requires prior knowledge of that topic. Test prep in reading comprehension is pointless, a total waste of time that would be better spent on a broad liberal arts education of the type that my kids got at their charter schools.
BTW, why is it that when parents advocate for the traditional public schools they actually know best what is good for their kids, but when they advocate for charter schools they don’t know enough to have informed opinions – according to this blog.
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Not all testing is bad. A standardized math test is a quite accurate indicator of a student’s actual knowledge about the topic. So is a test of English grammar, usage, and punctuation. Reading comprehension tests measure mostly pre-existing knowledge of the topic being tested, and aren’t that reliable. But involved parents know when their kids aren’t making adequate progress academically, and they know when schools are not safe environments. That’s why many of them put their kids in different schools.
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Citation needed, John. The quality of the current tests in use (not to mention the validity of tests in general) has been thoroughly debunked around here. Test scores “measure” (sic) socio-economic status. Period. If you are trying to argue otherwise, it’s up to you to show your work.
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“BTW, why is it that when parents advocate for the traditional public schools they actually know best what is good for their kids, but when they advocate for charter schools they don’t know enough to have informed opinions – according to this blog.”
Answer: Transparency and democratic accountability.
And to think there are people who say there are no dumb questions.
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The validity of tests in general has been debunked? Only in places like this blog, which don’t support any measurement that could make traditional public schools and their teachers look bad.
Test scores on meaningful tests do in fact measure socio-economic status. High achieving kids are far more likely to have high achieving, pro-education parents with high expectations for their kids (that includes parents all across the political spectrum). Poverty is certainly a factor in how kids perform, but how will just throwing money at the schools or at parents end the anti-education “acting white” mentality that results in so many poorly educated black kids? President Obama lamented that attitude many times.
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In NJ, charter schools are dumped on districts whether they are wanted or not; the residents get no vote or say about the creation of charter schools in their district. The charter school has an UNELECTED school board, the charter school is unanswerable to the duly elected school board and the district superintendent. The charter school has its own head or CEO. Charter schools drain funds and resources from the district schools. Charter schools only accept kids at one time during the year through a lottery while the district schools accept any kid at any time during the school year. How is this remotely fair or democratic?
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Oh thank you for your honesty! Poor people are poor because they’re not “high achieving, pro-education”! I love it when reformistas are peeled just enough to reveal their racist, classist beliefs. Thank you!
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Kids of high achieving, pro-education black parents are disproportionately high achieving in school. Kids of all races and economic classes who have parents that set high expectations for behavior in school achieve more. Only readers of this blog believe otherwise.
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Here’s what you’re saying, John: even though the tests simply reflect socio-economic status, they still reflect merit because socio-economic status itself reflects merit. People who are rich are rich because they are smart, talented, hard working, decent citizens with good values. People who are poor are poor because they are lazy, shiftless drifters with no values. Kids of rich people share in their parents’ merit because they are taught their parents’ industry and good values, so they get high test scores which reflects their merit. Kids of poor people share in their parents’ shiftlessness because they are not taught proper work habits and values, so they get low test scores. So the world is exactly the way it should be. Everyone gets what they deserve. Thank you again for your honesty.
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Oh, gracious, I forgot the other half of what you’re saying. Because affluent people tend to be disproportionately white, white people have more merit because they have more talent, industry and better values. Because minorities tend to be disproportionately poor, minorities have less talent and industry and poor values, and, hence, less merit.
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As always, when you have a weak argument, play the race card. But tell us why so many black parents have chosen to send their kids to charter schools rather than to the more logistically convenient traditional public schools in their neighborhoods? Then tell us why so many public school teachers in major cities send their own kids to non-religious private schools.
This whole blog is an ongoing protest at no longer having a monopoly on where kids get their educations. You all want back the good old days, when non-affluent parents had to send their kids to traditional public schools, even when those schools were unsafe and low achieving, and when lousy teachers were protected from consequences by their union.
I understand your motivation. I was a federal employee for 12 years, and I recognize the need for effective government – I oppose unregulated capitalism. But since moving to the private sector, I’ve had to compete with others for contracts and income. I’d love for governments to grant me a monopoly for what I do. Alas, nobody agrees with me. I have to perform well or customers take their business elsewhere. That’s also the reality now for all schools.
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There is a difference between a public service and a private business. Do you think police and fire should be privatized and compete for customers?
Enron competed and went bankrupt, taking down its employees pensions and stockholders investments. I was an Enron stockholder. I lost every dollar I invested in what I was told was the greatest, most innovative business in America.
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John, darlin’, you’ve been around here long enough to know I’m not a teacher, so the “self interest” argument don’t hunt. Thanks for playing!
As for your question, black parents seek charters because people like you have supported underfunding and ignoring their public schools for so long that they really have no choice but to look elsewhere. But when you ask 90% of parents – including black parents – what “choice” they want for their kids, they answer that they want a good, safe, local public school.
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What do standardized tests measure?
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John,
If I may reply a little late to the conversation to your statement: “The validity of tests in general has been debunked?”
By “tests in general” I am assuming you mean standardized tests. If not please explain more. My comment assumes you mean standardized test.
Actually those tests were totally debunked, onto-epistemologically destroyed by the Austrailian Noel Wilson in his 1997 dissertation “Educational Standards and the Problem of Error. I’ve been searching for almost two decades and have yet to find a single rebuttal or refutation other than one person stating that the work was “a bunch of deconstruction claptrap”, which isn’t a rebuttal but an opinion and a sorry opinion at that.
So I invite you to read his work (of which I summarize below) and please contact me at duaneswacker@gmail.com with your rebuttal/refutation of his work.
“Educational Standards and the Problem of Error” found at: http://epaa.asu.edu/ojs/article/view/577/700
Brief outline of Wilson’s “Educational Standards and the Problem of Error” and some comments of mine. (updated 6/24/13 per Wilson email)
A description of a quality can only be partially quantified. Quantity is almost always a very small aspect of quality. It is illogical to judge/assess a whole category only by a part of the whole. The assessment is, by definition, lacking in the sense that “assessments are always of multidimensional qualities. To quantify them as unidimensional quantities (numbers or grades) is to perpetuate a fundamental logical error” (per Wilson). The teaching and learning process falls in the logical realm of aesthetics/qualities of human interactions. In attempting to quantify educational standards and standardized testing the descriptive information about said interactions is inadequate, insufficient and inferior to the point of invalidity and unacceptability.
A major epistemological mistake is that we attach, with great importance, the “score” of the student, not only onto the student but also, by extension, the teacher, school and district. Any description of a testing event is only a description of an interaction, that of the student and the testing device at a given time and place. The only correct logical thing that we can attempt to do is to describe that interaction (how accurately or not is a whole other story). That description cannot, by logical thought, be “assigned/attached” to the student as it cannot be a description of the student but the interaction. And this error is probably one of the most egregious “errors” that occur with standardized testing (and even the “grading” of students by a teacher).
Wilson identifies four “frames of reference” each with distinct assumptions (epistemological basis) about the assessment process from which the “assessor” views the interactions of the teaching and learning process: the Judge (think college professor who “knows” the students capabilities and grades them accordingly), the General Frame-think standardized testing that claims to have a “scientific” basis, the Specific Frame-think of learning by objective like computer based learning, getting a correct answer before moving on to the next screen, and the Responsive Frame-think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback. Each category has its own sources of error and more error in the process is caused when the assessor confuses and conflates the categories.
Wilson elucidates the notion of “error”: “Error is predicated on a notion of perfection; to allocate error is to imply what is without error; to know error it is necessary to determine what is true. And what is true is determined by what we define as true, theoretically by the assumptions of our epistemology, practically by the events and non-events, the discourses and silences, the world of surfaces and their interactions and interpretations; in short, the practices that permeate the field. . . Error is the uncertainty dimension of the statement; error is the band within which chaos reigns, in which anything can happen. Error comprises all of those eventful circumstances which make the assessment statement less than perfectly precise, the measure less than perfectly accurate, the rank order less than perfectly stable, the standard and its measurement less than absolute, and the communication of its truth less than impeccable.”
In other words all the logical errors involved in the process render any conclusions invalid.
The test makers/psychometricians, through all sorts of mathematical machinations attempt to “prove” that these tests (based on standards) are valid-errorless or supposedly at least with minimal error [they aren’t]. Wilson turns the concept of validity on its head and focuses on just how invalid the machinations and the test and results are. He is an advocate for the test taker not the test maker. In doing so he identifies thirteen sources of “error”, any one of which renders the test making/giving/disseminating of results invalid. And a basic logical premise is that once something is shown to be invalid it is just that, invalid, and no amount of “fudging” by the psychometricians/test makers can alleviate that invalidity.
Having shown the invalidity, and therefore the unreliability, of the whole process Wilson concludes, rightly so, that any result/information gleaned from the process is “vain and illusory”. In other words start with an invalidity, end with an invalidity (except by sheer chance every once in a while, like a blind and anosmic squirrel who finds the occasional acorn, a result may be “true”) or to put in more mundane terms crap in-crap out.
And so what does this all mean? I’ll let Wilson have the second to last word: “So what does a test measure in our world? It measures what the person with the power to pay for the test says it measures. And the person who sets the test will name the test what the person who pays for the test wants the test to be named.”
In other words it attempts to measure “’something’ and we can specify some of the ‘errors’ in that ‘something’ but still don’t know [precisely] what the ‘something’ is.” The whole process harms many students as the social rewards for some are not available to others who “don’t make the grade (sic)” Should American public education have the function of sorting and separating students so that some may receive greater benefits than others, especially considering that the sorting and separating devices, educational standards and standardized testing, are so flawed not only in concept but in execution?
My answer is NO!!!!!
One final note with Wilson channeling Foucault and his concept of subjectivization:
“So the mark [grade/test score] becomes part of the story about yourself and with sufficient repetitions becomes true: true because those who know, those in authority, say it is true; true because the society in which you live legitimates this authority; true because your cultural habitus makes it difficult for you to perceive, conceive and integrate those aspects of your experience that contradict the story; true because in acting out your story, which now includes the mark and its meaning, the social truth that created it is confirmed; true because if your mark is high you are consistently rewarded, so that your voice becomes a voice of authority in the power-knowledge discourses that reproduce the structure that helped to produce you; true because if your mark is low your voice becomes muted and confirms your lower position in the social hierarchy; true finally because that success or failure confirms that mark that implicitly predicted the now self-evident consequences. And so the circle is complete.”
In other words students “internalize” what those “marks” (grades/test scores) mean, and since the vast majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m an “A” student” is almost as harmful as “I’m an ‘F’ student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of society.
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To John regarding your advocacy for school choice
To me, one of the most tragic things about the charter movement and its initial emphasis on economically disadvantaged communities (though now many of these for-profit entities stake out only affluent students), is that it has encouraged many poor, but otherwise functional families to leave their neighborhood schools, leaving behind and even more concentrated group of needier kids in the traditional system. In many places, neighborhood schools have been forced to close. What happens to kids for which there isn’t anyone willing or able to navigate finding a “better” alternative school? What better way to reach these kids and build their communities up than through well funded neighborhood public schools. The divestment from the public system in our neediest communities is such a wasted opportunity to help the most vulnerable among us. For many poor children, the neighborhood school and the teachers that fill it, may be the most stable and consistent thing in their lives. My mom taught some of the poorest kids in our country and I can tell you the public school was so much more than just about education for the families served by her school.
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Reblogged this on David R. Taylor-Thoughts on Education.
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In a strange way Trump and DeVos have galvanized resistance to privatization. NPE and you provide much needed information on what is happening. Maybe the threat of widespread vouchers is a bridge too far. You have helped to turn knowledge into activism. Thank you for your tireless work on behalf of the nation’s young people and in defense of justice and democracy.
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They’ve really made gains in capturing government, though. They all sound the same on schools, our politicians, down to words and phrases. It’s ALL market-based ed reform. The differences amount to details.
I don’t think they can dissent at all at this point – it’s an echo chamber. DC is the absolute worst but many states are just as bad. It’s not that they just “support” ed reform anymore- it’s the only acceptable position.
What it most reminds me of is financial system deregulation in the 1990’s. VERY FEW people in either Party opposed that. It was Accepted Truth. You couldn’t dissent. It was not allowed.
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I knew I could do it!
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Awesome! I’ll share on FB.
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YES! We can do it…let the public know what is afoot!
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AND making it so easy for the public to hear about and digest what is afoot!
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Hi dienne77:
I love every word that you express in:
[start your expression]
dienne77
September 20, 2017 at 4:32 pm
Here’s what you’re saying, John: even though the tests simply reflect socio-economic status, they still reflect merit because socio-economic status itself reflects merit.
People who are rich are rich because they are smart, talented, hard working, decent citizens with good values.
People who are poor are poor because they are lazy, shiftless drifters with no values.
Kids of rich people share in their parents’ merit because they are taught their parents’ industry and good values, so they get high test scores which reflects their merit.
Kids of poor people share in their parents’ shiftlessness because they are not taught proper work habits and values, so they get low test scores.
So the world is exactly the way it should be. Everyone gets what they deserve. Thank you again for your honesty.
[end your expression]
I hope that there are millions of viewers including myself in Dr. Ravitch’s blog who understand thoroughly the true implication of what you wrote.
Corrupted and ignorant rich corporate is fear for their off-spring who will definitely NOT learn well NOR do well as compare to commoners’ children. As a result, they forcefully destroy public education and alternately offer voucher and charter education to ruin many upcoming generations – depletion of creativity in both humanity and science!
God truly bless America to have Dr. Ravitch, her website, all veteran educators, and supporters like you to re-emphasize and to contribute your sharp and logical argument. Please stay being sharp like diamond. Love. May
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I am appalled at the response to John. It seems it is simple enough to state that test scores reflect socio economic status to a large degree. It is easy to see why. Background knowledge!!!!
Humans are learning freaks. If we measure middle and upper class knowledge that is being gained twice, once in school and the second time at home, that will be reflected on the test. This does not take a PhD to see. Colleges are dropping these artificial measures and looking at student academic effort because the tests are not predictive.
Why did I tell kids to go to USC for a business degree? Because of the connections they will make. I don’t know what the scores are. Why accept admission (even with average scores and poor grades) to Wharton as a legacy? Because of the connections you will make. Get real.
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WCT: As one who taught in independent schools oh so many years ago and taught many students who went to the “best” schools, you have hit the proverbial nail on the head.
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As that my post just vaporized I’ll just give you a like
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The whole structure of charter schools makes no sense. They represent a parallel and separate school system unto themselves that duplicate administrative positions already in existence. This is wasteful of precious and limited funds. John Webster likes this undemocratic set-up because he hates teacher unions. In most cases, 80%-90%+ of the kids are educated in the real public schools while a fraction are being educated in the charter schools. Does it make any sense to sabotage and stab the district schools in the back, drain them of funds and resources over some bogus choice.
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I don’t hate teachers unions; I know the history of why they came into existence, to protect teachers against clearcut abuse from administrators and others. But I hate when those unions protect teachers who aren’t fit for the job for numerous reasons. I feel likewise about police unions who protect the small percentage of cops who are thugs and who abuse their authority over citizens.
Can someone finally explain why so many black parents across the country have pulled their kids from traditional public schools and sent them to charter schools? Are all these black parents just inherently dimwitted, easily fooled, or not woke enough?
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“Are all these black parents just inherently dimwitted….?’
Apparently so by your reckoning. Blacks almost always score below whites on standardized tests, which you yourself argue are valid tests of merit. Ergo, blacks must be stupid, right? Why else would they score lower than whites? Can’t be any flaws in the perfectly good tests, amiright?
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John,
The overwhelming majority of black parents have not switched to charter schools. In the South, the charters are increasingly segregation Academies.
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I know that fact; charter schools don’t have the capacity to enroll all the students on their typically long waiting lists. But when they have the choice, why do so many black parents opt out of traditional public schools? (BTW, my daughter attends the nearby traditional public high school – I’m not anti-TPS)
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Most waiting lists are fraudulent. Many charter schools have empty seats. Check out their advertising and marketing budgets. Recruiting when they have a waiting list? Phony.
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Shana Tovah.
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Oh my, the trolls are out in full force.
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I find myself a bit sympathetic to John. Middle class black families are moving. It’s not a matter of race so much as escaping neighborhoods that have succumbed to violence. You hear the stories almost nightly in Chicago from people who are scared every day their children walk out the door. If people can get out, they are.
I see it more as a result of abandoning the idea of integration by both race and socio-economic class. Integration is a good way to make sure that children from all backgrounds at least have access to the same public resources. I ‘m thinking of two schools in a suburban district, one of which had a much larger Latino population than another that generally drew a more economically well off population. Fortunately, the schools received the same resources from the district. The only potential trouble spot was the PTAs. One PTA routinely raised thousands of dollars for extras while the other school PTA had far fewer resources. Go to Chicago and you can see how even district funds are not distributed equitably.
So, if through policy decisions we end up starving some communities and end up creating communities of people who are angry and/or hopeless, what do we expect? There is a reason neighborhoods grew up around different ethnic groups. People are comfortable with people who are like them. The flip side is anyone who is different is suspect. That’s true no matter where you live and who you are. The Hmong didn’t belong. They got out. Who wouldn’t?
I rambling here. There are so many ideas rolling around in my head. I don’t see charter schools as the answer, but who among us doesn’t want our children to be safe? We have got to keep pushing for what we know would be quality public education while recognizing that some people have no good choices or at least choices that don’t diminish public school resources.
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OK, yes, but a quarter of those were Señior Swacker posting Noel Wilson’s dissertation. (Just kidding. Señor Swacker, eres mi hermano de otra madre.)
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I think that the .5M hits are for the FB page. I don’t think I’ve posted anything there. I thought that this blog had long passed 10 million views. Maybe I’m confused, wouldn’t be the first time, especially when the body pain is constant. But at least the pain let’s me know I’m alive, eh!
For the record, I did just post “my post” in response to John W above, and in one other thread today. I got distracted from posting it the last year, let’s just say I was more focused on getting the book done. Got another 40 or so to send out and only another 195 to sell to break even. My Quixotic Quest will end when I die, I suppose! Just call me Alonso!
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Duane,
This blog long ago passed 30 million page views.
The video has been viewed on different platforms more than 500,000 times.
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Thanks for the info. I was a tad confused by the posted number. Now it makes sense!
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Keep at it, Brother Swacker! : )
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Wonderful video, Diane! Looking forward to the rest of them!
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